Pub Date : 2023-11-13DOI: 10.1080/07294360.2023.2279884
{"title":"List of reviewers","authors":"","doi":"10.1080/07294360.2023.2279884","DOIUrl":"https://doi.org/10.1080/07294360.2023.2279884","url":null,"abstract":"","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351828","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 : 2023-10-30DOI: 10.1080/07294360.2023.2269872
Susan Mate, J. Ryan, K. Toh
{"title":"Re-storying career practitioners’ professional identities as career and employability specialists through an online WIL capstone","authors":"Susan Mate, J. Ryan, K. Toh","doi":"10.1080/07294360.2023.2269872","DOIUrl":"https://doi.org/10.1080/07294360.2023.2269872","url":null,"abstract":"","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104661","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 : 2023-10-26DOI: 10.1080/07294360.2023.2269886
Jihyun Lee, Rachel Brooks, Jessie Abrahams
Despite existing empirical work that explores the multiple ways in which students develop a sense of belonging in higher education, there is a dearth of comparative research about the extent to which the concepts of community and belonging are central to what it means to be a student and how students in different national contexts (beyond Anglophone countries) construct community and belonging. Drawing on qualitative data from students from six European countries, we provide an account of conceptualisations of community and belonging. Specifically, this paper extends discussions around community and belonging in higher education through comparative inquiry. Notwithstanding the individualised and consumerist framing of students accompanied by market reforms in higher education across Europe, it shows that the notion of community and/or belonging features prominently in students’ narratives. We also demonstrate how a sense of community and belonging is experienced on different levels. Crucially, the emphasis placed on community in students’ sense of belonging varies by the country, pointing towards the continued influence of distinctive national traditions, structures and norms of higher education. Our analysis contributes to wider debates about the development of a European Higher Education Area and its impact on European homogenisation.
{"title":"Students, community and belonging: an investigation of student experience across six European countries","authors":"Jihyun Lee, Rachel Brooks, Jessie Abrahams","doi":"10.1080/07294360.2023.2269886","DOIUrl":"https://doi.org/10.1080/07294360.2023.2269886","url":null,"abstract":"Despite existing empirical work that explores the multiple ways in which students develop a sense of belonging in higher education, there is a dearth of comparative research about the extent to which the concepts of community and belonging are central to what it means to be a student and how students in different national contexts (beyond Anglophone countries) construct community and belonging. Drawing on qualitative data from students from six European countries, we provide an account of conceptualisations of community and belonging. Specifically, this paper extends discussions around community and belonging in higher education through comparative inquiry. Notwithstanding the individualised and consumerist framing of students accompanied by market reforms in higher education across Europe, it shows that the notion of community and/or belonging features prominently in students’ narratives. We also demonstrate how a sense of community and belonging is experienced on different levels. Crucially, the emphasis placed on community in students’ sense of belonging varies by the country, pointing towards the continued influence of distinctive national traditions, structures and norms of higher education. Our analysis contributes to wider debates about the development of a European Higher Education Area and its impact on European homogenisation.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135018367","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 : 2023-10-26DOI: 10.1080/07294360.2023.2269871
Olav Muurlink, Li’An Chen, Rhonda Boorman, David Pearson, Georgi Cohen
{"title":"Stakeholder perceptions of what industry wants from doctoral students: a systematic literature review","authors":"Olav Muurlink, Li’An Chen, Rhonda Boorman, David Pearson, Georgi Cohen","doi":"10.1080/07294360.2023.2269871","DOIUrl":"https://doi.org/10.1080/07294360.2023.2269871","url":null,"abstract":"","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907088","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 : 2023-10-25DOI: 10.1080/07294360.2023.2269864
Rachel Busbridge, Ashlee Cunningham, Mark Chou
Despite being a degree that leads to diverse employment in a wide range of industries, the Bachelor of Arts (BA) has long had a bad reputation when it comes to employment outcomes for graduates. The challenge of overcoming this disjuncture has significant implications for current and prospective BA students, especially with respect to attrition and student satisfaction. In this article, we examine whether interventions that highlight the professional outcomes of the BA have the potential to enhance students’ perceived job prospects and sense of belonging in their study. Specifically, we sought to explore whether careers-focused events that introduce Arts students to professionals with a BA qualification can enhance their perceptions of employability and whether these enhanced perceptions of employability help improve their sense of belonging. The findings confirmed that students enrolled in generalist degrees like the BA do have lower perceived future career prospects, but that careers-focused interventions can enhance perceived career prospects as well as produce a higher sense of student belonging.
{"title":"Enhancing perceptions of employability amongst first-year arts students and implications for student belonging","authors":"Rachel Busbridge, Ashlee Cunningham, Mark Chou","doi":"10.1080/07294360.2023.2269864","DOIUrl":"https://doi.org/10.1080/07294360.2023.2269864","url":null,"abstract":"Despite being a degree that leads to diverse employment in a wide range of industries, the Bachelor of Arts (BA) has long had a bad reputation when it comes to employment outcomes for graduates. The challenge of overcoming this disjuncture has significant implications for current and prospective BA students, especially with respect to attrition and student satisfaction. In this article, we examine whether interventions that highlight the professional outcomes of the BA have the potential to enhance students’ perceived job prospects and sense of belonging in their study. Specifically, we sought to explore whether careers-focused events that introduce Arts students to professionals with a BA qualification can enhance their perceptions of employability and whether these enhanced perceptions of employability help improve their sense of belonging. The findings confirmed that students enrolled in generalist degrees like the BA do have lower perceived future career prospects, but that careers-focused interventions can enhance perceived career prospects as well as produce a higher sense of student belonging.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973641","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 : 2023-10-25DOI: 10.1080/07294360.2023.2269889
Shelley L. Craig, Ashley S. Brooks, Andrew D. Eaton, Kaitrin Doll, Ignacio Lozano-Verduzco, Nelson Pang, Lauren B. McInroy, Daragh T. McDermott
{"title":"Promoting community and competence: the development and evaluation of an international research training network of sexual and gender diverse (SGD) emerging scholars","authors":"Shelley L. Craig, Ashley S. Brooks, Andrew D. Eaton, Kaitrin Doll, Ignacio Lozano-Verduzco, Nelson Pang, Lauren B. McInroy, Daragh T. McDermott","doi":"10.1080/07294360.2023.2269889","DOIUrl":"https://doi.org/10.1080/07294360.2023.2269889","url":null,"abstract":"","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135215994","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 : 2023-10-06DOI: 10.1080/07294360.2023.2258824
Shannon Mason, Katrina McChesney
A range of structural, interpersonal and individual factors contribute to the extent to which people can access higher education and experience inclusion and equity once there. This paper considers the experiences of parents in higher education settings, and examines the extent to which universities in two countries support parents’ inclusion through the facilities and services evident on their campus maps. The inclusion of such parent-related facilities and services on campus maps reflects not only a commitment to providing support infrastructure, but importantly to making them visible, promoting a culture of normalisation of parents and parenting in higher education. We used manifest content analysis to examine the campus maps of Australia’s n = 37 and New Zealand’s n = 8 public universities, with a total of 281 distinct physical sites identified. Childcare services, parents’ rooms, baby change tables, nursing areas and parking-related services were identified, although the prevalence within and across sites varied greatly. A lack of clarity in labelling and inconsistency across different modes of maps pose barriers to access and visibility in some cases, and overall, reporting of parenting-related infrastructure was limited. Our analysis indicates that parents attending university campuses may face ongoing challenges as they navigate their dual academic and parenting responsibilities.
{"title":"Exclusion through (in)visibility: what parenting-related facilities are evident on Australian and New Zealand university campus maps?","authors":"Shannon Mason, Katrina McChesney","doi":"10.1080/07294360.2023.2258824","DOIUrl":"https://doi.org/10.1080/07294360.2023.2258824","url":null,"abstract":"A range of structural, interpersonal and individual factors contribute to the extent to which people can access higher education and experience inclusion and equity once there. This paper considers the experiences of parents in higher education settings, and examines the extent to which universities in two countries support parents’ inclusion through the facilities and services evident on their campus maps. The inclusion of such parent-related facilities and services on campus maps reflects not only a commitment to providing support infrastructure, but importantly to making them visible, promoting a culture of normalisation of parents and parenting in higher education. We used manifest content analysis to examine the campus maps of Australia’s n = 37 and New Zealand’s n = 8 public universities, with a total of 281 distinct physical sites identified. Childcare services, parents’ rooms, baby change tables, nursing areas and parking-related services were identified, although the prevalence within and across sites varied greatly. A lack of clarity in labelling and inconsistency across different modes of maps pose barriers to access and visibility in some cases, and overall, reporting of parenting-related infrastructure was limited. Our analysis indicates that parents attending university campuses may face ongoing challenges as they navigate their dual academic and parenting responsibilities.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346136","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}
Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as ‘success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, this paper discusses findings relating to one success factor that supports Indigenous student completions: Indigenous centres/units as key places to build a sense of connection and belonging for Indigenous students. The paper discusses the importance of Indigenous centres/units in providing a space where Indigenous students can connect with each other, with staff, and with their own cultural identities. The paper then discusses the development of strategies that can be adopted by all universities across Australia to strengthen and improve the completion rates of Indigenous students.
{"title":"The importance of Indigenous centres/units for Aboriginal and Torres Strait Islander students: ensuring connection and belonging to support university completion","authors":"Bronwyn Fredericks, Katelyn Barney, Tracey Bunda, Kirsten Hausia, Anne Martin, Jacinta Elston, Brenna Bernardino","doi":"10.1080/07294360.2023.2258825","DOIUrl":"https://doi.org/10.1080/07294360.2023.2258825","url":null,"abstract":"Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as ‘success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, this paper discusses findings relating to one success factor that supports Indigenous student completions: Indigenous centres/units as key places to build a sense of connection and belonging for Indigenous students. The paper discusses the importance of Indigenous centres/units in providing a space where Indigenous students can connect with each other, with staff, and with their own cultural identities. The paper then discusses the development of strategies that can be adopted by all universities across Australia to strengthen and improve the completion rates of Indigenous students.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386724","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 : 2023-09-28DOI: 10.1080/07294360.2023.2258820
Jasper Roe, Mike Perkins, Gi Kunchana Chonu, Abhishek Bhati
ABSTRACTIn this article we report on a study of higher education students’ (N = 256) perceptions on the willingness, pressure, and frequency of their peers to cheat in online assessments at an Australian university in Singapore during the COVID-19 induced Online Teaching and Assessment period (COTA). MANOVA was used to identify the differences in perception between COTA and In-Person Teaching and Assessment (IPTA), as well as differences between academic disciplines and stages of study. The findings demonstrate that students perceived an increase across all areas of online cheating during COTA, and that these perceptions varied significantly by discipline but not by stage of study. Inductive qualitative thematic analysis was then used to explore the reasons behind the perceived increases, identifying themes related to anonymity, material access, pressure to achieve, lack of consequences, and peer group access. The implications of this research offer deeper insight into assessment security, design, and student concerns during emergency online teaching periods which can inform institutional policies in the future.KEYWORDS: COVID-19academic cheatingonline assessmentacademic integrityexamination cheating AcknowledgementsWe would like to acknowledge Lisa L. Walsh’s assistance in sharing survey information to assist with our questionnaire development.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalEthical approval for this study was granted by the James Cook University Human Research Ethics Committee (reference number: H8779).
在本文中，我们报告了一项研究，研究了在2019冠状病毒病引发的在线教学和评估(COTA)期间，新加坡一所澳大利亚大学的高等教育学生(N = 256)对同龄人在在线评估中作弊的意愿、压力和频率的看法。多元方差分析用于识别COTA和面对面教学与评估(IPTA)之间的感知差异，以及学科和学习阶段之间的差异。研究结果表明，在COTA期间，学生们认为所有领域的在线作弊都有所增加，这些看法因学科而异，但没有因学习阶段而异。然后使用归纳定性主题分析来探索感知增长背后的原因，确定与匿名、材料获取、实现压力、缺乏后果和同伴群体获取相关的主题。本研究的意义为紧急在线教学期间的评估安全性、设计和学生关注点提供了更深入的见解，可以为未来的机构政策提供信息。关键词:covid -19学术作弊在线评估学术诚信考试作弊我们要感谢Lisa L. Walsh在分享调查信息方面的帮助，以协助我们制作问卷。披露声明作者未报告潜在的利益冲突。伦理批准本研究获得詹姆斯库克大学人类研究伦理委员会(参考编号:H8779)的伦理批准。
{"title":"Student perceptions of peer cheating behaviour during COVID-19 induced online teaching and assessment","authors":"Jasper Roe, Mike Perkins, Gi Kunchana Chonu, Abhishek Bhati","doi":"10.1080/07294360.2023.2258820","DOIUrl":"https://doi.org/10.1080/07294360.2023.2258820","url":null,"abstract":"ABSTRACTIn this article we report on a study of higher education students’ (N = 256) perceptions on the willingness, pressure, and frequency of their peers to cheat in online assessments at an Australian university in Singapore during the COVID-19 induced Online Teaching and Assessment period (COTA). MANOVA was used to identify the differences in perception between COTA and In-Person Teaching and Assessment (IPTA), as well as differences between academic disciplines and stages of study. The findings demonstrate that students perceived an increase across all areas of online cheating during COTA, and that these perceptions varied significantly by discipline but not by stage of study. Inductive qualitative thematic analysis was then used to explore the reasons behind the perceived increases, identifying themes related to anonymity, material access, pressure to achieve, lack of consequences, and peer group access. The implications of this research offer deeper insight into assessment security, design, and student concerns during emergency online teaching periods which can inform institutional policies in the future.KEYWORDS: COVID-19academic cheatingonline assessmentacademic integrityexamination cheating AcknowledgementsWe would like to acknowledge Lisa L. Walsh’s assistance in sharing survey information to assist with our questionnaire development.Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalEthical approval for this study was granted by the James Cook University Human Research Ethics Committee (reference number: H8779).","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135387205","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 : 2023-09-26DOI: 10.1080/07294360.2023.2258818
Anish Purkayastha, Elaine Huber
There are multiple challenges associated with participating in a first-year undergraduate management unit at the university level. Students’ performance in such units is a critical milestone in their learning journey and can create positive/negative inertia for their future performance and continuation in a program. Through exploratory abductive analysis of 990 undergraduate students’ performance in a first-year, first-semester management unit at an Australian university, we find that tutor’s qualification, tutor’s gender, student’s age, entry score, number of simultaneous degrees undertaken, and number of tutorials attended are critical factors for success. Our data indicates tutor’s experience, student’s gender, and engagement with the learning management system and discussion forum do not have a statistically significant influence. As the massification of higher education has led to a growing body of international students in Australian universities, we also compare and contrast the effect of these factors between international and domestic cohorts. Our results indicate that critical factors influence domestic and international undergraduate students differently (positive vs. negative vs. non-linear). We propose a theoretical model by connecting empirical constructs, current theories, and emerging theoretical constructs. The practical implications relevant to business school leadership teams and faculty members in Australian and other similar universities are also discussed.
{"title":"What factors contribute to higher grades in a first-year undergraduate management unit: an exploratory study at an Australian university","authors":"Anish Purkayastha, Elaine Huber","doi":"10.1080/07294360.2023.2258818","DOIUrl":"https://doi.org/10.1080/07294360.2023.2258818","url":null,"abstract":"There are multiple challenges associated with participating in a first-year undergraduate management unit at the university level. Students’ performance in such units is a critical milestone in their learning journey and can create positive/negative inertia for their future performance and continuation in a program. Through exploratory abductive analysis of 990 undergraduate students’ performance in a first-year, first-semester management unit at an Australian university, we find that tutor’s qualification, tutor’s gender, student’s age, entry score, number of simultaneous degrees undertaken, and number of tutorials attended are critical factors for success. Our data indicates tutor’s experience, student’s gender, and engagement with the learning management system and discussion forum do not have a statistically significant influence. As the massification of higher education has led to a growing body of international students in Australian universities, we also compare and contrast the effect of these factors between international and domestic cohorts. Our results indicate that critical factors influence domestic and international undergraduate students differently (positive vs. negative vs. non-linear). We propose a theoretical model by connecting empirical constructs, current theories, and emerging theoretical constructs. The practical implications relevant to business school leadership teams and faculty members in Australian and other similar universities are also discussed.","PeriodicalId":73238,"journal":{"name":"Higher education research and development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958354","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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