Framing the Effects of High-Impact Practices from a High-Impact Learning Perspective. A Review of Studies

Abstract

Due to developments in information and communication technology, increasing knowledge production in the economy, globalisation and changes in professional structures and expectations, the call for reshaping education to increase its impact in terms of value for societal demands has become acute. In addition, many scholars have formulated criticisms on the low impact of education and higher education specifically. For this reason, it is of great importance for higher education institutions and colleges to offer their students an educational programme providing them with the basic skills and competences they can adapt to the globalising, fast and constantly changing world and meet the needs of the business life. The aim of this study is to determine the roles of seven High-impact Learning that Lasts (HILL) building blocks (urgency, learning agency, collaboration and coaching, action and knowledge sharing, flexibility, hybrid learning, and assessment as learning) in the effects of high-impact practices (HIPs). After analysing the 56 selected studies by narrative analysis, it was determined that almost all of the effects of HIPs (collaboration, personal growth and social development, communication, enhanced learning, appreciation of diversity, student-faculty/peer/community interaction, critical thinking, motivation, academic success, retention and/or engagement, job-readiness skills, knowledge transfer, positive learning environment, meaningful education opportunities, sense of belonging and institutional acceptance, problem solving, being a leader of one’s own learning, social responsibility, career related opportunities, leadership skills, being aware of one’s own skills/abilities/beliefs) were supported and strengthened by the seven HILL building blocks. To conclude, the application of the HILL building blocks will make the HIPs more applicable and effective.