Tuning Journal for Higher Education最新文献

{"title":"Introduction","authors":"M. Gobbi","doi":"10.18543/tjhe.2599","DOIUrl":"https://doi.org/10.18543/tjhe.2599","url":null,"abstract":"The papers in this Edition of the Journal comprise six ‘general papers’ and six in the COVID-19 section. Together, the papers clearly illustrate our theme Perspectives, stakeholders, and competences. While the papers comprising the general part of this Edition represent a diverse range of countries (Brazil, Iran, Spain, Turkey), there are some common themes. One cluster of papers is concerned with student outcomes or the professional competence of teacher trainees. The other cluster is interested in aspects of university strategy, whether financial or related to the university mission. The papers challenge us to consider the benefits of stakeholder engagement and multiple perspectives on policies, strategies, student or professional outcomes with their respective definitions, and specific educational interventions. Consequently, the methodologies and methods are appropriately diverse, involving bibliometric analysis, qualitative analysis (grounded theory, content, and textual analysis) the use of digital tools and statistics. From a theoretical lens, we encounter concepts such as parallax, historical and contemporary worldviews on education and the various philosophies on the nature of the university. Within a socio-political framework, we are introduced to the nuances of national government policies and their country-based impact that is shaped by local cultural traditions in education and attitude. Despite the range of topic, context and methods, each paper demonstrates a commitment to improving educational practice, research and student or staff experience.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074076","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":"A bibliometric review of research on student outcomes in higher education 1960-2020","authors":"Ahmet Aypay, Hasan Yücel Ertem","doi":"10.18543/tjhe.2189","DOIUrl":"https://doi.org/10.18543/tjhe.2189","url":null,"abstract":"This study conducted a bibliometric analysis of studies on student outcomes in higher education from 1960 to 2020, providing a bibliometric content analysis of articles based on 52 Scopus-indexed higher education journals. Bibliometric analysis methodology was used, and Preferred Reporting Items for Systematic Reviews and Meta-analyses were employed to identify and select the 2,375 articles included in the sample. The trajectory of publications over time was also analyzed, and often-cited journals, authors, articles, and co-citations were identified. The topical foci of research on student outcomes were revealed, co-occurrence analysis was performed, and keyword co-occurrence maps are presented. Limitations, interpretation, implications, and recommendations were also made on the basis of the findings. \u0000Received: 12 September 2021Accepted: 18 August 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45463807","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":"Researchers’ perceptions of COVID-19 impact on Responsible Research and Innovation (RRI)-based practices and society’s view of science in the first months of the pandemic","authors":"Anna Sala-Bubaré, M. Corcelles, Núria Suñé-Soler, M. Castelló","doi":"10.18543/tjhe.2324","DOIUrl":"https://doi.org/10.18543/tjhe.2324","url":null,"abstract":"Over the last decade, national and international agencies have repeatedly called for research practices aligned with the Responsible Research and Innovation (RRI), with varied effects on different disciplines and countries. The COVID-19 pandemic made this need even more critical. This study aimed to explore whether and how, from researchers’ point of view, the COVID-19 pandemic has led to changes in RRI-based research practices in the different disciplines and, more generally, society’s perception of science. 1499 researchers in the three Catalan-speaking regions of Spain responded to an online questionnaire in the first months of the pandemic. Results showed that while only half perceived an impact on RRI-based practices, this proportion was higher for Health Sciences and Social Sciences researchers in all the dimensions. Most researchers perceived a positive impact on societal actors’ views of science, although researchers in the Humanities were more sceptical than those in other disciplines. The analysis of open-ended questions revealed researchers from all disciplines were also concerned about fake news and claimed that researchers’ working conditions and research funding across all disciplines needed to be improved for future research to be capable of coping with current and future challenges. \u0000Received: 31 December 2021Accepted: 29 September 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45959798","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":"Editorial","authors":"M. Gobbi","doi":"10.18543/tjhe.2598","DOIUrl":"https://doi.org/10.18543/tjhe.2598","url":null,"abstract":"The papers in this Edition of the Journal comprise six 'general papers' and six in the COVID-19 section. Together, the papers clearly illustrate our theme Perspectives, stakeholders, and competences. While the papers comprising the general part of this Edition represent a diverse range of countries (Brazil, Iran, Spain, Turkey), there are some common themes. One cluster of papers is concerned with student outcomes or the professional competence of teacher trainees. The other cluster is interested in aspects of university strategy, whether financial or related to the university mission. The papers challenge us to consider the benefits of stakeholder engagement and multiple perspectives on policies, strategies, student or professional outcomes with their respective definitions, and specific educational interventions. Consequently, the methodologies and methods are appropriately diverse, involving bibliometric analysis, qualitative analysis (grounded theory, content, and textual analysis) the use of digital tools and statistics. From a theoretical lens, we encounter concepts such as parallax, historical and contemporary worldviews on education and the various philosophies on the nature of the university. Within a socio-political framework, we are introduced to the nuances of national government policies and their country-based impact that is shaped by local cultural traditions in education and attitude. Despite the range of topic, context and methods, each paper demonstrates a commitment to improving educational practice, research and student or staff experience.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45261521","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":"COVID-19 Special Section: Introduction. Targeted reflection, mutual understanding, and collaborative working. Building blocks for post‑pandemic models in higher education","authors":"Anca Greere","doi":"10.18543/tjhe.2600","DOIUrl":"https://doi.org/10.18543/tjhe.2600","url":null,"abstract":"This introduction to the COVID-19 Special Section highlights the importance for targeted reflection on pandemic experiences, mutual understanding of perspectives and best practice sharing by and across stakeholder groups. Higher education, similar to other global sectors, has been profoundly shaken by the realities brought about since March 2020, and different stakeholders have felt the impact and consequences of the pandemic on a daily basis. Reports of challenges go a long way towards enabling understanding; however, unless these are combined with demonstrations of responses in context and analyses of their effectiveness, they remain at the level of awareness and cannot move towards action. Sharing the lessons learned, alerting to specificities and gaining perspectives have never been more timely, as higher education shapes future models for enhanced stakeholder experiences within increased quality parameters. Notwithstanding the disruptive effect on societies, COVID-19 must also be recognised as an accelerator for higher education, impacting digitalisation, accessibility and creating opportunities for new approaches to educational delivery and collaboration. The papers in this Special Section cover a variety of contexts, moving swiftly from Spain to Poland to the United States of America, India and Iran to return to Europe, i.e. Slovenia. Authors tackle specific challenges experienced by stakeholders, be they students, teaching and administrative staff, researchers or policy makers, and discuss lessons learned, highlight perceived benefits and recommend how these may be translated into policy and practice.","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46445691","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":"Teaching practicum for primary teacher education students during the COVID-19 pandemic","authors":"Irena Hergan, Mojca Pečar","doi":"10.18543/tjhe.2278","DOIUrl":"https://doi.org/10.18543/tjhe.2278","url":null,"abstract":"The paper presents results of the research on pre-service student teachers’ assessment of the usefulness of their distance teaching practicum during COVID-19 for their professional development. The sample included 238 student teachers in the 3rd and 4th years of the bachelor’s degree programme as well as those in the master’s degree programme at the Faculty of Education, University of Ljubljana. The students answered the online questionnaire after completing their teaching practicum in spring 2020. The results show that the majority of the students spent more than half of their time during the teaching practicum preparing various teaching materials for the pupils. About a fifth of the students provided individual help to pupils, while only a small share of them conducted their lessons via videoconferencing. The 3rd year students rated the usefulness of preparing teaching materials and the overall usefulness of the distance teaching practicum statistically significantly lower than their senior colleagues. Whether the teaching practicum is implemented in an online environment or “live”, it is important to insist that student teachers assist their pupils in all phases of the teaching process and adapt it to their individual characteristics and needs to the greatest extent possible. \u0000Received: 3 December 2021Accepted: 7 November 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48567761","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":"Competences in parallax in higher education from multiple standpoints in a Brazilian undergraduate program in International Business","authors":"Marcelo Almeida de Camargo Pereira, Vera Lucia Felicetti","doi":"10.18543/tjhe.2181","DOIUrl":"https://doi.org/10.18543/tjhe.2181","url":null,"abstract":"This article, a summary of a broader doctoral research study by the author, has different research participants, namely: graduates, their employers, professors, the College Dean and the Program Chair. The goal is to identify how these subjects comprehend the teaching and learning processes of professional competences, in the context of a Brazilian higher education program in International Business. For the theoretical reference, we discuss the concept of competence with different theoretical foundations. We present educational tools that promote teaching and learning competences, in addition to addressing competences for the 21st century. Using Textual Discourse Analysis, we deconstruct and categorize the transcribed discussions by the participants. We arrive at units of meaning, which are related to cognition, behavior, management, pedagogy, and technology, among others. Graduates understand competences are developed through work experience. Professors incorporate life and professional problems into their pedagogical practice, in line with the Dean and Program Chair, who claim the use of market values to structure the program curriculum. As for the employers, they conceive of college as background for the development of professional competences, which in their opinion, occurs via work experience. The process of analyzing and connecting the units of meaning led to the development of two emerging categories: culture and technology. They are in constant action and reaction, moving the dimensions necessary for competent action, under the aegis of the technological paradigm. \u0000Received: 25 August 2021Accepted: 9 August 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45489149","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":"An investigation of mission differentiation and specialization in Turkish universities in the context of strategic objectives","authors":"Nazife Karadağ, Betül Balkar","doi":"10.18543/tjhe.2231","DOIUrl":"https://doi.org/10.18543/tjhe.2231","url":null,"abstract":"This study examines and compares the strategic objectives of the universities included in the “mission differentiation and specialization on the basis of regional development” project carried out in the Turkish higher education system and well-established universities in Turkiye. Therefore, the aim of this study is to determine how the goal of “mission differentiation and specialization on the basis of regional development” is tried to be realized in the higher education system and whether this goal really brings a difference to the activities of universities. The study was conducted through document review. The universities included in the study were determined by criterion sampling and two different study groups were formed for comparison. The first study group consisted of the universities involved in the mission differentiation project. The second study group consisted of the well-established universities located in various geographical regions of Turkiye. Data were analyzed through the content analysis. The strategic objectives of the universities were examined under the themes of increasing quality in education, increasing the quantity and quality of scientific research, improvement of communication and interaction with stakeholders, strengthening of corporate identity/structure/ensuring institutionalization and internationalization. The strategic objectives of the universities with mission differentiation are also analyzed in terms of leading local and regional development. The results of the research show that universities subject to mission differentiation and well-established universities have different qualifications only in terms of “leading local and regional development” and “strengthening community service studies.” However, there are also points where goals and performance indicators depending on these strategic objectives are resembled. The similarities in the strategic objectives of the universities show that the missions of the universities with mission differentiation and specialization should first be clarified based on a general framework provided by the Council of Higher Education. In line with the guiding framework, universities should establish their unique strategic objectives in the strategic planning process in order to contribute to regional development.  \u0000Received: 20 October2021Accepted: 7 October 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46313464","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":"Beyond performance-based budgeting policy in Iran’s public universities: Causes, outcomes, and strategies","authors":"Zargham Faramarzi Nia, H. Farhadi Rad, Y. Mehralizadeh, Rahmatullah Gholipour Soteh","doi":"10.18543/tjhe.2381","DOIUrl":"https://doi.org/10.18543/tjhe.2381","url":null,"abstract":"The main aim of the present study was to analyze the causes, outcomes, and strategies of performance-based budgeting in the Iranian higher education system. To this end, a qualitative approach based on the grounded theory was used. In order to collect reliable data, in-depth semi-structured interviews were conducted with two groups of experts who were selected by purposive sampling method based on the selection of desirable cases. After qualitative content analysis of the collected information via encoding, the detailed report preparation method and comparison with expert opinions were taken into account to validate the findings. At a significance level of 0.0001, the kappa measure of agreement was 0.786. The results showed that finding a suitable mechanism to ensure accountability and transparency in universities was the main focus of performance-based budgeting approach, and its implementation was affected by various factors at the macro level (government) and micro level (university). Positive outcomes of this budgeting model include improved accountability and transparency, project- oriented nature of the model, and improved efficiency and effectiveness. Besides, threat to the nature and independence of the university was possibly a negative consequence of this plan. To use the benefits simultaneously and avoid the negative consequences, various strategies were proposed, including the expansion of the authority, independence, and freedom of the university and the involvement of the university’s senior managers. \u0000Received: 10 March 2022Accepted: 15 August 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186517","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":"Achievement emotions of university students in on-campus and online education during the COVID-19 pandemic","authors":"E. Ghaderi, Ali Khoshnood, Neda Fekri","doi":"10.18543/tjhe.2346","DOIUrl":"https://doi.org/10.18543/tjhe.2346","url":null,"abstract":"Feelings and emotions play a prominent role in the motivation and academic performance of students. Considering this importance, this study aimed to compare the achievement emotions of students in two educational environments, traditional face-to-face classes and online classes, grown after the outbreak of the COVID-19 pandemic. To achieve this goal, 92 university students who had the experience of the two modes of education evaluated their emotions in these contexts. The findings indicated that university students had better class-related and learning-related feelings (enjoyment, hope, and pride) in traditional face-to-face education. These students also reported feeling angrier in online classes. Differences in other emotions, such as anxiety, hopelessness, boredom, and shame, were not significant. Test-related emotions of students were rather similar in these two educational contexts. Although traditional face-to-face education produced more positive emotions in students, 29.7% of the students preferred to continue their studies in online mode. Blended education can help students make optimum use of available resources. The findings can be of use to educational policymakers, curriculum planners, teachers, and students. \u0000Received: 31 January 2022Accepted: 19 October 2022","PeriodicalId":53788,"journal":{"name":"Tuning Journal for Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46393089","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}