Journal of Applied Research in Higher Education最新文献

Purpose

This study aimed to determine the effect of age, complexity, internationalization, educational background of the vice rector for finance and the presence of professors on intellectual capital disclosure (ICD) in the official websites of Indonesian higher education institution (HEI). It also proved whether there was a difference between ICD in the three types of HEI based on autonomy.

Design/methodology/approach

The intellectual capital (IC) instrument used was adopted from Nicolo et al. (2021) and subsequently analyzed 78 HEIs in Indonesia, namely PTNBH, PTNBLU and PTS accredited “Excellent.” The content analysis method and multiple linear regression models were used to test the impact of independent variables, while Kruskal–Wallis was used to conduct a t-test.

Findings

The empirical results showed that complexity, internationalization and the presence of HEI professors had a positive effect, while age and educational background of the vice rector for finance showed an insignificant effect on ICD. The t-test showed there was a difference in ICD among the three types of HEI.

Practical implications

This study provides new evidence related to differences in ICD practices in three types of HEIs in Indonesia. The research findings are expected to encourage cooperation between the government and HEI to improve regulations for PTNBLU and PTS by referring to regulations that have been applied to PTNBH to improve the quality of universities in Indonesia through increasing international accreditation and the number of professors in HEI.

Originality/value

This study was the first to compare ICD among the three types of Indonesian HEI with new variables, namely the educational background of the vice rector for finance and the presence of professors.

Purpose

The purpose of this research is to assess how full-time tenured academic staff promotion practices (SPP) in Malaysian private universities (MPUs) influence academic staff engagement (SE) and academic staff performance (SP).

Design/methodology/approach

The research used quantitative and descriptive methods, focusing on MPUs' academic staff as the unit of analysis. Sampling involved simple random and stratified techniques, with 314 academic personnel surveyed. Participant data was collected through a questionnaire, and study hypotheses were tested using partial least squares structural equation modeling (PLS-SEM) via a bootstrapping approach.

Findings

The findings show that SE somewhat mediates the connection between SPP and SP and that SPP significantly influences SP.

Practical implications

This study emphasizes the importance of impartiality and transparency within university administration when promoting academic staff. Universities should adopt modern strategies and approaches for advancing their employees to higher positions, doing so will motivate employees to fully invest in their work, leading to sustained high-performance levels.

Originality/value

This research has substantially improved the understanding and the practical utilization of literature about SP, SPP and SE. This improvement can potentially facilitate the development of models, theories, research initiatives, and practical strategies geared toward enhancing staff efficiency.

Purpose

This design case serves to identify barriers to implementing a micro-credential initiative and describes how the institution in the case addresses them to provide strategies and lessons learned to practitioners at other institutions of higher education who may be designing a micro-credential initiative.

Design/methodology/approach

This design case traces a systems approach to designing a centralized and sustainable university micro-credential initiative. Sources include historical documents from the original working group, email-documented community feedback, current initiative communications, participant report, and frequency counts of micro-credentials awarded. This data is used to recount the design process and key decisions that led to revisions, or iterations, of the initiative's design.

Findings

The institution has seen rapid growth in the awarding of micro-credentials. Lessons learned included the need for thoughtful inclusion of stakeholders, selective terminology, a well-communicated attitude of iteration, repurposing of established tools and processes, and on-going support of academic faculty.

Research limitations/implications

Like any design case, this study is not generalizable.

Originality/value

This paper provides a unique empirical account of the design, development, and implementation of a micro-credential initiative that functioned in tandem with, rather than in conflict with, shared governance and academic traditions at a higher education institution.

Purpose

Psychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.

Design/methodology/approach

A quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.

Findings

Path analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.

Practical implications

The study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.

Originality/value

To achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.

Purpose

The research paper explores the role of faculties in teaching collaborative online international learning (COIL) courses as a pedagogical tool toward Internationalization at Home. The study examines what motivates faculties to teach COIL courses and what is their experience in designing and delivering a COIL course as a pedagogical tool for Internationalization at Home.

Design/methodology/approach

The research paper explores the role of faculties in conducting a COIL course through qualitative research of 16 faculties selected through purposive sampling. The verbatim transcripts of the interviews taken were analyzed through Braun and Clarke thematic analysis.

Findings

COIL is an innovative Internationalization at Home initiative built on the internationalization of curriculum. Faculties perceived COIL as an innovative pedagogical tool enhancing their professional advancement and providing equal global learning opportunities to all students at home, thereby ensuring inclusivity. COIL promotes enhanced cross-cultural student engagement and cultural understanding, thereby developing the global competency of students.

Research limitations/implications

This research is a qualitative study done with a sample of 16 faculties using the in-depth interview as a tool. The outcome may not be applicable to the population at large.

Practical implications

This research would guide higher education institutions (HEIs) to enhance Internationalization at Home and enable inclusivity in providing international exposure to a large number of place-bound students. The findings of the research would encourage HEIs to train faculties to design innovative COIL courses and enhance cross-cultural student engagement. The research would motivate policymakers in the higher education sector to design policies and practices to embed COIL in the curriculum of HEIs.

Social implications

COIL ensures quality of education (SDG 4) and reduces inequalities (SDG 10). Therefore, this research would pave a pathway for HEIs to attain sustainable development goals, especially SDG 4 and SDG 10.

Originality/value

The study is original in the area of the international virtual education sector.

Purpose

Through the lens of the Social Exchange Theory, this study investigates the role of emotional and psychological well-being in explaining the relationship between academic stress and friendship quality.

Design/methodology/approach

Using a cross-sectional quantitative research design, the study gathered data from 298 tertiary students. Statistical analysis was conducted using Hayes Process Macro in SPSS.

Findings

Results from the study challenge conventional assumptions, indicating a positive and significant relationship between academic stress and friendship quality. In addition, the study revealed that psychological well-being partially mediates the relationship between academic stress and friendship quality, while emotional well-being fully mediates the relationship between academic stress and friendship quality.

Research limitations/implications

This study is limited to the tertiary institutions in Ghana. Future studies may consider expanding the scope to other levels of education to gain a more comprehensive perspective of the variables of the study.

Originality/value

This study presents a novel approach by examining the proposed model within the Ghanaian setting. It offers valuable perspectives on the interplay between academic stress, well-being, and friendship quality.

Purpose

The present study aimed recognition sociocultural competencies in social entrepreneurship of higher education.

Design/methodology/approach

The study employed a qualitative content analysis technique. In order to identify and select information-rich cases, a semi-structured interview was conducted with 22 experts among the social activists in Iran’s public and private universities based on the criterion-dependent targeted sampling method. Four credibility, transferability, dependability and conformability criteria were used to increase the accuracy of qualitative data the findings were analyzed using thematic analysis through open, axial and selective coding.

Findings

Sociocultural competencies in social entrepreneurship of higher education are categorized into three cognitive (cognitive requirements of entrepreneurship, sociocultural values) emotional (emotional integration, positive emotions) and behavioral (interactive communication, professional life, entrepreneurial social traits) levels at 34 subcomponents.

Originality/value

Higher education with the growing trend of the challenge of cultural diversity and fusion caused by intercultural communication requires competencies that prepare social entrepreneurs for the future of higher education with the lens of socio-cultural capabilities. The neglected gap in the higher education system has empirical value for executive managers. The approach of preparing future higher education leaders for social and human benefits beyond political boundaries and cultural and social tensions, sociocultural competencies have an exclusive appeal.

Purpose

Reflexive thematic analysis was used to analyze the data. The study’s aims were to (1) Explore challenges, barriers and successes of students of color, as a result of the instructor’s approach to teaching in a remote learning environment; and (2) Determine what types of practices and approaches students of color found supportive in adjusting to a remote learning environment.

Design/methodology/approach

This qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments. A total of 18 students from a large public university participated in the study.

Findings

The findings suggest significant adjustments were made by both students and professors during the pandemic. Although academics were important to students, there was an emphasis on the impact on social interactions with peers and the ability to build meaningful relationships with professors. Students displayed a sense of compassion and empathy toward professors and themselves.

Practical implications

The results from the study provide some insight into how higher education can move forward, potentially conducting future research that includes the perspectives of both students and professors to determine how to best provide support in the aftermath of a pandemic.

Originality/value

This qualitative study used in-depth interviews to explore the experiences of students of color, reflecting on in-person and remote learning environments.