Pub Date : 2023-10-11DOI: 10.1080/21568235.2023.2263670
Emma Towers, None Mili
This article adopts identity as a theoretical frame through which to explore the reported experiences of a diverse group of postgraduate students studying in one university in England. We examine what they say about their identities and how they make sense of their interactions with their peers in the higher education space, as well as how they experience these interactions within discussion group activities in the postgraduate multicultural classroom. Our data is collected through focus groups and one-to-one interviews, a large proportion of which were conducted with non-UK/EU students. We found that all students interviewed value the social dimension of learning both within the classroom context and outside. We found there can be intercultural misunderstandings that could be addressed directly in a structured and safe environment. The article concludes with some suggestions for pedagogy and practice in postgraduate teaching, with a focus on diversifying practice to make room for greater inclusion of all students.
{"title":"Exploring ways in which identity shapes postgraduate student learning in an English university classroom","authors":"Emma Towers, None Mili","doi":"10.1080/21568235.2023.2263670","DOIUrl":"https://doi.org/10.1080/21568235.2023.2263670","url":null,"abstract":"This article adopts identity as a theoretical frame through which to explore the reported experiences of a diverse group of postgraduate students studying in one university in England. We examine what they say about their identities and how they make sense of their interactions with their peers in the higher education space, as well as how they experience these interactions within discussion group activities in the postgraduate multicultural classroom. Our data is collected through focus groups and one-to-one interviews, a large proportion of which were conducted with non-UK/EU students. We found that all students interviewed value the social dimension of learning both within the classroom context and outside. We found there can be intercultural misunderstandings that could be addressed directly in a structured and safe environment. The article concludes with some suggestions for pedagogy and practice in postgraduate teaching, with a focus on diversifying practice to make room for greater inclusion of all students.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136208578","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}
Pub Date : 2023-10-06DOI: 10.1080/21568235.2023.2265599
Martin Oliver, Allison Littlejohn, Eileen Kennedy
Universities may have coped with the COVID-19 pandemic, but we argue there are still important lessons to be learnt from that experience of coping. In this paper, we explore whether universities could improve what they do, rather than just returning to pre-lockdown ways of working. We do this by analyzing a series of interviews with staff, recorded during the lockdown in the UK, using Tronto’s political theory of care. This analysis does not suggest that universities simply need to be more caring; it shows, instead, that they were already full of complex and overlapping caring activities. What staff accounts highlighted, however, were the fault lines between responsibilities for academic work and the tasks of caring; the competing priorities staff faced, between work, home and self; and how the burden of caring work was (and still is) unfairly distributed, with consequences for the wellbeing of staff. We conclude by suggesting that better-integrated caring practices are needed, and that developing these will require paying attention to the labour it takes to sustain academic work, and taking responsibility for helping the often-overlooked people who do this.
{"title":"What prevents universities from ‘building back better’? Fault lines in university structures of care during the COVID-19 pandemic","authors":"Martin Oliver, Allison Littlejohn, Eileen Kennedy","doi":"10.1080/21568235.2023.2265599","DOIUrl":"https://doi.org/10.1080/21568235.2023.2265599","url":null,"abstract":"Universities may have coped with the COVID-19 pandemic, but we argue there are still important lessons to be learnt from that experience of coping. In this paper, we explore whether universities could improve what they do, rather than just returning to pre-lockdown ways of working. We do this by analyzing a series of interviews with staff, recorded during the lockdown in the UK, using Tronto’s political theory of care. This analysis does not suggest that universities simply need to be more caring; it shows, instead, that they were already full of complex and overlapping caring activities. What staff accounts highlighted, however, were the fault lines between responsibilities for academic work and the tasks of caring; the competing priorities staff faced, between work, home and self; and how the burden of caring work was (and still is) unfairly distributed, with consequences for the wellbeing of staff. We conclude by suggesting that better-integrated caring practices are needed, and that developing these will require paying attention to the labour it takes to sustain academic work, and taking responsibility for helping the often-overlooked people who do this.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352539","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}
Pub Date : 2023-09-11DOI: 10.1080/21568235.2023.2255398
Ana Godonoga, Barbara Sporn, Katharina Reidl
{"title":"Walking the talk: organising for social impact through performance management in European business schools","authors":"Ana Godonoga, Barbara Sporn, Katharina Reidl","doi":"10.1080/21568235.2023.2255398","DOIUrl":"https://doi.org/10.1080/21568235.2023.2255398","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938081","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}
Pub Date : 2023-08-23DOI: 10.1080/21568235.2023.2247191
N. Harrison, Z. Baker, Katie Ellis, J. Stevenson
Students who spent time in state care as children, usually due to neglect or maltreatment, are a growing community within higher education in many countries. However, their participation rates generally remain below average and they are more likely to withdraw early, while their experiences have not yet been well-theorised. In this article, we synthesise and reconsider data from three national studies from the United Kingdom that collectively explored the lives of 461 care-experienced students using di ff erent methodologies. We use the lens of the capabilities approach – a normative social justice framework that seeks to identify ‘ capabilities ’ allowing people to live lives that they value, with the goal of alleviating ‘ unfreedoms ’ that prevent them from doing so. We argue that many care-experienced students have a precarious engagement with higher education for reasons directly or indirectly related to their early lives, concluding that the capabilities approach provides a useful praxis-based heuristic to review how policymakers, managers and practitioners can support care-experienced students to thrive. We use our data to propose amendments to the theoretical framework and suggest that its usefulness extends to other marginalised groups within higher education.
{"title":"A praxis-based perspective on supporting care-experienced students to thrive in higher education using the capabilities approach","authors":"N. Harrison, Z. Baker, Katie Ellis, J. Stevenson","doi":"10.1080/21568235.2023.2247191","DOIUrl":"https://doi.org/10.1080/21568235.2023.2247191","url":null,"abstract":"Students who spent time in state care as children, usually due to neglect or maltreatment, are a growing community within higher education in many countries. However, their participation rates generally remain below average and they are more likely to withdraw early, while their experiences have not yet been well-theorised. In this article, we synthesise and reconsider data from three national studies from the United Kingdom that collectively explored the lives of 461 care-experienced students using di ff erent methodologies. We use the lens of the capabilities approach – a normative social justice framework that seeks to identify ‘ capabilities ’ allowing people to live lives that they value, with the goal of alleviating ‘ unfreedoms ’ that prevent them from doing so. We argue that many care-experienced students have a precarious engagement with higher education for reasons directly or indirectly related to their early lives, concluding that the capabilities approach provides a useful praxis-based heuristic to review how policymakers, managers and practitioners can support care-experienced students to thrive. We use our data to propose amendments to the theoretical framework and suggest that its usefulness extends to other marginalised groups within higher education.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"126 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87731856","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}
Pub Date : 2023-08-11DOI: 10.1080/21568235.2023.2247189
Andrea Priulla, Massimo Attanasio
{"title":"Unveiling gender disparities in university pathways: insights from Italy’s master’s level","authors":"Andrea Priulla, Massimo Attanasio","doi":"10.1080/21568235.2023.2247189","DOIUrl":"https://doi.org/10.1080/21568235.2023.2247189","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"121 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84935305","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}
Pub Date : 2023-07-10DOI: 10.1080/21568235.2023.2231186
Laura Gormley, A. Feeney, Sinead McNally
{"title":"A scoping review of research trends and future directions for research on the experiences of autistic students and staff in post-secondary education","authors":"Laura Gormley, A. Feeney, Sinead McNally","doi":"10.1080/21568235.2023.2231186","DOIUrl":"https://doi.org/10.1080/21568235.2023.2231186","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88931110","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}
Pub Date : 2023-07-03DOI: 10.1080/21568235.2023.2225137
Jonas Lindahl
{"title":"Doctoral student's research productivity during COVID-19: the effect of gender, parenthood, and conscientiousness","authors":"Jonas Lindahl","doi":"10.1080/21568235.2023.2225137","DOIUrl":"https://doi.org/10.1080/21568235.2023.2225137","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"77 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72420883","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}
Pub Date : 2023-07-03DOI: 10.1080/21568235.2021.1999294
G. Baars, Henk G. Schmidt, Peter Hermus, H. T. van der Molen, I. Arnold, G. Smeets
ABSTRACT In higher education, many students do not complete their studies within the term allotted. A Dutch university implemented an intervention aimed to reduce this form of academic procrastination. The intervention consisted of three measures: (1) requiring students to acquire all first-year credits within their first year in university, (2) reducing the number of resits, and (3) introducing compensation opportunities for insufficient grades. In this study, we investigated which groups of students (if any) benefited most from this intervention. We divided 29,629 students entering the university between 2009 and 2015 into subgroups based on their gender, ethnic background, and level of achievement during pre-university education. For each subgroup, we determined both first-year completion and three-year bachelor graduation rates, both before and after the introduction of the intervention. It was demonstrated that almost all subgroups profited from the intervention. Particularly students from subgroups that in the past performed less well showed much better first-year completion rates and much lower study delay rates. Dropout rates did not change significantly. For most subgroups, an effect of the intervention was still visible after three years: Three-year graduation rates were higher, although the effect was smaller than completion rates in the first academic year.
{"title":"Which students benefit most from an intervention aimed at reducing academic procrastination?","authors":"G. Baars, Henk G. Schmidt, Peter Hermus, H. T. van der Molen, I. Arnold, G. Smeets","doi":"10.1080/21568235.2021.1999294","DOIUrl":"https://doi.org/10.1080/21568235.2021.1999294","url":null,"abstract":"ABSTRACT In higher education, many students do not complete their studies within the term allotted. A Dutch university implemented an intervention aimed to reduce this form of academic procrastination. The intervention consisted of three measures: (1) requiring students to acquire all first-year credits within their first year in university, (2) reducing the number of resits, and (3) introducing compensation opportunities for insufficient grades. In this study, we investigated which groups of students (if any) benefited most from this intervention. We divided 29,629 students entering the university between 2009 and 2015 into subgroups based on their gender, ethnic background, and level of achievement during pre-university education. For each subgroup, we determined both first-year completion and three-year bachelor graduation rates, both before and after the introduction of the intervention. It was demonstrated that almost all subgroups profited from the intervention. Particularly students from subgroups that in the past performed less well showed much better first-year completion rates and much lower study delay rates. Dropout rates did not change significantly. For most subgroups, an effect of the intervention was still visible after three years: Three-year graduation rates were higher, although the effect was smaller than completion rates in the first academic year.","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"12 1","pages":"273 - 291"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75932760","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}
Pub Date : 2023-07-03DOI: 10.1080/21568235.2023.2229565
S. Rönkkönen, L. Tikkanen, V. Virtanen, K. Pyhältö
{"title":"The impact of supervisor and research community support on PhD candidates’ research engagement","authors":"S. Rönkkönen, L. Tikkanen, V. Virtanen, K. Pyhältö","doi":"10.1080/21568235.2023.2229565","DOIUrl":"https://doi.org/10.1080/21568235.2023.2229565","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"169 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80699936","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}
Pub Date : 2023-06-14DOI: 10.1080/21568235.2023.2221839
K. Weenink, N. Aarts, Sandra Jacobs
{"title":"‘I need a grant but spend time on teaching’: how academics in different positions play out the teaching–research nexus in interdependence with their contexts","authors":"K. Weenink, N. Aarts, Sandra Jacobs","doi":"10.1080/21568235.2023.2221839","DOIUrl":"https://doi.org/10.1080/21568235.2023.2221839","url":null,"abstract":"","PeriodicalId":37345,"journal":{"name":"European Journal of Higher Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89377182","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}
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