HIGHER EDUCATION QUARTERLY最新文献_第10页

Enhancing University Students' Questioning Techniques in Dialogic and Argumentative Practices 在对话与论证实践中提高大学生的提问技巧

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2026-01-04 DOI: 10.1111/hequ.70102

Christiana Karousiou, Maria Evagorou, Maria Vrikki

{"title":"Enhancing University Students' Questioning Techniques in Dialogic and Argumentative Practices","authors":"Christiana Karousiou, Maria Evagorou, Maria Vrikki","doi":"10.1111/hequ.70102","DOIUrl":"https://doi.org/10.1111/hequ.70102","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the questioning techniques employed by Higher Education Institution (HEI) students in simulated scenarios following their participation in a training course, as well as their perspectives on the role of questioning in fostering a culture of inquiry and continuous improvement in schools. A mixed-methods approach was used, involving 17 participants enrolled in the Educational Studies program at a private university in the Republic of Cyprus. The results indicate that participants employ diverse questioning techniques and view questioning as essential for fostering critical thinking, collaboration and argumentation. Additionally, they recognize its role in promoting dialogic practices, reflective thinking and open communication, despite the identified challenges associated with its use. This study significantly contributes to the field of higher education by emphasizing the need to integrate such strategies into initial teacher education. It offers practical recommendations for embedding these strategies in university programs, thereby supporting future educators in enhancing their dialogic and argumentative skills.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2026-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145909265","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

How Do College Students Argue Orally in Classroom Debates With Different Communicative Goals? 大学生如何在不同交际目标的课堂辩论中进行口头辩论？

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-29 DOI: 10.1111/hequ.70100

Ingrid González Palta, Antonia Larrain, Rocío Contreras, María José Guzmán

{"title":"How Do College Students Argue Orally in Classroom Debates With Different Communicative Goals?","authors":"Ingrid González Palta, Antonia Larrain, Rocío Contreras, María José Guzmán","doi":"10.1111/hequ.70100","DOIUrl":"https://doi.org/10.1111/hequ.70100","url":null,"abstract":"<div>\u0000 \u0000 <p>Debate has a long tradition in higher education and is increasingly valued as a formative methodology. Its learning potential, however, may depend on the kind of argumentation used. Evidence comparing how communicative goals shape students' argumentative style in formative debates remains scarce. This study explored how university students' oral argumentation varies in debates with persuasive or deliberative objectives. Psychology students debated on four occasions. A collection of 32 debate preparations and 16 debate executions was analysed, and the argumentative moves used were identified with a coding scheme. Analysis of the distribution of moves showed global differences between debate types. Persuasive debates featured more own arguments, counter-arguments to the opponent, notions/definitions, interruptions and certainty language. And deliberative debates had more counter-arguments to one's own stance, change of position, active search for reasons and uncertainty language. These findings are discussed within the context of their pedagogical and educational policy implications.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145887870","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

Transnational Education as Ecosystem: Rethinking Sustainability and Equity 跨国教育作为生态系统：对可持续性与公平性的再思考

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-28 DOI: 10.1111/hequ.70099

Jiayi Wang

{"title":"Transnational Education as Ecosystem: Rethinking Sustainability and Equity","authors":"Jiayi Wang","doi":"10.1111/hequ.70099","DOIUrl":"https://doi.org/10.1111/hequ.70099","url":null,"abstract":"<p>Transnational education (TNE) continues to expand globally, yet many partnerships remain fragile, short-lived or insufficiently connected to local contexts. This study argues that TNE must be reimagined not as a transactional delivery model but as a dynamic ecosystem grounded in equity, sustainability and mutual capacity-building. Drawing on 245 survey responses, 20 stakeholder interviews and more than 1000 regulatory audit findings, the analysis identifies systemic barriers including weak institutional integration, rigid curriculum transfer and fragmented support for students and staff. In response, the paper proposes an ecosystem-based framework that emphasises collaborative governance, contextual adaptation and long-term relational investment. The findings suggest that meaningful TNE partnerships prioritise people, trust and strategic alignment. When approached as ecosystems rather than exports, TNE can support not only academic outcomes but also wider social, economic and institutional development. Sustainable impact requires moving beyond education-to-education transactions towards partnerships designed to endure, evolve and become locally embedded.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145891068","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

Increasing College Graduation Rates: What Works? 如何提高大学毕业率？

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-22 DOI: 10.1111/hequ.70096

Christopher Bjork, Wendy Maragh Taylor, Kathleen Vu, Michelle Quock, Angeli Pinol, Mariam Eshetu, Elizabeth H. Bradley

引用次数: 0

Selecting Student Representatives by Sortition 按组别选出学生代表

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-22 DOI: 10.1111/hequ.70098

Céline Caquineau, Michael Daw, John Menzies

{"title":"Selecting Student Representatives by Sortition","authors":"Céline Caquineau, Michael Daw, John Menzies","doi":"10.1111/hequ.70098","DOIUrl":"https://doi.org/10.1111/hequ.70098","url":null,"abstract":"<p>Student Representatives (Reps) are a key component of the student voice. A variety of models are used for the selection of Reps, but conventionally it is a voluntary process with or without an election element. Here we describe our experiences of using an alternative model of Rep recruitment in a UK-China transnational education context. We used sortition: the random selection of Reps from the entire student population. When asked about sortition in comparison with the conventional selection process, students communicated concerns about the motivation and competency of Reps selected by sortition, and some were critical of the structure and legitimacy of the process. However, some recognised that sortition was fairer and more inclusive than a conventional election-based process. Our experiences show that sortition can be a viable method of Rep selection, but students should be given opportunities to understand and discuss the sortition process and the intention behind its use. In a cultural context where the focus can often be on high-status students, we contend that sortition—in this and other educational contexts—has a potential role in enhancing all students' agency, ultimately promoting a more inclusive academic environment.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145891699","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

Scientific Misconduct in the Era of Artificial Intelligence: Insights From the Global South 人工智能时代的科学不端行为：来自全球南方的见解

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-14 DOI: 10.1111/hequ.70097

Md Sozon, Ceceilia Parnther

{"title":"Scientific Misconduct in the Era of Artificial Intelligence: Insights From the Global South","authors":"Md Sozon, Ceceilia Parnther","doi":"10.1111/hequ.70097","DOIUrl":"https://doi.org/10.1111/hequ.70097","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines scientific misconduct in the Global South amid technological change and institutional pressures, proposing strategies to foster a sustainable culture of research integrity. Adopting a systematic review design guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, this study ensures methodological rigour, transparency, and reproducibility of the findings. Relevant literature was retrieved from Scopus and Web of Science, applying inclusion and exclusion criteria that yielded 60 eligible articles. These studies were critically synthesised using a six-stage thematic analysis to identify regional patterns, drivers of misconduct, and effective mitigation strategies. Misconduct is shaped by structural, cultural, and technological factors, evolving from traditional unethical practices to AI-enabled forms due to academic competition and weak governance. Drivers include personal pressures, poor oversight, inadequate mentorship, technological misuse, socio-cultural tolerance of unethical norms, and limited national research policies. Recommended measures include prioritising research quality, establishing independent integrity offices, embedding ethics education, and fostering collaboration among governments, universities, and publishers. The study provides actionable guidance for policymakers and academic institutions to enhance governance, promote ethical awareness, and reduce misconduct. This research integrates technological, institutional, and socio-cultural dimensions to advance understanding of integrity challenges in the Global South.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145845964","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

Self-Regulated Learning and Governance of AI in Higher Education 高等教育中人工智能的自主学习与治理

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-14 DOI: 10.1111/hequ.70079

Debananda Misra, Priya Nirmal, Mansi Bhat

{"title":"Self-Regulated Learning and Governance of AI in Higher Education","authors":"Debananda Misra, Priya Nirmal, Mansi Bhat","doi":"10.1111/hequ.70079","DOIUrl":"https://doi.org/10.1111/hequ.70079","url":null,"abstract":"<div>\u0000 \u0000 <p>We examine how students in higher education respond to governance and self-regulate AI use for learning within evolving institutional norms. Using a qualitative design and interviews with 25 students from three leading STEM universities in India, we analyse students' engagement with AI tools across regulatory—self-regulation, co-regulation, socially shared regulation, and top-down regulation—and governance dimensions. Our findings indicate that student agency is shaped by both pedagogical and governance aspects of AI. Students actively interpret AI policies, seek legitimacy for AI use, and negotiate institutional expectations through compliance, adaptation, and peer standardisation. We propose a conceptual framework combining the regulation dimension with AI governance, suggesting four student-centred scenarios for the use of AI: student-AI as mutually reinforcing, AI as a peer, AI as a co-creator, and AI as a rule-based tool. Our study challenges binary perspectives of AI governance as either strict prohibition or unrestricted autonomy. Instead, we argue for a balanced approach where institutions provide clear guidelines while fostering student-driven, ethical AI use.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145845965","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

A Model to Evaluate the Financial and Operational Risk of the UK Universities 英国大学财务与经营风险评估模型

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-08 DOI: 10.1111/hequ.70094

Vangelis Tsiligkiris, Karan Vishwanath, Jeremy Eng-Tuck Cheah

{"title":"A Model to Evaluate the Financial and Operational Risk of the UK Universities","authors":"Vangelis Tsiligkiris, Karan Vishwanath, Jeremy Eng-Tuck Cheah","doi":"10.1111/hequ.70094","DOIUrl":"https://doi.org/10.1111/hequ.70094","url":null,"abstract":"<p>The UK higher education sector plays a pivotal role in economic and societal development, generating significant financial returns, fostering innovation and addressing workforce needs. However, the sector faces mounting challenges threatening its financial and operational resilience. These challenges include declining real-term domestic tuition income, increasing reliance on volatile international student markets, and escalating operational costs. This study develops a framework to assess the financial and operational risk of UK universities, employing indicators such as liquidity days, net operating cash flows, recruitment power and student satisfaction rates. Using data from 2016 to 2023 and linear regression models for projections, and machine learning random forest for validation, the study categorises universities into four risk tiers: Stable, Moderate Risk, At Risk and Critical Risk. Findings reveal a substantial proportion of universities are in moderate to high operational risk tiers, with financial vulnerabilities projected to increase, particularly under declining international enrolments. The interplay between financial and operational risks exacerbates sector-wide instability, threatening long-term viability. The study highlights the urgent need for diversified revenue streams, cost efficiency and strategic interventions to mitigate risks. This framework offers actionable insights for policymakers and university management, ensuring institutions maintain their critical contributions to the economy and society amidst an evolving higher education landscape.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145739716","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

Comparative Discursive Analysis of University Mission Statements: Insights From Chinese and American Higher Education 大学使命宣言的比较话语分析：来自中美高等教育的启示

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-08 DOI: 10.1111/hequ.70093

Su Guixuan, Liu Wenyu

{"title":"Comparative Discursive Analysis of University Mission Statements: Insights From Chinese and American Higher Education","authors":"Su Guixuan, Liu Wenyu","doi":"10.1111/hequ.70093","DOIUrl":"https://doi.org/10.1111/hequ.70093","url":null,"abstract":"<div>\u0000 \u0000 <p>In the context of globalisation and ongoing educational reforms, universities are of increasing importance as central platforms for knowledge creation and talent cultivation. The mission statements articulated in institutional narratives play a crucial role in shaping the cultural identity and public image of universities. This study applies Corpus-Assisted Critical Discourse Analysis (CACDA) to examine the ‘About’ sections of 147 ‘double first-class’ Chinese universities and the top 150 US universities. Using AntConc for keyword, collocation and concordance analysis, this study identifies recurrent rhetorical strategies and sociocultural themes in institutional self-narratives. We outline a stratified systemic functional transitivity module to connect clause-level choices with identity work in mission texts. The findings reveal that while Chinese and American universities emphasise a global vision and research excellence, Chinese institutions place a stronger emphasis on national identity and cultural heritage. In contrast, American institutions focus more on liberal education and community engagement. These differences reflect distinct cultural, economic and political contexts in higher education, offering insights for cross-cultural academic collaborations. The study contributes to higher education research and practice by linking corpus patterns, clause-level realisations and organisational identity claims in mission discourse. This combined linguistic approach not only deepens theoretical understanding of identity construction in higher education but also informs more effective institutional communication.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145739717","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

Metrics as Proxies: A Theoretical and Empirical Study of Reasonings Based on Bibliometric Indicators 计量指标作为代理：基于文献计量指标推理的理论与实证研究

IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2025-12-01 DOI: 10.1111/hequ.70095

Łukasz Remisiewicz

{"title":"Metrics as Proxies: A Theoretical and Empirical Study of Reasonings Based on Bibliometric Indicators","authors":"Łukasz Remisiewicz","doi":"10.1111/hequ.70095","DOIUrl":"https://doi.org/10.1111/hequ.70095","url":null,"abstract":"<div>\u0000 \u0000 <p>Increasingly, reviewers are asked to engage with citation-based indicators, yet we know little about how those numbers are actually translated into judgements. This article builds on an extensive literature review in which the author identifies “chains of reasoning” that connect metrics with factors such as quality, prestige, recognition, and career potential. The study analyses 174 negative habilitation review reports (2012–2021) from four disciplines in Poland—Art History, Sociology, Mathematics, and Materials Engineering—to map how reviewers reason with metrics in practice. We identify and code passages where quantitative indicators are transformed into qualitative claims and reconstruct the “chains of reasoning” that link numbers to evaluative conclusions. The prevalence of metric-based reasoning varies sharply by field—from about 4% of reviews in Art History to 71% in Materials Engineering—while Mathematics and Sociology occupy intermediate positions. Across disciplines, metrics are interpreted primarily as signals of recognition or visibility and influence or uptake; direct inferences from metrics to intrinsic quality are comparatively rare. Reviewers sometimes inspect citation contexts (e.g., self-citations) and time lags, but explicit reflexivity about the limitations of indicators is infrequent. Crucially, metrics never stand alone: even the most metric-intensive reviews combine numbers with content-based critique. We catalogue nine recurring reasoning types and show how a uniform policy that mandates attention to metrics yields heterogeneous, discipline-specific evaluative practices. The article advances scholarship on responsible research assessment by explaining how metrics travel from numbers to judgements and by offering practical guidance: use indicators as contextual evidence, make interpretive assumptions explicit, and calibrate benchmarks to disciplinary evaluative cultures.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145686252","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