HIGHER EDUCATION QUARTERLY最新文献_第2页

Leading or Managing in the Middle: Exploring the Identities of Head of Departments in Higher Education Using Dynamic Systems Model 领导还是中间管理：用动态系统模型探讨高等教育部门领导的身份

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-06-09 DOI: 10.1111/hequ.70037

Norma Ghamrawi, Najah A. R. Ghamrawi, Tarek Shal

{"title":"Leading or Managing in the Middle: Exploring the Identities of Head of Departments in Higher Education Using Dynamic Systems Model","authors":"Norma Ghamrawi, Najah A. R. Ghamrawi, Tarek Shal","doi":"10.1111/hequ.70037","DOIUrl":"https://doi.org/10.1111/hequ.70037","url":null,"abstract":"Drawing upon the Dynamic Systems Model of Role Identity (DSMRI), this study explored the construction of the role identity of department heads within higher education, with a specific emphasis on their perceptions of themselves as leaders and/or managers. Three section heads, each holding a doctoral degree in educational leadership from different Arab countries, were tracked throughout their inaugural year of appointment, examining the evolution of their role identities and the factors contributing to them. Data sources included reflective journals and two rounds of interviews per participant, with qualitative analysis employed to trace shifts and advancements in participants' ontological beliefs, objectives, self-perceptions and actionable potentials related to their roles. Findings unveiled notable transformations in all four dimensions of the DSMRI among the participants, with two individuals transitioning from predominantly leadership to managerial roles, whereas the third participant retained a reinforced identity as a leader. This evolution is discussed in relation to concepts of administrative burden, power and authority, emulation of senior leadership and reactivity versus proactivity.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144244484","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

Time to (Re-)think-Feel ‘Quality’ in Higher Education Learning and Teaching 是时候（重新）思考和感受高等教育学与教的“质量”了

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-06-05 DOI: 10.1111/hequ.70036

Josephine Gabi, Gladson Chikwa

{"title":"Time to (Re-)think-Feel ‘Quality’ in Higher Education Learning and Teaching","authors":"Josephine Gabi, Gladson Chikwa","doi":"10.1111/hequ.70036","DOIUrl":"https://doi.org/10.1111/hequ.70036","url":null,"abstract":"This article proposes (re-)thinking-feeling the current Western-centric metrics-driven measurement of ‘quality’ in learning and teaching in higher education. We argue that ensuring ‘quality’ in learning and teaching is an undeniable imperative, as it not only cultivates possibilities for students to think critically and engage imaginatively in an ever-shifting global environment. The challenge is not only the measurement but the confusion between what is measured and what is experienced and the neoliberal marketisation regime of higher education (HE) that has transformed institutional priorities, connecting ‘quality’ and the performance metrics that underpin it. Conversations with five academics who participated in this study within the UK context, reveal a consensus that applying a standardised, ‘one-size-fits-all’ measurement of ‘quality’ in learning and teaching in higher education is fraught with difficulties. Each discipline must embrace tailored, contextually appropriate, and discipline-specific approaches to conceptualising and evaluating ‘quality’. We argue that Ubuntu ethico-onto-epistemological philosophy and praxis, decoloniality and posthumanism can help us think about ‘quality’ differently, enabling ways to resist colonial paradigms and neoliberal logic and their impact.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220038","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}

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Correction to ‘Higher Education and Disability: A Systematic Literature Review and Agenda for Research’ 对“高等教育与残疾：系统文献综述与研究议程”的修正

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-06-01 DOI: 10.1111/hequ.70033

引用次数: 0

University Social Responsibility: Unravelling the Perceptions of External Stakeholders 大学社会责任：解读外部利益相关者的认知

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-05-29 DOI: 10.1111/hequ.70035

Rosa M. Rodríguez-Izquierdo

引用次数: 0

Institutional Environment and the Use of Blockchain Technology: Exploring the Context and Conditions of Using Blockchain in the Higher Education Institutions 机构环境与b区块链技术的使用：探讨高等教育机构使用区块链的背景和条件

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-05-29 DOI: 10.1111/hequ.70034

Buddhi Pathak, Mhd Fadi Alakkad, Vikas Kumar

{"title":"Institutional Environment and the Use of Blockchain Technology: Exploring the Context and Conditions of Using Blockchain in the Higher Education Institutions","authors":"Buddhi Pathak, Mhd Fadi Alakkad, Vikas Kumar","doi":"10.1111/hequ.70034","DOIUrl":"https://doi.org/10.1111/hequ.70034","url":null,"abstract":"Blockchain (BC) technology is widely believed to be the next disruptive technology that can address challenges in higher education institutions (HEIs) and support resilient strategies. This study aims to contribute to the literature and inform policymakers about BC's capability and potential in HE by examining enablers, barriers and contextual factors influencing BC adoption in HEIs. Through qualitative research, including interviews with 20 BC experts, we identified 12 factors affecting BC adoption. Key enablers include immutability, scalability, usability, management commitment, collaboration and standardisation, while barriers encompass government regulations, bureaucracy, governance and language. Additionally, privacy and cost emerged as factors that could act as both enablers and barriers. Our findings highlight the critical role of the institutional environment, revealing five new enablers and barriers to BC adoption in HE. We offer several strategies for facilitating BC technology adoption, taking into account the environmental, institutional and technological in-depth insights gained from this research.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171524","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

The Impact of Project-Based Learning on Student Knowledge Exchange for Sustainability: The Case for University–Business Collaborations 基于项目的学习对学生可持续发展知识交流的影响：以大学与企业合作为例

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-05-26 DOI: 10.1111/hequ.70029

Ana Rita Domingues, Gamze Yakar-Pritchard, Muhammad Usman Mazhar, Francesco Luke Siena, Richard Bull

{"title":"The Impact of Project-Based Learning on Student Knowledge Exchange for Sustainability: The Case for University–Business Collaborations","authors":"Ana Rita Domingues, Gamze Yakar-Pritchard, Muhammad Usman Mazhar, Francesco Luke Siena, Richard Bull","doi":"10.1111/hequ.70029","DOIUrl":"https://doi.org/10.1111/hequ.70029","url":null,"abstract":"Knowledge exchange in higher education is an emerging area delivered in multiple ways, including university–business collaboration, combining academic knowledge and business needs. Knowledge exchange can act as a vehicle for embedding sustainability in the curriculum and help address significant challenges we face as a society. Student knowledge exchange is driven by students who work on real-world projects, often with businesses involved. There is a need to assess the impact of knowledge exchange on students to inform curriculum design and development for a better student experience and outcomes. This research aimed to better understand the impact of university–business collaboration on student knowledge exchange for sustainability by adopting project-based learning pedagogy. The study draws lessons from the School of Architecture, Design and the Built Environment and Nottingham Business School at Nottingham Trent University. The study found that project-based learning significantly impacts students' sustainability knowledge and competencies. Besides knowledge and competencies, students who work with businesses also gain sustainability skills, attitudes, and behaviours. The design and implementation of project-based learning affect the outcomes, including activities integrated into the curriculum versus extracurricular activities, bespoke versus ad hoc student projects and the duration of students' exposure to sustainability-related topics. This study contributes to higher education teaching and learning and impacts students' capacity building, affective domain and career readiness. Project-based learning can enhance student knowledge exchange for sustainability, particularly when collaborating with businesses, impacting students and businesses.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135717","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

Did Global Rankings and National Accreditation Drive Taiwanese Universities to Advance Sustainable Development Goals (SDGs)?—Competitive Advantage, a Moral Symbol or Leading to a Paradigm Shift 全球排名和国家认证是否推动台湾大学推进可持续发展目标？-竞争优势，道德符号或导致范式转变

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-05-19 DOI: 10.1111/hequ.70031

Angela Yung Chi Hou, Ying Chen, Arianna Fang Yu Lin, Edward Hung Cheng Su, Kyle Zi-Wei Zhou, Christopher Hong-Yi Tao

{"title":"Did Global Rankings and National Accreditation Drive Taiwanese Universities to Advance Sustainable Development Goals (SDGs)?—Competitive Advantage, a Moral Symbol or Leading to a Paradigm Shift","authors":"Angela Yung Chi Hou, Ying Chen, Arianna Fang Yu Lin, Edward Hung Cheng Su, Kyle Zi-Wei Zhou, Christopher Hong-Yi Tao","doi":"10.1111/hequ.70031","DOIUrl":"https://doi.org/10.1111/hequ.70031","url":null,"abstract":"<div>\u0000 \u0000 Universities have recognised the pivotal role they play in advancing Sustainable Development Goals (SDGs) to build a sustainable society. Two quality assessment instruments in higher education, global rankings and quality assurance, have developed a new set of metrics to measure university commitment to SDGs. This paper aims to analyse the SDGs advancement of Taiwan's 46 universities listed in THE Impact Ranking 2022 in response to the emerging sustainability metrics developed by global rankings and national accreditation, and to explore the purposes, institutional strategies and challenges they encountered. Major findings are as follows. Firstly, competitive advantage is the key reason driving universities for SDGs implementation. Secondly, the common strategy is to align university social responsibility project with general education curriculum. Thirdly, SDGs data reliability, internal quality assurance (IQA) mechanism establishment, intersectoral coordination and faculty and student engagement are the key challenges for SDGs implementation in Taiwan's universities.\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085098","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

Can You Hear Me? Empowering From Afar: The Impact of Participating in Staff Recruitment on the Student Experience of HE Distance Learners 你能听到我吗？远程授权：参与员工招聘对高等教育远程学习者学生体验的影响

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-05-12 DOI: 10.1111/hequ.70024

Sarah Lightfoot, Sarah Mander, Steph Doehler

{"title":"Can You Hear Me? Empowering From Afar: The Impact of Participating in Staff Recruitment on the Student Experience of HE Distance Learners","authors":"Sarah Lightfoot, Sarah Mander, Steph Doehler","doi":"10.1111/hequ.70024","DOIUrl":"https://doi.org/10.1111/hequ.70024","url":null,"abstract":"This paper explores the impact of student participation in staff recruitment processes at a UK distance learning Higher Education Institution, examining its contribution to quality in teaching and learning. Drawing on Self-Determination Theory, the study investigates how students’ involvement in high-level decision-making affects their sense of agency, wellbeing, and belonging. Using creative, arts-based methods, three distance students reflected on their experiences through visual representations and follow-up narrative interviews. Findings indicate that authentic student voice activities can enhance students’ perceptions of educational quality, promote a sense of inclusion, and support emotional and academic wellbeing. Participants reported increased confidence, respect for the institution, and clarity of purpose in their studies. This research highlights the value of embedding student voice across institutional practices and proposes a more holistic, participatory approach to quality that reflects the realities of distance education and the diverse identities of students.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143938780","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

Quality as Illusion? Considering Hidden Trade-Offs and Risks in Undergraduate Education Conceptualised as ‘Regulated Play’ 质量是幻觉？以“规范游戏”为概念的本科教育中的隐性权衡与风险思考

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-05-12 DOI: 10.1111/hequ.70028

Deanna Meth

{"title":"Quality as Illusion? Considering Hidden Trade-Offs and Risks in Undergraduate Education Conceptualised as ‘Regulated Play’","authors":"Deanna Meth","doi":"10.1111/hequ.70028","DOIUrl":"https://doi.org/10.1111/hequ.70028","url":null,"abstract":"In-depth interviews exploring academics' teaching practices and views on undergraduate education at one English university reveal concerning examples of educational trade-offs in delivering on national and institutional quality expectations. Evidence reveals the negative impacts on teaching and students' learning and achievements. Quality instruments reflect their neoliberal managerialist environment, its internal structures of power, organisation and monitoring and are viewed through Foucault's concept of governmentality. Academics' responses align with a post-Foucauldian construct reflecting their negotiating behaviours in this space. A new conceptual model extends on Docherty's construct of ‘contained’ play to capture ways in which institutional quality systems and structures might restrict learning. The questions, ‘what lies hidden from the gaze of traditional quality measures?’ and ‘where does the real risk to quality lie?’ are asked, revealing quality to be illusory in some instances. Findings reinforce the critical need to better understand teaching academics' experiences as key mediators in this area.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939172","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

Evaluating Contextual Offer Making at Durham University 评估杜伦大学的背景录取

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2025-04-16 DOI: 10.1111/hequ.70025

Vikki Boliver, Karen Jones

{"title":"Evaluating Contextual Offer Making at Durham University","authors":"Vikki Boliver, Karen Jones","doi":"10.1111/hequ.70025","DOIUrl":"https://doi.org/10.1111/hequ.70025","url":null,"abstract":"In common with many other higher tariff universities in the United Kingdom, Durham University uses contextual data about the socio-economic circumstances of applicants to inform decisions about whom to admit to its undergraduate degree programmes. This paper draws on data for undergraduates who entered Durham University in the period 2018–2020 (N = 11,392) to assess the extent to which contextual offer making has been successful in widening participation and to examine how contextually admitted students (around a fifth of all entrants) have fared academically at the university in both relative and absolute terms. Analysis of this data shows that contextual offers have helped to increase the socio-economic diversity of the undergraduate population at the university with respect to POLAR quintile and other postcode-based measures of disadvantage, but not with respect to school type. Importantly, without the availability of contextual offers, a significant minority of contextually admitted students may not have received an initial offer of a place, and around half may not have had their offer confirmed after key stage 5 examination results were announced. Relative to standard offer entrants, contextually admitted students had slightly lower pass rates and slightly lower average marks in years 1, 2 and 3 of their degree programmes, and were substantially less likely to graduate with a first and slightly less likely to graduate with at least a 2:i. In absolute terms, however, contextually admitted students performed well at the university, with pass rates of 90% or more and average marks of 60 or higher across all 3 years of study, and rates of leaving with at least an upper second-class degree of more than 80%. Overall, contextual offer making at Durham University has been a success, helping to widen participation without compromising student success in absolute terms. Improvements to student support systems are needed, however, to help close the gap in relative rates of success at degree level.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836325","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