HIGHER EDUCATION QUARTERLY最新文献_第5页

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 <p>Our work contributes to existing research on student loyalty by testing a model that includes organisational justice as a predictor. In Study 1 (<i>n</i> = 257, Polish sample), students' perceived organisational justice of their university was a positive predictor of their loyalty. In Study 2 (<i>n</i> = 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 (<i>n</i> = 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.</p>\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

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