Pub Date : 2019-01-19DOI: 10.1007/s11233-019-09019-y
Charles H. Bélanger, B. Longden, E. P. Orozco Quijano, Jamil Razmak
{"title":"How Mexican students perceive their classroom experience from their professors","authors":"Charles H. Bélanger, B. Longden, E. P. Orozco Quijano, Jamil Razmak","doi":"10.1007/s11233-019-09019-y","DOIUrl":"https://doi.org/10.1007/s11233-019-09019-y","url":null,"abstract":"","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"25 1","pages":"161 - 180"},"PeriodicalIF":1.2,"publicationDate":"2019-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11233-019-09019-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45606229","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 : 2018-07-20DOI: 10.1080/13583883.2018.1497697
G. Marini
Since the Brexit referendum in 2016, and the formal act of triggering article 50 by Theresa May’s cabinet in 2017, the UK has entered a period of negotiations, the outcome of which, and also the terms of the post-exiting phase, are still uncertain. In this period of uncertainty, the mobility of people is one of the main issues at stake. The topic is important for the higher education sector where the percentage of (other) European Union staff in UK universities has grown at an impressive rate in recent years before the Brexit referendum. This paper draws from official Higher Education Statistic Agency (HESA) data to investigate if there is any inversion of this trend in the British system, arguing that some ‘Brexodus’ of academic staff - meaning a decrease in the percentage of other EU nationals - has already started for some academics, namely the youngest and the brightest.
{"title":"Higher education staff and Brexit. Is the UK losing the youngest and brightest from other EU countries?","authors":"G. Marini","doi":"10.1080/13583883.2018.1497697","DOIUrl":"https://doi.org/10.1080/13583883.2018.1497697","url":null,"abstract":"Since the Brexit referendum in 2016, and the formal act of triggering article 50 by Theresa May’s cabinet in 2017, the UK has entered a period of negotiations, the outcome of which, and also the terms of the post-exiting phase, are still uncertain. In this period of uncertainty, the mobility of people is one of the main issues at stake. The topic is important for the higher education sector where the percentage of (other) European Union staff in UK universities has grown at an impressive rate in recent years before the Brexit referendum. This paper draws from official Higher Education Statistic Agency (HESA) data to investigate if there is any inversion of this trend in the British system, arguing that some ‘Brexodus’ of academic staff - meaning a decrease in the percentage of other EU nationals - has already started for some academics, namely the youngest and the brightest.","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"24 1","pages":"409-421"},"PeriodicalIF":1.2,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13583883.2018.1497697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46183472","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 : 2018-06-08DOI: 10.1080/13583883.2018.1479768
Thanita Lerdpornkulrat, R. Koul, Chanut Poondej
The purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes.
{"title":"Student perceptions of learning environment: disciplinary program versus general education classrooms","authors":"Thanita Lerdpornkulrat, R. Koul, Chanut Poondej","doi":"10.1080/13583883.2018.1479768","DOIUrl":"https://doi.org/10.1080/13583883.2018.1479768","url":null,"abstract":"The purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes.","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"24 1","pages":"395-408"},"PeriodicalIF":1.2,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13583883.2018.1479768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45149627","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 : 2018-05-20DOI: 10.1080/13583883.2018.1476579
Libena Tetrevova, Vladimíra Vlčková
Cooperation between higher education institutions and external entities is a prerequisite for the success of all economic entities and society as a whole in any knowledge-based economy. The aim of the study was to identify, analyze and evaluate the benefits of, and factors limiting, cooperation between higher education institutions and external entities, and identify measures that would contribute to the development of this cooperation from the perspective of managers of public, state and private higher education institutions carrying out activities in the Czech Republic. The study shows that higher education managers consider the contribution to the development of knowledge and experience of students, academics and researchers to be the most important benefit of cooperation. From their point of view, the most significant limiting factors are the limited time availability of faculty/staff, insufficient financial resources and the administrative demands of cooperation. The development of cooperation would be most enhanced by financial support from national public sources or the EU, or through the use of contacts with graduates working for external entities.
{"title":"Benefits, limitations and measures concerning the development of cooperation between higher education institutions and external entities","authors":"Libena Tetrevova, Vladimíra Vlčková","doi":"10.1080/13583883.2018.1476579","DOIUrl":"https://doi.org/10.1080/13583883.2018.1476579","url":null,"abstract":"Cooperation between higher education institutions and external entities is a prerequisite for the success of all economic entities and society as a whole in any knowledge-based economy. The aim of the study was to identify, analyze and evaluate the benefits of, and factors limiting, cooperation between higher education institutions and external entities, and identify measures that would contribute to the development of this cooperation from the perspective of managers of public, state and private higher education institutions carrying out activities in the Czech Republic. The study shows that higher education managers consider the contribution to the development of knowledge and experience of students, academics and researchers to be the most important benefit of cooperation. From their point of view, the most significant limiting factors are the limited time availability of faculty/staff, insufficient financial resources and the administrative demands of cooperation. The development of cooperation would be most enhanced by financial support from national public sources or the EU, or through the use of contacts with graduates working for external entities.","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"24 1","pages":"377-394"},"PeriodicalIF":1.2,"publicationDate":"2018-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13583883.2018.1476579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43621649","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 : 2018-04-24DOI: 10.1080/13583883.2018.1465117
Colin O’Byrne, Gwynaeth McIntyre, C. Lie, Sheena Townsend, Benjamin Schonthal, Kerry Shephard
There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.
{"title":"Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’?","authors":"Colin O’Byrne, Gwynaeth McIntyre, C. Lie, Sheena Townsend, Benjamin Schonthal, Kerry Shephard","doi":"10.1080/13583883.2018.1465117","DOIUrl":"https://doi.org/10.1080/13583883.2018.1465117","url":null,"abstract":"There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"24 1","pages":"351-361"},"PeriodicalIF":1.2,"publicationDate":"2018-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13583883.2018.1465117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44324372","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 : 2018-04-23DOI: 10.1080/13583883.2018.1465991
Tove Bøe
The aim of this paper is to analyze the impact of trust perceptions on teachers’ intention to continue using e-learning technology in higher education. Drawing on the model of organizational trust and the information systems continuance model, a new research model is developed and tested using data from a university college based on a survey of 401 university teachers. We find that teachers’ perceptions of system-based trust and trust in management exerted strong direct effects on intention to continue using an e-learning system. Additionally, system-based trust affects perceived usefulness, and thus fully mediates the influence of perceived usefulness on teachers’ intentions to use e-learning technology. Our findings clarify the relationship between trust and teachers continued use of e-learning technology and have implications, theoretical as well as practical, for trust-building structures that could improve the implementation of e-learning technologies in higher educational settings.
{"title":"E-learning technology and higher education: the impact of organizational trust","authors":"Tove Bøe","doi":"10.1080/13583883.2018.1465991","DOIUrl":"https://doi.org/10.1080/13583883.2018.1465991","url":null,"abstract":"The aim of this paper is to analyze the impact of trust perceptions on teachers’ intention to continue using e-learning technology in higher education. Drawing on the model of organizational trust and the information systems continuance model, a new research model is developed and tested using data from a university college based on a survey of 401 university teachers. We find that teachers’ perceptions of system-based trust and trust in management exerted strong direct effects on intention to continue using an e-learning system. Additionally, system-based trust affects perceived usefulness, and thus fully mediates the influence of perceived usefulness on teachers’ intentions to use e-learning technology. Our findings clarify the relationship between trust and teachers continued use of e-learning technology and have implications, theoretical as well as practical, for trust-building structures that could improve the implementation of e-learning technologies in higher educational settings.","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"24 1","pages":"362-376"},"PeriodicalIF":1.2,"publicationDate":"2018-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13583883.2018.1465991","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60351033","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 : 2018-04-18DOI: 10.1080/13583883.2018.1458247
A. Ahmad, M. Shah
International higher education is a major source of revenue in many developed countries. Historically the top destination countries for international students have included USA, UK, France and Australia. The key countries where most international students are recruited from include China, India and other parts of Asia. The extant literature has mostly examined the factors influencing international students to study in Western countries. A new trend is now emerging with an accelerating growth of international students in countries such as China and other parts of Asia. This mixed-methods study addresses the gap in the literature by exploring the factors that influence international students’ choice to study undergraduate or postgraduate courses in China. The study found that China is becoming an important destination choice for international students due to the distinctiveness of the Chinese language, the rise of its universities in global rankings and the country’s economic growth.
{"title":"International students’ choice to study in China: an exploratory study","authors":"A. Ahmad, M. Shah","doi":"10.1080/13583883.2018.1458247","DOIUrl":"https://doi.org/10.1080/13583883.2018.1458247","url":null,"abstract":"International higher education is a major source of revenue in many developed countries. Historically the top destination countries for international students have included USA, UK, France and Australia. The key countries where most international students are recruited from include China, India and other parts of Asia. The extant literature has mostly examined the factors influencing international students to study in Western countries. A new trend is now emerging with an accelerating growth of international students in countries such as China and other parts of Asia. This mixed-methods study addresses the gap in the literature by exploring the factors that influence international students’ choice to study undergraduate or postgraduate courses in China. The study found that China is becoming an important destination choice for international students due to the distinctiveness of the Chinese language, the rise of its universities in global rankings and the country’s economic growth.","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"24 1","pages":"325-337"},"PeriodicalIF":1.2,"publicationDate":"2018-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13583883.2018.1458247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42886420","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 : 2018-04-10DOI: 10.1080/13583883.2018.1439094
A. Oleksiyenko, W. Tierney
Higher education and human vulnerability: global failures of corporate design Anatoly Oleksiyenko & William G. Tierney To cite this article: Anatoly Oleksiyenko & William G. Tierney (2018): Higher education and human vulnerability: global failures of corporate design, Tertiary Education and Management, DOI: 10.1080/13583883.2018.1439094 To link to this article: https://doi.org/10.1080/13583883.2018.1439094
引用本文:Anatoly Oleksiyenko & William G. Tierney(2018):高等教育和人类脆弱性:企业设计的全球失败，高等教育与管理，DOI: 10.1080/13583883.2018.1439094链接到本文:https://doi.org/10.1080/13583883.2018.1439094
{"title":"Higher education and human vulnerability: global failures of corporate design","authors":"A. Oleksiyenko, W. Tierney","doi":"10.1080/13583883.2018.1439094","DOIUrl":"https://doi.org/10.1080/13583883.2018.1439094","url":null,"abstract":"Higher education and human vulnerability: global failures of corporate design Anatoly Oleksiyenko & William G. Tierney To cite this article: Anatoly Oleksiyenko & William G. Tierney (2018): Higher education and human vulnerability: global failures of corporate design, Tertiary Education and Management, DOI: 10.1080/13583883.2018.1439094 To link to this article: https://doi.org/10.1080/13583883.2018.1439094","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"24 1","pages":"187-192"},"PeriodicalIF":1.2,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13583883.2018.1439094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46208974","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 : 2018-04-06DOI: 10.1080/13583883.2018.1459820
Modris Ozoliņš, B. Stensaker, E. Gaile-Sarkane, Liene Ivanova, I. Lapiņa, Iveta Ozoliņa-Ozola, Anita Straujuma
This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.
{"title":"Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations","authors":"Modris Ozoliņš, B. Stensaker, E. Gaile-Sarkane, Liene Ivanova, I. Lapiņa, Iveta Ozoliņa-Ozola, Anita Straujuma","doi":"10.1080/13583883.2018.1459820","DOIUrl":"https://doi.org/10.1080/13583883.2018.1459820","url":null,"abstract":"This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.","PeriodicalId":51727,"journal":{"name":"Tertiary Education and Management","volume":"24 1","pages":"338-350"},"PeriodicalIF":1.2,"publicationDate":"2018-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13583883.2018.1459820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43128973","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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