Pub Date : 2023-02-16DOI: 10.1080/1360080x.2023.2180573
Desy Yanty Cobena, Ronisius Otu
{"title":"Higher education policy in developing and western nations: contemporary and emerging trends in local and global contexts","authors":"Desy Yanty Cobena, Ronisius Otu","doi":"10.1080/1360080x.2023.2180573","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2180573","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48520943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-14DOI: 10.1080/1360080x.2023.2178083
G. Sharrock
{"title":"The new leadership agenda: pandemic perspectives from global universities","authors":"G. Sharrock","doi":"10.1080/1360080x.2023.2178083","DOIUrl":"https://doi.org/10.1080/1360080x.2023.2178083","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45992188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1080/1360080X.2023.2176598
S. Law, Ai Tam Pham Le
ABSTRACT The perception of universities as trustworthy institutions has been challenged by heightened public distrust in science and public institutions. In this context, understanding trust relationships between higher education institutions and society could provide vital intelligence to safeguard and grow the increasingly disrupted higher education sector. The article presents a systematic review of empirical studies that focus on trust in higher education institutions. It aims to map research trends and empirical gaps to provide insights into the state of research in this area. The review found that most research has examined trust within the university context, with significantly less attention on trust between the universities and the broader societies they serve. Within the latter, trust relationships with business and industry domains have received greater empirical attention than those with community and government. These findings have implications for purposeful and meaningful trust-based capacity and capability building at individual and institutional levels.
{"title":"A systematic review of empirical studies on trust between universities and society","authors":"S. Law, Ai Tam Pham Le","doi":"10.1080/1360080X.2023.2176598","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2176598","url":null,"abstract":"ABSTRACT The perception of universities as trustworthy institutions has been challenged by heightened public distrust in science and public institutions. In this context, understanding trust relationships between higher education institutions and society could provide vital intelligence to safeguard and grow the increasingly disrupted higher education sector. The article presents a systematic review of empirical studies that focus on trust in higher education institutions. It aims to map research trends and empirical gaps to provide insights into the state of research in this area. The review found that most research has examined trust within the university context, with significantly less attention on trust between the universities and the broader societies they serve. Within the latter, trust relationships with business and industry domains have received greater empirical attention than those with community and government. These findings have implications for purposeful and meaningful trust-based capacity and capability building at individual and institutional levels.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"393 - 408"},"PeriodicalIF":2.6,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46389554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-30DOI: 10.1080/1360080X.2022.2160888
L. Maddock
ABSTRACT Academic middle leaders play a critical role in facilitating the leadership of learning and teaching in universities. Previous research has reported the undervaluing and under-resourcing of these academic middle leadership roles. To promote a greater understanding of academic middle leaders, middle leading and middle leadership of learning and teaching in universities, a comprehensive systematic review of higher education literature published in scholarly journals between 2010–2020 was conducted. The review found a limited yet growing literature in the field, with studies predominantly utilising qualitative methodologies, single departmental levels of analysis and topics related to leadership contexts, roles and leader experiences. Analysis revealed the complex, multi-faceted nature of academic middle leadership roles, the tensions experienced by academic middle leaders and the importance of collegial academic middle leading practices. Scholars implore universities to improve role clarity, resourcing and autonomy for academic middle leaders. Future research exploring academic middle leading practices through contemporary lenses is recommended.
{"title":"Academic middle leaders, middle leading and middle leadership of university learning and teaching: A systematic review of the higher education literature","authors":"L. Maddock","doi":"10.1080/1360080X.2022.2160888","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2160888","url":null,"abstract":"ABSTRACT Academic middle leaders play a critical role in facilitating the leadership of learning and teaching in universities. Previous research has reported the undervaluing and under-resourcing of these academic middle leadership roles. To promote a greater understanding of academic middle leaders, middle leading and middle leadership of learning and teaching in universities, a comprehensive systematic review of higher education literature published in scholarly journals between 2010–2020 was conducted. The review found a limited yet growing literature in the field, with studies predominantly utilising qualitative methodologies, single departmental levels of analysis and topics related to leadership contexts, roles and leader experiences. Analysis revealed the complex, multi-faceted nature of academic middle leadership roles, the tensions experienced by academic middle leaders and the importance of collegial academic middle leading practices. Scholars implore universities to improve role clarity, resourcing and autonomy for academic middle leaders. Future research exploring academic middle leading practices through contemporary lenses is recommended.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"357 - 392"},"PeriodicalIF":2.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44655150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1360080X.2022.2098555
Septiansyah Tanjung
{"title":"Managing Sustainable Performance and Governance in Higher Education Institutions: a dynamic performance management approach","authors":"Septiansyah Tanjung","doi":"10.1080/1360080X.2022.2098555","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2098555","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"115 - 117"},"PeriodicalIF":2.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44827647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1360080X.2022.2159114
P. Bentley, Carroll Graham
Dear Colleagues, Welcome to 2023, and for Australian higher education policy wonks and managers, what a big year it will be! A still new(ish) Australian Government has announced a fullscale review of higher education with a renewed focus on student equity. Appropriately we open this issue with three articles from Australia on this topic. Dollinger, Finneran and Ajjawi provide evidence that students with a disability face significant and unique barriers to work-integrated learning, an important contributor to the government (and student) employability agenda. Disability does not discriminate – anyone in society can be impacted – and their research also identifies the additional challenges of multiple disadvantages, such as having a disability and being in a regional or remote area. Harpur, Szucs and Willox take this further examining university strategic and policy responses to the challenges of ‘intersectionality’. Students from refugee and asylum-seeking backgrounds are not formally identified as equity students for university funding purposes in Australia, but as discussed by Berg, Grüttner and Baker, they almost certainly face intersectional educational disadvantage. From an international comparative perspective, including government and universitylevel policy analyses in Australia and Germany, their research suggests how such students could be better supported. Equity and support are also concerns for academics. In China, at least according to Jinghui Si’s interviewees, the tenure track has exposed young academics to an ‘involuted managerial culture’ of overwork and metrics-based competition to decide who is promoted or eliminated. For Cuong Huu Hoang and Marianne Turner, this may be characterised in their framework as ‘high scholarly expectations’ but with variable levels of institutional commitment to research. Their framework for understanding the experiences of expatriate academics returning to Vietnam (but applicable elsewhere in Asia) suggests that there is a risk of (re-)expatriation if academics with international options feel under-supported. Support for junior staff through mentoring is the focus of Freeman Akama and John Stephen Keenan’s study in Ghana. Their findings are not promising. Formal academic mentoring appears to be a ‘luxury that cannot be afforded’ by most colleges in Ghana. Where it is available, it tends to be a top-down, skills transfer approach. But there is room for some optimism. Ayesha Abdulla and colleagues find that academics that enrolled in a leadership development programme in the UAE report strong knowledge and competency development. They attribute this to a ‘social constructivist’ and ‘systemic framework’ and offer insights for other practitioners developing similar programmes. Finally, we have three book reviews spanning a range of higher education topics: Chan, Bista and Allen’s Online Teaching and Learning in Higher Education during COVID-19; Federico Cosenz’s JOURNAL OF HIGHER EDUCATION POLICY AND MAN
亲爱的同事们，欢迎来到2023年，对于澳大利亚高等教育政策专家和管理者来说，这将是多么重要的一年！澳大利亚新政府宣布对高等教育进行全面审查，重新关注学生公平。我们恰当地以澳大利亚关于这一主题的三篇文章来开启这个问题。Dollinger、Finneran和Ajjawi提供的证据表明，残疾学生在工作综合学习方面面临着重大而独特的障碍，这是政府（和学生）就业议程的重要贡献者。残疾没有歧视——社会上的任何人都可能受到影响——他们的研究还发现了多重不利因素带来的额外挑战，例如残疾和生活在地区或偏远地区。Harpur、Szucs和Willox进一步研究了大学应对“交叉性”挑战的战略和政策对策。来自难民和寻求庇护背景的学生在澳大利亚没有被正式认定为大学资助的公平学生，但正如Berg、Grüttner和Baker所讨论的那样，他们几乎肯定会面临跨部门的教育劣势。从国际比较的角度来看，包括澳大利亚和德国政府和大学层面的政策分析，他们的研究表明如何更好地支持这些学生。公平和支持也是学术界关注的问题。在中国，至少根据思静惠的受访者的说法，终身制让年轻的学者暴露在一种“内卷化的管理文化”中，即过度工作和基于衡量标准的竞争，以决定谁被提拔或淘汰。对于Cuong Huu Hoang和Marianne Turner来说，这可能在他们的框架中被描述为“高学术期望”，但机构对研究的承诺水平不同。他们对返回越南（但适用于亚洲其他地方）的外籍学者经历的理解框架表明，如果有国际选择的学者感到支持不足，就有（再次）外籍的风险。通过辅导为初级员工提供支持是Freeman Akama和John Stephen Keenan在加纳研究的重点。他们的发现并不乐观。正规的学术指导似乎是加纳大多数大学无法负担的奢侈。在可用的情况下，它往往是一种自上而下的技能转移方法。但仍有乐观的空间。Ayesha Abdulla及其同事发现，在阿联酋参加领导力发展项目的学者报告称，他们的知识和能力发展很强。他们将其归因于“社会建构主义”和“系统框架”，并为其他制定类似计划的从业者提供了见解。最后，我们有三本涉及高等教育主题的书评：Chan、Bista和Allen的《新冠肺炎期间高等教育的在线教学》；Federico Cosenz的《2023年高等教育政策与管理杂志》，第45卷，第1期，第1-2页https://doi.org/10.1080/1360080X.2022.2159114
{"title":"Letter from the editors","authors":"P. Bentley, Carroll Graham","doi":"10.1080/1360080X.2022.2159114","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2159114","url":null,"abstract":"Dear Colleagues, Welcome to 2023, and for Australian higher education policy wonks and managers, what a big year it will be! A still new(ish) Australian Government has announced a fullscale review of higher education with a renewed focus on student equity. Appropriately we open this issue with three articles from Australia on this topic. Dollinger, Finneran and Ajjawi provide evidence that students with a disability face significant and unique barriers to work-integrated learning, an important contributor to the government (and student) employability agenda. Disability does not discriminate – anyone in society can be impacted – and their research also identifies the additional challenges of multiple disadvantages, such as having a disability and being in a regional or remote area. Harpur, Szucs and Willox take this further examining university strategic and policy responses to the challenges of ‘intersectionality’. Students from refugee and asylum-seeking backgrounds are not formally identified as equity students for university funding purposes in Australia, but as discussed by Berg, Grüttner and Baker, they almost certainly face intersectional educational disadvantage. From an international comparative perspective, including government and universitylevel policy analyses in Australia and Germany, their research suggests how such students could be better supported. Equity and support are also concerns for academics. In China, at least according to Jinghui Si’s interviewees, the tenure track has exposed young academics to an ‘involuted managerial culture’ of overwork and metrics-based competition to decide who is promoted or eliminated. For Cuong Huu Hoang and Marianne Turner, this may be characterised in their framework as ‘high scholarly expectations’ but with variable levels of institutional commitment to research. Their framework for understanding the experiences of expatriate academics returning to Vietnam (but applicable elsewhere in Asia) suggests that there is a risk of (re-)expatriation if academics with international options feel under-supported. Support for junior staff through mentoring is the focus of Freeman Akama and John Stephen Keenan’s study in Ghana. Their findings are not promising. Formal academic mentoring appears to be a ‘luxury that cannot be afforded’ by most colleges in Ghana. Where it is available, it tends to be a top-down, skills transfer approach. But there is room for some optimism. Ayesha Abdulla and colleagues find that academics that enrolled in a leadership development programme in the UAE report strong knowledge and competency development. They attribute this to a ‘social constructivist’ and ‘systemic framework’ and offer insights for other practitioners developing similar programmes. Finally, we have three book reviews spanning a range of higher education topics: Chan, Bista and Allen’s Online Teaching and Learning in Higher Education during COVID-19; Federico Cosenz’s JOURNAL OF HIGHER EDUCATION POLICY AND MAN","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"1 - 2"},"PeriodicalIF":2.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48348698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1080/1360080X.2022.2157928
M. Guillemin, E. Wong, Georgina Such
ABSTRACT The under-representation of women in Science, Technology, Engineering and Mathematics (STEM) disciplines has been well documented. We discuss an affirmative action recruitment strategy from the University of Melbourne’s STEM disciplines where only female applicants were eligible to apply for academic positions. This strategy has been very successful in attracting high-calibre female applicants, with more than the original target of women being recruited. This affirmative action recruitment strategy was not intended to be undertaken on an ongoing basis. We show that by undertaking one round of affirmative action recruitment, it signalled to prospective female applicants that the university is committed to gender equity. This resulted in more female STEM applicants applying in subsequent open recruitment rounds. We discuss the rationale behind this strategy, its allowance under the Equal Opportunity Act 2010, Victoria, Australia, and the results achieved. We also address challenges faced and lessons learned.
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Pub Date : 2022-12-09DOI: 10.1080/1360080x.2022.2156137
Wei-Jun Wang
{"title":"Higher education at the crossroads of disruption: the university of the 21st century","authors":"Wei-Jun Wang","doi":"10.1080/1360080x.2022.2156137","DOIUrl":"https://doi.org/10.1080/1360080x.2022.2156137","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"1 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46706130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-08DOI: 10.1080/1360080X.2022.2156042
Y. Wang, Tianran Shen, Yifei Kang
Al Braiki, B., Harous, S., Zaki, N., & Alnajjar, F. (2020). Artificial intelligence in education and assessment methods. Bulletin of Electrical Engineering and Informatics, 9(5), 1998–2007. doi:10.11591/eei.v9i5.1984 Gardner, J., O’Leary, M., & Yuan, L. (2021). Artificial intelligence in educational assessment: ‘Breakthrough? Or buncombe and ballyhoo? Journal of Computer Assisted Learning, 37(5), 1207–1216. doi:10.1111/jcal. 12577 Karsenti, T. (2019). Artificial intelligence in education: The urgent need to prepare teachers for tomorrow’s schools. Formation et Profession, 27(1), 105. doi:10.18162/fp.2019.a166 Luckin, R., Holmes, W., Griffiths, M., & Forcier, L.B. (2016). Intelligence-Unleashed-Publication. https://www. pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/ Intelligence-Unleashed-Publication.pdf Rajaobelina, L., & Ricard, L. (2021). Classifying potential users of live chat services and chatbots. Journal of Financial Services Marketing, 26(2), 81–94. doi:10.1057/s41264-021-00086-0 Touimi, B.Y., Hadioui, A., El Faddouli, N., & Bennani, S. (2020). Intelligent Chatbot-LDA recommender system. International Journal of Emerging Technologies in Learning (IJET), 15(20), 4. doi:10.3991/ijet. v15i20.15657 Zhai, X., Fang, Q., Dong, Y., Wei, Z., Yuan, J., Cacciolatti, L., & Yang, Y. (2018). The effects of biofeedback-based stimulated recall on self-regulated online learning: A gender and cognitive taxonomy perspective. Journal of Computer Assisted Learning, 34(6), 775–786. doi:10.1111/jcal.12284
Al Braiki，B.、Harous，S.、Zaki，N.和Alnajjar，F.（2020）。教育和评估方法中的人工智能。《电气工程与信息学公报》，第9（5）期，1998-2007年。doi:10.11591/eei.v9i5.1984 Gardner，J.、O'Leary，M.和Yuan，L.（2021）。人工智能在教育评估中的突破？还是短棍和大肆宣传？《计算机辅助学习杂志》，37（5），1207-1216。doi:10.1111/jcal.12577 Karsenti，T.（2019）。教育中的人工智能：教师为未来的学校做好准备的迫切需要。形成与专业，27（1），105。doi:10.18162/fp.2019.a166 Luckin，R.、Holmes，W.、Griffiths，M.和Forcer，L.B.（2016）。情报释放出版物。https://www.pearson.com/content/dom/one-dot-com/one-dot-com/global/Files/about-pearson/inovation/Inintelligence-Unlashed-Publication.pdf Rajaobelina，L.和Ricard，L.（2021）。对实时聊天服务和聊天机器人的潜在用户进行分类。金融服务营销杂志，26（2），81–94。doi:10.1057/s41264-021-00086-0 Touimi，B.Y.，Hadioui，A.，El Faddouli，N.和Bennani，S.（2020）。智能聊天机器人LDA推荐系统。国际新兴学习技术杂志（IJET），15（20），4。doi:10.3991/ijet.v15i20.15657翟，X.，方，Q.，董，Y.，魏，Z.，袁，J.，Cacciolati，L.，&Yang，Y.（2018）。基于生物反馈的刺激回忆对自我调节在线学习的影响：性别和认知分类学的视角。计算机辅助学习杂志，34（6），775-786。doi:10.1111/jcal.12284
{"title":"Social innovation in higher education: landscape, practices, and opportunities","authors":"Y. Wang, Tianran Shen, Yifei Kang","doi":"10.1080/1360080X.2022.2156042","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2156042","url":null,"abstract":"Al Braiki, B., Harous, S., Zaki, N., & Alnajjar, F. (2020). Artificial intelligence in education and assessment methods. Bulletin of Electrical Engineering and Informatics, 9(5), 1998–2007. doi:10.11591/eei.v9i5.1984 Gardner, J., O’Leary, M., & Yuan, L. (2021). Artificial intelligence in educational assessment: ‘Breakthrough? Or buncombe and ballyhoo? Journal of Computer Assisted Learning, 37(5), 1207–1216. doi:10.1111/jcal. 12577 Karsenti, T. (2019). Artificial intelligence in education: The urgent need to prepare teachers for tomorrow’s schools. Formation et Profession, 27(1), 105. doi:10.18162/fp.2019.a166 Luckin, R., Holmes, W., Griffiths, M., & Forcier, L.B. (2016). Intelligence-Unleashed-Publication. https://www. pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/ Intelligence-Unleashed-Publication.pdf Rajaobelina, L., & Ricard, L. (2021). Classifying potential users of live chat services and chatbots. Journal of Financial Services Marketing, 26(2), 81–94. doi:10.1057/s41264-021-00086-0 Touimi, B.Y., Hadioui, A., El Faddouli, N., & Bennani, S. (2020). Intelligent Chatbot-LDA recommender system. International Journal of Emerging Technologies in Learning (IJET), 15(20), 4. doi:10.3991/ijet. v15i20.15657 Zhai, X., Fang, Q., Dong, Y., Wei, Z., Yuan, J., Cacciolatti, L., & Yang, Y. (2018). The effects of biofeedback-based stimulated recall on self-regulated online learning: A gender and cognitive taxonomy perspective. Journal of Computer Assisted Learning, 34(6), 775–786. doi:10.1111/jcal.12284","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"586 - 590"},"PeriodicalIF":2.6,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49365710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-07DOI: 10.1080/1360080X.2022.2156088
A. Aswin, C. Ariati, Surya Kurniawan
{"title":"Artificial intelligence in higher education: a practical approach","authors":"A. Aswin, C. Ariati, Surya Kurniawan","doi":"10.1080/1360080X.2022.2156088","DOIUrl":"https://doi.org/10.1080/1360080X.2022.2156088","url":null,"abstract":"","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"583 - 586"},"PeriodicalIF":2.6,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42326485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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