HIGHER EDUCATION QUARTERLY最新文献

{"title":"As Steady as Little Streams: Asian Female Doctoral Students Navigating Taboos in U.S. Higher Education","authors":"Chloe Le,&nbsp;Anh Ngoc Quynh Phan","doi":"10.1111/hequ.70177","DOIUrl":"https://doi.org/10.1111/hequ.70177","url":null,"abstract":"<p>This study explores the unspoken and stigmatized experiences—taboos—encountered by five Asian women pursuing doctoral degrees in the United States. Using a merged methodology of autoethnography and narrative inquiry, the paper places the first author's self-reflected narrative next to the stories of four other female doctoral graduates originally from Vietnam, China, Malaysia and Indonesia, spanning disciplines in education, chemistry and biotechnology. Through these reconstructed narratives, the study reveals how cultural expectations, gendered norms and institutional pressures contribute to silences around emotional struggle, academic failure, mental health and identity negotiation. Informed by intersectionality as a theoretical framework, the research highlights how these women navigated doctoral life at the intersection of multiple margins while struggling to articulate taboos related to time, place and institutional resistance. The study attempts to disrupt dominant discourses of academic success by centring voices often rendered invisible and to advocate for more compassionate, culturally responsive doctoral education.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70177","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205769","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}

{"title":"A Micro-Level Study of Knowledge Exchange Tensions in Three UK Universities","authors":"Matt Sutherland,&nbsp;Steven Pattinson,&nbsp;Padmali Rodrigo,&nbsp;Jennie Shorley,&nbsp;Laura Bradley-McCauley,&nbsp;James A. Cunningham","doi":"10.1111/hequ.70180","DOIUrl":"https://doi.org/10.1111/hequ.70180","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper explores how university academics navigate knowledge exchange micro-level tensions. At the micro-level, university-based knowledge exchange requires academics as key actors to navigate competing demands and conflicting priorities. There is a paucity of research at the micro-level exploring university-based knowledge exchange activities from an individual actor perspective. Using a qualitative approach based on 32 in-depth, semi-structured interviews with academics and professional staff members in three UK universities, we found how academics employ ambidexterity to traverse knowledge exchange tensions. We identified four types of knowledge exchange micro-level tensions—<i>motivational</i>, <i>structural</i>, <i>geographical</i> and <i>resource</i> tensions. Based on our analysis, we develop a micro-level framework that illuminates and mitigates micro-level tensions with university-based knowledge exchange activities.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205713","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}

{"title":"Perceived Autonomy Support and Life Satisfaction Among Doctoral Students: Mediating and Moderating Effects","authors":"Siyao Chen,&nbsp;Li-fang Zhang,&nbsp;Gaowei Chen","doi":"10.1111/hequ.70175","DOIUrl":"https://doi.org/10.1111/hequ.70175","url":null,"abstract":"<div>\u0000 \u0000 <p>Building on the theories of study demands-resources and conservation of resources, this study examined the link between doctoral students' perceived autonomy support and life satisfaction and the mediating pathways through different research styles. The study also explored academic buoyancy's moderating role between perceived autonomy support and research styles. Five hundred and fifty-two Chinese doctoral students completed an online survey regarding their demographic information and four inventories. Hierarchical regression results revealed that perceived autonomy support was positively associated with life satisfaction. Structural equation modelling findings indicated that all three adaptive Type I research styles (i.e., the legislative, liberal, and hierarchical research styles) and two of the three maladaptive Type II research styles (i.e., the monarchic and conservative research styles) mediated the relationship between perceived autonomy support and life satisfaction. However, the executive research style did not mediate the said relationship. The PROCESS macro findings indicated that the associations of perceived autonomy support with the three Type I styles were stronger for academically buoyant doctoral students. The findings underscore the theoretical importance of understanding life satisfaction among doctoral students and provide implications for educational practice in doctoral education.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149145870","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}

{"title":"Global Citizenship Education and Intercultural Understanding: A Kernel for Promoting Transnational Education Among Higher Education Institutions in Uganda","authors":"Muweesi Charles,&nbsp;Nangendo Sharifah,&nbsp;Kalule John,&nbsp;Kabasiita Jessica,&nbsp;Kaweesi Muhamadi,&nbsp;Nabateregga Judith,&nbsp;Charles Eryenyu,&nbsp;Gimuguni Lillian Nabaasa,&nbsp;Anthony Muwagga Mugagga","doi":"10.1111/hequ.70170","DOIUrl":"https://doi.org/10.1111/hequ.70170","url":null,"abstract":"<div>\u0000 \u0000 <p>This narrative qualitative case study examines the integration of Global Citizenship Education (GCE), Intercultural Understanding (IU), and Transnational Education (TNE) with a case of Kabale University in Uganda specifically to analyse how these education models are applied within Higher Education Institutions, their implications on students, and the difficulties faced in integrating them into the curriculum. Data was collected through interviews, documents examination, and observation of extracurricular and academic life. Results show that while GCE, IU, and TNE are being brought in across certain faculties, implementation is still patchy and biased. Despite all this, students do indicate the need for formal provision of access to the study of global problems and to the contact with multiple cultures. The study concludes that universities should enhance their global Citizenship education program but do require more organized approaches towards introducing the curriculum and developing capacity among the staff. It recommends that the universities, together with the government and external partners, re-commits itself to global education by embedding GCE, IU, and TNE more consistently in the curriculum; thus emphasizing the importance of cultivating global citizenship to empower students with the ability to manage the complexities of a more evolving globalized world.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149145544","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}

{"title":"Unveiling the Unspoken: Taboos in Doctoral Education – Perspectives From Zambia and South Africa","authors":"Charity Meki-Kombe,&nbsp;Lifutso Tsephe","doi":"10.1111/hequ.70176","DOIUrl":"https://doi.org/10.1111/hequ.70176","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored the under-researched phenomenon of taboos in doctoral education within the unique contexts of Zambia and South Africa. Guided by three core objectives, the research aimed to: (1) systematically identify specific taboos related to research topics, methodological biases, and supervisory power dynamics; (2) analyse their effects on students' mental health, academic performance, and innovation; and (3) develop student-centred recommendations for reform. Employing an interpretive phenomenological design, the study collected data through semi-structured interviews and, for participants who were unavailable for a live interview, open-ended Google Form questionnaires structured around the same interview guide, with 35 doctoral students (30 from Zambia, 5 from South Africa) from diverse disciplines. Data were analysed using interpretive thematic analysis, drawing on Bourdieu's concept of symbolic violence and a postcolonial critique to frame the findings. Key findings revealed that taboos in doctoral education function as systemic control mechanisms, including the prohibition of challenging supervisors, institutional silencing of complaints, enforced concealment of struggle, and gendered stigmas. The impact of these taboos is severe, manifesting as epistemic constriction (suppression of critical inquiry), psychological distress (isolation, anxiety), and systemic academic delays. Participants advocated for structural transformations, including mandatory training on power dynamics, safe channels for reporting misconduct, and a shift towards supervisory partnerships informed by principles like ubuntu. The study concludes that these taboos perpetuate colonial hierarchies and stifle intellectual decolonization, necessitating urgent institutional action to create supportive, equitable, and intellectually liberating doctoral environments. This study contributes to doctoral supervision literature by demonstrating how addressing these taboo-laden dynamics is essential for decolonizing supervisory practice and fostering a culture of openness and accountability. Future research should investigate policy effectiveness and the manifestation of taboos across other contexts and disciplines.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146885","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}

{"title":"Academic Inbreeding and Collaboration Patterns: A Comparative Publication Profile of Two Turkish Universities","authors":"Haydar Tekin,&nbsp;Güleda Doğan","doi":"10.1111/hequ.70173","DOIUrl":"https://doi.org/10.1111/hequ.70173","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines how academic inbreeding relates to scientific collaboration through a publication-level comparison of two Turkish universities during 2018–2022: Hacettepe University, a long-established, research-intensive public university and TED University, a young foundation university. Using AVESİS publication records (<i>N</i> = 6292) and staff profiles (<i>N</i> = 1371), authors are classified into two mobility profiles, distinguishing those with international degree or work experience from those whose education and employment are entirely domestic. A publication-level inbreeding category is then assigned according to whether author teams comprise only one profile or combine both. Collaboration is measured across six co-authorship settings, and internationally co-authored publications are further classified by the World Bank income group of partner countries. Findings reveal a marked institutional contrast. At Hacettepe, domestic collaborations are predominantly produced by teams composed entirely of authors with domestic-only education and work experience. Such teams also account for a substantial share of internationally co-authored publications. At TED, internationally co-authored publications more often involve teams composed entirely of authors with international experience. These results suggest that internationalisation can coexist with institutionally reproduced networks shaped by mobility, internal reproduction and network openness.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148993965","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}

{"title":"From Compliance to Co-Production: Developing a Sector-Informed Equality Impact Analysis Framework for Inclusive Governance in Higher Education","authors":"Chantal Davies,&nbsp;Melanie Crofts,&nbsp;Ruth Healey,&nbsp;Kim Ross,&nbsp;Holly White","doi":"10.1111/hequ.70174","DOIUrl":"https://doi.org/10.1111/hequ.70174","url":null,"abstract":"<p>Equality Impact Assessments (EqIAs) in higher education are often perceived as bureaucratic exercises rather than tools for transformative change. This paper presents research on the existing use of EqIAs across Britain, including key challenges, and an exploration of the value of the coproduction of EqIAs. It utilises the findings to inform the contribution of an evidence-based, holistic and context-driven framework. Research underpinning this paper explores how participatory approaches can reposition EqIAs from compliance-driven processes towards inclusive governance. This paper draws on multi-phase qualitative research with marginalised voices and Equality, Diversity and Inclusion (EDI) leads across England, Scotland and Wales. Findings reveal widespread inconsistency in EqIA application, limited integration into institutional strategy and perceptions of disproportionate burden. Core barriers to effective use include insufficient resources, poor understanding among decision-makers and tokenistic consultation with marginalised communities. Conversely, the evidence highlights the potential of co-production to embed lived experience, foster accountability and strengthen meaningful impact analysis. The consequent Equality Analysis Framework, underpinned by the research, calls for simplified, proportionate and context-sensitive approaches that seek to mainstream EqIAs into institutional decision-making and risk assessment. The Framework emphasises the need for institutional capacity building, early engagement, and power sharing with staff, students and community stakeholders to ensure EqIAs are cultural enablers rather than procedural hurdles. While developed primarily for the English HE sector, the Framework offers wider applicability across sectors and nations as a means of moving beyond performative equality towards authentic values-driven transformation. The success of this reimagined approach will depend on sustained leadership commitment, adequate resourcing, and willingness to embed co-production as a catalyst for systemic change.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943244","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}

{"title":"Institutional Logics and the Strategies and Practices of Interdisciplinary Research Centres: Competition or Convergence?","authors":"Liudvika Leišytė,&nbsp;Jay R. Dee,&nbsp;Anna-Lena Rose","doi":"10.1111/hequ.70172","DOIUrl":"https://doi.org/10.1111/hequ.70172","url":null,"abstract":"<p>Drawing on data from two interdisciplinary research centres in a German university, this study seeks to understand the extent to which different institutional logics influence the strategies and practices of interdisciplinary research centres, as well as how university actors accommodate the various logics in their work. Professional logics were predominant in shaping the work practices of academics, whereas market and industry logics played a larger role for middle management, especially in establishing the credibility of interdisciplinary research in terms of its capacity to generate external funding. Reflecting a managerial logic, interdisciplinarity was framed as a way to enhance the profile and international reputation of the university. The convergence of professional and market and industry logics was most salient during the process of seeking funding, as well as during centre meetings when directors and academics sought to establish how scientific interests were aligned with the priorities of external funders and industry partners.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942551","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}

{"title":"Systematic Review of the Global Patterns and Determinants of International Student Mobility","authors":"Cristina Sin,&nbsp;Merve Zayim-Kurtay,&nbsp;Anita Kéri,&nbsp;Sevgi Kaya-Kasikci,&nbsp;Yasar Kondakci,&nbsp;Pawel Bryla,&nbsp;Betül Bulut-Sahin,&nbsp;Queenie Lam,&nbsp;Giorgio Marinoni,&nbsp;Per A. Nilsson,&nbsp;Elena Ovchinnikova,&nbsp;Adriana Perez-Encinas","doi":"10.1111/hequ.70169","DOIUrl":"https://doi.org/10.1111/hequ.70169","url":null,"abstract":"<div>\u0000 \u0000 <p>This systematic literature review synthesizes and analyses a corpus of 140 studies on the size and flows of international student mobility (ISM), as well as its determinants. The review confirms a consistent global increase in international students, albeit experienced differently in terms of magnitude by certain regions and countries. However, it also shows how ISM is decentralizing and diversifying, diluting the traditional East–West flows against the acceleration of regional mobility and the emergence of hubs. While criticizing the incomplete theorisation of ISM research, the review combines the push-pull factor approach with an examination of individual factors to analyse determinants. Findings show that individual factors and push factors have been under-researched compared to pull factors. Individual factors foreground students' agency, as these are not simply reactive to external conditions when making decisions. Despite limitations, such as sampling methods or data availability and comparability, the review captures state-of-the-art knowledge on ISM and suggests future research avenues. Its findings have direct implications for institutional strategy and national policymaking.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942567","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}

{"title":"Academic Peer Network Effects of Doctoral Students: An Empirical Research Based on Response-Driven Sampling in China","authors":"Xiao Liu,&nbsp;Wenqin Shen,&nbsp;Yandong Zhao","doi":"10.1111/hequ.70171","DOIUrl":"https://doi.org/10.1111/hequ.70171","url":null,"abstract":"<div>\u0000 \u0000 <p>This study used Response-Driven Sampling (RDS) to construct an academic peer network for PhD students in China and conducted a questionnaire survey. After testing 639 valid samples that met the random recruitment assumption, empirical analysis was conducted on academic peer network effects on the research competence of PhD candidates (RCPC). The results show that RCPC is significantly influenced by academic peer network size, homogeneity, and peer competence. (1) Peer competence demonstrates the strongest positive effect on RCPC, particularly for those with low initial research competence. (2) In comparison, the effect of network homogeneity is relatively smaller and predominantly negative. The homogeneity between PhD students and their academic peers remains relatively low across the sample, with all values below 0.7. (3) The network size of weak ties does not significantly affect RCPC. However, among strong ties, the number of peers from other departments and universities exhibits an inverted U-shaped relationship with self-assessed competence, with the optimal network size being 16 peers. This study not only suggests PhD students strengthen their social connections with peers from different disciplines and institutions, aiming to maintain a moderate-sized network within strong ties, thereby enhancing their own abilities and achieving long-term development, but also indicates the applicability and generalizability of applying RDS to peer network surveys.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942568","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}