HIGHER EDUCATION QUARTERLY最新文献_第4页

University Actors Responding to the National Quality Assurance Regime for Higher Education in Malawi: A Case of Instrumentality, Pragmatism and Symbolic Compliance

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-10-21 DOI: 10.1111/hequ.12577

Wanangwa W. N. Chikazinga

{"title":"University Actors Responding to the National Quality Assurance Regime for Higher Education in Malawi: A Case of Instrumentality, Pragmatism and Symbolic Compliance","authors":"Wanangwa W. N. Chikazinga","doi":"10.1111/hequ.12577","DOIUrl":"https://doi.org/10.1111/hequ.12577","url":null,"abstract":"<div>\u0000 \u0000 <p>The literature shows that the question of how to integrate quality assurance into higher education institutions is associated with several obstacles including non-support from university actors. This study explored the university actors' response to the recently implemented external quality assurance and accreditation regime for higher education in Malawi. The findings showed that university actors respond to external quality assurance in divergent ways, mainly characterised by formal instrumentality, professional pragmatism and symbolic compliance. This meant that it would be naïve for external quality assurance agencies to assume that when university actors participate in external accreditation processes, it means that they embrace external quality assurance as a mechanism for enhancing quality. The implication was that national policy makers and quality assurance agencies should not consider university actors as ‘passive recipients’ that mutely accept quality assurance reforms, but rather seriously attend to them as both ‘makers’ and ‘shapers’ of policy in order to develop quality assurance systems that can be genuinely embraced. The study contributes to research that take a critical perspective in interpreting university personnel response to quality assurance.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117902","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 Effect of Knowledge Sharing on Innovative Work Behaviour at Higher Education Institutions

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-10-16 DOI: 10.1111/hequ.12574

Juhee Kim, Agyemang Amofa Prempeh, Emmanuel Kyeremeh Addai, Elizabeth Wargo

引用次数: 0

Reaching for Excellence Through Equity or Prestige? US Private Master's Comprehensive Institutions and Low-Income Students

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-10-15 DOI: 10.1111/hequ.12573

Jarrett B. Warshaw, Matt DeMonbrun, Jon McNaughtan

{"title":"Reaching for Excellence Through Equity or Prestige? US Private Master's Comprehensive Institutions and Low-Income Students","authors":"Jarrett B. Warshaw, Matt DeMonbrun, Jon McNaughtan","doi":"10.1111/hequ.12573","DOIUrl":"https://doi.org/10.1111/hequ.12573","url":null,"abstract":"<div>\u0000 \u0000 <p>Private master's comprehensive institutions (PMCIs) in the United States navigate pressures to expand college access and equity while striving for prestige in the academic hierarchy. To strive for prestige entails competing for world-class status of greater selectivity, research intensity and resources, but such a pathway to excellence may, because of market-competition, deepen institutional and student stratification in the sector. In this study, we examine how organisational characteristics associated with striving influence low-income student enrolment at PMCIs over time. Our panel analysis revealed selected factors constraining the enrolment of low-income students at the average PMCI. But the magnitude of these statistical relationships was rather modest and did not suggest dramatically worsening institutional and student inequality in the sector. These findings support a flexible theory of organisational fields, illuminating more equity-centred behaviours at the typical PMCI than what prior literature indicates. We discuss implications for research and policy emphasising equity's connection to institutional excellence.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115174","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

Determinants of Peer Review Acceptance: Motivational Insights From German Academia

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-10-09 DOI: 10.1111/hequ.12575

Sabine Lauer, Uwe Wilkesmann

{"title":"Determinants of Peer Review Acceptance: Motivational Insights From German Academia","authors":"Sabine Lauer, Uwe Wilkesmann","doi":"10.1111/hequ.12575","DOIUrl":"https://doi.org/10.1111/hequ.12575","url":null,"abstract":"<p>This article examines how motivation affects peer review acceptance of journal manuscripts among German professors of biology, business administration, mechanical engineering, and sociology. Data collected via an online survey (March–May 2022) tested hypotheses based on self-determination theory. The results show significant discipline-specific differences. In the soft disciplines, intrinsic motivation, own manuscript submissions (reciprocity), and external motivation positively influenced peer review acceptance, while the motive to discover something new had a negative effect. In the hard disciplines, only sense of obligation to the scientific community was significant. Staff support positively influenced peer review acceptance in soft disciplines. The control variables revealed that the total number of peer review requests was positively related to acceptance. However, age, gender, departmental budget linked to publications, and academic discipline were not significant factors. These findings deepen our understanding of motivational factors in peer review and highlight important disciplinary differences.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12575","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113804","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

Fostering self-directed learning in blended learning environments: A constructivist perspective in Higher Education

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-09-24 DOI: 10.1111/hequ.12572

Olufemi Timothy Adigun, Nhlanhla Mpofu, Mncedisi Christian Maphalala

{"title":"Fostering self-directed learning in blended learning environments: A constructivist perspective in Higher Education","authors":"Olufemi Timothy Adigun, Nhlanhla Mpofu, Mncedisi Christian Maphalala","doi":"10.1111/hequ.12572","DOIUrl":"https://doi.org/10.1111/hequ.12572","url":null,"abstract":"<p>Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self-motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self-directed learning (SDL) capacities needed for blended learning (BL), this article advance and propose the use of the constructivist framework to foster SDL to ensure that students develop their own understanding of learning, its meaning according to the context, and the ways to acquire it using BL as a mediator. Using the constructivist theory as a theoretical lens, we proposed the use of a <i>three-ring-drag-in approach</i> as a model to fostering SDL among students in various institutions of higher learning. We, therefore encourage the adoption or adaptability of the <i>three-ring-drag-in approach</i> as it promise to address and resolve the concerns and agitation of enthronement of SDL among students within the HE spaces.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143119086","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

Gender equality in higher education—A call to action for universities and policy makers

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-09-23 DOI: 10.1111/hequ.12571

Debananda Misra, Mansi Bhat

引用次数: 0

Reclaiming & reasserting Third World womanhoods in U.S. higher education 在美国高等教育中恢复和重申第三世界女性的地位

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-09-09 DOI: 10.1111/hequ.12570

Bhavika Sicka

{"title":"Reclaiming & reasserting Third World womanhoods in U.S. higher education","authors":"Bhavika Sicka","doi":"10.1111/hequ.12570","DOIUrl":"10.1111/hequ.12570","url":null,"abstract":"<p>This study combines narrative inquiry with Third World feminism to bring a nuanced and scopic perspective of Third World women student experiences in US higher education. Specifically, it utilises Talpade Mohanty's concept of Third World womanhood to visibilise the experiences of five Third World international female students. Understanding womanhood as transnationally fluid and contextual, I investigate how women international students from the Third World perceive themselves to be misrepresented or homogenised in Western higher education. I also examine how gender and foreignness act as dynamic, interrelated categories in doubly-othering this population. The purpose is to identify how Third World women students enact agency and contest reductive stereotypes. Findings reveal that Third World women students confront a range of exclusions in the US university, including being typecast as poor, needy, and civilisationally lacking, which predicates the (over-) representation of Third World women as constrained and backward. Third World feminism emerges as a powerful intervention to unsettle colonial and oriental discourses in education and empower minoritised women to determinate selfhood.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12570","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142205985","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

Exploring international students' perspectives on being ‘international’ 探讨留学生对 "国际性 "的看法

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-09-05 DOI: 10.1111/hequ.12565

William Ericsson Eulatth Vidal, Annelies Kamp

引用次数: 0

International education hubs: A comparative study of China's Greater Bay Area and established hubs 国际教育枢纽：中国粤港澳大湾区与成熟枢纽的比较研究

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-08-28 DOI: 10.1111/hequ.12556

Liu Liu, Hamish Coates

{"title":"International education hubs: A comparative study of China's Greater Bay Area and established hubs","authors":"Liu Liu, Hamish Coates","doi":"10.1111/hequ.12556","DOIUrl":"https://doi.org/10.1111/hequ.12556","url":null,"abstract":"<p>This study explores development of the Greater Bay Area (GBA) as it aspires to become a leading international education hub, set against the backdrop of established hubs in Malaysia, Qatar and the San Francisco Bay Area. Through a comparative analysis grounded in an adapted George Keller framework, the research investigates the internal and external dynamics influencing the internationalization strategies of these regions. The findings highlight the critical role of leveraging unique regional identities, navigating global trends alongside local adaptations and prioritizing collaboration over competition. Interviews with experts within the GBA provide formative insights into the necessary steps for advancing its internationalization, including the need for a unified regional strategy, addressing systemic and policy barriers and fostering a unique cultural identity. The study contributes to both theoretical and policy discourses on higher education internationalization by offering a comprehensive framework for understanding and analysing strategic development in emerging education hubs. It underscores the importance of adaptive strategies that are responsive to global educational trends, rooted in local strengths and geared towards fostering collaborative, innovative ecosystems. The GBA's journey towards internationalization exemplifies the challenges and opportunities faced by new entrants in the global education arena, providing valuable lessons for other regions with similar aspirations.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525378","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

Paths to status among public research universities in the United States, 2010–2021 2010-2021 年美国公立研究型大学的地位之路

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-08-23 DOI: 10.1111/hequ.12569

Barrett J. Taylor, Brendan Cantwell

引用次数: 0