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Understanding Early Academic Careers Through the Lens of Psychological Precarity: A Qualitative Longitudinal Study 从心理不稳定的角度理解早期学术生涯：一项定性的纵向研究

IF 2.5

HIGHER EDUCATION QUARTERLY Pub Date : 2026-09-01 DOI: 10.1111/hequ.70168

Elaine L. Kinsella, Jennifer McMahon, Niamh M. Cummins, Ann MacPhail

{"title":"Understanding Early Academic Careers Through the Lens of Psychological Precarity: A Qualitative Longitudinal Study","authors":"Elaine L. Kinsella, Jennifer McMahon, Niamh M. Cummins, Ann MacPhail","doi":"10.1111/hequ.70168","DOIUrl":"https://doi.org/10.1111/hequ.70168","url":null,"abstract":"<p>For many early-career academics (ECAs), unstable and short-term contracts are a major contributor to employment precarity. However, even when job security improves, feelings of professional and personal insecurity often persist. This study uses psychological precarity as an analytical lens to examine how such insecurity is experienced and internalised, shaped not only by employment conditions but also by institutional culture, role ambiguity, and the search for professional legitimacy. A reflexive thematic analysis of longitudinal focus group data with 12 early career researchers over a 12-month period in a higher education institution was conducted. Five themes were identified: (1) the persistence of psychological precarity beyond job security; (2) systemic drivers of precarity; (3) navigating the boundaries of an ill-defined role and workload; (4) relational supports and complexities; and (5) the search for work-related value and meaning. Rather than identifying new forms of insecurity, the findings demonstrate how employment insecurity, organisational ambiguity, identity, and relational dynamics interact to produce enduring experiences of psychological precarity. The study highlights the value of psychological precarity as an analytical lens for understanding early academic careers and offers institutional recommendations to reduce psychological burden, particularly within international higher education contexts.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70168","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942252","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

Global Citizenship Education for Peace in Politically Sensitive Contexts: Research Integrity, Knowledge Diplomacy and Censorship 政治敏感背景下的和平全球公民教育：研究诚信，知识外交和审查制度

IF 2.5

HIGHER EDUCATION QUARTERLY Pub Date : 2026-08-24 DOI: 10.1111/hequ.70167

Kevin Kester

{"title":"Global Citizenship Education for Peace in Politically Sensitive Contexts: Research Integrity, Knowledge Diplomacy and Censorship","authors":"Kevin Kester","doi":"10.1111/hequ.70167","DOIUrl":"https://doi.org/10.1111/hequ.70167","url":null,"abstract":"<p>This paper responds to two politically charged reactions to my scholarship on peace and global citizenship education (GCE): the censorship of a UNESCO Beijing conference presentation in Seoul (August 2025) and a confrontational exchange with a Chinese postgraduate student in New Zealand. Drawing on literature on research integrity, politicisation and the conceptual framework of knowledge diplomacy, I examine how scholarship on conflict-affected societies is reframed through nationalist narratives that equate “neutrality” with silence and erasure. The censored study presents a qualitative comparative analysis of 40 faculty in China/Taiwan, Cyprus, Korea and Somalia/Somaliland, informed by the “local turn” in peacebuilding and postcritical theory. It finds that understandings of peace and GCE are contextually grounded: educators in recognised states foreground sameness, while those in contested contexts foster dialogue across difference. In this paper, I examine the study's contested reception and defend dialogic academic freedom as essential to research integrity and knowledge diplomacy.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148848835","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 Gender Pay Gap in Asia: Examining Awareness and Policy Endorsement Among Postgraduate Students in the Higher Education Sector 亚洲的性别薪酬差距：高等教育领域研究生的意识和政策支持

IF 2.5

HIGHER EDUCATION QUARTERLY Pub Date : 2026-08-21 DOI: 10.1111/hequ.70166

Alfred Akakpo

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Reconfiguring University Missions in the Knowledge Society: The Case of Portuguese Universities in European Alliances 知识社会中大学使命的再配置：以欧洲联盟中的葡萄牙大学为例

IF 2.5

HIGHER EDUCATION QUARTERLY Pub Date : 2026-08-15 DOI: 10.1111/hequ.70152

Teresa Carvalho, Maria J. Rosa, Estela Cunha, Ricardo Ayala, Ana I. Melo, Carina Jordão, Cláudia Figueiredo, José Pedro Silva, Maria J. Manatos, Pedro Videira, Sara Diogo, Sofia Bruckmann

{"title":"Reconfiguring University Missions in the Knowledge Society: The Case of Portuguese Universities in European Alliances","authors":"Teresa Carvalho, Maria J. Rosa, Estela Cunha, Ricardo Ayala, Ana I. Melo, Carina Jordão, Cláudia Figueiredo, José Pedro Silva, Maria J. Manatos, Pedro Videira, Sara Diogo, Sofia Bruckmann","doi":"10.1111/hequ.70152","DOIUrl":"https://doi.org/10.1111/hequ.70152","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper examines how European Knowledge Society policy scripts, amplified by the European Universities initiative, are appropriated in the strategic plans of Portuguese public universities. Focusing on nine universities participating in European Universities Alliances, it asks how they position the ‘relationship with society’ in mission narratives, whether they prioritise commercial or civic/socially responsive engagement, and what patterns of convergence, local translation and decoupling emerge. The study combines a two-stage document analysis: frequency-based semantic analysis of mission-related terms and qualitative content analysis of strategic plans. Findings show that societal engagement is now central to mission discourse, often alongside teaching and research. However, institutions differ markedly: some emphasise commercialisation, innovation and knowledge transfer; others stress civic responsibility, social cohesion, culture and sustainability; most combine both. The paper argues that these hybrid narratives reflect adaptive responses to multiple legitimacy pressures rather than inconsistency or failure.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753938","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

Motivation to Pursue a Master's Degree, Approaches to Learning and Perceived Employability 攻读硕士学位的动机、学习方法和就业能力

IF 2.5

HIGHER EDUCATION QUARTERLY Pub Date : 2026-07-31 DOI: 10.1111/hequ.70165

Jisun Jung, Xiaoshi Li, Yi Wang, Ronnel B. King

{"title":"Motivation to Pursue a Master's Degree, Approaches to Learning and Perceived Employability","authors":"Jisun Jung, Xiaoshi Li, Yi Wang, Ronnel B. King","doi":"10.1111/hequ.70165","DOIUrl":"https://doi.org/10.1111/hequ.70165","url":null,"abstract":"<div>\u0000 \u0000 <p>Perceived employability is a key learning outcome for higher education students who wish to advance their careers after graduation. Most studies of perceived employability have focused on undergraduate students; little attention has been paid to master's students. Given the increasing number of master's students and their diverse employment needs, this study examined the relationships among motivation, approaches to learning, and perceived employability. Following a cross-sectional design, data were collected from 786 master's students across various programmes and institutions in Hong Kong and analysed using structural equation modelling. By measuring perceived employability as the outcome variable, the results revealed that master's students with higher intrinsic motivation were more likely to adopt a deep approach to learning, while those with higher extrinsic motivation were more likely to adopt a surface approach. The results indicated that approaches to learning fully mediated the association between intrinsic motivation and perceived employability. On the other hand, approaches to learning partially mediated the relationship between extrinsic motivation and perceived employability. These results shed light on the unique learning goals of master's students currently preparing for employment and their strategic learning approaches. The implications for enhancing meaningful learning experiences and employability among master's students are discussed.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148647934","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

Governing Internal Innovation in Higher Education: Evidence From a 5-Year President-Led Challenge Program 管理高等教育的内部创新：来自5年校长领导的挑战计划的证据

IF 2.5

HIGHER EDUCATION QUARTERLY Pub Date : 2026-07-24 DOI: 10.1111/hequ.70162

Andrés Muñoz-Villamizar, Rolando Roncancio

{"title":"Governing Internal Innovation in Higher Education: Evidence From a 5-Year President-Led Challenge Program","authors":"Andrés Muñoz-Villamizar, Rolando Roncancio","doi":"10.1111/hequ.70162","DOIUrl":"https://doi.org/10.1111/hequ.70162","url":null,"abstract":"<p>Universities are under increasing pressure to convert strategic priorities into participatory and sustained internal change. This study examines a 5-year president-led challenge program at a private Latin American university as a governance mechanism for internal innovation. Drawing on annual program documentation, a consolidated participant database covering 3772 applicant records and 2738 unique individuals, implementation-tracking records, and documented lessons learned, the analysis examines how challenge themes, participant profiles, winner profiles, and implementation trajectories evolved from 2021 to 2025. Findings show a shift from pandemic continuity and student transition issues toward inclusion, sustainability, mobility, wellbeing and artificial intelligence governance. Applicant and winner profiles differed significantly in every year, suggesting recognition was associated with changing forms of expertise and institutional proximity rather than simple participation volume. The program was strongest at agenda setting, mobilization, ideation support, and recognition, whereas movement from recognized proposals to institutional deployment remained selective. The paper contributes to higher education governance by showing how president-led but multilevel challenge routines can organize participation, internal innovation, and organizational learning over time without assuming that every recognized idea becomes institutionalized.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"80 4","pages":""},"PeriodicalIF":2.5,"publicationDate":"2026-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148576107","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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IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2026-05-26

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IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2026-05-26

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IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2026-05-25

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IF 2.3

HIGHER EDUCATION QUARTERLY Pub Date : 2026-05-25

引用次数: 0