Becoming infrastructured: international graduate researchers and precarious housing

The intellectual leadership of educators or teachers represents a topic of a great interest for educational research and practice. Variety of variables or factors have been examined to find the most complete explanations for teachers’, professors’ and educators’ roles, for example, institutional, financial, gender, organizational, spiritual, and intellectual. No literature was found on the relationship between the demographic variables and researchers’ roles in higher education regarding intellectual leadership. But a lot of studies are focused on the relationship between demographic and other factors in education: job satisfaction, organizational justice, religion, gender, culture, personal and professional roles, stress, mental health, and mobility. The research issue in this study is related to researchers’/scientists’ work in higher education schools and is focused on intellectual leadership, which consists of different roles. It is worth to think about researchers as intellectual leaders and to discover how they recognize or identify their roles in higher education. In this study, findings answer the following research question: “What are the relationships between researchers’ roles and their gender, work experience, dissertation defence date, and research field?” The object of the research study is the researchers’ roles in higher education. The aim of the study was to reveal the relationship between demographic factors and researchers’ roles in higher education. Data were collected by performing a questioning survey and using a validated questionnaire with 116 statements in total. The sample consisted of 304 researchers working in higher education institutions. For data analysis, Cronbach’s alpha, Mean and ANOVA calculations were used. The research findings reported that the female-researchers’ evaluations were higher in all cases regarding their roles in higher education schools. The results of the study highlighted that the male-researchers were devoted to the roles of academic citizens and mentors, while they did not refer the interest for academic freedom and the role of a knowledge producer. Findings revealed that the role of an academic citizen is perceived equally to other roles, despite the fact that researchers work in different research fields. In this research study, the highest estimates were given to the roles by the researchers representing medical sciences. Results showed that the lowest estimates for the diverse roles in higher education were provided by the researchers from engineering sciences. A correlation analysis between distinguished minor roles descriptions revealed that the participation of scientists in society debates and public policy correlates with all the remaining roles of scientists very weakly or weakly. The strongest correlation with all roles refers to academic duty, critic, personal development, and acting in one research field. In conclusion, intellectual leadership is the scope of challenging processes regarding developing, designing, creating, defining, ensuring, critiquing, teaching, instructing, researching, mentoring, enabling questioning, generating, envisioning, advocating, encouraging, re-imagining, managing, representing, counseling, achieving, evaluating, acting, and providing. The general components here refer to ideas, values, understandings, solutions, beliefs, visions, knowledge, approaches, purposes, and actions. By concluding the study, it is worth to accentuate that the demographic factors that are meaningful in studying the researchers’ roles within the intellectual leadership in higher education are the following - gender and research areas. The work experience in higher education and the year of Ph.D. defence are not the factors, which are meaningfully related to the role performance, academic duty and academic freedom of the researcher as an intellectual leader in higher education.

Purpose: The global problems of the world need urgent and sustainable solutions and actions. This conceptual paper seeks to answer the question: How can higher education develop authentic and responsible citizens who will be able to act and solve global problems? Study design/methodology/approach: Building on a range of selected literature from psychology, philosophy, education, and leadership, the paper first clarifies the concepts of authenticity and responsibility, then, it focuses on the role of higher education in supporting learners to develop their personal authenticity and strengthen their responsibility for others and for their environment. Findings: The findings show that it is possible to become both authentic and responsible person and higher education curriculum and pedagogy play a decisive role in it. Originality/value: The paper contributes to the discourses about the role of higher education in solving global problems. It also offers implications for higher educational researchers, learners and educators, university curriculum and pedagogy.

There has been an increase in research and practice exploring how students can gain agency to shape higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as consumers or producers, to students as creators, partners, or change agents. There is scope within the evolving literature to explore the differentiations between these metaphors and how underlying assumptions ultimately shape our practices and research. We thus unpack the above five metaphors frequently used to redefine students’ roles in higher education. We then engage in a dialogue across differences: highlighting how our own two distinct perspectives on the research area and practice – grounded in neoliberalism and social justice – align, overlap, differ, and provide constraints or affordances for student engagement. We offer a critical and reflective commentary questioning the drivers of students’ changing roles in higher education in the hope of inviting others into generative dialogue toward expanding the evolving field of student engagement.

In the previous chapter I have focused on the role of Higher Education in the promotion of citizenship, particularly through the lens of European citizenship. In this chapter I look once more at Higher Education, but now in more general terms, asking the question how Higher Education as a specific institution in society might contribute to democratisation and democratic citizenship. I am interested, in other words, in how we might understand the civic role and responsibility of Higher Education. Whereas in many countries around the world there is a strong emphasis on the potential contribution of Higher Education to the so-called knowledge economy, I introduce the idea of the ‘knowledge democracy’ in order to highlight the potential contribution of Higher Education to the democratisation of knowledge in society.KeywordsModern ScienceKnowledge SocietyModern CultureHigh Education SectorEveryday KnowledgeThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Higher education institutions are undergoing continuous changes that affect both their internal self definition – through their mission, vision, and strategy – and their societal perceptions. In addition to educational and research tasks, higher education is increasingly assuming that social and economic roles are connected to community engagement. These new roles have given rise to the model of regionally committed universities. Such institutions typically have lower research activity and less participation in international networks but place significant emphasis on meeting local economic and social needs. The aim of our study is to examine the economic and social embeddedness of a minority higher education institution in Romania that defines itself as a regional institution: Partium Christian University. This institution operates within an environment that „produces” its student base, „absorbs” its graduates, and simultaneously formulates expectations and suggestions for the university. The role and function of higher education are complex. Among its three pillars – education, research, and economic and social engagement – our study focuses on the latter. Economic and social embeddedness is influenced by numerous factors. These include quality assurance requirements that shape operations, internal and external institutional resources, and explicit and latent societal and economic expectations. Our research methodology, which serves as the foundation for our analysis, has two main pillars: secondary and primary data collection. Secondary data collection involves analyzing available internal and external data, while primary research employs a qualitative approach through in-depth individual interviews and focus group discussions with the university’s graduates and the region’s expert community, including employers and stakeholders. The results of this research provide an answer to our central question: To what extent is the examined higher education institution economically and socially embedded in the region? Keywords: regional university, economic and social engagement, economic and social embeddedness, roles of higher education, third mission

The purpose of the article is to conduct a comprehensive bibliometric review of the existing scientific literature on the role of higher education in fostering socio-economic mobility. The study seeks to outline the key themes, trends, and findings in the field. The research is to achieve the following objectives: to present the key trends regarding the relationship between higher education and socio-economic mobility; to describe the factors that influence the effectiveness of higher education in promoting upward mobility; to analyze the impact of higher education on social stratification; and to investigate the effects of human capital on socio-economic mobility of individuals with higher education. to achieve the objectives, 467 articles indexed in the Scopus and Web of Science during the recent five years were extracted. The investigation was conducted according to the PRISMA 2020 statement. In the bibliometric review the following methods were applied: citation analysis, keywords analysis, trend analysis and mapping analysis. The results showed that the role of higher education in fostering socio-economic mobility has become a widely studied topic in contemporary research. Also, it was revealed that most articles examining the relationship between higher education and socio-economic mobility are authored by European scholars. During the investigation, the key trends regarding the relationship between higher education and socio-economic mobility were identified. Besides, the factors influencing the effectiveness of higher education in promoting mobility were described. They refer to digital divide, urban-rural divide, family background, gender disparities, social perceptions of education, economic inequalities, labor market demands, affordability of education, secondary education preparedness, and quality of higher education institutions. Special attention was paid to the analysis of human capital and its impact upon socio-economic mobility. The findings can be used by policymakers and educational practitioners for the development of targeted policies to increase accessibility and inclusivity in higher education.

Context:Selection of one's occupation can be influenced and determined by several variables and is often studied through the lens of the socialization framework. Career choice has been examined in athletic training, with scholars focusing on identifying initial attractors to the education programs as well as the traditional employment settings. However, little is understood about why an athletic trainer (AT) pursues a role in higher education, specifically women ATs.Objective:Gain an understanding of the factors that influence and motivate women ATs to pursue a career as a faculty member.Design:Qualitative study.Setting:Commission on Accreditation of Athletic Training Education professional programs.Patients or Other Participants:Sixteen women faculty members, average age 35 (±6.2, range 28–49; 2 did not report ages) with 11 average years of experience teaching in athletic training programs (1 did not report) and an average of 14 years of experience as certified ATs (±5.9, range 7–25).Main Outcome Measure(s):Participants completed one-on-one phone interviews, which were digitally recorded and transcribed. Analysis of the data followed the interpretative phenomenological approach. Credibility was established through pilot testing, peer review, and researcher triangulation.Results:Women ATs who have selected a role in higher education were attracted to their positions for three main reasons: (1) connection to the role of being a faculty member, employment goals aligned with the tenets of higher education, teaching, and research; (2) flexibility of schedule the women were able to maintain, accommodating schedule shaped to fit their needs; (3) selecting current jobs due primarily to logistics and location, allowing them to live in a desired location also acceptable to their spouse.Conclusions:Pursuing a faculty role in higher education for women ATs appears to be stimulated by personal and organizational factors, including an attraction to the roles of the faculty member and job responsibilities that can afford flexibility.

IntroductionHousing instability contributes to harm among people who inject drugs (PWID). We examined determinants of varying levels of housing instability and explored gender differences in housing instability and associated determinants among PWID.MethodWe used baseline data from HEPCO, a community‐based cohort of PWID in Montreal, Canada (2011–2022). Housing (past 3 months) was categorised as stable, precarious (i.e., temporary accommodation) or unsheltered. Multinomial logistic regression was used to assess relationships between sociodemographic factors, recent drug use, and housing instability. A multivariable model was constructed using the full sample. Gender differences were explored via stratified and unadjusted analyses given the relatively small number of women.ResultsA total of 911 PWID (748 men and 163 women) were included. In the multivariable model, not living in a marriage‐like relationship, recent incarceration, and not reporting recent heroin use were associated with both precarious housing and being unsheltered, relative to stable housing. Employment, consumption of cocaine, amphetamines, and other opioids were only associated with being unsheltered. In stratified analyses, precarious and unsheltered housing was reported by 14.1% and 23.3% of women and 20.9% and 30.9% of men. Sociodemographic factors and drug use patterns also differed by gender. Although most associations with housing instability were in similar directions for men and women, several estimates differed in magnitude, denoting some signals of gender differences.Discussion and ConclusionAlmost half the sample was unsheltered or precariously housed. Studies with larger samples of women should formally examine the relevance of developing gender‐specific responses to housing instability.

Higher accounting education offers secure opportunities for professional training in auditing. The auditor is the person who provides a qualified opinion on the presentation of information in financial statements, therefore the knowledge gained in accounting is essential to obtain a professional qualification in this field. The results of this paper deal with the requirements of audit training in accordance with the current legislative and regulatory framework. The study facilitates the perception of current requirements for entry into the profession based on the investigation of the role of higher accounting education in auditing education.

This paper discusses the role of higher education (HE) in postgraduate secondary initial teacher training in England. Views about the role of higher education were sought from student teachers, school-based mentors and HE tutors through a postal questionnaire and telephone interviews. The main reasons advanced for the continued involvement of HE fell into three categories. One suggested that it is easier for schools if HE takes responsibility for administrative arrangements. The second related to the breadth of perspective which enabled HE to take an overview ensuring greater consistency of quality and standards. The third identified a distinctive expertise within HE, particularly related to research and familiarity with the latest thinking. We suggest that, while the first two do not constitute particularly strong grounds for the retention of a role for HE, the third does, especially in the context of the current drive towards teaching as a research-based profession.

The article is devoted to the study of challenges and prospects related to the formation of the future of Ukraine, and the role of higher education in these processes. Higher education is a key tool for the development of the country, as it forms a young generation that is able to solve complex problems, think innovatively and be competitive at the international level. The article groups and analyzes the challenges that Ukraine faces in its development, namely: global challenges (implementation of the concept and Sustainable Development Goals; climate change; the COVID-19 pandemic and its consequences, as well as the possibility of the threat of other epidemics and pandemics; digitalization of society and the use of artificial intelligence; the formation of social responsibility of higher education institutions); international regional challenges (obtaining membership in the European Union and joining NATO; the entry of Ukrainian specialists into the European labor market and changes in its structure); internal challenges (problems and crisis phenomena in the economic sphere; scientific and technological progress and innovative development of the country; the formation of a system of relations between the state, civil society organizations, communities, enterprises, institutions, organizations, including HEIs, in particular within the framework of state-law partnership; war and the martial law associated with it). In the context of the analyzed challenges, it is determined that the role of higher education in shaping the future of Ukraine is based on its main task - the training of qualified specialists with appropriate competencies that provide competitive advantages in the labor market. The article states that to overcome the identified and analyzed challenges, higher education acts not only as a system of training relevant specialists, but also as a system of higher education institutions that carry out, in addition to educational, scientific, innovative, scientific and methodological and other types of activities that contribute to the political, socio-economic and cultural development of Ukraine.

Introduction - crossing the border, or creating a shared territory?, P.W.G.Wright. Part 1 How the relationship between higher education and industry has taken shape: educating for industry - the historical role of higher education in England, R.Lowe thinking about science and practice in British education - the Victorian roots of a modern dichotomy, R.F.Bud and G.K.Roberts. Part 2 Public and private funding: industry contributions to higher education funding and their effects, G.Williams and C.Loder the US model for higher education - structure and finance, K.Tribe. Part 3 Graduates of higher education - what do employers expect in the 90s?, P.Meyer-Dohm personal transferable skills for employment - the role of higher education, A.Bailey. Part 4 Changes in culture and organization: the shifting culture of higher education, J.Fielden a responsive higher education system, A.Jones Apocalypse now? where will higher education go in the 21st century, P.Slee.

Simulation-based learning (SBL) has been the focus of higher-education literature, especially in teacher education and training. Led by a professional facilitator, the SBL process requires learners to step out of their comfort zone. This multiple case-study examines the roles of SBL facilitators to better understand the conditions for creating an optimal learning setting. Triangulation was accomplished using three data-collection methods: 218 facilitators’ written reflections were collected; a focus group was held with eight SBL facilitators; and interviews were held with 21 SBL participants. Data analysis revealed six themes describing the facilitator’s multiple roles: removing barriers to promote participants’ openness to learn; reducing stress; counterbalancing harsh criticism; gauging the intensity of the scenario; pacing the learning process; linking the learned lesson to practice. Conceptualizing the SBL facilitator’s role as the combination of these opposing poles suggests that the facilitator’s goal is to create a ‘stretch zone’ that promotes effective learning.

The introduction of ChatGPT in November 2022 marked a pivotal moment in AI's role in higher education, sparking a mix of excitement and skepticism among educators and researchers. This advanced AI's ability to simulate human-like conversations and provide informative responses has led to its exploration for enhancing learning experiences across various disciplines, including public administration. However, this exploration is tempered by concerns over issues like AI bias, data privacy, and the implications of increased reliance on AI technologies in educational settings. Emphasis on the differences between these fields in terms of AI application and impact will be explored and analyzed. The paper details the "Students' Perception of ChatGPT" survey conducted by the Faculty of Public Administration at the University of Ljubljana and an international consortium, which garnered over 23,000 responses globally. The survey investigated ChatGPT's influence on students' learning experiences, academic performance, skill development (such as critical thinking and writing), emotional responses, and ethical perspectives on AI in education. Utilizing a detailed questionnaire format, the survey combined both quantitative and qualitative methods to capture diverse student interactions and perceptions of ChatGPT. The findings are anticipated to shed light on ChatGPT's transformative role in education, examining its potential in areas like tutoring, collaborative learning, and language skill development. Additionally, the survey aims to explore students' motivations and engagement in learning processes influenced by ChatGPT, while also addressing the challenges and concerns related to its use, such as accuracy and potential misuse. Finally, the paper seeks to contribute to the ongoing dialogue about AI's role in education by providing a comprehensive view of global student perspectives on ChatGPT. The insights gained are expected to be instrumental for educators, policymakers, and AI developers in understanding and navigating the complex landscape of AI in higher education, thereby shaping future educational strategies and applications. The added focus on the differences among various academic fields will further enrich this understanding, offering a nuanced view of how ChatGPT's impact varies across disciplines.

This article investigates the role of higher education in the economic development of the country. The research aims to investigate the theoretical and methodological basis of the role of higher education and human capital in economic growth, evaluate the current state of higher education within pandemic COVID-19, and develop scientifically and applied recommendations to strengthen capacity and improve the competitiveness of human capital in the developing countries. An analysis of the existing researches and debates is made. We defined the state of higher education in Kazakhstan and considered the changes in education within the context of COVID-19. We made multiple correlations and regression analysis based on the education coverage index and GDP(mln KZT), where defined the moderate correlation between two variables. Statistical data is studied in a period from 2000 to 2019. This paper contributes to the literature by fulfilling a theory of human capital development in the knowledge economy, revealing the relational mechanism between higher education, sustainable development, and the economic boundary of this relationship. It also contributes to the further understanding of the role of higher education in economic development. This study result implies to strengthen capacity and improve the competitiveness of human capital, draft human capital development policy. Keywords: SDG; COVID-19, human capital, higher education