发布求助
文献互助 智能选刊 最新文献

HIGHER EDUCATION QUARTERLY最新文献

筛选
英文 中文
‘You don't have to be educated to help your child’: Parental involvement among first generation of higher education Druze students in Israel 你不必受过教育就能帮助你的孩子"：以色列第一代接受高等教育的德鲁兹学生的父母参与情况
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-06 DOI: 10.1111/hequ.12525
Duaa Shams, Yael Grinshtain, Yuval Dror
{"title":"‘You don't have to be educated to help your child’: Parental involvement among first generation of higher education Druze students in Israel","authors":"Duaa Shams,&nbsp;Yael Grinshtain,&nbsp;Yuval Dror","doi":"10.1111/hequ.12525","DOIUrl":"10.1111/hequ.12525","url":null,"abstract":"<p>First-generation students cope with challenges deriving from a lack of knowledge regarding higher education. This lack of knowledge is particularly relevant for minorities groups. In this context, parental involvement can be regarded as a meaningful pathway for enrolment and advancement in higher education. The study examined the perceptions of Druze students from the Golan Heights in Israel, who are considered to be a minority group and are first-generation students, regarding their parents' involvement in their higher education studies. 15 Druze were interviewed. Using thematic analysis, it was found that parents' support is reflected in a high appreciation of education, due to the absence of opportunities during their own childhood, alongside moral and indirect academic support. The study contributes to understanding the intersection of being part of the Druze minority with being first-generation students, highlighting these students' ways of overcoming barriers in the context of national and ethnic challenges.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1221-1240"},"PeriodicalIF":2.8,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140578978","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
Tales of the unexpected: The lives and experiences of working-class academics 意外的故事：工人阶级学者的生活和经历
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-04 DOI: 10.1111/hequ.12524
Iona Burnell Reilly
{"title":"Tales of the unexpected: The lives and experiences of working-class academics","authors":"Iona Burnell Reilly","doi":"10.1111/hequ.12524","DOIUrl":"10.1111/hequ.12524","url":null,"abstract":"<p>This article explores and discusses some aspects of autoethnographies from a published collection written by working-class academics. The original objective was for each academic to write an account of their life and their experiences of becoming who they are in an industry steeped in elitism. I was interested in how they experienced becoming a working-class academic, what their journeys had been like, and how they navigated their way into their professional roles. I was also curious about their identities and if they continued to identify as working class, or if their social positioning and/or identities have undergone change. The autoethnographies are powerful and deeply personal accounts of the working-class academics' lives; they make a significant contribution to the field of research on higher education by providing unique insight into personal experiences. Within this article I have explored some of the accounts and considered how the academics overcame, for example, feelings of failure from previous educational experiences, feelings of (un)belonging and tackling imposterism.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1190-1201"},"PeriodicalIF":2.8,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140578977","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
Breaking barriers: Reducing inequality in higher education by understanding and addressing diverse student needs 打破障碍：通过了解和满足不同学生的需求，减少高等教育中的不平等现象
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-04 DOI: 10.1111/hequ.12526
Fabienne Cadet, Suri Weisfeld-Spolter, Yuliya V. Yurova
{"title":"Breaking barriers: Reducing inequality in higher education by understanding and addressing diverse student needs","authors":"Fabienne Cadet,&nbsp;Suri Weisfeld-Spolter,&nbsp;Yuliya V. Yurova","doi":"10.1111/hequ.12526","DOIUrl":"10.1111/hequ.12526","url":null,"abstract":"<p>The purpose of this research is to explore the differences in perceived opportunities and potential barriers leading to inequality in our higher education system. To do this, we examine differences in satisfaction and expectations that exist among college students based on three key heterogeneous characteristics – gender identity (male vs. female), major declaration (decided vs. undecided) and generation (first generation vs. non-first generation). Six hundred twenty-five students completed a survey about the level of importance and satisfaction with educational services at their institutions. A mixed method design including analysis of variance (ANOVA) was used to test differences between students. At a time where universities are working arduously to increase enrolment numbers, adjusting the strategy to cater to the unique needs of students may prove to be part of the solution and more importantly, help remove barriers to lessen the current inequalities and improve access to education for all types of students.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1202-1220"},"PeriodicalIF":2.8,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579115","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 rise of the remote metropolitan branch campus – Definitions, motivations and models 远程都市分校的兴起--定义、动机和模式
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-03 DOI: 10.1111/hequ.12522
Rob Hickey, Nigel Healey
{"title":"The rise of the remote metropolitan branch campus – Definitions, motivations and models","authors":"Rob Hickey,&nbsp;Nigel Healey","doi":"10.1111/hequ.12522","DOIUrl":"10.1111/hequ.12522","url":null,"abstract":"<p>This paper explores the concept of the university remote metropolitan branch campus (RMBC). Drawing on approaches used to frame international branch campuses, it proposes a first definition for an RMBC, distinguishing it from a wider group of domestic ‘Satellite Campuses’ that includes multi-campus universities within regions. Using interviews with 10 RMBC directors in London, it explores motivations for their creation and approaches used to organise and resource these ventures, as well as to attract and teach students. It concludes that the dominant reasons for creating RMBCs relate to financial diversification, reputation, reach and business engagement, but that in some cases the repositioning of an RMBC has been strategically reactive in response to external changes in its operating environment. Whilst there is evidence for a range of organisational models amongst London-based RMBCs, there are key commonalities around the students attracted, the programmes offered and approaches to teaching and learning. RMBCs in London are growing and thriving, but face challenges from market entrants and uncertain future UK Government policy.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1175-1189"},"PeriodicalIF":2.8,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579394","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
Sudden e-learning: Exploring the role of user intention, enjoyment, and habit on university students' well-being 突发性电子学习：探索用户意向、乐趣和习惯对大学生幸福感的作用
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-02 DOI: 10.1111/hequ.12519
Pilar Ficapal-Cusí, Joan Torrent-Sellens, José A. Folgado-Fernández, Pedro R. Palos-Sánchez
{"title":"Sudden e-learning: Exploring the role of user intention, enjoyment, and habit on university students' well-being","authors":"Pilar Ficapal-Cusí,&nbsp;Joan Torrent-Sellens,&nbsp;José A. Folgado-Fernández,&nbsp;Pedro R. Palos-Sánchez","doi":"10.1111/hequ.12519","DOIUrl":"10.1111/hequ.12519","url":null,"abstract":"<p>Suddenly, adjusting to a new way of learning is a major challenge for university students. The objective of this article was to study university student determinants of the well-being in the context of the sudden transition towards e-learning imposed by the COVID-19 lockdown. Based on the antecedents linked to the structure of e-learning and its influence on self-management and ease of use, as well as using the mediating role of user intention, perceived enjoyment, and habits, a model was tested to find well-being trajectories. Using a sample of 543 students from originally Spanish face-to-face universities and through a PLS-SEM methodology, this research obtained relevant results in two main directions. First, research found that the self-management and ease of use of e-learning systems constitute direct antecedents of student well-being. Furthermore, the research results confirmed two reinforcement itineraries of well-being. The intention built an itinerary to reinforce ease of use, and perceived enjoyment added explanatory power to self-management. However, the research also found a second explanatory and negative itinerary of sudden e-learning student well-being. This path of darkness is related to the adverse mediating effect exerted by the habit, understood from the perspective of technological dependence, when it interacts with perceived enjoyment. The article discusses their implications for educational strategy and policy, especially indicated for those e-learning practices solely based on the enjoyment and immersion experience of their students.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1138-1161"},"PeriodicalIF":2.8,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12519","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579117","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
Learning from survivors: Reporting parties' perspectives on how higher education institutions should address gender-based violence and harassment 向幸存者学习：报告方对高等教育机构应如何解决性别暴力和骚扰问题的看法
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-02 DOI: 10.1111/hequ.12517
Anna Bull
{"title":"Learning from survivors: Reporting parties' perspectives on how higher education institutions should address gender-based violence and harassment","authors":"Anna Bull","doi":"10.1111/hequ.12517","DOIUrl":"10.1111/hequ.12517","url":null,"abstract":"<p>Tackling gender-based violence and harassment (GBVH) is an essential step for addressing gender inequality. This article applies theories of student/survivor ‘voice’ to accounts from interviewees (<i>n</i> = 35), analysing their perspectives on how higher education institutions (HEIs) should address this issue. Interviewees were current or former students in the United Kingdom who had disclosed or reported GBVH to their HEIs. The most urgent step that interviewees called for is open discussion of GBVH and how HEIs are handling it. They also want more education, prevention and early intervention, and changes in how reports are handled. These findings are contextualised within a critical discussion of how reporting parties' voices are, or could be, heard within higher education. It argues that institutional mechanisms for hearing survivors' voice in relation to GBVH may need to differ from approaches for engaging with students on other issues, most notably by taking into account how power relations shape voices.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1123-1137"},"PeriodicalIF":2.8,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12517","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579490","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
How the fine arts create the finest students: A design thinking study 美术如何造就最优秀的学生：设计思维研究
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-02 DOI: 10.1111/hequ.12521
Catherine R. P. King, Madelon McCall
{"title":"How the fine arts create the finest students: A design thinking study","authors":"Catherine R. P. King,&nbsp;Madelon McCall","doi":"10.1111/hequ.12521","DOIUrl":"10.1111/hequ.12521","url":null,"abstract":"<p>This study addresses the problem of insufficient emphasis on art courses in helping students develop 21st-century skills. As globalization continues, industries increasingly interconnect, creating a necessity for 21st-century skills. Universities are responsible for equipping the next generation of scholars with the soft skills needed to succeed, such as creativity, adaptability, innovation and collaboration. However, universities disservice students and their future employers by isolating departments and overlooking collaboration opportunities. Rather than this narrow-minded approach to education, academia must challenge the status quo and reflect on the needs of an increasingly globalized world. This research study used a qualitative single case study methodology based on constructivist learning theory and design thinking to analyse the effect of art education courses taken by non-art majors on students' development of 21st-century skills. The literature examines why a lack of emphasis on the arts exists and what skills students gain through arts exposure.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1162-1174"},"PeriodicalIF":2.8,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140579250","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
Green or green-washed? Examining sustainability reporting in higher education 绿色还是绿色洗礼？考察高等教育的可持续性报告
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-04-01 DOI: 10.1111/hequ.12513
Maryna Lakhno
{"title":"Green or green-washed? Examining sustainability reporting in higher education","authors":"Maryna Lakhno","doi":"10.1111/hequ.12513","DOIUrl":"10.1111/hequ.12513","url":null,"abstract":"<p>Sustainability reporting has gained popularity across various fields, and the higher education sector is no exception. Higher education institutions across the globe are voluntarily investing time and resources into showcasing their activities and progress in sustainable development. Are these efforts just superficial instances of following a trend or do they exemplify a path towards an in-depth transformation in the area of sustainability, as it is called for by the United Nations Sustainable Development Goals 2015–2030? This article aims to answer this question by studying public sustainability reports of the top 50 UK universities, focusing on their self-reflective elements and thematic comprehensiveness.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1099-1122"},"PeriodicalIF":2.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12513","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587437","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 Institutional and Social Support Survey (ISS-10): Quantifying international faculty language support 机构和社会支持调查 (ISS-10)：量化国际教师的语言支持
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-03-28 DOI: 10.1111/hequ.12516
Allie Spencer Patterson, Thomas Brotherhood
{"title":"The Institutional and Social Support Survey (ISS-10): Quantifying international faculty language support","authors":"Allie Spencer Patterson,&nbsp;Thomas Brotherhood","doi":"10.1111/hequ.12516","DOIUrl":"10.1111/hequ.12516","url":null,"abstract":"<p>The purpose of this study was to develop and test the internal and external reliability of a novel research instrument which measures language support for international faculty members and its effects on integration. While previous research has focused on the contributions of international faculty and efforts to attract them, growing concerns about negative experiences and low rates of retention have led scholars to focus on institutional linguistic support. Specifically in emerging host countries, interest exists for the role of support for learning the local language. In this context, this study substantiates an instrument, the Institutional and Social Support Survey (ISS-10) which quantifies social support and language support provided by host universities. The instrument was first refined using Rasch rating scale analysis and exploratory factor analysis (EFA). Subsequent linear mixed effects (LME) regression on a second administration of the instrument revealed that the ISS-10 significantly predicts the integration of international faculty as quantified by the IPL-12, an often-used measure of migrant integration. The ISS-10 may, therefore, be of interest to scholars researching international faculty integration where local language proficiency is a concern.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 3","pages":"1081-1098"},"PeriodicalIF":2.8,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140372823","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 (un)equal university: Training programmes and the commodification of race 不）平等的大学：培训计划和种族商品化
IF 2.8
HIGHER EDUCATION QUARTERLY Pub Date : 2024-03-28 DOI: 10.1111/hequ.12518
Kalwant Bhopal
{"title":"The (un)equal university: Training programmes and the commodification of race","authors":"Kalwant Bhopal","doi":"10.1111/hequ.12518","DOIUrl":"10.1111/hequ.12518","url":null,"abstract":"<p>There is a plethora of evidence to suggest that academics of colour remain under represented in higher education; they are less likely to be professors and occupy senior managerial roles compared to White groups and report regular incidents of overt and covert racism. Equality, Diversity and Inclusion initiatives such as training programmes to progress the position of academics of colour into senior roles have been used to address their under representation. Drawing on Critical Race Theory this paper examines how within the neoliberal marketised university, such training programmes are used for the benefit of White groups to perpetuate White privilege.</p>","PeriodicalId":51607,"journal":{"name":"HIGHER EDUCATION QUARTERLY","volume":"78 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/hequ.12518","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140369653","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信