Higher Education最新文献

This study explores the multifaceted concept of “public good(s)” in the context of Japanese higher education. Through interviews with 11 stakeholders, including policymakers, representatives from academic associations, and institutional leaders from two national universities, the research reveals that “public good(s)” are perceived as societal benefits transcending individual interests, emphasizing inclusivity and open access. It underscores higher education and research’s diverse roles in fostering “public good(s)” by cultivating enlightened citizens, generating knowledge, and promoting collaboration. The study highlights the evolving government-higher education relationship in Japan, transitioning from traditional intervention to strategic planning and policy guidance while maintaining a delicate balance between financial support and institutional autonomy. Personal backgrounds and identities shape stakeholders’ interpretations and recommendations, contributing to the nuanced understanding of “public good(s)” in Japan’s higher education landscape. The research also draws comparisons with global trends, emphasizing Japan’s distinctive reliance on government funding, STEM focus, and commitment to global contributions rooted in cultural values. Ultimately, this study provides valuable insights into the complex dynamics of government-higher education relationships and the concept of “public good(s)” in Japanese higher education.

This paper explores the complex relationship between higher education and the concept of public goods in Spanish-speaking countries in Latin America, with a particular focus on Chile. Through an extensive literature review, the study examines the evolving meanings of public, public/common/global goods in Spanish culture in the context of higher education, highlighting the region’s unique historical and socio-political challenges. Using an interpretive methodology, the research captures the perceptions of 55 academics from two public universities in Chile. The findings reveal a multifaceted view of the role of public universities, intertwined with notions of public goods and global public goods. Despite the challenges posed by privatisation and market forces, the unwavering commitment of these institutions to the production of public goods and to social responsibility and societal transformation stands out. The research highlights the role of universities as local problem solvers and global change agents. It concludes that while Chilean public universities face market dynamics, government policies and fiscal constraints, their commitment to societal development remains resolute.

Few studies explored whether publications in international peer-reviewed journals and publications in national journals, so-called local publications, affect academic promotion and whether their impact varies for different categories of scientists. Moreover, recruitment policies have mostly tried to incentivize international publications, but in recent years, some countries have promoted publications in national outlets, and the impact of such policies has not been explored. The goal of this article is to address these gaps considering all active Turkish full professors in Business and Economics (n = 1470) and the factors affecting the time to promotion. We found that international publications and, to a lesser extent, local publications predict significantly faster promotion, but with very different impact across categories of scientists. Moreover, local articles’ impact on time-to-promotion increased after the introduction of new regulations that encouraged publication in national journals, whereas international publications became completely irrelevant.

Given the growing demand to produce PhD holders in Africa, it is crucial to grasp the intricacies faced by PhD candidates. This review aimed to synthesise the existing studies that explore the perspectives of candidates pursuing or completing a PhD in Africa. In conjunction with the Joanna Briggs Institute (JBI) methodology for scoping reviews, a scoping review guide developed by Arksey and O’Malley (2005) was used. Multiple databases were searched, including EBSCO Host, Scopus, EMBASE, the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline (Ovid), and Google Scholar. Of the 51 articles that were retrieved, 12 were included in the review from various African countries. All articles were screened for quality before inclusion. The studies explored the types and characteristics of the included articles. The studies were descriptively mapped using qualitative content analysis, which revealed five themes: the sociodemographic profile of the PhD candidates, funding, resources and training, supervision experiences, and coping mechanisms. There is evidence on sociodemographic characteristics, challenges posed by funding, inadequate resources, and supervisor–candidate relationships, the research addressing why African candidates are studying at a later age, gender-specific environmental and cultural barriers, and coping strategies used during candidature is comparatively limited. Consequently, further investigations in these areas are crucial to better support PhD candidates in Africa.

The current study investigates faculty perceptions of writing, asking faculty directly to think about their experiences with, feelings about, engagement in, and practices related to writing. This article contributes to the literature on university faculty and academic work with a categorization scheme that begins with faculty feelings about writing and then considers how those feelings map onto their writerly experiences. An iterative qualitative analysis of survey data from 83 faculty informs a typology of faculty writers that includes four groups (Flow, Engaged, Depends, and Stressed). Our findings offer insight into faculty across the disciplines as writers: who is writing, how they are showing up to write, and what that experience is like, both instrumentally and affectively. In turn, these results offer a rich account of the writing lives of faculty across a wide range of institutional roles and career stages—and they point to productive opportunities for academic leaders and those responsible for research productivity to support faculty and bring writing out of the shadows and into the visible core of an academic career. By shifting conversation and support toward writing, universities can help ease the mental burden and stress of writing so faculty can focus on engaging with their research on the page and sharing their work through publications.

For doctoral students, publications are often a key metric for evaluating academic success and career preparation in many fields. This article examined the influence between the frequency that doctoral students meet with their faculty advisers and their first-author publications. We analyzed data from the Canadian Graduate and Professional Survey (CGPSS) and focus on three key types of adviser-advisee interaction: adviser availability, the frequency of research discussions, and the mode of communication. Our results indicated that the mode of communication (in-person or remotely) does not relate to doctoral student publications. We find some evidence that adviser availability has a statistically significant, but small relationship in practical terms on publication output. Conversely, the frequency with which doctoral students meet with their advisers to discuss research is statistically significantly and positively correlated to the number of first-author publications. Weekly advising meetings have a large influence on graduate student research output. Additionally, our analysis revealed some variation in this relationship between STEM and non-STEM doctoral students. These findings complicate our understanding of doctoral mentoring relationships and highlight the need for further research and opportunities to improve doctoral education and increase research production.

This paper extends understandings of persistence by drawing on the innovative framing of ‘sisu’. Sisu is a recently theorised Finnish concept and, whilst not having a direct English translation, articulates an inner fortitude which is activated in adversity. To better understand persistence, we analysed interview and survey data collected in Australia from 376 students who were first in family (FiF) at university. Successful progression through a degree is largely regarded as moving forward in a linear fashion, with few gaps or disjuncture enroute. However, as this was contrary to the experiences of our participants, sisu provided a framework to challenge the construction of persisting to completion as linear and one-dimensional and move us beyond the hyper-individualism that characterises higher education systems. Sisu is regarded as a rich personal resource which is embedded in the collective community, where efforts to keep moving forward and remain resolute in adversity are both individual and communal. Our interpretations provide insight into the complex and subjective nature of persistence, especially for equity-bearing students as they negotiated systemic and subtle barriers that had potential to hinder their academic endeavours.

While the impact of international student mobility (ISM) on vertical labour market outcomes, such as wages and employment, has been widely studied, less is known about the impact of ISM on horizontal outcomes, such as job characteristics. We contribute to filling this gap by studying whether ISM experience is associated with having a job with an international profile, in terms of job content in the domestic labour market or working abroad. We analyse a large-scale Norwegian survey, enabling us to compare mobile to non-mobile master’s graduates 3 years after graduation while controlling for a rich set of demographic and educational characteristics. We find that graduates who pursued their entire degree abroad and graduates who undertook a part of their degree abroad are respectively 19–22 and 3–5 percentage points more likely to work abroad than their non-mobile peers. Moreover, both groups of mobile students have jobs with more internationally oriented features in the domestic labour market. In contrast to expectation, however, there were no significant differences between graduates with a full degree abroad and graduates with a shorter stay abroad regarding the latter aspect.

The article examines the relationship between higher education and the public good in France. It draws on interviews conducted with staff across four French universities as part of a larger international comparative project. We argue that the ‘Republican model’ is strongly underpinned by the notion of ‘public service’ which is itself guided by the idea of ‘general interest’. The state is understood as playing a central role in the provision of the public service of higher education, guaranteeing fundamental research is funded and that all students, including the underprivileged, are catered for. At the same time, the state drives neoliberal reforms that threaten the model itself. We examine three recent reforms: Parcoursup, Bienvenue en France and the Loi de Programmation Recherche in light of these findings.

Research in higher education often focuses on a single-level influence (local, national, regional, or global), while neglecting the interrelatedness of different levels and its impact on higher education. This study focuses on the supranational regional processes in higher education in the Global South and theorizes how higher education regionalization (HER) in the Global South is linked to coloniality in global higher education. Drawing from 15 semi-structured interviews with university leaders in East and Southeast Asia, this study examines why regional engagement is important and how it is different from global engagement with universities from other world regions. Findings suggest that HER in the Global South serves as a decolonial approach delegitimizing the enduring Western dominance in global higher education. Yet, enduring coloniality in global higher education, manifested in recolonization and self-colonization, poses threats to HER as a decolonial approach. Theoretically, the findings point out that HER in the Global South is linked to coloniality in global higher education, specifically through the complex entanglement of decolonization, recolonization, and self-colonization. In practice, this study urges higher education institutions in Global North and Global South to reflect on the current approach to internationalization that may reinforce coloniality in higher education.