Decision-Making Processes in Higher Education: A Systematic Literature Review

The continuous development, improvement and diversification of digital technologies cause the issue of rethinking their use in education, in particular, in the context of digitalisation of management processes at higher education institutions. It is important to understand the current state and trends of digital technologies, which become the basis for digitalisation of management processes in higher education. For this purpose, the article has analysed Ukrainian publications in the Google Scholar search engine to identify scientific works dealing with the digitalisation of management processes in higher education, using Scopus AI, the tool based on artificial intelligence, to obtain a conceptual map of digitalisation technologies of management processes in education, studied publications in the Scopus international scientometric database to determine the significance of digital technologies described in these publications. The article analyses digital technologies currently used for management tasks in higher education, namely: data analytics, cloud technologies, and artificial intelligence technologies. The main advantages of the digitalisation of management processes in higher education are highlighted: effective administration, improvement of the decision-making process, improvement of the provision of educational services, improvement of teaching. Challenges and difficulties accompanied by digitalisation of management processes in higher education are presented: insufficient financing of higher education; lack of understanding of the educational process by the participants (from students to managers) regarding processes taking place in the modern digital society, as well as emerging or changing technologies; the need for competent management and teaching staff, a high level of digitalisation of society at the national level, orientation of educational process participants in a large number of digital technologies. As a result of the study, the current trends in digitalisation of management processes in higher education are summarised (continuation of the process of introducing digital technologies into the educational process in general and management processes in higher education in particular; integration of these digital technologies into learning management systems; introduction of updated digital technologies into the teaching process; improvement of education through digital transformation of management processes.

The institute of headmen of academic groups is an auxiliary tool for improving the educational process in higher education. This tool is traditional for Russian Universities, but it practically is not used abroad. Based on empirical data, the article highlights its current state, formulates key problems and justifies measures to overcome them. The goal is the formation of a set of sound scientific and practical measures to improve the educational process in Russian higher education by developing the institute of headmen of academic groups. Methodology and methods . On the basis of the questionnaire developed by the author, a student survey was conducted to explore how the institute of headmen of academic groups is functioning in one of the Russian economic universities. The total number of students who were invited to participate in the survey was 238 people (12 academic groups); the actual number of respondents was 193 (81% of students). The questionnaire was anonymous, remote, electronic, free of charge. The results and scientific novelty . The author has formulated a number of key problems characterizing functioning of the institute of headmen of academic groups at the present stage: a) the lack of proper interaction between deans and headmen; b) the lack of real authority among the headmen; c) the lack of candidates for the role of headmen; d) the lack of systems in domestic universities for: d1) attracting students with high organizational skills and leadership to perform the functions of headmen; d2) the formation of a personnel reserve of headmen; d3) supporting headmen’s activities including the development of their personal and business qualities. To overcome them, a number of recommendations have been proposed: a) to formalize the status of the institute of headmen of academic groups as an auxiliary tool for improving the educational process in order to specify the conceptual task of its functioning; b) to intensify the interaction between the organizational and educational units of deans headmen of academic groups; c) to empower councils of headmen so that they can take part in consideration of certain issues related to the implementation of the educational process; d) to create a working system for the selection, preparation and support of the activities of headmen of academic groups; e) to increase the motivation of headmen. Practical relevance . The given recommendations can be used in Russia and abroad at the state and local levels in order to improve the quality of the educational process in higher education institutions.

Research use in educational decision-making has been encouraged and well documented at the K-12 education level in the United States but not in higher education, or more specifically for educational technology. We conducted a qualitative study to investigate the role of research in decisions about acquiring and using educational technology for teaching and learning in higher education. Results from 45 interviews of decision-makers in higher education show that they engage in different types of research activities throughout the decision-making process, but that in most cases the research is lacking in methodological rigor. Externally-produced, scientifically-rigorous research was mentioned in less than 20% of interviews. Decision-makers often conduct their own internal investigations on educational technology products and strategies producing locally-relevant, but usually less-than rigorous, evidence to inform decisions about continuing use of the technology or scaling up.

The purpose of this paper is to critically evaluate Archer’s reflexive modalities in relation to Further Education (FE) students’ higher education (HE) decision-making and choices. To do this, it draws on data from a qualitative, longitudinal narrative inquiry that explored how socioeconomically under-represented FE students made their HE decisions and choices. On a conceptual level, the research aimed to identify whether participants’ HE decisions and choices were individualised or mediated by structure. Margaret Archer’s reflexive modes were adapted to understand, first, how young people made their educational choices and decisions and, second, what role agency and structure played in this process. How participants’ different reflexive modes were interpreted and how this facilitated more intricate understandings of how agency is exerted in the face of structural constraints are discussed. Yet, this paper also critically reflects on and questions the explanatory power of Archer’s work in the context of this research.

The introduction of quarantine restrictions in the world has led to restrictions on many industries of both economic and social spheres of life. Education has not become an exception. The need to level the large number of students necessitated the search for alternative ways of organising educational and pedagogical processes. This is especially an issue for higher education institutions. Higher education institutions train specialists for many sectors of the economy and a significant break in the educational process due to quarantine restrictions could lead to a real collapse of the higher education system. This necessitates the search for ways to transform the pedagogical process in higher education institutions and the introduction of alternative mechanisms and methods of organising the educational process. The purpose of the study was to investigate the ways of transformation of the pedagogical process in higher education during the quarantine. A systematic algorithm for studying the transformation of the pedagogical process in conditions of quarantine and quarantine restrictions in higher education has been developed. The advantages and disadvantages of distance learning technologies of higher education have been identified. The main features of such remote technologies as Moodle, Google Classroom, and Zoom are analysed.

Modern Ukrainian society is in a complex process of transformation in various spheres at the present stage of its historical development, including, in the field of education. The humanitarian development of the country and the world sets new tasks for the national education system, the solution of which is inefficient within the framework of the existing methodology. Currently, the issue of analysing the efficiency of the higher education system and its adaptability in the field of training specialists of various profiles to constant and changing processes in various spheres of the society is of particular relevance. The inconsistency of the scientific-theoretical and scientific-practical level of the quality control model of higher education has determined the problem of the necessity to analyse the existing models in order to improve their individual aspects. The purpose of the academic paper is to study the existing models of quality control of the educational process in higher education and to clarify the practical features of the development of such models from the perspective of participants in the learning process in higher educational institutions. Methodology. In the course of the research, the analytical-bibliographic method was used to study the scientific literature on the issues of quality control of the educational process in higher educational institutions, as well as a questionnaire survey in order to clarify in practice the certain aspects of developing the models for the quality management of education in higher educational institutions. Results. Based on the results of the research, the features of implementing the individual models of quality control of the educational process in higher educational institutions were studied, and the main principles and characteristics that should be taken into account when developing such a model for each individual institution of higher education were clarified.

Social interaction plays an important role in the learning process in higher education. Interactions with peers, professors, and other members of the academic community contribute to students' cognitive and social development. Collaborative learning environments foster critical thinking, problem-solving skills, and the exchange of diverse perspectives, thereby enriching the overall learning experience. Additionally, social interactions using AI technology can provide emotional support, motivation, and a sense of belonging, which are important for academic success and mental well-being in the learning process. However, in the Indonesian context, socioeconomic disparities and social inequality can worsen social interactions when using AI in the learning process. Students from marginalised communities or disadvantaged backgrounds may face additional barriers to academic success, including limited access to educational resources, educational media and technology, discrimination, and social exclusion. These challenges can hinder their ability to fully engage in the learning process and reach their academic potential. This study aims to examine the opinions of students in higher education regarding the direct and indirect influence of financial education literacy and social status, as well as the impact of social interaction using AI on learning in higher education. The population of this research is Al Asyariah Mandar University students’ class of 2023, with a population of 219 students. We randomly selected 109 students as the sample. The instruments used were observations andquestionnaires, which were processed using IBM 26-version statistics. The data results show that, from a sociological perspective, the influence of economic status and social interaction on the learning process in higher education in Indonesia is a complex problem with many aspects. Economic status often determines access to educational resources, such as the availability of smartphones and quotas to access AI applications for learning, as well as the choice of quality universities, tutoring, and educational materials. Survey results show that although students with higher economic backgrounds have access to better educational opportunities, in class they are required to share with classmates who do not have laptops or smartphones. Lecturers determine group division based on existing resources, including tutoring, private, and enrichment educational programmes within the AI learning environment for students who are falling behind, which can have a positive impact on their academic performance. Students from lower socioeconomic backgrounds, on the other hand, may face financial constraints that limit their access to educational resources, educational media, and technology, potentially hindering their academic success, but they are highly motivated to learn and actively engaged throughout the learning process through AI technology in university. This research contributes to addressing the impact of economic status and social interactions using AI on the learning process in higher education with a comprehensive approach that recognises and addresses underlying social inequalities, including the implementation of policies in higher education and programmes aimed at reducing socio-economic disparities, and providing fair access. to educational resources, fostering inclusive learning environments, and developing supportive social networks within educational institutions that create a more equitable and conducive learning environment for all students, regardless of economic background or social status.

The article focuses on the current state and shortcomings of the use of information technology in the educational process in secondary education and higher education in the era of globalization. Improving the quality of education of technical students through the use of information technology is one of the most pressing issues today. It is noted that in the era of globalization, improving the quality of education of technical and pedagogical professionals is achieved through the use of information technology. High-quality and fast data processing using computer technology is an important part of professional activities. At present, it is possible to use computer technology in the teaching process in higher education, but it is said to what extent teachers use it. Moodle was noted to have achieved this through the use of e-learning tools.

This paper demonstrates the massification process in higher education using as reference China, which reached in a few years the largest university system in the world. To do this, we present in the theoretical reference the Government intervention and its economic responsibilities, the main challenges of global higher education and the effects of globalization on this level of education. As regards the methodology, this study is designed on the principles of explanatory research, with qualitative approach. Data were collected through documentary and bibliographic research, and subsequently analyzed and interpreted to record the findings that were correlated with other data collected. This research shows at its end how was the expansion of Chinese higher education, which was a elite system and became a mass system, becoming a reference for other nations that also seek to expand this educational level.

Summary The paper contains a brief description of the research we have undertaken on innovations and innovation processes in higher education [1] Berg, Barbro and Östergren, Bertil. 1977. Innovations and Innovation Processes in Higher Education, Stockholm: National Board of Universities and Colleges. [Google Scholar]. Within the framework of a larger project (a study of educational planning for Swedish Higher Education [2] R and D for Higher Education, 1977:12, Stockholm: National Board of Universities and Colleges. [Google Scholar]), we have made seven case studies of innovation processes and tried to relate them to an attempt towards a general theory of innovations. We have built on, and tried to exemplify, the field theory of the social psychologist, Kurt Lewin [3] Lewin, Kurt. 1951. Field Theory in Social Science New York [Google Scholar]. This means that we view change as being realised through a form of political process, determined by the strength of the different forces within a social system. We have tried to define the characteristics of higher education as a social system and the factors which determine the nature of the various forces towards a certain type of change.

Study on the students’ opinion about the educational process in higher education

This chapter critically reflects on the use of the event-based diary method in capturing accounts of higher education (HE) decision-making and choices among student choosers. These reflections focus on ‘reactivity’, how this can overshadow the role of emotion in decision-making and choice processes, the suitability of diaries for capturing complexity in these processes, and finally, ethical questions concerning how diarising decisions and choices may impact participants’ well-being and perceptions of the self. To guide these reflections, the chapter uses data from an Economic and Social Research Council (ESRC) funded study which explored the HE decision-making and choice journeys of Further Education (FE) students in England between 2014–2015. In doing so, a case is made for the potential value of the event-based diary method in future HE research, including studies focusing on: macro-micro relationships, aspirations and transitions, and explorations of student and/or staff experiences of HE cultures and environments.

The article highlights the need for improvement in the evaluation of dashboard implementations intended to support quality processes in higher education and proposes a systems thinking framework for this improvement. A review of the literature on quality enhancement processes in higher education and dashboards research highlights that quality enhancement in higher education might be more appropriately understood through the lens of complexity management. The Viable Systems Model is argued to be useful for this purpose and, in terms of the role of dashboards in supporting these processes, encourages focus on their role in supporting communication and information flow for effective decision‐making for adaptation. Some initial systems modelling is conducted to illustrate how the application of the model could guide evaluation, providing the foundation for case study evaluation and research.

Despite the increasing number of non-traditional students entering higher education (HE) in England, HE choices remain stratified by social class. Mature working class students are a target group of the widening participation policy, yet little attention has been given to their HE choices and decision-making. Through narrative inquiry, this study uses a creative method alongside focus groups and semi-structured interviews, and contributes a class perspective to the HE decision-making for 13 women on an Access to HE course. It links sociological theory to adult education, through a Bourdieusian framework. It evidences structural constraints and perceptions of belonging that impeded choices. A sense of place and feelings of fit (habitus) were significant for destination decisions. However, Access to HE course teachers were positively influential in helping students challenge embedded habitual ways of thinking and practice and in raising self-efficacy. The findings offer explanations as to why participation rates may be increasing but not widening enough. It illuminates how social class differences (intersected by age and gender) are crucial to understanding HE decision-making and places a much-needed focus on mature students to the widening participation and social mobility agenda.

This study aims to examine the effect of homework process on academic procrastination behavior in higher education. In this direction, the opinions of 300 pre-service teachers selected by convenience sampling method were consulted and the opinions of 287 students were included in the study. The research data were collected with the Homework Process in Higher Education Scale and Academic Procrastination Behavior Scale. The collected data were subjected to correlation analysis on the basis of both total score and sub-factors. In addition, simple linear regression analysis was applied to examine the effect of homework process on academic procrastination behavior in higher education. After the correlation analysis, a significant negative correlation was found between the homework process in higher education and academic procrastination behaviors. After the regression analysis, it was revealed that the homework process in higher education had an effect on academic procrastination behavior and explained 10% of the total variance.