Pub Date : 2024-02-12DOI: 10.1007/s10755-024-09697-6
Benjamin S. Selznick, Michael A. Goodman, Adam M. McCready, Antonio Duran
The purpose of this study was to understand what personal, environmental, and experiential aspects of undergraduate sorority engagement promote relational leadership development. A robust literature review and theories of relational leadership developed for application within the collegiate context provided the foundation for this inquiry. Through use of multilevel modeling, we analyzed a sample of 8,435 undergraduate National Panhellenic Conference sorority women from 172 institutions located within the United States. Results demonstrated the substantial importance of supportive sisterhood at both the individual and group level and showcased how variations in perceptions of sisterhood (e.g., accountability), student involvement (e.g., additional activities), and background characteristics (e.g., SES) affected undergraduate sorority members’ relational leadership development. We close by discussing our findings and offering implications for future practice and research.
{"title":"Developing Relational Leaders Through Sorority Engagement: A Quantitative Approach","authors":"Benjamin S. Selznick, Michael A. Goodman, Adam M. McCready, Antonio Duran","doi":"10.1007/s10755-024-09697-6","DOIUrl":"https://doi.org/10.1007/s10755-024-09697-6","url":null,"abstract":"<p>The purpose of this study was to understand what personal, environmental, and experiential aspects of undergraduate sorority engagement promote relational leadership development. A robust literature review and theories of relational leadership developed for application within the collegiate context provided the foundation for this inquiry. Through use of multilevel modeling, we analyzed a sample of 8,435 undergraduate National Panhellenic Conference sorority women from 172 institutions located within the United States. Results demonstrated the substantial importance of supportive sisterhood at both the individual and group level and showcased how variations in perceptions of sisterhood (e.g., accountability), student involvement (e.g., additional activities), and background characteristics (e.g., SES) affected undergraduate sorority members’ relational leadership development. We close by discussing our findings and offering implications for future practice and research.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139758307","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 : 2024-02-09DOI: 10.1007/s10755-024-09699-4
Barrett Taylor, Karri Holley
This article explores patterns in the US professoriate and the relationship to institutional wealth and status in public higher education, 2012–2021. We use latent profile analysis to identify different models for building a faculty and multinomial logistic regression to describe the characteristics of institutions employing these models. The results describe the human toll of the financial disruptions facing American public higher education. The findings suggest that changes to the faculty have been widespread but uneven.
{"title":"Models of Building a Faculty: Institutional Transformation and the Disruption of the Professoriate in Public Higher Education","authors":"Barrett Taylor, Karri Holley","doi":"10.1007/s10755-024-09699-4","DOIUrl":"https://doi.org/10.1007/s10755-024-09699-4","url":null,"abstract":"<p>This article explores patterns in the US professoriate and the relationship to institutional wealth and status in public higher education, 2012–2021. We use latent profile analysis to identify different models for building a faculty and multinomial logistic regression to describe the characteristics of institutions employing these models. The results describe the human toll of the financial disruptions facing American public higher education. The findings suggest that changes to the faculty have been widespread but uneven.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139758370","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 : 2024-02-03DOI: 10.1007/s10755-023-09690-5
Olivia S. Anderson, Caroline Boswell, Morgan Gresham, Dawn Smith-Sherwood, Matthew J. Laye
Capstone experiences (CEs) are established high impact practices (HIPs) designed so students can synthesize their knowledge and skills obtained across their academic training. Understanding how instructors’ intrinsic motivation and external expectations influence the design of CEs can help institutions create resources to support instructors when developing and teaching CEs. We aimed to determine whether different levels of intrinsic motivation were associated with: (1) demographics of faculty teaching CEs, (2) structure of CEs, (3) pedagogy or assignments used by faculty teaching CEs, and (4) use of resources and/or perceived resource effectiveness available to faculty teaching CEs. We used a fixed convergent mixed methods approach in which quantitative and qualitative research questions were distributed via survey and interviews, respectively. Data were collected and analyzed independently. Analyzed data were merged to compare and interpret qualitative and quantitative results pertaining to faculty perceptions of motivation related to teaching CEs. Instructors who develop and teach CEs are highly intrinsically motivated. The quantitative and qualitative data reveal the instructors’ perceptions of value of and their interest in the CE were the most common intrinsic motivators. The participants with the highest levels of intrinsic motivation used more evidence-based pedagogical approaches, reported higher colleague recognition, and reported access to more teaching resources. Understanding the factors that promote motivation to develop and teach CEs is imperative to support instructor and student success when engaging in this type of HIP.
巅峰体验(CEs)是一种既定的高影响力实践(HIPs),旨在让学生综合他们在学术培训中所获得的知识和技能。了解指导教师的内在动机和外部期望如何影响 "顶点体验 "的设计,有助于院校在开发和教授 "顶点体验 "时为指导教师提供资源支持。我们的目标是确定不同水平的内在动机是否与以下因素有关:(1) 教授 CE 课程的教师的人口统计学特征,(2) CE 课程的结构,(3) 教授 CE 课程的教师所使用的教学法或作业,以及 (4) 教授 CE 课程的教师对资源的使用和/或对资源有效性的感知。我们采用了固定收敛混合方法,通过调查和访谈分别提出定量和定性研究问题。数据的收集和分析是独立进行的。分析后的数据被合并起来,以比较和解释与教师对教授 CEs 动机的看法有关的定性和定量结果。开发和教授 CE 课程的教师具有很强的内在动力。定量和定性数据显示,教员对课程价值的认识和对课程的兴趣是最常见的内在动机。内在动机水平最高的参与者使用了更多基于证据的教学方法,报告了更高的同事认可度,并报告了获得更多教学资源的机会。了解促进开发和教授 CE 的动机的因素对于支持教师和学生在参与此类 HIP 时取得成功至关重要。
{"title":"Associations of Intrinsic Motivation and External Pressures with Engaged Learning Pedagogies by Faculty Teaching Capstone Experiences: A Mixed Methods Approach","authors":"Olivia S. Anderson, Caroline Boswell, Morgan Gresham, Dawn Smith-Sherwood, Matthew J. Laye","doi":"10.1007/s10755-023-09690-5","DOIUrl":"https://doi.org/10.1007/s10755-023-09690-5","url":null,"abstract":"<p>Capstone experiences (CEs) are established high impact practices (HIPs) designed so students can synthesize their knowledge and skills obtained across their academic training. Understanding how instructors’ intrinsic motivation and external expectations influence the design of CEs can help institutions create resources to support instructors when developing and teaching CEs. We aimed to determine whether different levels of intrinsic motivation were associated with: (1) demographics of faculty teaching CEs, (2) structure of CEs, (3) pedagogy or assignments used by faculty teaching CEs, and (4) use of resources and/or perceived resource effectiveness available to faculty teaching CEs. We used a fixed convergent mixed methods approach in which quantitative and qualitative research questions were distributed via survey and interviews, respectively. Data were collected and analyzed independently. Analyzed data were merged to compare and interpret qualitative and quantitative results pertaining to faculty perceptions of motivation related to teaching CEs. Instructors who develop and teach CEs are highly intrinsically motivated. The quantitative and qualitative data reveal the instructors’ perceptions of value of and their interest in the CE were the most common intrinsic motivators. The participants with the highest levels of intrinsic motivation used more evidence-based pedagogical approaches, reported higher colleague recognition, and reported access to more teaching resources. Understanding the factors that promote motivation to develop and teach CEs is imperative to support instructor and student success when engaging in this type of HIP.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679569","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 : 2024-02-02DOI: 10.1007/s10755-024-09698-5
Emy Nelson Decker, Benjamin Lugu
This article employs quantitative critical race theory (QuantCrit), set against a historical context backdrop, to understand key aspects of Black religious engagement and post-college educational pathways. The variables selected for this study illuminate post-graduation outcomes for Black students valued by the Freedmen’s Bureau and other similarly focused organizations that coalesced immediately before, during, and shortly after the American Civil War. Data from the 1979-80 National Survey of Black Americans (NSBA) provides the content for an analysis herein of Black Americans engaging in the church following college graduation and their pursuit of advanced degrees. This survey conducted roughly 100 years following the Civil War, has remained influential to policymakers to the present day and allows an opportunity to reflect on today’s views on Black education at this sesquicentennial juncture. So doing provides for a reconceptualization of Black post-college success as originally imagined by organizations dedicated to social and educational initiatives for freedmen and remains independent of the metrics that often obscure the landscape and perception of Black post-college success.
{"title":"Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables","authors":"Emy Nelson Decker, Benjamin Lugu","doi":"10.1007/s10755-024-09698-5","DOIUrl":"https://doi.org/10.1007/s10755-024-09698-5","url":null,"abstract":"<p>This article employs quantitative critical race theory (QuantCrit), set against a historical context backdrop, to understand key aspects of Black religious engagement and post-college educational pathways. The variables selected for this study illuminate post-graduation outcomes for Black students valued by the Freedmen’s Bureau and other similarly focused organizations that coalesced immediately before, during, and shortly after the American Civil War. Data from the 1979-80 National Survey of Black Americans (NSBA) provides the content for an analysis herein of Black Americans engaging in the church following college graduation and their pursuit of advanced degrees. This survey conducted roughly 100 years following the Civil War, has remained influential to policymakers to the present day and allows an opportunity to reflect on today’s views on Black education at this sesquicentennial juncture. So doing provides for a reconceptualization of Black post-college success as originally imagined by organizations dedicated to social and educational initiatives for freedmen and remains independent of the metrics that often obscure the landscape and perception of Black post-college success.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679963","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 : 2024-02-02DOI: 10.1007/s10755-023-09696-z
Saadeddine Shehab, Carrie L. James
In higher education settings, instructors play a critical role in integrating Human-Centered Design (HCD) in existing and new courses. This study explores how instructors teach about and through HCD in higher education settings and what challenges they encounter as they do so. Participants were four faculty members and four graduate teaching assistants from four different courses. The participants were interviewed after their course ended for the semester. A phronetic iterative analysis approach was used to analyze the transcribed interview data. Findings indicated that when teaching about and through HCD, instructors intentionally and purposefully plan to integrate HCD, implement targeted instructional strategies to scaffold students’ learning of disciplinary content and HCD concepts, provide multiple forms of assessment and feedback, and facilitate collaboration between students, peers, and classroom visitors for deeper engagement in learning. Nevertheless, teaching about and through HCD is challenging and requires further specific teaching competencies that can empower instructors to integrate HCD in their courses.
{"title":"Teaching About and Through Human-Centered Design in Higher Education Classrooms: Exploring Instructors’ Experiences","authors":"Saadeddine Shehab, Carrie L. James","doi":"10.1007/s10755-023-09696-z","DOIUrl":"https://doi.org/10.1007/s10755-023-09696-z","url":null,"abstract":"<p>In higher education settings, instructors play a critical role in integrating Human-Centered Design (HCD) in existing and new courses. This study explores how instructors teach about and through HCD in higher education settings and what challenges they encounter as they do so. Participants were four faculty members and four graduate teaching assistants from four different courses. The participants were interviewed after their course ended for the semester. A phronetic iterative analysis approach was used to analyze the transcribed interview data. Findings indicated that when teaching about and through HCD, instructors intentionally and purposefully plan to integrate HCD, implement targeted instructional strategies to scaffold students’ learning of disciplinary content and HCD concepts, provide multiple forms of assessment and feedback, and facilitate collaboration between students, peers, and classroom visitors for deeper engagement in learning. Nevertheless, teaching about and through HCD is challenging and requires further specific teaching competencies that can empower instructors to integrate HCD in their courses.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139679386","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 : 2024-01-18DOI: 10.1007/s10755-023-09695-0
Mira Kim, Jemma Clifton, Anneli Strutt
Research has shown that English language proficiency (ELP) plays a crucial role in the psychological well-being of international students (e.g. Li et al., Journal of International Students, 4(4), 301-313, 2014). However, few studies have reported positive correlations between their improved English skills and well-being. The present study examines how a new pedagogy called personalised autonomous (PA) model can induce a virtuous cycle in international PhD students to enhance their English language proficiency and consequently, their well-being. We collected both quantitative and qualitative data from two groups of students: those who experienced the PA model in a course entitled Personalised English Language Enhancement (PELE) and those who did not. We conducted surveys at the beginning and end of the term to compare entry and exit data. Comparison of the entry and exit survey data for PELE students showed significant improvements across almost all dependent variables including self-efficacy, well-being and a sense of belonging to the university community. In contrast, the non-PELE students did not significantly improve in any variable. In focus groups, students indicated how their improved communicative confidence sparked a virtuous cycle leading to greater well-being and a stronger sense of community. Our data strongly suggests that ELP extends beyond mere linguistic ability; it embodies a dynamic interplay between one’s language skills and their self-confidence. Diminished confidence may trigger a vicious cycle of fear of communication, unwillingness to engage, unproductive research, and estranged relationships with supervisors. Therefore, it is imperative for educators and policymakers to critically review and enhance their approaches to supporting the ELP of international PhD students.
研究表明,英语语言能力(ELP)对留学生的心理健康起着至关重要的作用(例如,Li 等人,《留学生学报》,4(4),301-313,2014 年)。然而,很少有研究报告称留学生英语技能的提高与幸福感之间存在正相关。本研究探讨了一种被称为个性化自主(PA)模式的新教学法如何在国际博士生中形成良性循环,从而提高他们的英语水平,进而提高他们的幸福感。我们收集了两组学生的定量和定性数据:在名为 "个性化英语语言提升"(PELE)的课程中体验过 PA 模式的学生和没有体验过的学生。我们在学期开始和结束时进行了调查,以比较入学和毕业时的数据。对 PELE 学生的入学和毕业调查数据进行比较后发现,他们在自我效能感、幸福感和对大学社区的归属感等几乎所有因变量上都有显著提高。相比之下,非 PELE 学生在任何变量上都没有明显改善。在焦点小组中,学生们表示,他们在交际方面自信心的提高如何引发了一个良性循环,从而带来了更大的幸福感和更强的社区意识。我们的数据有力地表明,英语语言学习能力不仅仅是语言能力,它体现了一个人的语言技能和自信心之间的动态相互作用。自信心的降低可能会引发一种恶性循环,即害怕交流、不愿参与、研究没有成果以及与导师的关系疏远。因此,教育工作者和政策制定者必须严格审查并改进其支持国际博士生英语语言学习能力的方法。
{"title":"Enhancing English Language Proficiency and Well-being in EAL International PhD Students: The Impact of Personalised Autonomous Learning","authors":"Mira Kim, Jemma Clifton, Anneli Strutt","doi":"10.1007/s10755-023-09695-0","DOIUrl":"https://doi.org/10.1007/s10755-023-09695-0","url":null,"abstract":"<p>Research has shown that English language proficiency (ELP) plays a crucial role in the psychological well-being of international students (e.g. Li et al., <i>Journal of International Students, 4</i>(4), 301-313, 2014). However, few studies have reported positive correlations between their improved English skills and well-being. The present study examines how a new pedagogy called personalised autonomous (PA) model can induce a virtuous cycle in international PhD students to enhance their English language proficiency and consequently, their well-being. We collected both quantitative and qualitative data from two groups of students: those who experienced the PA model in a course entitled Personalised English Language Enhancement (PELE) and those who did not. We conducted surveys at the beginning and end of the term to compare entry and exit data. Comparison of the entry and exit survey data for PELE students showed significant improvements across almost all dependent variables including self-efficacy, well-being and a sense of belonging to the university community. In contrast, the non-PELE students did not significantly improve in any variable. In focus groups, students indicated how their improved communicative confidence sparked a virtuous cycle leading to greater well-being and a stronger sense of community. Our data strongly suggests that ELP extends beyond mere linguistic ability; it embodies a dynamic interplay between one’s language skills and their self-confidence. Diminished confidence may trigger a vicious cycle of fear of communication, unwillingness to engage, unproductive research, and estranged relationships with supervisors. Therefore, it is imperative for educators and policymakers to critically review and enhance their approaches to supporting the ELP of international PhD students.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139497780","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 : 2024-01-06DOI: 10.1007/s10755-023-09694-1
Gloria Crisp, Luis Alcázar, Jeff Ryan Sherman, Joseph Schaffer-Enomoto, Natalie Rooney
Our study provides a review of theories that were used to study race and racism between 2010 and 2019 in higher education. We conducted a content analysis to identify concepts, statements and models used in higher education studies focused on race and racism in the three most highly read United States higher education journals. We also identified salient characteristics of studies focused on race and racism that applied critical race theory (CRT) and other frequently used theories and frameworks. Across the 172 reviewed studies, over 130 concepts, statements and models were identified that can be taken up by scholars and equity-minded higher education practitioners. Findings also offer direct implications and suggestions for future research focused on race and racism.
{"title":"Systematic Review of Theoretical Perspectives Guiding the Study of Race and Racism in Higher Education Journals","authors":"Gloria Crisp, Luis Alcázar, Jeff Ryan Sherman, Joseph Schaffer-Enomoto, Natalie Rooney","doi":"10.1007/s10755-023-09694-1","DOIUrl":"https://doi.org/10.1007/s10755-023-09694-1","url":null,"abstract":"<p>Our study provides a review of theories that were used to study race and racism between 2010 and 2019 in higher education. We conducted a content analysis to identify concepts, statements and models used in higher education studies focused on race and racism in the three most highly read United States higher education journals. We also identified salient characteristics of studies focused on race and racism that applied critical race theory (CRT) and other frequently used theories and frameworks. Across the 172 reviewed studies, over 130 concepts, statements and models were identified that can be taken up by scholars and equity-minded higher education practitioners. Findings also offer direct implications and suggestions for future research focused on race and racism.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374608","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 : 2024-01-05DOI: 10.1007/s10755-023-09691-4
Aparajita Jaiswal, Lan Jin, Kris Acheson
Developing an interculturally competent STEM workforce is the need of time. Research has demonstrated that STEM students find it challenging to work with individuals from diverse backgrounds. This study used Intercultural Development Inventory (IDI) instrument to understand the intercultural learning gains of technology students by administrating the survey in the program’s first year and final year. The data were analyzed using multivariate statistics to assess the intercultural learning gains of the students. The study results indicate that students demonstrated a statistically significant increase in intercultural competence as they progressed from their first year to their final year of college. The study also indicated that having an intercultural mindset and participating in intercultural activities such as study abroad programs or intercultural mentoring can help students internalize intercultural competence and make meaningful gains on the intercultural development continuum. The study also provides recommendations to help students develop interculturally.
{"title":"Evaluation of STEM Program on Student Intercultural Development: Do Intercultural Interventions Work?","authors":"Aparajita Jaiswal, Lan Jin, Kris Acheson","doi":"10.1007/s10755-023-09691-4","DOIUrl":"https://doi.org/10.1007/s10755-023-09691-4","url":null,"abstract":"<p>Developing an interculturally competent STEM workforce is the need of time. Research has demonstrated that STEM students find it challenging to work with individuals from diverse backgrounds. This study used Intercultural Development Inventory (IDI) instrument to understand the intercultural learning gains of technology students by administrating the survey in the program’s first year and final year. The data were analyzed using multivariate statistics to assess the intercultural learning gains of the students. The study results indicate that students demonstrated a statistically significant increase in intercultural competence as they progressed from their first year to their final year of college. The study also indicated that having an intercultural mindset and participating in intercultural activities such as study abroad programs or intercultural mentoring can help students internalize intercultural competence and make meaningful gains on the intercultural development continuum. The study also provides recommendations to help students develop interculturally.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374606","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 : 2024-01-04DOI: 10.1007/s10755-023-09689-y
Abstract
The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers’ motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results.
{"title":"Determinants of the Innovation Behaviour of Teachers in Higher Education","authors":"","doi":"10.1007/s10755-023-09689-y","DOIUrl":"https://doi.org/10.1007/s10755-023-09689-y","url":null,"abstract":"<h3>Abstract</h3> <p>The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers’ motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results.</p>","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139374610","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 : 2024-01-03DOI: 10.1007/s10755-023-09693-2
Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt
{"title":"Correction: LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education","authors":"Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt","doi":"10.1007/s10755-023-09693-2","DOIUrl":"https://doi.org/10.1007/s10755-023-09693-2","url":null,"abstract":"","PeriodicalId":47065,"journal":{"name":"Innovative Higher Education","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387517","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}