HIGHER EDUCATION QUARTERLY最新文献

Educational reforms in European Higher Education have brought about substantial changes in educational policy, being necessary to address the initial training of university teachers. This study aims to analyse the training proposals for teacher induction of novice faculty in Spanish universities. The research followed an exploratory–descriptive methodology. Most Spanish universities offer ongoing teacher training for teaching and research staff, yet only about half offer specific induction training for novice faculty. This finding indicates a potential area for improvement in the initial support provided to novice faculty. The results reveal a weak structuring and systematisation of initial teacher training, notable discrepancies in training characteristics and an apparent gap in programme assessment. The induction strategy should be contextualised by matching the opportunities offered by the institution with the personal demands of the novices. Also, it should be based on a previous diagnosis and set of minimum criteria for designing induction to guarantee equal professional preparation. Practical implications on several levels are summarised in this study.

This paper explores the evolution of autonomy in Hungarian model-changing institutions, focusing on how reforms have altered governance dynamics. By examining both the university's distance from the state and the degree of self-governance of the academic community, the study employs property rights theory to analyse how governance rights are distributed among the state, boards of foundations and university senates. The findings indicate that while autonomy in terms of distance from the state has increased, this shift primarily benefits the foundations by enhancing their freedom from state intervention. In contrast, the university's autonomy from foundations and its internal self-governance have generally decreased. This research contributes to the literature by offering a dual-focused analytical framework and providing insights into the unique governance challenges faced by government-dependent private institutions in Hungary.

Accountability is a critical part of achieving success in mutual goals and relationships. Throughout Asia and the Pacific, national authorities remain off track in achieving Agenda 2030, particularly Sustainable Development Goal Four (SDG4) on quality education. Persistent challenges, including the lack of data, effective measurement, and accountability mechanisms, continue to impede progress. This paper explores the complexities in a proposed “accountability space,” and showcases collaborative governance and accountability in higher education for sustainable development (HESD) in the Asia-Pacific region as a case study. The lead United Nations agency for higher education, UNESCO, monitors SDG4 progress guided by normative instruments such as the Tokyo Convention in Asia and the Pacific and the Global Convention on Higher Education. These conventions establish frameworks for international cooperation through policies and practices that facilitate student and professional mobility. Drawing on policy analysis, implementation reports, and anonymized data from 17 countries in the region, this case study utilises a framework for accountability applied to higher education. Findings suggest how complex accountabilities can be effectively measured using six metrics—transparency, liability, controllability, responsiveness, and responsibility—to enhance the relevance of higher education for sustainable development. The study recommends creating more inclusive collaborative spaces and calls for open accountability in higher education.

Drawing on previous literature emphasising the relationship between types of higher education institutions and institutional logics, this study investigates the impact of the higher education system expansion on the functioning of institutions in Brazil. Using latent profile analysis and administrative data from all Brazilian higher education institutions in 2010 and 2019, we estimate nine groups of institutions. The shifts between clusters indicate an increase in the hybridisation of institutional logics carried out by small-scale private institutions, alongside a reinforcement of industry logic in a small number of for-profit HEIs characterised by a high concentration of enrolments. On the contrary, research-oriented institutions form a distinct and relatively more stable group. By following a multi-functional approach to understanding the degree of institutional diversity in an expanding higher education system, our study contributes to a more nuanced capture of its current dynamics and changing patterns over time.

International teaching assistants (ITAs) have a prominent role in the internationalisation of higher education (IHE). Although ITAs are considered important actors in IHE and ITA programs have a relatively long history, there is a scarcity of review studies on empirical research focusing on ITAs. This qualitative metasynthesis explores the research foci, methods and main findings from twenty-nine studies focusing on ITAs in higher education contexts. Based on template analysis, four main categories emerged. These were: ITA perspectives, student perspectives, TA perspectives and instructional interactions. Key issues include foreignness and differences in linguistic, cultural and educational backgrounds of ITAs. This metasynthesis highlights the need for institutions to acknowledge ITAs' unique transcultural characteristics and integrate reflexivity into programs to develop awareness among individuals, thereby reducing superficial biases.

Integrating research into teaching gives future practitioners the opportunity to inform and enhance their own professional capacities and practices with research. This study analyses integration practices currently employed by a sample of 124 university teachers delivering teacher education and education studies courses from three research-intensive universities in Catalonia (Spain), Poland, and England. Three particular aspects of their research integration were explored: the role they perceived research to have in teaching; the level of and their strategies for research integration; and the variables explaining their use of specific research integration strategies. The majority of the participants were found to actively integrate research activities into their teaching. However, significant statistical differences were found regarding the use of four integration strategies (i.e., research-tutored, research-led, research-based and research-oriented), with participants in England practising all four more frequently than their peers in Catalonia and Poland. The most relevant variables were found to be: the country where the university is located, students' preparedness to apply research in their own professional practice and the importance given to basic research training on study programmes. Thus, this paper provides insights for education professionals and curriculum designers looking to develop mechanisms to better integrate research into teaching.

The purpose of this phenomenographic study was to examine the different ways in which a group of research assistants who varied by university, department and gender understand the anger they feel towards the faculty members with whom they interact. Phenomenographic analysis was conducted on data obtained through face-to-face, semi-structured interviews with 15 research assistants at two state universities in Turkey. The analysis revealed that the participants understood the anger at issue in six different ways: (1) ‘an emotion one feels when exposed to an injustice’, (2) ‘an emotion that diminishes work performance’, (3) ‘an emotion that should be kept under control’, (4) ‘an emotion that causes discomfort’, (5) ‘an emotion that pushes one to look for a solution’ and (6) ‘an emotion for which one develops resilience as one gains work experience’. Implications for future research and practise were also discussed based on the findings.

While extensive research addresses the working conditions of international Ph.D. students in Western countries, only little explores their experiences within Central and Eastern European (CEE) countries. CEE countries favour masculine values, hierarchical structures and conservatism, and English does not serve as a primary language in both academic and non-academic contexts. This study, involving seventeen international Ph.D. students in the Czech Republic, aimed to elucidate their experiences through in-depth phenomenological interviews. Inductive analysis uncovered common challenges of international Ph.D. students, including language barriers, cultural misunderstandings, discrimination by university staff and gender biases. Participants also highlighted gaps in support and unclear career prospects, which contributed to increased uncertainty. To remain resilient, the participants emphasised the need for self-care, intrinsic motivation and self-regulation. The study suggests that enhancing university language access, equity policies, mental health services and career development programming could dramatically improve inclusiveness.