HIGHER EDUCATION QUARTERLY最新文献_第7页

Third space professionals and undergraduate teaching – A comparative study in China, the United Kingdom and Canada 第三空间专业人员与本科教学--中国、英国和加拿大的比较研究

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-05-24 DOI: 10.1111/hequ.12541

Kaiyun Feng

{"title":"Third space professionals and undergraduate teaching – A comparative study in China, the United Kingdom and Canada","authors":"Kaiyun Feng","doi":"10.1111/hequ.12541","DOIUrl":"https://doi.org/10.1111/hequ.12541","url":null,"abstract":"This research explores the emerging position of teaching professionals in research universities through the framework of ‘third space professionals’. The third space is described as an overlapping space between the professional and academic domains in university and usually staff who are neither traditional academics nor traditional professionals work in this space and considered as the third space professionals. This research is achieved through three case studies, each in China, the United Kingdom and Canada. By investigating the role and positioning of teaching professionals in higher education, this research provides empirical evidence supporting the existence of the third space for professionals in higher education. The findings show that the responsibilities of the teaching professionals are relatively similar at each university, mainly including training academics and supporting curriculum development. However, their positioning in the university and value in supporting teaching and learning can be influenced by their relationship with academics. Universities’ expectations of teaching professionals play an important role in shaping their collective identities. By proposing a three-dimensional space model for higher education, this research builds on previous studies on the higher education space and offers an alternate framework for interpreting higher education space and analysing university staffing.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12541","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142525016","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

Deploying fuzzy analytic hierarchy process and sensitivity analysis to identify and prioritize the barriers faced by early-career social science researchers during research collaborations 利用模糊层次分析法和敏感性分析，确定早期社会科学研究人员在研究合作过程中面临的障碍，并对其进行优先排序

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-05-23 DOI: 10.1111/hequ.12542

Sonika Jha, Anil Kumar Singh, Rajneesh Chauhan

{"title":"Deploying fuzzy analytic hierarchy process and sensitivity analysis to identify and prioritize the barriers faced by early-career social science researchers during research collaborations","authors":"Sonika Jha, Anil Kumar Singh, Rajneesh Chauhan","doi":"10.1111/hequ.12542","DOIUrl":"10.1111/hequ.12542","url":null,"abstract":"Research is about an individual's intellectual acumen and rationality, and inter-researcher collaboration capability magnifies the outcomes. Despite common belief, there exist fundamental asymmetries in the goals, orientations and expectations among the research collaborators. Seldom studied in-depth and empirically validated, the challenges and barriers faced by early-career researchers (ECRs) in social sciences are crucial to understand. In this study, we aim to identify, categorize and rank the order of priority of the research collaboration barriers and their sub-barriers. This analysis highlights which barrier is likely to impact the research collaboration outcome more as compared to other barriers, as seen through the pairwise comparison. We contribute to the literature on research collaborations by providing a much-needed assessment of the barriers faced by ECRs in social sciences to develop a nuanced understanding of the dynamics within collaboration research. Key barriers identified and explored in this research relate to research design, interpersonal and interprofessional relationships, team-level dynamics, spatial and temporal factors, cultural differences and institutional variables. The fuzzy AHP tool was used to prioritize and rank the barriers, check the consistency ratio and then perform the sensitivity analysis. Research design barriers emerged as the most challenging barrier to research collaborations, implying researchers place huge emphasis on the compatibility of research goals, objectives, paradigms and perspectives. The study provides insights for individuals/institutions leading and managing research collaborations into improving the collaborative dynamics in social sciences.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141107300","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

Development of an early warning system for higher education institutions by predicting first-year student academic performance 通过预测一年级学生的学业成绩，为高等院校开发预警系统

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-05-07 DOI: 10.1111/hequ.12539

Cem Recai Çırak, Hakan Akıllı, Yeliz Ekinci

{"title":"Development of an early warning system for higher education institutions by predicting first-year student academic performance","authors":"Cem Recai Çırak, Hakan Akıllı, Yeliz Ekinci","doi":"10.1111/hequ.12539","DOIUrl":"10.1111/hequ.12539","url":null,"abstract":"In this study, an early warning system predicting first-year undergraduate student academic performance is developed for higher education institutions. The significant factors that affect first-year student success are derived and discussed such that they can be used for policy developments by related bodies. The dataset used in experimental analyses includes 11,698 freshman students' data. The problem is constructed as classification models predicting whether a student will be successful or unsuccessful at the end of the first year. A total of 69 input variables are utilized in the models. Naive Bayes, decision tree and random forest algorithms are compared over model prediction performances. Random forest models outperformed others and reached 90.2% accuracy. Findings show that the models including the fall semester CGPA variable performed dramatically better. Moreover, the student's programme name and university placement exam score are identified as the other most significant variables. A critical discussion based on the findings is provided. The developed model may be used as an early warning system, such that necessary actions can be taken after the second week of the spring semester for students predicted to be unsuccessful to increase their success and prevent attrition.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925626","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

Modelling student issues with MOOCs using TISM-P linkages 利用 TISM-P 联系模拟学生在 MOOC 中遇到的问题

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-05-05 DOI: 10.1111/hequ.12515

Shikha N. Khera, Himanshu Pawar

{"title":"Modelling student issues with MOOCs using TISM-P linkages","authors":"Shikha N. Khera, Himanshu Pawar","doi":"10.1111/hequ.12515","DOIUrl":"10.1111/hequ.12515","url":null,"abstract":"To date, student issues with Massive Open Online Courses (MOOCs) have only been explored in context-specific environments. Mainstream problems such as declining student motivation during a course, massive student dropout rates, accountability, user experience, etc., persist due to the permutations and combinations of these issues. Literature is replete with a deep understanding of such problems, but the causal relationships among these issues are less focused upon. We delve into these problems by studying the interrelations among student issues that cause such problems. Garnering insights from students (N = 149) and using Total Interpretive Structural Modelling with Polarity (TISM-P), the study has established direct and transitive relations among nine detrimental MOOC-related student issues. The results of the study depict clear positive, negative and transitive relationships between the student issues. Matrice d'Impacts croises-multipication applique' an classment (MICMAC) analysis was also used to assess the driving and dependence power of all issues that further allowed the model to trace out negative and positive pathways of influence. The model constructed in the study will provide a platform for future research to test these interconnections as independent factors affecting problems such as dropout rates, motivation, etc. Therefore, the TISM-P model could further be explored to understand the behaviour of such issues, which might have far-reaching consequences on major existing problems with MOOCs.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140883464","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

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-05-05 DOI: 10.1111/hequ.12538

Bayan Khalifa, Sebastian Desmidt, Jeroen Huisman, Kenn Meyfroodt, Ebru Karataş Acer

引用次数: 0

Unveiling crisis in globalised higher education: Artificial intelligence insights from doctoral research in EThOS 揭示全球化高等教育的危机：从 EThOS 博士研究中获得的人工智能见解

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-05-05 DOI: 10.1111/hequ.12537

Catherine Montgomery, Craig Stewart, Olanrewaju Aduragba, Francesca Poli

引用次数: 0

Academic abuse: A conceptual framework of the dimensions of toxic culture in higher education and the impact on the meaning of work 学术滥用：高等教育有毒文化的概念框架及其对工作意义的影响

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-05-03 DOI: 10.1111/hequ.12536

Tabitha K. L. Coates

引用次数: 0

Transborder habitus transformation: In-country mobility of Hong Kong students in the Chinese Mainland universities 跨境习惯转化：香港学生在中国内地大学的境内流动

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-24 DOI: 10.1111/hequ.12530

Alice Y. C. Te, Yunyun Qin

引用次数: 0

Cam or professor Lee? How instructor seniority and address term influence student perceptions in the United States Cam 还是 Lee 教授？在美国，教师资历和称呼如何影响学生的看法

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-24 DOI: 10.1111/hequ.12533

Ru Wu, Mary Jane Gardner, Patricia R. Todd

{"title":"Cam or professor Lee? How instructor seniority and address term influence student perceptions in the United States","authors":"Ru Wu, Mary Jane Gardner, Patricia R. Todd","doi":"10.1111/hequ.12533","DOIUrl":"10.1111/hequ.12533","url":null,"abstract":"In this research, we explore the effect of college instructors' use of formal versus casual titles on student perceptions as a function of the instructors' academic ranks. We conducted two studies: the first surveying students to study their expectations and preferences of formality and rank, and the second using experimental manipulations of title formality and instructor rank to examine the effects on student perceptions of instructors and their classes. Our data indicate that a full professor is perceived more favourably than a graduate assistant when using a casual title (their first name). Conversely, the pattern goes the opposite when they use a formal title. These insights were assessed through course favourability and enrolment intention and were rooted in two fundamental individual traits: competence and approachableness. In addition, the effects are less pronounced for students with previous exposure to the course content, suggesting course experience as a moderator. This study offers guidance on student–instructor interactions and provides insights for educators in presenting themselves through different titles.","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664893","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

Leading tribal colleges and universities: Perspectives on the skills and experiences needed to lead indigenous higher education 领导部落学院和大学：关于领导土著高等教育所需技能和经验的观点

IF 2.8

HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-24 DOI: 10.1111/hequ.12535

Ahmed Al-Asfour, Oliver Crocco, Sandra White Shield

引用次数: 0