Pub Date : 2024-03-06DOI: 10.3390/higheredu3010010
Pipiet Larasatie, Taylor Barnett, Eric Hansen
Although there are multiple efforts to increase gender equality in the forest sector, women are still underrepresented in the forest sector workforce, even more so in top leadership of forest sector companies. This underrepresentation is also found in higher education, and many forestry undergraduate programs still struggle to matriculate and graduate women. A way to attract and retain women is through mentoring and networking. Utilizing interviews, we found that it is quite challenging to find a woman mentor/role model in the forest sector because women are still underrepresented. To find a good mentor, young women are encouraged to be proactive in utilizing different channels, both formal and informal. When it comes to gender, our respondents emphasize the different benefits of having a woman vs. man as a mentor. In a men-dominated field such as the forest sector, women mentors enhance social belonging, confidence, and motivation in relatively alienating environments due to “been there-done that” experiences. Same-gender role models might also protect women from negative stereotypes and show how women can advance despite existing gendered barriers.
{"title":"Mentoring and Networking as the “Silver Lining” of Being Women Leaders: An Exploratory Study in Top World Forestry Schools","authors":"Pipiet Larasatie, Taylor Barnett, Eric Hansen","doi":"10.3390/higheredu3010010","DOIUrl":"https://doi.org/10.3390/higheredu3010010","url":null,"abstract":"Although there are multiple efforts to increase gender equality in the forest sector, women are still underrepresented in the forest sector workforce, even more so in top leadership of forest sector companies. This underrepresentation is also found in higher education, and many forestry undergraduate programs still struggle to matriculate and graduate women. A way to attract and retain women is through mentoring and networking. Utilizing interviews, we found that it is quite challenging to find a woman mentor/role model in the forest sector because women are still underrepresented. To find a good mentor, young women are encouraged to be proactive in utilizing different channels, both formal and informal. When it comes to gender, our respondents emphasize the different benefits of having a woman vs. man as a mentor. In a men-dominated field such as the forest sector, women mentors enhance social belonging, confidence, and motivation in relatively alienating environments due to “been there-done that” experiences. Same-gender role models might also protect women from negative stereotypes and show how women can advance despite existing gendered barriers.","PeriodicalId":506902,"journal":{"name":"Trends in Higher Education","volume":"21 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262413","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 : 2024-03-04DOI: 10.3390/higheredu3010009
Sánchez-Vera Fulgencio
This study presents research on the development process of GPT-based educational chatbots. A case study methodology was employed to address the process of designing, implementing, and evaluating a prototype that functioned as a personal tutor for the Sociology of Education course in the Primary Education Teaching Degree. The objective is to provide valuable insights into the processes, challenges, and outcomes of this technology and to determine its potential and limitations as an educational personal tutor. The chatbot underwent laboratory tests, which included real exams from previous courses and other specific assessments. After an iterative refinement process, a final product with optimal results was achieved. This study offers a robust model for the development of GPTs, as well as an analysis of the current possibilities and limitations of this technology for education. The study concludes by emphasizing the importance of continuous innovation and research in the use of emerging technologies like chatbots in education, highlighting their potential to transform traditional teaching methods.
{"title":"Developing Effective Educational Chatbots with GPT: Insights from a Pilot Study in a University Subject","authors":"Sánchez-Vera Fulgencio","doi":"10.3390/higheredu3010009","DOIUrl":"https://doi.org/10.3390/higheredu3010009","url":null,"abstract":"This study presents research on the development process of GPT-based educational chatbots. A case study methodology was employed to address the process of designing, implementing, and evaluating a prototype that functioned as a personal tutor for the Sociology of Education course in the Primary Education Teaching Degree. The objective is to provide valuable insights into the processes, challenges, and outcomes of this technology and to determine its potential and limitations as an educational personal tutor. The chatbot underwent laboratory tests, which included real exams from previous courses and other specific assessments. After an iterative refinement process, a final product with optimal results was achieved. This study offers a robust model for the development of GPTs, as well as an analysis of the current possibilities and limitations of this technology for education. The study concludes by emphasizing the importance of continuous innovation and research in the use of emerging technologies like chatbots in education, highlighting their potential to transform traditional teaching methods.","PeriodicalId":506902,"journal":{"name":"Trends in Higher Education","volume":"20 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140266502","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 : 2024-02-22DOI: 10.3390/higheredu3010008
Carla Ferreira, B. Gabriel, Robertt Valente, A. Andrade-Campos, J. Dias-de-Oliveira, V. Neto, Sandra C. Soares, Teresa Carvalho, Cláudia Figueiredo
The purpose of this paper is to raise important issues in engineering education in the face of contemporary challenges and demands through the voices of different stakeholders in engineering curricula and in the practice of professional engineering. Several challenges and future perspectives are based on important skills, like soft skills, which are required by employers and include communication, decision-making, problem-solving, leadership and emotional intelligence, as well as the ability to work with people of different backgrounds and apply technical knowledge. A qualitative data analysis of interviews with students, alumni, teachers and employers revealed the demand for more balanced qualified curricula for higher education institutions in the field of engineering. This includes the promotion of collaborative learning spaces, authentic learning experiences based on engaging students in real situations, project-based learning, industrial visits, guest lectures and problem-solving methodologies that are perceived by these stakeholders as essential in the construction of a curriculum, in line with the specific technical competences of each area.
{"title":"In Search of a More Balanced Engineering Curriculum: The Perspective of Students, Teachers, Alumni and Employers","authors":"Carla Ferreira, B. Gabriel, Robertt Valente, A. Andrade-Campos, J. Dias-de-Oliveira, V. Neto, Sandra C. Soares, Teresa Carvalho, Cláudia Figueiredo","doi":"10.3390/higheredu3010008","DOIUrl":"https://doi.org/10.3390/higheredu3010008","url":null,"abstract":"The purpose of this paper is to raise important issues in engineering education in the face of contemporary challenges and demands through the voices of different stakeholders in engineering curricula and in the practice of professional engineering. Several challenges and future perspectives are based on important skills, like soft skills, which are required by employers and include communication, decision-making, problem-solving, leadership and emotional intelligence, as well as the ability to work with people of different backgrounds and apply technical knowledge. A qualitative data analysis of interviews with students, alumni, teachers and employers revealed the demand for more balanced qualified curricula for higher education institutions in the field of engineering. This includes the promotion of collaborative learning spaces, authentic learning experiences based on engaging students in real situations, project-based learning, industrial visits, guest lectures and problem-solving methodologies that are perceived by these stakeholders as essential in the construction of a curriculum, in line with the specific technical competences of each area.","PeriodicalId":506902,"journal":{"name":"Trends in Higher Education","volume":"8 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139957602","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 : 2024-02-01DOI: 10.3390/higheredu3010007
Eunice S. Y. Tang, Austin Griffiths, Graham F. Welch
In the past two decades, students have been more willing to disclose their disability status when entering higher education (HE) in the United Kingdom (UK). Concurrently, higher education institutions (HEIs) have adopted disability policies and service teams for enhancing equality, diversity, and inclusion in the UK. The purpose of this integrative review is to understand the basis of these trends. The article suggests that there have been three major key paradigm shifts that underpin this cultural change. (1) There was a paradigm shift in terms of changing the dominant models for conceptualising disability from a medical model of disability to a social model of disability and to an affirmative model of disability, together with a debate and policy development demonstrating a concern for greater social inclusion and exclusion; (2) with a massive increase in students entering HE and the rising importance of league tables and ranking systems, universities experienced a paradigm shift from teacher-centred learning (TCL) to inclusive student-centred learning and teaching (SCLT); and (3) the increase in autism disclosure in HE signifies a shift in a conceptualisation of autism from a disorder to a disability and an example of neurodiversity.
{"title":"The Impact of Three Key Paradigm Shifts on Disability, Inclusion, and Autism in Higher Education in England: An Integrative Review","authors":"Eunice S. Y. Tang, Austin Griffiths, Graham F. Welch","doi":"10.3390/higheredu3010007","DOIUrl":"https://doi.org/10.3390/higheredu3010007","url":null,"abstract":"In the past two decades, students have been more willing to disclose their disability status when entering higher education (HE) in the United Kingdom (UK). Concurrently, higher education institutions (HEIs) have adopted disability policies and service teams for enhancing equality, diversity, and inclusion in the UK. The purpose of this integrative review is to understand the basis of these trends. The article suggests that there have been three major key paradigm shifts that underpin this cultural change. (1) There was a paradigm shift in terms of changing the dominant models for conceptualising disability from a medical model of disability to a social model of disability and to an affirmative model of disability, together with a debate and policy development demonstrating a concern for greater social inclusion and exclusion; (2) with a massive increase in students entering HE and the rising importance of league tables and ranking systems, universities experienced a paradigm shift from teacher-centred learning (TCL) to inclusive student-centred learning and teaching (SCLT); and (3) the increase in autism disclosure in HE signifies a shift in a conceptualisation of autism from a disorder to a disability and an example of neurodiversity.","PeriodicalId":506902,"journal":{"name":"Trends in Higher Education","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139829338","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 : 2024-02-01DOI: 10.3390/higheredu3010007
Eunice S. Y. Tang, Austin Griffiths, Graham F. Welch
In the past two decades, students have been more willing to disclose their disability status when entering higher education (HE) in the United Kingdom (UK). Concurrently, higher education institutions (HEIs) have adopted disability policies and service teams for enhancing equality, diversity, and inclusion in the UK. The purpose of this integrative review is to understand the basis of these trends. The article suggests that there have been three major key paradigm shifts that underpin this cultural change. (1) There was a paradigm shift in terms of changing the dominant models for conceptualising disability from a medical model of disability to a social model of disability and to an affirmative model of disability, together with a debate and policy development demonstrating a concern for greater social inclusion and exclusion; (2) with a massive increase in students entering HE and the rising importance of league tables and ranking systems, universities experienced a paradigm shift from teacher-centred learning (TCL) to inclusive student-centred learning and teaching (SCLT); and (3) the increase in autism disclosure in HE signifies a shift in a conceptualisation of autism from a disorder to a disability and an example of neurodiversity.
{"title":"The Impact of Three Key Paradigm Shifts on Disability, Inclusion, and Autism in Higher Education in England: An Integrative Review","authors":"Eunice S. Y. Tang, Austin Griffiths, Graham F. Welch","doi":"10.3390/higheredu3010007","DOIUrl":"https://doi.org/10.3390/higheredu3010007","url":null,"abstract":"In the past two decades, students have been more willing to disclose their disability status when entering higher education (HE) in the United Kingdom (UK). Concurrently, higher education institutions (HEIs) have adopted disability policies and service teams for enhancing equality, diversity, and inclusion in the UK. The purpose of this integrative review is to understand the basis of these trends. The article suggests that there have been three major key paradigm shifts that underpin this cultural change. (1) There was a paradigm shift in terms of changing the dominant models for conceptualising disability from a medical model of disability to a social model of disability and to an affirmative model of disability, together with a debate and policy development demonstrating a concern for greater social inclusion and exclusion; (2) with a massive increase in students entering HE and the rising importance of league tables and ranking systems, universities experienced a paradigm shift from teacher-centred learning (TCL) to inclusive student-centred learning and teaching (SCLT); and (3) the increase in autism disclosure in HE signifies a shift in a conceptualisation of autism from a disorder to a disability and an example of neurodiversity.","PeriodicalId":506902,"journal":{"name":"Trends in Higher Education","volume":"81 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139889124","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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