HIGHER EDUCATION QUARTERLY最新文献

{"title":"Using UCAS MEM for Contextual Offers","authors":"Laura A. Harvey,&nbsp;Stephanie T. Jong,&nbsp;Myles Smith","doi":"10.1111/hequ.70012","DOIUrl":"https://doi.org/10.1111/hequ.70012","url":null,"abstract":"<p>Contextual admissions schemes are commonly used across the United Kingdom (UK) for admission into higher education (HE) institutions. These schemes consider an applicant's background and circumstances alongside academic achievement to provide a fairer evaluation of progression into university. Several contextual factors have been considered by HE providers and few have been evaluated in the literature. However, the University and Colleges Admissions Service (UCAS) Multiple Equality Measure (MEM), introduced in 2018, is yet to be evaluated in contextual admissions schemes. This study evaluates the use of UCAS MEM data for contextual admissions at one mid-sized UK institution using a difference-in-differences framework and institutional data on applications for academic years 2021/22 and 2022/23. We found that the introduction of contextual offers, using UCAS MEM data, reduced the likelihood that applicants declined their offer. Applicants were more likely to place the offer from the university as their insurance option. This suggests that the contextual offer increased the appeal of the institution as a solid insurance option, with a marginal increase in probability of study at the institution. Caution is needed when implementing a contextual admissions policy based on UCAS MEM. University policies should consider alignment with their Access and Participation Plan (APP) objectives and commitments, and to ensure applicants understand the basis on which they may be offered a contextual offer.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117669","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}

{"title":"Enhancing Faculty Well-Being and Performance Through University Support: The Role of Resiliency and Proactive Personality in Remote Work","authors":"Sanat Kozhakhmet,&nbsp;Sedigheh Moghavvemi,&nbsp;Galiya Mazhiyeva","doi":"10.1111/hequ.12592","DOIUrl":"https://doi.org/10.1111/hequ.12592","url":null,"abstract":"<div>\u0000 \u0000 <p>The fast transitions of higher education to online format offers unique educational experience and practical knowledge that need to be considered by managers and policy makers. This paper aimed to explore the impact of organisational support practices on faculty members' in-role performance and well-being by assessing the mediating role of work resiliency capability and moderating role of proactive personality while working online and remote. Questionnaires were used to collect data from 390 faculty members from higher education institutions of Kazakhstan. The study found that work resiliency capability plays a mediating role in the connection between organisational support practices and faculty members' well-being and in-role performance. Additionally, it was discovered that the relationship between work resiliency capability and well-being/in-role performance negatively moderated by proactive personality. This research advances understanding of how universities can enhance the well-being and in-role performance of faculty working online and remotely.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143117670","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}

{"title":"Efficiency in Higher Education: A Review of Research From 1977 to 2022","authors":"Itisha Jain,&nbsp;Rachita Gulati","doi":"10.1111/hequ.70010","DOIUrl":"https://doi.org/10.1111/hequ.70010","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper provides a comprehensive survey of studies on the measurement of frontier efficiency in higher education. We review the database of 89 studies assessing higher education efficiency by applying both parametric and non-parametric methods. For the selection of studies, the Scopus-indexed journals from 1977 to 2022 are screened and methodically chosen. The analysis presents a classification of research in this area by trends, influential authors and works, emerging issues, primary inputs and outputs, efficiency measurement level, higher education efficiency principles, and estimating methodologies. We note the exponential growth of research on efficiency measurement in higher education from 2011 to 2022. Most evidence is from developed nations like Italy, the UK, China, Australia, and Germany, with more scope for research on higher education in developing nations. The subject analysis reveals that student and departmental investigations need more attention and can lead to groundbreaking research. The survey findings indicate that future researchers should emphasise privatisation, third-mission activities, social responsibility, and higher education spending.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115777","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}

{"title":"Tracking the Success of Contextual Offer Students at One Scottish Higher Education Institution","authors":"Nathan Patrick Burns,&nbsp;David Young,&nbsp;Andrea Sherriff,&nbsp;Peter Black,&nbsp;Al Blackshaw,&nbsp;Louise Kelly","doi":"10.1111/hequ.70011","DOIUrl":"https://doi.org/10.1111/hequ.70011","url":null,"abstract":"<p>Knowing the academic outcomes of students who received contextual offers to higher education is important in understanding whether or not Scotland's Widening Access efforts have been successful in delivering impact to those from socio-economically deprived backgrounds. This study showed that once controlling for academic cohort, sex, ethnicity and faculty, contextual offer students have a greater than 80% chance of progression at the end of first year and a greater than 60% chance of completing their Bachelor's with Honours degree within 4 years. However, for the data used in this study, contextual offer students were not as successful as their standard offer peers. Models also showed that students from more deprived areas (measured using SIMD Quintile) were less likely to be successful compared to their peers from less deprived areas, even when they had the same levels of prior attainment in secondary school exams (Scottish Higher). This study calls for Scotland's Widening Access targets to focus not only on admissions but also on improving the academic outcomes of disadvantaged students' throughout their time at university.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115779","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}

{"title":"Development and Validity Evaluation of a National Digital Entrance Examination Test for Higher Education Student Selection","authors":"K. Talman,&nbsp;J. Vierula,&nbsp;T. Karihtala,&nbsp;E. Laakkonen,&nbsp;J. Engblom,&nbsp;E. Haavisto","doi":"10.1111/hequ.70006","DOIUrl":"https://doi.org/10.1111/hequ.70006","url":null,"abstract":"<div>\u0000 \u0000 <p>Higher education institutions need to develop valid, fair, and objective selection methods. Current literature reporting the development and validation of new national large-scale selection tests is scarce. This two-phased study aimed to (1) develop and (2) evaluate the validity of the Finnish digital Universities of Applied Sciences Entrance Examination (UAS Exam). In phase 1 (years 2018–2019), the UAS exam sections were constructed using scoping reviews, document analysis, and expert evaluations. Pilot tests were performed for item analysis using Item Response Theory (IRT). In phase 2, validity evaluation was conducted in a cross-sectional design (October–November 2019) using classical test theory and IRT. The applicants' (<i>n</i> = 13,048) exam scores and the difficulty levels of the exam questions varied in all the exam sections. Psychometrics supported the structure and the use of several exam sections. The usability of the digital exam was evaluated as acceptable. Item analysis revealed development needs in the exam sections.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115776","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}

{"title":"Ph.D. Publication Requirement and Its Effects on Research Productivity Trends in Kazakhstan","authors":"Aliya Kuzhabekova","doi":"10.1111/hequ.12590","DOIUrl":"https://doi.org/10.1111/hequ.12590","url":null,"abstract":"<p>The growing pressure to ‘publish or perish’, experienced by academia around the world, has pushed an increasing number of individual graduate programmes and universities, as well as entire higher education systems, to introduce a publication requirement as a prerequisite for the conferral of doctoral degrees. One example of the implementation of the requirement at the country level is Kazakhstan. This paper sheds light on the experience with publication requirement policies implemented at the country level by using bibliometric data from Scopus to statistically explore the effects of Ph.D. publication requirement policy on publication productivity trends in Kazakhstan. The findings reveal that the policy has increased the number of publications but has lowered the impact of research. The study suggests that measures focused on methodological training and improving the research capacity of future scholars may be more effective in strengthening the research competitiveness of countries than outcome-focused policies.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12590","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115778","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}

{"title":"Investigating the Impact of Determinants Influencing Students' Readiness for Digital Transformation in Academic Institutions in Pakistan","authors":"Niaz Ahmed Bhutto,&nbsp;Minahil Khaliq,&nbsp;Niaz Hussain Ghumro,&nbsp;Ume Salma Akbar","doi":"10.1111/hequ.70002","DOIUrl":"https://doi.org/10.1111/hequ.70002","url":null,"abstract":"<div>\u0000 \u0000 <p>It is crucial to assess the digital transformation readiness of students in order to develop knowledgeable, capable and qualified alumnus who can enhance the qualified personnel within a country. This study will help HEIs in examining whether their students have the skills they need to survive in the 4IR era. Data have been collected from Higher Educational institutions (HEIs) which were listed in QS-Ranking list. Purposive sampling technique was employed for sample selection and the respondents were students. For analysis, Smart-PLS4 and SPSS-24 were used. According to the findings of structural equation modelling, students' traits, technological understanding of the 4IR and organisational aspects have a big impact on how well-prepared they are for the 4IR. Additionally, organisational aspects also have influence on students' readiness. Additionally, the organisational dimensions also have impact on students' understanding of 4IR technology. Additionally, students' understanding of 4IR technology and organisational dimension has a big impact on their qualities connected to 4IR. Higher education institutions can help students do well in a digital learning setting by creating support services that are tailored to their needs and concerns. These services could include workshops on digital literacy or one-on-one coaching. Further, the study adds to our understanding of what affects student readiness by pointing out the specific problems students face and the things that help them deal with them. The results can be used to help create lessons that better incorporate digital tools and skills, making sure that students have the skills they need for an educational world that has become more digital. The study's conclusion has policy implications for HEIs, highlighting the necessity of institutional policies that support digital transformation. By giving faculty members the chance to grow professionally and by giving them opportunity to learn about and practise new pedagogical approaches and emerging technologies, HEIs could encourage faculty members to conduct research and innovation in their learning as well as pedagogical methods. This provides us with fresh perspectives on the strategic importance of students' readiness in encouraging HEIs to promote digital transformation. HEIs can encourage creativity and business, and working together across disciplines and organisational aspects like academic programmes, training, technical infrastructure and others is essential for putting students on the path to a better future through this study.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115780","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}

{"title":"Lions, Game Players and Niche Providers: Universities' Positioning in Funding Competitions in Germany","authors":"Georg Krücken,&nbsp;Nicolai Götze,&nbsp;Tim Seidenschnur","doi":"10.1111/hequ.70005","DOIUrl":"https://doi.org/10.1111/hequ.70005","url":null,"abstract":"<p>This research addresses two important developments in the academic field: First, universities are transforming into organisational actors, gaining more responsibilities and capacities for strategic action, and second, competition has reached a new level. An important driver of competition and universities' development towards strategic actorhood is funding contests in which actors compete with proposals over a limited timeframe with clear evaluation criteria. In Germany, funding contests are central to the crystallisation of a broader competitive positioning and universities develop different strategic approaches in relation to them. We focus on two large-scale funding contests to analyse universities' heterogeneous positioning strategies: The German Excellence Initiative (EI) and the Quality Pact for Teaching (QPL). We empirically develop three ideal types of universities in terms of strategic positioning (lions, niche providers and game players) and examine different strategic approaches taken by universities when relating to internal and external reference groups.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115032","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}

{"title":"Challenges and Strategies for Academic Diaspora Engagement in the Internationalisation of Higher Education Institutions: Empirical Evidence From a Low- and Medium-Income Country","authors":"Mohammad Moshtari,&nbsp;Maryam Ghorbani","doi":"10.1111/hequ.70004","DOIUrl":"https://doi.org/10.1111/hequ.70004","url":null,"abstract":"<p>While the academic diaspora can serve as a facilitator of internationalisation for higher education institutions (HEIs) in low- and medium-income countries, anecdotal evidence on the engagement of the academic diaspora indicates that it is temporary, superficial and of little impact on the quality of research and educational programmes; it has mainly benefited HEIs by raising their visibility and university rankings, thus exploiting the diaspora rather in home countries than vigorously engaging them in academic activities and capacity building efforts. The present study builds on the boundary-spanning perspective to elaborate on the potential functions of academic diaspora as enhancers of HEIs' capabilities by enabling genuine partnerships between HEIs in developing and developed countries. Furthermore, using an explorative qualitative approach, the paper provides insights into the factors involved in the low-quality engagement of academic diaspora at the national, institutional and individual levels. Finally, several implications for HEIs' managers and policymakers are laid out to improve the quality and impact of academic diaspora engagement.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143114785","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}

{"title":"Higher Education and Disability: A Systematic Literature Review and Agenda for Research","authors":"Jyotesna Maurya,&nbsp;Niharika Swaroop,&nbsp;Priya Sadar,&nbsp;Debananda Misra","doi":"10.1111/hequ.70001","DOIUrl":"https://doi.org/10.1111/hequ.70001","url":null,"abstract":"<div>\u0000 \u0000 <p>This systematic literature review provides a synthesis of what issues within disability have been researched, how universities respond to the issues to be inclusive to disabled students and the role of higher education environment and policy, in doing so. The review is motivated by the emphasis on inclusive and equitable quality education and reduced inequalities in sustainable development goals (SDGs) and the increasing attention on universities' role in promoting social change, justice and mobility for marginalised groups. Based on multistep methodology that included preliminary search, database selection and keyword-based article retrieval, we conducted a descriptive thematic analysis of 204 research articles on disability in higher education. Our study advances existing literature reviews on the same topic by covering a much larger number of articles, including a broader set of disabilities than physical disability, uncovering a range of themes beyond students' experiences and including policy and managerial aspects corresponding to disability in higher education. We recommend future research areas that can fill the gaps in and advance existing research on disability in higher education.</p>\u0000 </div>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"79 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143114411","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}