HIGHER EDUCATION QUARTERLY最新文献

Unravelling the Leadership Role of Higher Education Leaders in Quality Imperatives: Implications for Quality Culture Development 揭示高等教育领导者在质量要求中的领导作用：对质量文化发展的启示

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-10-06 DOI: 10.1111/hequ.70072

Eshetu Mandefro, Tesfaye Semela, Ashebir Bezabih

{"title":"Unravelling the Leadership Role of Higher Education Leaders in Quality Imperatives: Implications for Quality Culture Development","authors":"Eshetu Mandefro, Tesfaye Semela, Ashebir Bezabih","doi":"10.1111/hequ.70072","DOIUrl":"https://doi.org/10.1111/hequ.70072","url":null,"abstract":"<div>\u0000 \u0000 <p>Over the past three decades, global experience in higher education (HE) has shown that designated quality assurance (QA) mechanisms have been unable to deliver the desired quality improvements in the HE landscape; as a result, quality has not become an embedded culture in most higher education institutions (HEIs). This gap may stem from a disconnect between QA management and leadership practices, particularly where leadership fails to emphasize key quality imperatives (moral, professional, competitive, and accountability) that are essential to embedding quality as an institutional culture. This study examined the role of leadership in promoting quality imperatives at three public universities in Ethiopia, involving 1029 academic staff. The findings indicate that leadership at the departmental level plays a critical role in advancing quality imperatives, thereby enhancing overall quality enhancement. Furthermore, the study offers practical mechanisms for addressing quality imperatives and provides fresh insights into the existing leadership approaches, an area of research that remains underexplored in Ethiopia's HE sector or similar systems in the HE landscape.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reconsidering the Assessment Criteria in Academic Recruitment 重新思考学术招聘评估标准

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-10-01 DOI: 10.1111/hequ.70068

Maria Pietilä, Jouni Kekäle, Katri Rintamäki

引用次数: 0

Breaking Glass Dam: Women's Journey to Faculty Membership 打破玻璃大坝：女性成为教员的旅程

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-10-01 DOI: 10.1111/hequ.70065

Afsaneh Dehghanpour-Farashah, Alireza Dehghanpour-Farashah, Mojgan Adnanrad

{"title":"Breaking Glass Dam: Women's Journey to Faculty Membership","authors":"Afsaneh Dehghanpour-Farashah, Alireza Dehghanpour-Farashah, Mojgan Adnanrad","doi":"10.1111/hequ.70065","DOIUrl":"https://doi.org/10.1111/hequ.70065","url":null,"abstract":"<div>\u0000 \u0000 <p>Considering the significantly lower percentage of Female Faculty Members (FFMs) compared to Male Faculty Members (MFMs) in Iranian universities, this cross-sectional mixed-methods study aims to identify and prioritise the barriers preventing women's entry into academic positions. Specifically, it explores the challenges faced by female PhD holders in securing such roles. The qualitative phase of this research involved in-depth interviews with 32 faculty members from public universities. These interviews led to the identification of four main categories and 20 initial sub-barriers. In the quantitative phase, a survey was administered to 358 faculty members from public universities in Tehran, and the collected data were analysed using Confirmatory Factor Analysis (CFA), resulting in the refinement and validation of four main barriers and 18 sub-barriers. To assess gender-based differences in the perceived importance of these barriers, the non-parametric Mann–Whitney <i>U</i> test was employed due to the non-normal distribution of the data. In the final step, the identified barriers were prioritised using the Analytic Hierarchy Process (AHP), conducted separately for FFMs and MFMs. This study deepens our understanding of the structural and perceptual barriers that women face in accessing academic positions and provides evidence-based strategies to address these challenges and promote gender equity. As a key theoretical contribution, this research introduces the concept of the ‘Glass Dam’ to describe the subtle and invisible barriers that impede women's entry into professions such as academic roles.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145224050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Crises in Global Higher Education: Imagined or Genuine Threats? 全球高等教育危机：想象中的还是真实的威胁？

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-10-01 DOI: 10.1111/hequ.70070

Bruce Macfarlane, Jisun Jung, Anatoly Oleksiyenko

引用次数: 0

A Pathway to Completion: Student Veterans Pursuing Engineering Degrees 毕业之路：退伍学生攻读工程学位

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-09-29 DOI: 10.1111/hequ.70067

Kim E. Bullington, Cynthia L. Tomovic, Anthony W. Dean, Vukica Jovanovic

引用次数: 0

University Positioning in AI Policies: Comparative Insights From National Policies and Non-State Actor Influences in China, the European Union, India, Russia, and the United States 大学在人工智能政策中的定位：来自中国、欧盟、印度、俄罗斯和美国的国家政策和非国家行为体影响的比较见解

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-09-28 DOI: 10.1111/hequ.70062

Sevgi Kaya-Kasikci, Chris R. Glass, Eglis Chacon Camero, Ekaterina Minaeva

{"title":"University Positioning in AI Policies: Comparative Insights From National Policies and Non-State Actor Influences in China, the European Union, India, Russia, and the United States","authors":"Sevgi Kaya-Kasikci, Chris R. Glass, Eglis Chacon Camero, Ekaterina Minaeva","doi":"10.1111/hequ.70062","DOIUrl":"https://doi.org/10.1111/hequ.70062","url":null,"abstract":"<p>This paper introduces a novel four-dimensional analytical framework to examine how universities are positioned within national artificial intelligence strategies amid intensifying geopolitical competition. Through systematic document analysis of policy frameworks across eight major global actors—the United Kingdom, Russia, India, the European Union, China, the United States, BigTech, and UNESCO—we identify distinct governance typologies that determine higher education's role in artificial intelligence ecosystems. Our findings quantify significant variations in how universities are instrumentalized across governance contexts—from talent pipelines in market-led systems to state-directed innovation hubs in centralised approaches. We document the emergence of value-aligned ‘strategic education blocs’ replacing universal academic networks, with India demonstrating unexpected leadership in education-specific policy provisions. This research advances the theoretical understanding of “technological statecraft” in higher education, demonstrating how the interplay between sovereignty concerns, regulatory philosophies, value systems, and public-private dynamics creates systematically different operating environments for universities across geopolitical contexts. These findings provide critical benchmarks for understanding institutional positioning in the global artificial intelligence landscape and challenge conventional internationalisation frameworks in an era of technological nationalism.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145224442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging Higher Education Research and Policy: The Role of Institutional Knowledge Brokers 衔接高等教育研究与政策：机构知识经纪人的角色

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-09-25 DOI: 10.1111/hequ.70064

Yishai Fraenkel, Annette Bamberger

{"title":"Bridging Higher Education Research and Policy: The Role of Institutional Knowledge Brokers","authors":"Yishai Fraenkel, Annette Bamberger","doi":"10.1111/hequ.70064","DOIUrl":"https://doi.org/10.1111/hequ.70064","url":null,"abstract":"<p>We examine the role of institutional knowledge brokers in bridging higher education research (HER) and higher education policy, focusing on a parliamentary advisory body in Israel. Using citation and topic analysis, supplemented by stakeholder interviews, we investigate the topics addressed, sources of evidence utilised and perceptions of different forms of evidence. Findings reveal the limited influence of HER on advisory outputs, with governmental sources dominating the evidence base. The marginal role of HER is linked to perceptions of its limited timeliness, theoretical focus and perceived ideological biases. We highlight the inherent tensions faced by institutional knowledge brokers operating in political contexts, where navigating the demands for neutrality and relevance often limits their ability to engage with contentious or systemic issues. This challenge is particularly acute in the contemporary context, where academic knowledge production itself has become increasingly contested and a focal point of public and political polarisation. This study underscores the persistent challenge of integrating HER into policy and emphasises the need for more effective strategies to enhance the impact of scholarly research on policymaking. While grounded in the situated context of Israel's parliamentary advisory system, our findings illuminate tensions in the research–policy interface that may resonate beyond this setting.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

International Students in German Higher Education: How Quality-Characteristics of the Study Programme Relate to Student Satisfaction Over the Course of Studies 德国高等教育的国际学生：学习计划的质量特征与学生在学习过程中的满意度之间的关系

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-09-14 DOI: 10.1111/hequ.70053

Theresa Thies, Susanne Falk

{"title":"International Students in German Higher Education: How Quality-Characteristics of the Study Programme Relate to Student Satisfaction Over the Course of Studies","authors":"Theresa Thies, Susanne Falk","doi":"10.1111/hequ.70053","DOIUrl":"https://doi.org/10.1111/hequ.70053","url":null,"abstract":"<div>\u0000 \u0000 <p>Germany is the most attractive non-English-speaking destination for international students. Their number has considerably grown over the last 10 years. However, the dropout rate among international students is higher than among domestic students. This is an undesirable situation given the necessity of training highly skilled labour and integrating them into the German labour market. It raises the question of student satisfaction and the quality of study programmes. In particular, we examine how the perception of study programme characteristics affects student satisfaction over three semesters. We analyse this question using the International Student Survey, a longitudinal online-panel survey of international degree-seeking students in Germany (<i>N</i> = 2428). The results show that increases in the perceived teaching quality, teacher support and student integration relate to increases in student satisfaction throughout their studies. High exam frequencies and overcrowded classes reduce satisfaction values. Our findings emphasise the need to improve the quality of teaching and study programmes in order to increase satisfaction, and therefore success, of international students.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Regulations, Technology Policies and Universities' Attitudes to Artificial Intelligence in China 法规、技术政策与中国大学对人工智能的态度

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-09-12 DOI: 10.1111/hequ.70055

Xu Liu, Yuning Fang, Xiang Lan

{"title":"Regulations, Technology Policies and Universities' Attitudes to Artificial Intelligence in China","authors":"Xu Liu, Yuning Fang, Xiang Lan","doi":"10.1111/hequ.70055","DOIUrl":"https://doi.org/10.1111/hequ.70055","url":null,"abstract":"<div>\u0000 \u0000 <p>As artificial intelligence (AI), particularly generative models, becomes increasingly integrated into global education systems, China's higher education sector is undergoing profound transformation. This article examines how AI is being regulated, institutionalised and contested within Chinese universities. Drawing on policy document analysis and 33 interviews with faculty members at research universities, the study explores how China's state-led governance model is interpreted and enacted on university campuses. The analysis focuses on three levels of engagement: national policy direction, institutional responses such as AI-powered teaching platforms, general and specialised AI education, and the establishment of AI's pedagogical, ethical and managerial implications. While faculty generally view AI as enhancing personalisation, research productivity and administrative efficiency, they also raise concerns about academic integrity, bias and overreliance on technology. The article argues that fostering a well-regulated, adaptable AI framework will be critical for sustainable progress, and that ongoing collaboration between policymakers, educators and technologists is essential to realise AI's full potential while safeguarding the academic values and quality that underpin higher education.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating Artificial Intelligence Readiness Within Faculty in the Higher Education Sector 评估高等教育部门教师的人工智能准备情况

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-09-08 DOI: 10.1111/hequ.70061

Ayatallah Mohamed Ali

引用次数: 0