HIGHER EDUCATION QUARTERLY最新文献

All fields of knowledge are challenged to adopt newer, more sophisticated methodologies to cope with growing complexity. Phenomena under study require further multidisciplinary and mixed methods collaborations to achieve expertise able to improve research strategies and practices. Furthermore, traditional methodological approaches face limits to their analytical reach. Here, we demonstrate opportunities from adopting newer, more sophisticated methodologies in the field of higher education (HE) research by comparing three case studies. We argue that such methods and data innovate the mapping and understanding of global HE. These studies uncover novel field characterizations, enabled via analysis of tens of thousands of HE authors and articles over several decades to assess how journal publication, topics, and levels of analysis (individual, organizational, and system) have evolved. Our results imply that to better understand the future of HE worldwide and to address growing challenges, newer methodological directions and data sources will be key to facilitate more comprehensive examinations of the globalizing field. However, our analysis also highlights the technical and learning challenges in implementing these methodologies; thus, we argue for the need to promote more sophisticated methodological training of current and future generations of HE researchers as well as strengthened collaborations across disciplinary, methodological, and cultural boundaries.

In recent years, there has been a growing focus on innovation research, particularly in the manufacturing and information technology sectors in the US and Europe. However, the disruptions caused by the recent pandemic called for more innovations, especially in the education industry. Innovation is viewed as an outcome of a set of various drivers. This study explored faculty perspectives on the drivers of innovation that can transform the curriculum into an interdisciplinary model to promote sustainability in education. Additionally, it examined the relationship between these drivers and the outcome of innovation, particularly at the process level. An explanatory sequential mixed-method approach was employed to collect quantitative and qualitative data from a purposeful sample of 60 faculty members at one federal higher education institution in the United Arab Emirates. Findings indicated that while there is a correlation between the drivers and process of innovation and sustainability in education, other factors played a more significant role in facilitating this transformation. Empowering faculty members and involving them in the process of transformation, connecting them with the institutional vision and mission for innovation, fostering a clear understanding of the value of the transformation, providing faculty with continuous professional learning and development opportunities to promote the use of innovative pedagogical methods, are among the key factors.

The three missions of universities are education, research, and knowledge/technology transfer. At the micro-level of the research and knowledge/technology transfer mission, we position researchers, as individuals who decided to pursue a scientific career in academia, with the PhD as the starting point. While existing literature acknowledges the supervisor's significance during this process from dependency to autonomy, this paper advocates for a closer examination of external factors such as the network, supervisor's experience, and work environment in idea generation. Ideas in this context encompass both curiosity-driven and entrepreneurial concepts, often evolving from one to the other. Our research builds upon the theory of opportunity identification, drawing parallels between ideas and opportunities. The research asserts that PhD students primarily rely on their networks for idea generation due to limited prior knowledge and experience. Our findings underscore the dynamic interplay between PhD students, supervisors, and networks in the process of idea generation, advancing a comprehensive framework encapsulating the multifaceted influences on the trajectory from idea generation to execution in the context of PhD education. The framework is based on empirical evidence from a qualitative case study comprising 16 PhD students in a European H2020 project in the field of Photonics, illuminating the intricate relationship between supervisors' orientations (entrepreneurial or curiosity-driven) and the types of ideas generated by PhD students. Practical implications highlight the need for tailored support and resources to foster independent research capabilities among PhD students, considering individual variations in supervisory support and networking opportunities.

First-generation students cope with challenges deriving from a lack of knowledge regarding higher education. This lack of knowledge is particularly relevant for minorities groups. In this context, parental involvement can be regarded as a meaningful pathway for enrolment and advancement in higher education. The study examined the perceptions of Druze students from the Golan Heights in Israel, who are considered to be a minority group and are first-generation students, regarding their parents' involvement in their higher education studies. 15 Druze were interviewed. Using thematic analysis, it was found that parents' support is reflected in a high appreciation of education, due to the absence of opportunities during their own childhood, alongside moral and indirect academic support. The study contributes to understanding the intersection of being part of the Druze minority with being first-generation students, highlighting these students' ways of overcoming barriers in the context of national and ethnic challenges.

This article explores and discusses some aspects of autoethnographies from a published collection written by working-class academics. The original objective was for each academic to write an account of their life and their experiences of becoming who they are in an industry steeped in elitism. I was interested in how they experienced becoming a working-class academic, what their journeys had been like, and how they navigated their way into their professional roles. I was also curious about their identities and if they continued to identify as working class, or if their social positioning and/or identities have undergone change. The autoethnographies are powerful and deeply personal accounts of the working-class academics' lives; they make a significant contribution to the field of research on higher education by providing unique insight into personal experiences. Within this article I have explored some of the accounts and considered how the academics overcame, for example, feelings of failure from previous educational experiences, feelings of (un)belonging and tackling imposterism.

The purpose of this research is to explore the differences in perceived opportunities and potential barriers leading to inequality in our higher education system. To do this, we examine differences in satisfaction and expectations that exist among college students based on three key heterogeneous characteristics – gender identity (male vs. female), major declaration (decided vs. undecided) and generation (first generation vs. non-first generation). Six hundred twenty-five students completed a survey about the level of importance and satisfaction with educational services at their institutions. A mixed method design including analysis of variance (ANOVA) was used to test differences between students. At a time where universities are working arduously to increase enrolment numbers, adjusting the strategy to cater to the unique needs of students may prove to be part of the solution and more importantly, help remove barriers to lessen the current inequalities and improve access to education for all types of students.

This paper explores the concept of the university remote metropolitan branch campus (RMBC). Drawing on approaches used to frame international branch campuses, it proposes a first definition for an RMBC, distinguishing it from a wider group of domestic ‘Satellite Campuses’ that includes multi-campus universities within regions. Using interviews with 10 RMBC directors in London, it explores motivations for their creation and approaches used to organise and resource these ventures, as well as to attract and teach students. It concludes that the dominant reasons for creating RMBCs relate to financial diversification, reputation, reach and business engagement, but that in some cases the repositioning of an RMBC has been strategically reactive in response to external changes in its operating environment. Whilst there is evidence for a range of organisational models amongst London-based RMBCs, there are key commonalities around the students attracted, the programmes offered and approaches to teaching and learning. RMBCs in London are growing and thriving, but face challenges from market entrants and uncertain future UK Government policy.

Suddenly, adjusting to a new way of learning is a major challenge for university students. The objective of this article was to study university student determinants of the well-being in the context of the sudden transition towards e-learning imposed by the COVID-19 lockdown. Based on the antecedents linked to the structure of e-learning and its influence on self-management and ease of use, as well as using the mediating role of user intention, perceived enjoyment, and habits, a model was tested to find well-being trajectories. Using a sample of 543 students from originally Spanish face-to-face universities and through a PLS-SEM methodology, this research obtained relevant results in two main directions. First, research found that the self-management and ease of use of e-learning systems constitute direct antecedents of student well-being. Furthermore, the research results confirmed two reinforcement itineraries of well-being. The intention built an itinerary to reinforce ease of use, and perceived enjoyment added explanatory power to self-management. However, the research also found a second explanatory and negative itinerary of sudden e-learning student well-being. This path of darkness is related to the adverse mediating effect exerted by the habit, understood from the perspective of technological dependence, when it interacts with perceived enjoyment. The article discusses their implications for educational strategy and policy, especially indicated for those e-learning practices solely based on the enjoyment and immersion experience of their students.

Tackling gender-based violence and harassment (GBVH) is an essential step for addressing gender inequality. This article applies theories of student/survivor ‘voice’ to accounts from interviewees (n = 35), analysing their perspectives on how higher education institutions (HEIs) should address this issue. Interviewees were current or former students in the United Kingdom who had disclosed or reported GBVH to their HEIs. The most urgent step that interviewees called for is open discussion of GBVH and how HEIs are handling it. They also want more education, prevention and early intervention, and changes in how reports are handled. These findings are contextualised within a critical discussion of how reporting parties' voices are, or could be, heard within higher education. It argues that institutional mechanisms for hearing survivors' voice in relation to GBVH may need to differ from approaches for engaging with students on other issues, most notably by taking into account how power relations shape voices.