Academic Policy Research Articles

Investigating academics’ attitudes towards ChatGPT: A qualitative study

ChatGPT, at the forefront of artificial intelligence advancement, has caused excitement and scepticism within academic spheres due to its potential to affect academic processes. Understanding attitudes towards ChatGPT could help manage expectations and concerns for ChatGPT in academia, predict behaviour and inform policy. This study aimed to develop an understanding of university academics’ attitudes towards ChatGPT. A total of 11 university academics participated in semi-structured interviews. Data analysis found three main themes: (a) ethics, (b) changes to academic processes and (c) accessibility and inclusivity. Results showed academics had positive attitudes towards ChatGPT overall; however, they held negative attitudes towards the unethical use of the technology. Key findings included discrepancies in perceptions of academics’ personal ethical use of ChatGPT compared to unethical use by others. Furthermore, academics viewed ChatGPT as a useful tool for saving time and enhancing research processes and student learning. Finally, ChatGPT could increase equity among diverse groups, though it should be used with caution. Future studies could conduct a longitudinal study and recruit a larger and wider sample exploring specific and/or multidisciplinary domains for research diversity and the generalisability of findings. Implications for practice or policy: Academic policy and codes of conduct concerning the use of ChatGPT in research and education can be refined to address key ethical concerns, such as plagiarism. Academic educators and researchers can save time and improve processes using ChatGPT to attain better work-life balance and thus potentially improve the quality of their work.

Development of the Academic Policy of Universities in Kazakhstan through the Strategy of Authentic Assessment of Students' Educational Achievements

This chapter explores the strategy of authentic assessment of students' educational achievements and its role in the implementation of the academic policy of universities. The research upon which it is based includes a text analysis of the rhetoric of the academic policy of 4 universities in Kazakhstan and several regulatory documents on assessment. We studied the strategy of authentic assessment at the University of Westminster in the UK. The results of the study point to the need to expand and modernize the conceptual apparatus, improve, and revise the principles and strategies of assessment at the universities of Kazakhstan. It also determines the constraints on the transition to authentic assessment.

Using authentic student personas to inform academic policy review with the lived experience of students: a case study from Nottingham Trent University

ABSTRACT This case study from Nottingham Trent University describes how an intra-departmental collaborative team used the lived experience of students to inform academic policy review. Drawing on data from Student 2025, a longitudinal study exploring the complexity of student experiences and identities, the team created authentic student personas called Student Voice Profiles and supported colleagues to use them in a pilot workshop to consider academic policy and policy changes. Findings were mixed: the pilot project highlighted areas for further development, including improvements to resources; it also generated considerable interest in the potential application of student personas to a range of teaching and learning enhancements, and demonstrated the value of cross-team collaborative working.

Grounded Theory on Creating and Maintaining Adult Education Programs in Selected Higher Education Institutions in the Philippines

<p style="text-align:justify">This study is an attempt to develop a grounded theory on how adult education in higher education (AEHE hereafter) programs in the Philippines are created and maintained. The grounded theory illustrates the interrelation of factors that stimulate or serve as the drivers of AEHE in higher education institutions in the Philippines as well as the management and maintenance of AEHE at the operational and strategic levels, hence illustrating the bigger picture of adult education in higher education in the Philippines. Funded by the Commission on Higher Education (CHEd) of the Philippines, this study was part of a larger research project that investigated adult education in Philippine higher education institutions, that is, State Universities and Colleges (SUCs) and Private Higher Education Institutions (PHEIs). The data were derived from focus group discussions (FGD) with 43 participants from eight SUCs and nine private HEIs that have adult education programs that are regularly offered every academic year. The grounded theory drawn from the study pointed to the contextual – personal and institutional – factors, strategic and operational levels of management as well as the critical role of academic policy for the implementation and maintenance of AEHE programs, collaboration, and a compelling vision to ensure that adult education in higher education in the Philippines is prioritized in the country with involvement of relevant government agencies that will draw definite agendas and priorities to attain the goals of AEHE through a structure and management to carry out its functions and realize its compelling objective of creating a cadre of AEHE educators and specialists and adults suited for the demands of a knowledge-driven economy.</p>

Trends and Predictors of Students’ Academic Performances by Levels of Study in University of Health and Allied Sciences in Ghana: A Longitudinal Surveillance Study Among a Cohort of 2020 Graduating Class of Undergraduates at the School of Allied Health Sciences in Ho North Campus

Background: Ascertainment of trends and predictors of academic performances among Allied Health students is critical to United Nation’s Sustainable Development Goals 3, 4 and 8. This article assesses the dynamics and academic risk factors associated with students’ performances at the University of Health and Allied Sciences (UHAS), Ghana. Method: This is a longitudinal cohort study, designed to evaluate retrospectively, the academic records of 180 students of the 2020 graduating class of undergraduates in the School of Allied Health Sciences. The published grades of each student from levels 100 to 400 were collated using a data extraction log that was quality controlled, double-entered and statistically analysed using Microsoft Visual Basic and STATA platforms respectively. The trends and predictors of academic performances by levels were determined using the Cochrane-Armitage test for trends and the Cochran-Martin-Haenszel test for association respectively. Results: The mean rates of scoring grades ‘A’, ‘B+’, ‘B’, ‘C’, ‘D’ and ‘E/F’ among this cohort were 22.2%, 21.2%, 23.3%, 25.8%, 7.9% and 0.5% respectively. The inter-variations in a proportion of grades within the levels were statistically significant (p<0.01). However, the intra-variations in proportional distribution of grades trended insignificantly across the levels (p>0.05). Although, the Spearman’s coefficient depicted a strong negative correlation between grade ‘A’ and levels (r= -0.9); the associations were only between grade ‘A’ and level 200s (OR=1.9; CI: 1.05-1. 33, p<0.001) and between grade ‘A’ and level 300 (OR=1.4;(CI: 1.25-1.59), p<0.001). Conclusion: The cumulative proportion of 43.4% students scoring grade ‘A’ and ‘B +’ reflected above average performances in SAHS. However the distribution of grades on Gaussian curve deviates the Central Limit Theorem. In addition, the observed negative correlation between trends of grade ‘A’ from lower (100) to high (400) levels of studies deviates Bloom’s and SOLO Taxonomies, and Trans-Theoretical Model (TTM) of assessing students’ learning progression. These phenomena have Quality Assurance, Academic Policy and Research implications. Therefore, the use of modify (hybrid) grading System is strongly recommended in SAHS. Also, we strongly recommend an extended study to determine factors that affect the poor performances of levels 100 and 400 students in SAHS.

EDI in academic–policy engagement: lived experience of university based knowledge brokers and marginalised academics

Background: Discourse surrounding Equality, Diversity and Inclusion (EDI) has received significant attention within the UK academy and knowledge brokerage contexts, and more recently within academic–policy engagement spaces (Walker et al, 2019a; Fawcett, 2021; GOV.UK, 2021; Morris et al, 2021). Key players in this space identify the need for diversifying academic participation, as well as diversifying knowledges (GOV.UK, 2021; UK Parliament, 2018; UKRI, 2023). However, conceptual and practical insight on embedding EDI principles (and what they mean in this context) within academic–policy engagement processes is missing. Aims and objectives: Underpinned by feminist and decolonial epistemological concepts, this article addresses this gap by outlining strategies, and surfacing ways in which EDI within academic–policy engagement is experienced, conceptualised, understood and considered. Methods: Two parallel qualitative studies, with a total of 20 semi-structured narrative and realist interviews conducted with marginalised researchers (n=10, Study A) and university based knowledge brokers (n=10, Study B), and a rapid literature review. The analysis used a narrative and thematic framework. Findings and discussion: We found a want for EDI to go beyond just diversity of people and representation, towards fostering foundational principles of epistemic justice, equitable access, value-driven engagement and plurality. Academics and knowledge brokers reported both negative and positive experiences within this space that related to known EDI issues. We conclude that EDI cannot be standardised across higher education contexts, and emphasise the need for holistic, relational and plural approaches to EDI across academic–policy engagement systems through a value-led, equitable and ethical lens.

Exploring student perspectives on generative artificial intelligence in higher education learning

This study examined the perspectives of Ghanaian higher education students on the use of ChatGPT. The Students’ ChatGPT Experiences Scale (SCES) was developed and validated to evaluate students’ perspectives of ChatGPT as a learning tool. A total of 277 students from universities and colleges participated in the study. Through exploratory factor analysis, a three-factor structure of students' perspectives (ChatGPT academic benefits, ChatGPT academic concerns, and accessibility and attitude towards ChatGPT) was identified. A confirmatory factor analysis was carried out to confirm the identified factors. The majority of students are aware of and recognize the potential of Gen AI tools like ChatGPT in supporting their learning. However, a significant number of students reported using ChatGPT mainly for non-academic purposes, citing concerns such as academic policy violations, excessive reliance on technology, lack of originality in assignments, and potential security risks. Students mainly use ChatGPT for assignments rather than for class or group projects. Students noted that they have not received any training on how to use ChatGPT safely and effectively. The implications for policy and practice are discussed in terms of how well-informed policy guidelines and strategies on the use of Gen AI tools like ChatGPT can support teaching and improve student learning.

From Formation to Evaluation: Optimising groupwork in STEM Degree Apprenticeships

Engineering degree apprenticeships provide three to six years of job opportunities and training that lead to university qualifications up to and equivalent of a postgraduate degree. Within an apprentice’s time in higher education (HE), many are required to complete groupwork projects which bring several benefits and some challenges. This paper explores the effects and limitations of group work in the context of degree apprenticeships whilst discussing a plethora of group selection and assessment method solutions. This includes student self-selection methods in comparison to teacher-selected and randomisation for group selection; a suitable method of selection should be unbiased and optimise advantages of collaborative working. Through understanding the most effective form of assessment for apprentices, an academic policy can be adapted and influenced – acknowledging the learning differences between undergraduate students and degree apprentices. As part of this work, a comprehensive literature review was carried and a survey was conducted and completed by the Bsc Digital and Technology Solutions students, BEng Applied Professional Engineering Programme students among others at the University of Warwick. The results of the survey provided quantitative and qualitative data surrounding group work. Furthermore, the paper suggests appropriate solutions to group work issues surrounding the effectiveness of group work for degree apprentices, optimal group selection-methods, group performance, ensuring equal contributions and assessment and grading methods. The paper addresses some of the problems encountered by apprentices during their studies such as the free-rider problem and unequal division of work - providing solutions towards minimising such problems, including the integration of web-based tools such as MS Planner.

A modified action framework to develop and evaluate academic-policy engagement interventions

BackgroundThere has been a proliferation of frameworks with a common goal of bridging the gap between evidence, policy, and practice, but few aim to specifically guide evaluations of academic-policy engagement. We present the modification of an action framework for the purpose of selecting, developing and evaluating interventions for academic-policy engagement.MethodsWe build on the conceptual work of an existing framework known as SPIRIT (Supporting Policy In Health with Research: an Intervention Trial), developed for the evaluation of strategies intended to increase the use of research in health policy. Our aim was to modify SPIRIT, (i) to be applicable beyond health policy contexts, for example encompassing social, environmental, and economic policy impacts and (ii) to address broader dynamics of academic-policy engagement. We used an iterative approach through literature reviews and consultation with multiple stakeholders from Higher Education Institutions (HEIs) and policy professionals working at different levels of government and across geographical contexts in England, alongside our evaluation activities in the Capabilities in Academic Policy Engagement (CAPE) programme.ResultsOur modifications expand upon Redman et al.’s original framework, for example adding a domain of ‘Impacts and Sustainability’ to capture continued activities required in the achievement of desirable outcomes. The modified framework fulfils the criteria for a useful action framework, having a clear purpose, being informed by existing understandings, being capable of guiding targeted interventions, and providing a structure to build further knowledge.ConclusionThe modified SPIRIT framework is designed to be meaningful and accessible for people working across varied contexts in the evidence-policy ecosystem. It has potential applications in how academic-policy engagement interventions might be developed, evaluated, facilitated and improved, to ultimately support the use of evidence in decision-making.

Evaluating Policy to Research Fellowship programmes

Background: This paper provides insights into ‘Policy to Research’ (P2R) Fellowships and related programmes within the ‘relationship’ model of academic–policy engagement, which provide structured opportunities for policy officials to interact with academic researchers. Aims and objectives: Information is provided on P2R Fellowship and similar programmes in the UK, Europe and North America. The research questions concern the aims, features and intended outcomes of P2R Fellowship programmes; what can be learned from evaluations of these programmes; and whether value for money for these programmes can be deduced. The authors then aim to provide guidance for an evaluation framework. Methods: Programmes were identified through a subset of data gathered on research–policy engagement initiatives in a recent mapping exercise. This was supplemented via Google search. Published data on organisational websites is presented in a table, where data was checked by email with programme managers, who were also asked to provide additional evaluation documents. Findings: Twenty-four P2R Fellowship programmes were located. Eleven programme managers confirmed information provided in Table 1. Evaluation documents were provided for five programmes. An average cost of providing a P2R Fellowship was estimated at around £5,000 for each Fellow. Five common aims for P2R Fellowship programmes were identified. Discussion and conclusion: Quantitative and qualitative evaluations available from the 24 programmes are reviewed. The comparative lack of published evaluation data is discussed, and recommendations made for an evaluation framework for P2R Fellowships, to build understanding of how to intervene successfully to support a research-for-policy system which delivers for all.

Policy Strategy in an Effort to Increase the Economic Independence of the Community of Creative Economy Actors in Ngawi Regency

Creative economy is a new economic concept that combines information and creativity that relies on ideas and knowledge from human resources as factors of production. Ngawi Regency has abundant creative economic potential and resources. This paper aims to formulate an academic policy strategy for local governments related to the development of the creative economy in Ngawi Regency which has implications for economic independence, by identifying the problems, obstacles and challenges faced. This research uses a qualitative approach. Based on the results of this study, it was found that the obstacles to the creative economy in Ngawi Regency include: (1) Lack of marketing field capabilities; (2) Weak capital and financial accessibility; (3) Low competence of creative economy actors; (4) Weak Copyright Protection or Legality Aspects; and (5) Supporting infrastructure for production, management and information technology is still weak. To overcome these problems, concrete policy steps are needed from the Ngawi Regency Government, including by: looking for alternative financing for the creative economy, increasing the capacity of creative economic actors, helping to do marketing with an emphasis on local brands and through social media, and the most important part for the development of the creative economy is the Intellectual Property Right aspect. The combination of these steps, if carried out properly, will be able to increase the development of the creative economy in Ngawi Regency

코로나 판데미 대응을 위한 독일의 학술적 정책자문 체계

The Corona Pandemic served as an opportunity to highlight the need for academic policy advice. In the case of Germany, it can be said that it has operated various types of academic policy advisory bodies in relation to socially important issues before the Corona Pandemic; various advisory committees for social and political issues have been frequently operated without being prescribed by Act, e.g. Ethics Committee for the Self-Driving Vehicle, the Data Ethics Committee, and the Competition Act 4.0 Committee for competition policy advice, etc. In line with this administrative and practical trend, Germany's federal government has established and operated an academic policy advisory committee called the Federal Corona Pandemic Expert Committee in relation to the COVID-19. Meanwhile, the German federal government has established and operated the Robert-Koch -Research Institute, which can be called a federal-level specialized institution, for the purpose of accumulating health-related expertise that can respond professionally to various diseases. Although the RKI has the status of a federal administrative agency, it is an administrative agency in charge of information collection, academic promotion, and data disclosure and evaluation related to various diseases. In addition, to enhance expertise in the field, RKI separately organizes and operates 18 expert advisory committees, and operates a standing vaccination committee and an expert advisory committee on epidemic respiratory infections in connection with the COVID-19 pandemic. This paper aims to analyze the governance structure related to German academic policy advice and the legal effect of academic policy advice, and through this process, it aims to derive domestic implications for academic policy advice.

The policy engagement of social workers: a research overview

Policy engagement by social workers that seeks to impact public policies that advance social justice and human rights has, and continues to be, a core component of the social work profession. This has also led to a growing volume of research focusing upon the routes that social workers can take to be part of the policy formulation process. The aim of this article is to provide a research overview of five policy routes, which include two civic routes, specifically voluntary political participation and holding elected office, and three professional routes, specifically policy practice, academic policy engagement and policy participation through professional organisations. The overview expands our knowledge on contemporary research trends regarding the level of engagement in each route, the form that this takes and the factors that explain it. The factors that have been identified in the research literature as impacting social workers’ policy engagement will draw upon the policy engagement conceptual framework. The methodologies employed in the studies are discussed. Finally, the article concludes by identifying under-researched facets of social workers’ policy engagement and suggesting a research agenda for the field.

Supporting Students on the (Academic) Margins: An Equity-Driven Framework

Though many colleges and universities claim tobe driven by missions that highlight access, equity, and student success, academic policy andpractice do not always mirror these claims. American higher education institutions are “obsessedwith smartness” (Astin, 2017), yet fail to supporteducational attainment in an equitable manner. Educational inequality has its roots in PK–12 education(Dorn, 2017; Ladson-Billings, 2007) particularly asit relates to deficit ideology. The manifestations ofdeficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated bothin action and by policy. For higher education institutions to meet their missions for access, equity, andsuccess, they must address how their “systems ofsupport” perpetuate deficit thinking. As the natureof higher education and the demographics of thoseenrolled continues to change and diversify, the timeis right for higher education practitioners to interrogate and change harmful practices. We offer aframework for how institutions can build capacityfor academic support program staff to identify deficit practices that systemically perpetuate inequities,so we no longer hinder student growth and academic success.

Analysis of Archetypes to Determine Time Use and Workload Profiles of Spanish University Professors

Allocation of time use is important to develop appropriate policies, especially in terms of gender equality. Individual well-being depends on many factors, including how time is spent. Therefore, knowing and analysing the time use and workload of academic staff is relevant for academic policy making. We analyse the responses of 703 Spanish academic staff regarding different activities of paid work and household work (unpaid). We use an innovative machine learning technique in this field, archetype analysis, which we introduce step by step while exploring our data. We identify five profiles, and we examine gender inequalities. The findings indicate that there is a higher prevalence of women in the profiles with a greater workload in household activities and teaching-related activities, but the prevalence is the same in the profile with a greater workload in research activities.

Androcentrism in the scientific field: Brazilian systems of graduate studies, science and technology as a case study.

This article performs an analysis of female participation in science, in the Brazilian system of graduate studies and scientific research as a case study. This is relevant because science is a central supporting structure for modern societies and, therefore, a detailed analysis of the scientific power structure behind academic policy creation can reveal aspects of androcentrism in scientific activity. The main goal of this work is to identify the process of misogyny in science by describing its reproductive pattern. Our results show that women are around 50% of the undergraduate and graduate students when all fields are taken into consideration, but only 37% of the researchers in the CNPq system. We also observe a significant increase in female percentage within scientific activities at the initial and intermediary levels, except for the most prestigious areas as hard science. However, a scissor effect is identified between the initial level and the more prominent positions. This unbalanced participation reveals that female occupations in science are mostly as lower workforce since women are quite far from the social decision-making circles in this career.

The language predicament of South African universities in a global perspective

In many formerly colonized countries the colonial language still prevails as the medium of education and nationwide communication: at Independence, the various language groups would not accept another group's language as the new national medium. Much like India or the European Union, post-Apartheid South Africa officially adopted 11 languages on an equal footing. English remained in the lead and even expanded considerably. Afrikaans stayed in second position. The other African languages remained mainly as vernaculars. South African universities continued to teach in either English or Afrikaans, but black and colored students increasingly felt excluded from an Afrikaans curriculum. In a more varied and flexible academic policy, language choices should be made to depend on the relevant level of education, the academic discipline concerned, and the intended audience.

Orientation Services and Course Satisfaction among Technical Vocational Education and Training (TVET) Trainees in Kenya

The study examined the relationship between orientation guidance services and course satisfaction among trainees in TVET institutions in Kakamega County, Kenya. Holland’s theory of vocational choice guided the study. A concurrent Triangulation design was adopted. The study targeted 12807 trainees, four registrars, 4 Deputy Principals in charge of academics, and 4 Guidance and Counseling Coordinators from the TVET institutions in Kakamega County. The use of questionnaires and interview schedule collected data. The instruments were piloted among 38 trainees from Kisiwa TTI in neighboring Bungoma County of Kenya. The study established a significant positive correlation between orientation services (r=.473; p=.000) and course satisfaction among TVET trainees. Orientation services accounted for 22.1% of the variation in the level of course satisfaction. Based on the findings, it was recommended that the Administrators of TVET institutions ensure the implementation of TVET academic policy in the institutions to enhance the adequate provision of academic services.

Do capital markets reward corporate climate change actions? Evidence from the cost of debt

AbstractAs a result of recurring natural disasters caused by climate change, firms are under enormous pressure to reconsider their environmental footprints. However, whether or not investors reward firms' climate change actions remains a topic of considerable debate. Using a sample of S&P 500 companies over the period 2005–2020, we hypothesise and find a significant negative relationship between climate change actions and the cost of debt, indicating that investors indeed reward corporate climate efforts in the form of lower cost funds. This relationship exists in both environmentally sensitive and non‐sensitive industries and remains negative and statistically significant even after controlling for the impact of the ongoing pandemic (COVID‐19). The findings are robust to the use of alternative measures for our variables, alternative estimation methods and after controlling for endogeneity issues. We interpret our findings within the decision‐usefulness and stakeholder‐agency theories that suggest that non‐financial information on firms' environmental performance is becoming increasingly important when borrowers' creditworthiness is assessed. Our study offers important regulatory and academic policy implications.

Examining determinants of digital entrepreneurial intention: A case of graduate students

This study aims to identify the determining factors of digital entrepreneurial intention among university graduate students in Bangladesh. The study considered university students as a study sample (n = 358) who were either in their final year of bachelor’s program or in the master’s program from three private universities located in Dhaka city, Bangladesh. This study was quantitative in nature, and a survey questionnaire was used based on the previous studies. There were three parts: a questionnaire, demographic information analysis, and a Likert-based measurement of study variables. A Cronbach (α) coefficient value of 0.70 or above was regarded to examine the reliability of the constructs. A factor loading value of 0.50 or above was considered to measure the research validity of all constructs’ items. Regression analysis was run to test the hypotheses. A Google form-based online survey questionnaire was used to collect the data, followed by a non-probability sampling method. After scrutiny, incomplete responses were discarded, and finally, 358 responses were deemed usable. The paper used SPSS version 26.0 to perform relevant statistical analyses. The results show that digital entrepreneurial self-efficacy, digital literacy, entrepreneurship education, innovativeness, and creativity positively and significantly impact university students becoming digital entrepreneurs. Regression result shows that students’ innovativeness and entrepreneurship education have more impact on their digital entrepreneurial intentions, implying that policymakers and universities should design their academic policy to promote innovative and entrepreneurship activities in the academic pedagogy.