ABSTRACT The purpose of the research is to theorise about the determinants of academic reputation and the moderating effects of aspiration performance in Latin-American universities present in three of the most important rankings in the world: The Times Higher Education, QS World University Rankings, Academic Ranking of World Universities (ARWU). To achieve the research purpose, a time series panel is performed. Our general model trying to evaluate the effect of aspirational performance 15 on the relationship between Faculty quality (Research and Teaching) and Academic Reputation in Latin American Countries was specified. The database considered in the research includes the universities classified in the Times Higher Education ranking (THE), QS World University Rankings (QS), and Academic Ranking of World Universities (ARWU) from 20 2011 to 2022. Concerning the results, it was possible to verify that the ranking of performance in research and the ranking of performance in quality does not have a significant relationship with academic reputation. While ranking performance in quality and research according to the category of countries, a positive and robust impact was observed. 25 Similarly, it was found that the regions’ moderating effect on the relationship between quality and research and its impact on the academic reputation of higher education institutions. As a general conclusion of the article, it is possible to show that regional dynamics of the location of university institutions define the strategy from which the institution’s 30 performance is improved. Therefore, the importance of the influence of environmental actors on performance is identified.
{"title":"Academic reputation quality and research: an analysis of Latin-American universities in the world higher education institution rankings from the perspective of organizational learning theory","authors":"Diana Escandón-Barbosa, Jairo Salas-Paramo, Jorge Moreno-Gómez","doi":"10.1080/0309877X.2023.2176204","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2176204","url":null,"abstract":"ABSTRACT The purpose of the research is to theorise about the determinants of academic reputation and the moderating effects of aspiration performance in Latin-American universities present in three of the most important rankings in the world: The Times Higher Education, QS World University Rankings, Academic Ranking of World Universities (ARWU). To achieve the research purpose, a time series panel is performed. Our general model trying to evaluate the effect of aspirational performance 15 on the relationship between Faculty quality (Research and Teaching) and Academic Reputation in Latin American Countries was specified. The database considered in the research includes the universities classified in the Times Higher Education ranking (THE), QS World University Rankings (QS), and Academic Ranking of World Universities (ARWU) from 20 2011 to 2022. Concerning the results, it was possible to verify that the ranking of performance in research and the ranking of performance in quality does not have a significant relationship with academic reputation. While ranking performance in quality and research according to the category of countries, a positive and robust impact was observed. 25 Similarly, it was found that the regions’ moderating effect on the relationship between quality and research and its impact on the academic reputation of higher education institutions. As a general conclusion of the article, it is possible to show that regional dynamics of the location of university institutions define the strategy from which the institution’s 30 performance is improved. Therefore, the importance of the influence of environmental actors on performance is identified.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"754 - 768"},"PeriodicalIF":2.3,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44568623","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 : 2023-03-15DOI: 10.1080/0309877X.2023.2188179
Richard Bale, Monika Pazio Rossiter
ABSTRACT The literature on internationalisation of higher education usually focuses on the student perspective, with intercultural competence often featuring as a graduate attribute. However, given the high proportion of international teaching staff in UK higher education institutions, more attention needs to be paid to intercultural competence of teachers. A key aspect of educational practice is feedback, which we consider to be culturally situated and affected by cultural and linguistic experiences of teachers and students. This paper presents a study which explored the conceptualisations and experiences of feedback among 18 international teaching staff at a UK STEMM (Science, Technology, Engineering, Maths, Medicine) higher education institution. Based on focus group data, we explore the dynamic relationship between culture, language and feedback, highlighting the importance of considering the intercultural dimension in feedback dialogues.
{"title":"The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff","authors":"Richard Bale, Monika Pazio Rossiter","doi":"10.1080/0309877X.2023.2188179","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2188179","url":null,"abstract":"ABSTRACT The literature on internationalisation of higher education usually focuses on the student perspective, with intercultural competence often featuring as a graduate attribute. However, given the high proportion of international teaching staff in UK higher education institutions, more attention needs to be paid to intercultural competence of teachers. A key aspect of educational practice is feedback, which we consider to be culturally situated and affected by cultural and linguistic experiences of teachers and students. This paper presents a study which explored the conceptualisations and experiences of feedback among 18 international teaching staff at a UK STEMM (Science, Technology, Engineering, Maths, Medicine) higher education institution. Based on focus group data, we explore the dynamic relationship between culture, language and feedback, highlighting the importance of considering the intercultural dimension in feedback dialogues.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"810 - 821"},"PeriodicalIF":2.3,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42799612","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 : 2023-03-09DOI: 10.1080/0309877X.2023.2185773
Christopher L. Thomas, Woonhee Sung, Brandon L. Bretl
ABSTRACT Emotional intelligence, or the ability to perceive, interpret, and regulate emotions, has been linked to numerous adaptive outcomes. However, recent investigations have demonstrated that emotional intelligence can exert a nonlinear impact on motivational, interpersonal, and affective factors. Although past work has provided evidence of optimal levels of emotional intelligence, many studies have relied on statistical procedures that are prone to inferential errors when used to investigate curvilinear relationships. Thus, the current study was designed to test for the presence of a nonlinear association between emotional intelligence and generalized anxiety using an inferential method designed to detect curvilinear relationships between variables. University students (N = 345; 68.79% Caucasian, 86.99% female, X ̅Age = 26.11) completed the Brief Emotional Intelligence Scale and Zung Self-Rating Anxiety Scale. Using segmented regression analysis, we determined that the relationship between emotional intelligence and anxiety follows a nonlinear trend. Specifically, our results indicate that emotional intelligence is positively related to anxiety among those with ‘low’ and ‘high’ levels of emotional intelligence. Additionally, our findings revealed emotional intelligence and anxiety were negatively related among those with ‘moderate’ levels of emotional intelligence. We believe the current work has important implications for efforts designed to support university students’ emotional growth and academic success.
{"title":"Emotional intelligence and anxiety in university students: evidence of a curvilinear relationship","authors":"Christopher L. Thomas, Woonhee Sung, Brandon L. Bretl","doi":"10.1080/0309877X.2023.2185773","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2185773","url":null,"abstract":"ABSTRACT Emotional intelligence, or the ability to perceive, interpret, and regulate emotions, has been linked to numerous adaptive outcomes. However, recent investigations have demonstrated that emotional intelligence can exert a nonlinear impact on motivational, interpersonal, and affective factors. Although past work has provided evidence of optimal levels of emotional intelligence, many studies have relied on statistical procedures that are prone to inferential errors when used to investigate curvilinear relationships. Thus, the current study was designed to test for the presence of a nonlinear association between emotional intelligence and generalized anxiety using an inferential method designed to detect curvilinear relationships between variables. University students (N = 345; 68.79% Caucasian, 86.99% female, X ̅Age = 26.11) completed the Brief Emotional Intelligence Scale and Zung Self-Rating Anxiety Scale. Using segmented regression analysis, we determined that the relationship between emotional intelligence and anxiety follows a nonlinear trend. Specifically, our results indicate that emotional intelligence is positively related to anxiety among those with ‘low’ and ‘high’ levels of emotional intelligence. Additionally, our findings revealed emotional intelligence and anxiety were negatively related among those with ‘moderate’ levels of emotional intelligence. We believe the current work has important implications for efforts designed to support university students’ emotional growth and academic success.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"797 - 809"},"PeriodicalIF":2.3,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45539731","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 : 2023-03-08DOI: 10.1080/0309877X.2023.2185772
A. McCulloch, Wendy Bastalich
ABSTRACT Current understandings of the expectations and educational needs of commencing PhD students are based on research focusing on the retrospective recollections of middle or late-stage candidates about the extent to which their expectations at entry were met. This article explores the prospective expectations of 199 commencing PhD students at the point of entry into doctoral study. Students’ expectations of PhD study, of being a research student, and of supervisors’ expectations of them were collected at doctoral orientation events in an Australian university. The study found that commencing students reproduce institutional discourse about the doctorate being a high-stakes test of the individual’s preparedness for membership of an academic discipline, and they envisage a difficult trial involving hard work, initiative, self-sacrifice, and intellectual innovation with little outside support. The implication for institutions is that the same narrative does not need to be placed centre-stage within orientation and induction. Rather, institutions need to bring narrative and practices surrounding PhD commencement more into line with the contemporary doctorate emphasising to incoming students that, undertaken within a networked and supportive environment, the doctorate can involve both enjoyment and work-life balance.
{"title":"Commencing research students’ expectations and the design of doctoral induction: introducing inflections of collaboration and pleasure","authors":"A. McCulloch, Wendy Bastalich","doi":"10.1080/0309877X.2023.2185772","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2185772","url":null,"abstract":"ABSTRACT Current understandings of the expectations and educational needs of commencing PhD students are based on research focusing on the retrospective recollections of middle or late-stage candidates about the extent to which their expectations at entry were met. This article explores the prospective expectations of 199 commencing PhD students at the point of entry into doctoral study. Students’ expectations of PhD study, of being a research student, and of supervisors’ expectations of them were collected at doctoral orientation events in an Australian university. The study found that commencing students reproduce institutional discourse about the doctorate being a high-stakes test of the individual’s preparedness for membership of an academic discipline, and they envisage a difficult trial involving hard work, initiative, self-sacrifice, and intellectual innovation with little outside support. The implication for institutions is that the same narrative does not need to be placed centre-stage within orientation and induction. Rather, institutions need to bring narrative and practices surrounding PhD commencement more into line with the contemporary doctorate emphasising to incoming students that, undertaken within a networked and supportive environment, the doctorate can involve both enjoyment and work-life balance.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"36 3","pages":"687 - 698"},"PeriodicalIF":2.3,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41269260","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 : 2023-03-07DOI: 10.1080/0309877X.2023.2185771
Sandra Miralles-Armenteros, Jacob Guinot
ABSTRACT The role of compassion has attracted increasing interest in the higher educational context due to its recognised benefits. As values influence the cognitive, emotional and behavioural domains, certain values are expected to be closely related to the capacity to experience compassion. This paper empirically examines the relationship between personal values and compassion by focusing on two dimensions or categories of Schwartz’s theory values: self-enhancement and self-transcendence. To this end, we carried out a quantitative analysis of a sample of 252 university students in the last year of their business degree in two public universities, one located in Spain and the other in Finland. Our hypotheses posit the positive relationship of compassion with self-transcendence and the negative relationship of compassion with self-enhancement. Results from regression analysis reveal that, across these two distinct cultural samples, the more people endorse values related to self-transcendence, the more compassionate they are, and the more people endorse values related to self-enhancement, the less compassionate they are. Findings also show no significant difference between the two countries in terms of the relationship between personal values and compassion. Implications of the findings, limitations and future research are examined.
{"title":"Going deeper into compassion through Schwartz’s value theory","authors":"Sandra Miralles-Armenteros, Jacob Guinot","doi":"10.1080/0309877X.2023.2185771","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2185771","url":null,"abstract":"ABSTRACT The role of compassion has attracted increasing interest in the higher educational context due to its recognised benefits. As values influence the cognitive, emotional and behavioural domains, certain values are expected to be closely related to the capacity to experience compassion. This paper empirically examines the relationship between personal values and compassion by focusing on two dimensions or categories of Schwartz’s theory values: self-enhancement and self-transcendence. To this end, we carried out a quantitative analysis of a sample of 252 university students in the last year of their business degree in two public universities, one located in Spain and the other in Finland. Our hypotheses posit the positive relationship of compassion with self-transcendence and the negative relationship of compassion with self-enhancement. Results from regression analysis reveal that, across these two distinct cultural samples, the more people endorse values related to self-transcendence, the more compassionate they are, and the more people endorse values related to self-enhancement, the less compassionate they are. Findings also show no significant difference between the two countries in terms of the relationship between personal values and compassion. Implications of the findings, limitations and future research are examined.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"782 - 796"},"PeriodicalIF":2.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49111052","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 : 2023-02-28DOI: 10.1080/0309877X.2023.2175649
C. Thornton, Daniel Peart, Kirsty Hicks, Nicola McCullogh, Georgia Allen
ABSTRACT Covid-19 had an unprecedented impact on daily living and resulted in many restrictions across all areas of life. Consequently, educational establishments in the UK adapted teaching delivery by moving to online or blended learning during the main ‘stay at home’ phase and many remained online as ongoing restrictions were announced. Many changes made during this period such as a move to online learning are likely to remain, in some capacity, as we emerge from the pandemic. The aim of this study was to explore student engagement with online and blended learning in a Higher Education (HE) institution using a mixed methods approach. One hundred and eighty-two HE sport students completed an online survey and a total of twenty one HE students took part in a series of online focus groups to gain a unique insight into how the move to online learning affected engagement from the student perspective. The findings indicated that although most students engaged with the online materials, many had a perceived negative experience. Students in general would not recommend online delivery to others and an overwhelming majority felt disadvantaged in terms of motivation and lack of community by moving to online learning. There was some positive feedback around the use of some technological tools to facilitate answering questions as well as use of online lectures for delivering content driven sessions. Our results clearly demonstrate that that a one size fits all approach is not appropriate when it comes to online learning.
{"title":"‘If lecturers are at home, they can’t tell their kids to shut up’: university student engagement with blended learning during Covid-19: a mixed methods study","authors":"C. Thornton, Daniel Peart, Kirsty Hicks, Nicola McCullogh, Georgia Allen","doi":"10.1080/0309877X.2023.2175649","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2175649","url":null,"abstract":"ABSTRACT Covid-19 had an unprecedented impact on daily living and resulted in many restrictions across all areas of life. Consequently, educational establishments in the UK adapted teaching delivery by moving to online or blended learning during the main ‘stay at home’ phase and many remained online as ongoing restrictions were announced. Many changes made during this period such as a move to online learning are likely to remain, in some capacity, as we emerge from the pandemic. The aim of this study was to explore student engagement with online and blended learning in a Higher Education (HE) institution using a mixed methods approach. One hundred and eighty-two HE sport students completed an online survey and a total of twenty one HE students took part in a series of online focus groups to gain a unique insight into how the move to online learning affected engagement from the student perspective. The findings indicated that although most students engaged with the online materials, many had a perceived negative experience. Students in general would not recommend online delivery to others and an overwhelming majority felt disadvantaged in terms of motivation and lack of community by moving to online learning. There was some positive feedback around the use of some technological tools to facilitate answering questions as well as use of online lectures for delivering content driven sessions. Our results clearly demonstrate that that a one size fits all approach is not appropriate when it comes to online learning.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"540 - 550"},"PeriodicalIF":2.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45250421","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 : 2023-02-28DOI: 10.1080/0309877X.2023.2176203
Nicole Brownfield, S. Quinn, G. Bates, M. Thielking
ABSTRACT There is a growing issue of university students not being able to afford or have access to nutritious food. Although research reveals that food insecurity negatively impacts student well-being and engagement, few studies have explored its impact on academic performance. Most of these studies use self-reported measures of academic performance in college samples from the United States. The current study is novel in that it explores food insecurity in an Australian university sample and uses actual academic performance (weighted average marks; WAM) rather than relying on self-reported grades. We also consider the role of psychological distress in the relationship between food insecurity and academic performance. Participants comprised 664 undergraduate students aged 18 to 25 years at a public university in Melbourne, Australia. One-quarter of students (25.5%) were classified as food insecure. Renting, receiving government benefits, having a disability and being older were positively associated with food insecurity and food insecurity was associated with poorer academic performance and increased psychological distress. Psychological distress partially mediated the relationship between WAM and food insecurity, meaning that students experiencing food insecurity are more likely to experience increased psychological distress which then impairs their academic performance. The prevalence of food insecurity in university students suggest that interventions aimed at improving both mental health and access to food could serve to enhance success at university, especially for students who cannot afford or do not have access to nutritious food.
{"title":"What is eating Gilbert’s grades? Examining the impact of food insecurity and psychological distress on weighted average marks within a sample of Australian university students","authors":"Nicole Brownfield, S. Quinn, G. Bates, M. Thielking","doi":"10.1080/0309877X.2023.2176203","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2176203","url":null,"abstract":"ABSTRACT There is a growing issue of university students not being able to afford or have access to nutritious food. Although research reveals that food insecurity negatively impacts student well-being and engagement, few studies have explored its impact on academic performance. Most of these studies use self-reported measures of academic performance in college samples from the United States. The current study is novel in that it explores food insecurity in an Australian university sample and uses actual academic performance (weighted average marks; WAM) rather than relying on self-reported grades. We also consider the role of psychological distress in the relationship between food insecurity and academic performance. Participants comprised 664 undergraduate students aged 18 to 25 years at a public university in Melbourne, Australia. One-quarter of students (25.5%) were classified as food insecure. Renting, receiving government benefits, having a disability and being older were positively associated with food insecurity and food insecurity was associated with poorer academic performance and increased psychological distress. Psychological distress partially mediated the relationship between WAM and food insecurity, meaning that students experiencing food insecurity are more likely to experience increased psychological distress which then impairs their academic performance. The prevalence of food insecurity in university students suggest that interventions aimed at improving both mental health and access to food could serve to enhance success at university, especially for students who cannot afford or do not have access to nutritious food.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"659 - 673"},"PeriodicalIF":2.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45071946","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 : 2023-02-28DOI: 10.1080/0309877X.2023.2182670
Eman Faisal
ABSTRACT This cross-sectional study aims to investigate the relationships between learning challenges during the COVID-19 lockdown, motivation, and perseverance in one statistical triadic model. Two hundred and thirty-eight Saudi students (undergraduates and graduates) studying different subjects from eight universities completed a structured questionnaire. Confirmatory factor analysis and structural equation modelling were used in the data analysis. The results revealed that the measurement model and the structural model fit the data well (CFI = 0.943; TLI = 0.918; RMSEA [90% confidence interval] = 0.059 [0.032–0.091]; SRMR = 0.071). Learning challenges during the COVID-19 lockdown were positively linked to students’ motivation and perseverance, and the latter two were also related positively – all the relationships were significant. The findings of this study could help policy makers activate e-learning and hybrid learning more successfully than before the pandemic and will help educators to improve their technology skills, which, in turn, will improve the learners’ motivation and perseverance.
{"title":"Learning challenges during the COVID-19 lockdown, motivation, and perseverance: a triadic model of Saudi students","authors":"Eman Faisal","doi":"10.1080/0309877X.2023.2182670","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2182670","url":null,"abstract":"ABSTRACT This cross-sectional study aims to investigate the relationships between learning challenges during the COVID-19 lockdown, motivation, and perseverance in one statistical triadic model. Two hundred and thirty-eight Saudi students (undergraduates and graduates) studying different subjects from eight universities completed a structured questionnaire. Confirmatory factor analysis and structural equation modelling were used in the data analysis. The results revealed that the measurement model and the structural model fit the data well (CFI = 0.943; TLI = 0.918; RMSEA [90% confidence interval] = 0.059 [0.032–0.091]; SRMR = 0.071). Learning challenges during the COVID-19 lockdown were positively linked to students’ motivation and perseverance, and the latter two were also related positively – all the relationships were significant. The findings of this study could help policy makers activate e-learning and hybrid learning more successfully than before the pandemic and will help educators to improve their technology skills, which, in turn, will improve the learners’ motivation and perseverance.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"577 - 590"},"PeriodicalIF":2.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42609953","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 : 2023-02-27DOI: 10.1080/0309877X.2023.2177526
Françoise McKay, J. Robson
ABSTRACT As the English Higher Education (HE) system becomes characterised by centralised regulation, many professional services staff increasingly occupy significant positions sitting between traditional administrative roles, academia and management with responsibility for interpreting and implementing key policies. This study presents findings from a nested institutional case study, in a research-intensive institution, of the experiences of professional services staff implementing the Teaching Excellence Framework (TEF). Examining how policy ‘landed’ in two academic schools, the findings present staff acting as both operational and strategic drivers: experiencing the regulatory policy cycle as opportunities, subjugation and threat. On the one hand, the high-stakes nature of the TEF led to the development of policy-specific, third space-type roles with enhanced employment contracts, prestige, and agency and the reformulation of working relationships. On the other, the TEF, as but one feature of the regulatory burden on institutions, provided only a limited kind of agency – a term referred to here as ‘structured agency’ to staff. Through analysis of the diversity of roles, experiences and skills within the professional services workforce, this paper highlights the critical importance of professional services staff in a complex regulatory policy process, and the ways in which policy enactment in this space both constrains some individuals while, given adequate resource, enables others to carve out new career spaces and career trajectories. As the Office for Students (OfS) continues to normalise its power in institutions, these insights have important implications for labour force management, in turn allowing for the meaningful enactment of central policy within universities.
{"title":"‘Structured agency’, normalising power, and third space workers: higher education professional services staff as regulatory policy actors","authors":"Françoise McKay, J. Robson","doi":"10.1080/0309877X.2023.2177526","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2177526","url":null,"abstract":"ABSTRACT As the English Higher Education (HE) system becomes characterised by centralised regulation, many professional services staff increasingly occupy significant positions sitting between traditional administrative roles, academia and management with responsibility for interpreting and implementing key policies. This study presents findings from a nested institutional case study, in a research-intensive institution, of the experiences of professional services staff implementing the Teaching Excellence Framework (TEF). Examining how policy ‘landed’ in two academic schools, the findings present staff acting as both operational and strategic drivers: experiencing the regulatory policy cycle as opportunities, subjugation and threat. On the one hand, the high-stakes nature of the TEF led to the development of policy-specific, third space-type roles with enhanced employment contracts, prestige, and agency and the reformulation of working relationships. On the other, the TEF, as but one feature of the regulatory burden on institutions, provided only a limited kind of agency – a term referred to here as ‘structured agency’ to staff. Through analysis of the diversity of roles, experiences and skills within the professional services workforce, this paper highlights the critical importance of professional services staff in a complex regulatory policy process, and the ways in which policy enactment in this space both constrains some individuals while, given adequate resource, enables others to carve out new career spaces and career trajectories. As the Office for Students (OfS) continues to normalise its power in institutions, these insights have important implications for labour force management, in turn allowing for the meaningful enactment of central policy within universities.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"633 - 646"},"PeriodicalIF":2.3,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42174294","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 : 2023-02-21DOI: 10.1080/0309877X.2023.2175652
Jacqueline Hammill, Thinh Nguyen, Fiona Henderson
ABSTRACT Most of our current university student cohort, known as GenZ, have grown-up in a digitally connected world with access to various technological devices and social-media platforms. While technology can assist to engage students, in the learning environment many students spend a significant amount of time switching between devices engaging in non-learning activities. This results in decreased engagement which can adversely affect their academic performance. Conversely, students who can self-regulate their technology usage are more likely to be engaged in the learning process. Mindfulness is a strategy that can encourage students to self-regulate their thoughts and behaviours to stay on task. Previous research has focused on student’s in-class technology usage, self-regulation and mindfulness to enhance engagement. This study adds to current research by investigating short mindfulness practices in a higher education first year business degree. The paper examines the usefulness of two mindfulness interventions to encourage students to self-regulate their in-class technology use and enhance engagement. Using a critical realist lens, the paper incorporates quantitative and qualitative data analyses through student surveys and focus groups. Twenty-nine first year undergraduate students were exposed to the mindfulness interventions. Results indicate the mindfulness interventions improved students’ ability to self-regulate, contributing to student engagement and feeling connected at university.
{"title":"The impact of mindfulness interventions in higher education to enhance engagement","authors":"Jacqueline Hammill, Thinh Nguyen, Fiona Henderson","doi":"10.1080/0309877X.2023.2175652","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2175652","url":null,"abstract":"ABSTRACT Most of our current university student cohort, known as GenZ, have grown-up in a digitally connected world with access to various technological devices and social-media platforms. While technology can assist to engage students, in the learning environment many students spend a significant amount of time switching between devices engaging in non-learning activities. This results in decreased engagement which can adversely affect their academic performance. Conversely, students who can self-regulate their technology usage are more likely to be engaged in the learning process. Mindfulness is a strategy that can encourage students to self-regulate their thoughts and behaviours to stay on task. Previous research has focused on student’s in-class technology usage, self-regulation and mindfulness to enhance engagement. This study adds to current research by investigating short mindfulness practices in a higher education first year business degree. The paper examines the usefulness of two mindfulness interventions to encourage students to self-regulate their in-class technology use and enhance engagement. Using a critical realist lens, the paper incorporates quantitative and qualitative data analyses through student surveys and focus groups. Twenty-nine first year undergraduate students were exposed to the mindfulness interventions. Results indicate the mindfulness interventions improved students’ ability to self-regulate, contributing to student engagement and feeling connected at university.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"619 - 632"},"PeriodicalIF":2.3,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42199046","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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