HIGHER EDUCATION QUARTERLY最新文献_第3页

The Concept of Academic Quality

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-11-22 DOI: 10.1111/hequ.12589

Leon Culbertson, Chris Lawton, Ian Robinson

{"title":"The Concept of Academic Quality","authors":"Leon Culbertson, Chris Lawton, Ian Robinson","doi":"10.1111/hequ.12589","DOIUrl":"https://doi.org/10.1111/hequ.12589","url":null,"abstract":"The paper outlines the history of the different uses of ‘quality’ in higher education. Emphasis is given to the United Kingdom, but consideration is also given to a range of international contexts. Three different uses of ‘academic quality’ are identified (the state-driven, sector-derived, and the traditional academic uses) and their relationship to fundamentally different priorities, values, criteria, purposes and practices is established. The notion of a concept as it applies in the paper is then explained before four alternatives to the thought that there is more than one concept of academic quality are evaluated and ultimately rejected. It is argued that those different uses of ‘academic quality’ are not minor changes in emphasis, but fundamentally different uses of the words rooted in different concepts of academic quality with different implications for measurement and/or evaluation. The identification of those three concepts of academic quality is then put to use in critically analysing the current situation in relation to quality in higher education, involving discussion of the implications of the operation of different concepts of academic quality and reflection on how we might revise our approach to thinking about academic quality as a result.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143118314","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

Boundary-Spanning and Sustainability in the Digital Higher Education Space: A Case Study of Anadolu University

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-11-21 DOI: 10.1111/hequ.12588

Murat Özdemir, Fatma Kesik, Barış Uslu, Ahmet Aypay, Alper Çalıkoğlu

{"title":"Boundary-Spanning and Sustainability in the Digital Higher Education Space: A Case Study of Anadolu University","authors":"Murat Özdemir, Fatma Kesik, Barış Uslu, Ahmet Aypay, Alper Çalıkoğlu","doi":"10.1111/hequ.12588","DOIUrl":"https://doi.org/10.1111/hequ.12588","url":null,"abstract":"This research explores how boundary-spanning efforts in higher education can be expanded through the digital space and contribute to sustainability in higher education. By employing a qualitative case study design, we examine the journey of a Turkish public university's open education faculty, focusing on how the university has leveraged its open education mission and the developments in digital space to span boundaries and contribute to societal development constantly. Alongside reviewing institutional documents, we interviewed with 12 faculty members at the case institution. Benefitting from an inductive descriptive thematic analysis approach, we categorised related strategies and experiences into three themes: key agents, drivers and challenges and sustainability. The findings reveal that universities can better position themselves in the digital education space if the leadership embraces a clear vision regarding digital evolvement. Also, national regulations influence the digital development of universities and lead them to push boundaries in generating new teaching-learning, research and service platforms. Our research demonstrates that by enhancing digital environments and online technologies, universities can extend their collaboration with different stakeholders and maintain boundary-spanning efforts to improve their societal contribution. Further discussions and recommendations are made on the role of digital space in boundary spanning and sustainability in higher education.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12588","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117654","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

Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-11-19 DOI: 10.1111/hequ.12585

Ariunaa Enkhtur, Mahboubeh Rakhshandehroo

{"title":"Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities","authors":"Ariunaa Enkhtur, Mahboubeh Rakhshandehroo","doi":"10.1111/hequ.12585","DOIUrl":"https://doi.org/10.1111/hequ.12585","url":null,"abstract":"Drawing on the concept of the Production of Space this article examines how sustainable development agenda was localised—in design, operation and students' lived experiences—in two international education programmes at two universities in Japan. We analysed relevant programme documents, interviews with faculty members, students' reflective notes, as well as the authors' autoethnographic journals. The findings show that the local and institutional context influenced the SDGs curriculum design (representations of space or the conceived space). The virtual and physical learning spaces, the pedagogy and the operation of the programme (spatial practice or perceived space) shaped students' interaction and learning outcomes (representational space or the lived space). As instructors attempted to adopt SDGs in their teaching (through perceived space) and as students tried to gain interdisciplinary knowledge through SDGs (through lived space), both parties negotiated and challenged the programme design shifting the conceived spaces. Our study contributes to a deeper understanding of the localisation of SDGs within the internationalisation of higher education by employing Lefebvre's spatial analysis. This approach reveals the complex socio-spatial dynamics at play, offering insights into how educational environments are constructed and experienced.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12585","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117226","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

Does Transfer Pathway Uptake Help or Hinder Access to STEM Fields in Postsecondary Education? A View From Canada

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-11-17 DOI: 10.1111/hequ.12578

David Zarifa, Yujiro Sano, Roger Pizarro Milian

{"title":"Does Transfer Pathway Uptake Help or Hinder Access to STEM Fields in Postsecondary Education? A View From Canada","authors":"David Zarifa, Yujiro Sano, Roger Pizarro Milian","doi":"10.1111/hequ.12578","DOIUrl":"https://doi.org/10.1111/hequ.12578","url":null,"abstract":"Considerable scholarly attention has been devoted to how gender, race and various other demographic factors shape the odds of majoring in science, technology, engineering and mathematics (STEM) programs. Such work has identified sizable disparities in access to STEM fields across various dimensions. In turn, these empirical findings have informed productive discussions about the social and institutional mechanisms that prevent marginalised groups from entering STEM, along with the potential strategies that could be used at multiple levels (e.g., government and institutional) to address them. Despite the increasing size of this literature, little energy has been devoted to examining the extent to which uptake of transfer pathways is associated with the odds of eventually majoring in a STEM field. Does transfer divert students away from STEM fields? Does it primarily function as an ‘on-ramp’ for students from other disciplines to enter STEM? We find that students who travel transfer pathways into the university sector are less likely to major in STEM, but those that travel transfer pathways into the community college sector are more likely to major in STEM. We identify some of the mechanisms that could be contributing to these trends and highlight some prospective strategies for addressing the potential structural barriers faced by students wishing to enter STEM.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12578","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143116059","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 Role of Employability Development Opportunities in Closing the Social Gap in the Finance Sector: A Case Study of a Post-1992 UK Business School

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-11-17 DOI: 10.1111/hequ.12584

Julie Ayton, Daniel Belcher, Gerasim Hristov, Sylvia Snijders

{"title":"The Role of Employability Development Opportunities in Closing the Social Gap in the Finance Sector: A Case Study of a Post-1992 UK Business School","authors":"Julie Ayton, Daniel Belcher, Gerasim Hristov, Sylvia Snijders","doi":"10.1111/hequ.12584","DOIUrl":"https://doi.org/10.1111/hequ.12584","url":null,"abstract":"Amid growing concerns about social mobility in Britain's higher education system, our study delves into universities' role in addressing the social gap within the financial and professional services sectors. The social reproduction theory underscores how upper-class students often benefit from greater exposure to dominant cultural and educational practices, providing them with a competitive advantage in navigating the higher education landscape. To combat these challenges, Higher Education Institutions (HEI) have invested heavily in Employability Development Opportunities (EDOs). Drawing on primary data from finance and accounting students and employability officers at one of these HEIs, our research aims to investigate which EDOs are perceived as most relevant for students to succeed in the financial and professional services industry. First, we confirm that both work experience and real-life activities are most valuable and unavoidable, prompting business schools to include compulsory exposure to the finance industry as part of the curriculum. Second, we find that career development activities are useful as a starting point but not enough for students to secure an internship. Finally, while previous literature shows that extra-curricular activities do not significantly impact student employability, we argue that some of these activities, for example, the Finance Society, are as valuable as real-world exposure. Indeed, the Finance Society was found to be the most helpful source of information, advice and networking for finance students.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12584","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143116060","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

Moving Beyond the Observable: What Distinct Values Contributed to Utah's Postsecondary Sector Changes in the United States?

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-11-14 DOI: 10.1111/hequ.12582

Paul G. Rubin, Shawn R. Coon, Cheri A. Daily

引用次数: 0

Exploring the Experiences of Women Academics in England: The Combined Effects of Societal, Structural and Life-Stage Factors

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-11-11 DOI: 10.1111/hequ.12581

Aimee Quickfall

引用次数: 0

The Effect of Organisational Justice, Academic Identification and Legitimacy of Academic Authorities on Student Loyalty

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-11-11 DOI: 10.1111/hequ.12583

Michał Główczewski, Stanisław Burdziej, Adrian Dominik Wójcik

{"title":"The Effect of Organisational Justice, Academic Identification and Legitimacy of Academic Authorities on Student Loyalty","authors":"Michał Główczewski, Stanisław Burdziej, Adrian Dominik Wójcik","doi":"10.1111/hequ.12583","DOIUrl":"https://doi.org/10.1111/hequ.12583","url":null,"abstract":"<div>\u0000 \u0000 Our work contributes to existing research on student loyalty by testing a model that includes organisational justice as a predictor. In Study 1 (n = 257, Polish sample), students' perceived organisational justice of their university was a positive predictor of their loyalty. In Study 2 (n = 522, Polish sample), we replicated these findings and observed that academic identification accounted for the relationship between university's organisational justice and students' loyalty. In Study 3 (n = 500, American sample), we replicated findings from Study 1 and Study 2 and tested perceived legitimacy of university staff and authorities as another mediator of the investigated relationship. We conclude that the experience of organisational fairness at university translates into stronger academic identification and greater perceived university legitimacy, both of which lead to increased loyalty. Thus, we recommend that evaluation tools in higher education institutions more explicitly measure student perceptions of fairness.\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113978","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

The Masculine Figure of a University Rector in the Narratives of Polish Female Academic Leaders

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-10-30 DOI: 10.1111/hequ.12576

Dominik Antonowicz, Anna Pokorska

引用次数: 0

The renovation of higher education in the Guangdong-Hong Kong-Macau Greater Bay Area 粤港澳大湾区高等教育改革

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-10-24 DOI: 10.1111/hequ.12567

Xu Liu, Gerard A. Postiglione

引用次数: 0