Challenges In Higher Education Research Articles

Center for teaching and learning websites as online faculty development: A framework

Center for teaching and learning (CTL) websites help communicate information, services, and opportunities to institutional stakeholders while also serving as an institutional brand to external audiences. Thus, CTL websites must strike a balance of being publicly accessible and user-friendly while also providing various support, resources, and pathways tailored to faculty needs and development. Still, faculty attendance at and participation in CTL-supported faculty development programs and initiatives are persistent and pervasive challenges in higher education. Faculty have many competing priorities and may lack the necessary incentives or time needed to engage with such development opportunities, especially in in-person settings. CTLs are increasingly turning to online faculty development to provide faculty with access to professional development offerings anytime, anywhere. However, few, if any, studies focus on the CTL website as a form of online faculty development in and of itself. The purpose of this single-instrument case study was to shed light on CTL websites as a medium for online faculty development. Data were collected using Google Analytics and through heuristic evaluation and moderated remote usability tests with purposive samples of faculty from varying disciplines and higher education institutions. The case explored provided insights into website design, user experiences, and the information architecture of one CTL website. Findings and lessons learned are discussed, and a framework for online faculty development via CTL websites is theorized. Newly formed or existing CTLs may find value in the results.

Challenges and tensions in the role of the LMS for medical education

In the context of discussions of a “next generation LMS” and other contemporary challenges in higher education, this case study looks at the iterative process a team of educational designers and Medical School academics at Australian National University used in a review of the ANU's Medical School LMS sites. Adopting the framework of the actor network theory, this reflective process discovered the tensions, dynamics and issues involved, and worked to gain and maintain key Medical School staff engagement and support for the review and for any changes that might be recommended. This paper reflects on emerging possible models for technology-enhanced learning beyond our current institutional LMS while acknowledging the institutional constraints on learning innovation within the global higher education context. Next generation LMS models may provide a more flexible future solution that could be applicable not just to medical education, but to higher education generally.

Integrating sustainability into higher education challenges and opportunities for universities worldwide

This paper undertakes a comprehensive investigation into incorporating sustainability within higher education, aligning with the United Nations' Sustainable Development Goals (SDGs). Utilizing quantitative and qualitative research methods, our study delves into the status quo, methodologies, and impacts of sustainability education across a spectrum of international and local settings, with a specific lens on the United Arab Emirates. Our analysis spans various topics, from best practices in sustainability integration and educational frameworks to the influence of global initiatives like the Impact Ranking on promoting SDG-aligned transformations within academic institutions. Highlighting case studies from the UAE, we provide concrete evidence of successful sustainability strategies and interventions. These are juxtaposed with a global overview that uncovers the varying challenges and opportunities present in implementing sustainability education worldwide. Among our key findings is the essential role of interdisciplinary approaches and the critical need for active faculty involvement in fostering sustainability education. Drawing from a rich compilation of data and narratives, the paper presents a set of strategic recommendations designed to enhance the efficacy and reach of sustainability education. These recommendations are informed by the challenges observed and the success stories identified during our investigation. Ultimately, our research underscores the indispensable role that higher education plays in preparing future generations to navigate and address the complexities of sustainability challenges effectively.

Leadership Development for Contemporary Post-Secondary Academic Leaders: Challenges, Content and Approach

In the dynamic landscape of contemporary higher education, the demand for leaders well-versed in the intricacies of its challenges has become paramount. Despite the availability of leadership fellowships and retreats globally, there is a notable dearth of institution-specific leadership development programs tailored for post-secondary education leaders. This deficiency leaves a substantial number of higher education leaders ill-equipped with the fundamental competencies needed for effective leadership. This review underscores the pressing necessity to establish institution-based leadership development initiatives explicitly crafted for academic leaders and faculty members. The exploration encompasses diverse platforms and methodologies for delivering such programs, drawing insights from empirical studies that underscore the advantages of leadership development. Also, the review discusses the content of leadership development curricula. Focusing on academic leaders and faculty, these curricula cover competencies such as strategic planning, interpersonal communication, talent management, and adaptive leadership. The outcomes underscore the significance of institutions integrating leadership development efforts within their academic domains. The discussion delves into the manifold benefits of instituting leadership development programs, not only as a cost-effective alternative to external fellowship courses but as a strategic move with multifaceted advantages. These advantages encompass streamlining competitive succession planning, magnetizing and retaining talent, cultivating expansive networking opportunities, and augmenting the capacity to confront contemporary challenges in higher education. By prioritizing the nurturing of academic leaders, institutions can effectively bridge the gap between current leadership skills and the evolving demands of the higher education landscape.

Have Courage to Use your Own Mind, with or without AI: The Relevance of Kant's Enlightenment to Higher Education in the Age of Artificial Intelligence

Artificial intelligence (AI) in higher education is a complex issue that can be discussed from many different perspectives. There is currently a great need for ethical discussions about the use of AI in universities. For example, educational researchers and teachers are already talking a lot about fairness, accountability, transparency, bias, autonomy, agency and inclusion of AI applications, and discussing these in terms of concrete teaching-learning settings. However, less explored are the implications of AI-enhanced teaching and learning in relation to fundamental educational ideals and goals. The article takes this research desideratum as a starting point by relating the use of AI in universities to Kant's reflections on enlightenment. The aim of this article is to theoretically analyse the compatibility of various AI tools with the ideal of maturity on an educational philosophical level and to formulate recommendations for action based on the results. Through a comprehensive literature review, the article analyses the impact of intelligent tutoring systems, ChatGPT and AI-supported research tools on students’ maturity and discusses both opportunities and challenges for higher education. The theoretical analysis shows that intelligent tutoring systems and ChatGPT threaten student maturity, while AI-supported research tools can have a positive effect. In addition, the analysis provides several recommendations that can help to minimise the risks of AI applications in terms of student maturity. The educational principle of research-based learning is of particular importance in this context, illustrating how students can learn to use AI tools responsibly and maturely. In this sense, the paper presents a theoretical study that fundamentally reflects on the maturity of students in the age of AI and thus both encourages teachers in the field of e-teaching to critically reflect on AI-based tools and provides a basis for further empirical research.

Critical Aspects of a Higher Education Reform for Continuous Lifelong Learning Opportunities in a Digital Era

In the knowledge society today, there is a strong need for providing continuous lifelong learning opportunities. Recently, the Covid-19 pandemic has acted as a catalyst for technology enhanced learning, involving new challenges for higher education. The main focus for this study has been the ongoing reform of higher education for providing lifelong learning opportunities. This study is the second phase of a Delphi study on higher education reform. Data were gathered by email interviews with an expert panel, where all respondents have genuine knowledge in the field of technology enhanced lifelong learning. The interview answers were analysed according to the Grounded Theory concepts of open coding and axial coding. The central main category for the axial coding was ‘Higher education reform for the provision of lifelong learning opportunities. This category was later found to be dependent on ‘Infrastructure’, ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial aspects’, and ‘Quality and organisation’, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion’.

MOOCs: Determinants of Enrolment and Completion Rate among Learners of Higher Education Institutions in India

Aims: The advancement and integration of technology in education made a dramatic change in the landscape of the teaching-learning process. Massive Open Online Courses (MOOCs) as one of the emerging trends in education removed the barriers of time, space, and pace throughout the world. Diverse lifelong learners irrespective of social, cultural, economic, age and gender identity are participating in the melting pot of MOOC. This study aimed to explore the present landscape of the participation and completion rate in MOOCs by learners from formal educational institutions in the eastern part of India specifically in West Bengal. The research also aimed to identify the underlying causes of the present landscape.
 Place and Duration of Study: The study was conducted among the learners who enrolled in different programs in different Higher Education Institutions (HEIs) during the end of 2023.
 Methodology: A self-administered questionnaire in Google Forms was used to collect data from the learners. A total 298 samples have been collected. Collected data have been analyzed by descriptive statistics, independent samples ‘t’ test, ANOVA using SPSS and MS Excel.
 Results: The study depicted poor enrolment as well as completion rates in MOOCs among the learners. Lack of awareness and huge pressure on the present curriculum were the main factors behind non-enrolment. SWAYAM was the most popular MOOC platform among the students of West Bengal. Attaining knowledge, enhancing skills, and earning certificates were the main intentions of the students who enrolled in MOOCs. Lack of time, affordability, in-person proctored examination, non-cooperation of facilitators, length of courses, and uninteresting discussion forum were the major constraints to completing the MOOCs for the enrolled learners.
 Conclusion: Organizing awareness-building programs, institutional policy framing, and incorporating a credit transfer system into enrolled courses may be emphasized as immediate initiatives for re-thinking the present opportunities and challenges in higher education.

Green entrepreneurship’s role in resolving Green Campus Initiatives challenges in higher education

Green entrepreneurship’s role in resolving Green Campus Initiatives challenges in higher education

Psychosocial Adjustment of Students with Special Educational Needs in an Inclusive Institution of Higher Education

Advocators of inclusive education (IE) proclaim that all students, regardless of disabilities or special educational needs (SEN), have the right to study in the normal school setting. Supporters assert that students with SEN benefit in academic performance and psychosocial adjustment via participation in common learning activities within the ordinary education settings. However, outcome research reported mixed results. In the meantime, there has been an increase of students with SEN pursuing their study at tertiary level. Studies suggested that they encountered academic stress and great challenges in higher education. This study aimed to investigate the college well-being, social relationship, and academic self-concept of students with SEN in higher education. A questionnaire was designed for data collection from a self-financing institution via online survey. Results showed no significant differences in college well-being and social relationship between students with and without SEN, but students with SEN, particularly those without religious affiliation were of lower academic self-concept. Students with learning and developmental disabilities and those with mental illness and emotional problems were significantly lower than students with physical and sensory impairments in academic self-concept. Implications of the findings were discussed and limitations of the study were considered.

Challenges for Higher Education in the Indian States

The present contribution is the 19th part of the Social Change Indicators series. In this part, we examine the state of higher education and its various facets for different states of India.

Emotional Knowledge in a Sample of University Students

Background: One of the current challenges in higher education is the development of students’ emotional competencies, and consequently, how these competencies can be trained. Moreover, this must be addressed within the UN framework of inclusive, equitable, quality education (United Nations Agenda 2030; SDG 4). Methods: The present study the following objectives: (1) to study the degree of interest and the level of general knowledge that students studying for Education degrees perceive themselves to have; (2) to examine the perception of the participants of variables of emotional knowledge, according to their degree program and year of study; (3) to analyze the relationship between these emotional knowledge variables and perceived emotional intelligence (EI), using Spearman’s Rho test; and (4) to study the predictive capacity of the study variables on future teachers’ emotional knowledge variables through a linear regression analysis. The study sample contained a total of 434 university students from three degree programs at two universities in Spain. Two instruments were used: an ad hoc questionnaire, which assessed perceived emotional knowledge according to three variables (general knowledge of EI, where the level of training in EI is considered; intrapersonal knowledge of EI; and theoretical/practical knowledge related to teaching), and the Trait Meta-Mood Scale (TMMS-24), which assesses metaknowledge of emotional states (attention, clarity, and repair). Results: The results of this study show that there are differences in students’ self-perceived knowledge of EI depending on their course and degree, and indicate that students present high interest, while their perceived level of knowledge is low. In addition, emotional clarity is the EI variable that was identified as being important in the emotional knowledge of future teachers, and therefore, a key skill to stimulate in a theoretical/practical way during their initial training. Conclusion: This study shows evidence of the importance of social–emotional competencies in initial teacher training.

From Untapped to Exploited: The Myriad Assets of Undocu/DACAmented Latina/o/x Students in the Midwest

ABSTRACT While undocu/DACAmented students face many challenges in higher education, their lives demonstrate a tremendous amount of motivation, resilience, commitment, and perseverance. The literature on undocumented students has indicated that these students bring a vast array of assets to college – assets that can be used to improve the campus and the experiences of undocu/DACAmented individuals. However, undocu/DACAmented student assets are often undervalued. In this critical qualitative study of testimonios with 15 undocu/DACAmented Latinx collegians, we examine how institutions utilize, underutilize, or exploit these students’ assets to ask at what point acknowledging and recognizing students’ assets turns into exploiting them. Our findings revealed these collegians hold myriad assets and institutions responded to those assets by sometimes acknowledging and rewarding them, failing to acknowledge these assets, or exploiting them. Recommendations for equitable and ethical recognition and collaboration with undocu/DACAmented collegians are provided.

Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher education

PurposeThis study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals.Design/methodology/approachThe factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges.FindingsThe results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials.Research limitations/implicationsThe findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications.Originality/valueThe novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.

Mental Health and Wellness Challenges in Higher Education: A Comparison of Students in Three Countries

Mental Health and Wellness Challenges in Higher Education: A Comparison of Students in Three Countries

“Prove Yourself”: Exploring Epistemological Values in Mathematics Department Support and Oppression of Black Women Faculty

Black women faculty members face challenges in higher education, including limited identity-affirming mentorship and under-­recognition of their scholarship. However, little is known about their experiences in mathematics departments, where Black women are more severely underrepresented and disciplinary ideologies of neutrality mask social oppression. We interrogate the role of mathematics epistemological values (MEVs) in shaping departmental racialized–gendered oppression experienced by six Black women. Our findings illustrate that (a) quantification practices underpinning faculty evaluation disregard Black women’s achievements; and (b) notions of proving as a solitary endeavor justify neglecting Black women’s faculty development. We highlight departmental practices that support Black women faculty members, reframe MEVs to promote equity, and discuss implications for mathematics faculty and administrators working to advance equity.

Unconferencing methodology as a cultural disrupter in higher education: Enabling reflections on promoting inclusivity, diversity, and equitable spaces

In applying the collective mind to challenges in higher education, there is hope for innovative solutions. HELTASA’s approach to adapting the unconference methodology during the annual learning and teaching (un)conference in 2021 demonstrated its vision to reflect on a re-imagined inclusive higher education using the questions: Sivela phi? (where do we come from?), Si phi? (where we are?), and Siya phi? (where are we going?). This paper reflects on how the unconferencing methodology was used as a cultural disrupter during the HELTASA’s (un)conference. We identify with ‘culture’ as emphasising active meaning-making instead of unchanging, static ideas by homogenous groups. ‘Culture’ is dynamic, and it changes over time. In the context of unconferencing methodology, cultural disruption refers to a deliberate effort to challenge and disrupt traditional cultural norms and values to promote greater inclusivity, diversity, creativity and problem-solving. The unconference is intended to disrupt current thinking and practices in conferences and open higher education spaces for creative, critical dialogue and innovation. Cultural disruption plays a transformative role in deconstructing established norms of knowledge, identity, and practices within higher education. The unconference seeks to challenge the prevailing power dynamics inherent in higher education and mirrored in traditional conferences by adopting a participant-driven and focused approach. The unconference supports the notion of collective thinking or collaboration, which re-frames knowledge boundaries as dynamic inter-relationships with due weight given to reflective ways of knowing (Brown, 2015). This paper uses the Reflection and Critical Thinking Model by Mugumbate, et al. (2021) as a framework to explore and understand how cultural disruptions were implemented and experienced during the planning and execution of the (un)conference itself. This paper critically reflects on the HELTASA (un)conference Call, cultural representations, presentation types, and structure of the unconference to share possible cultural disruptions. This paper's reflections delve into the effectiveness of unconferencing in higher education as a potent tool for cultural disruption in relation to power dynamics, participation, individual and collective thinking, and the imperative of amplifying diverse voices. Unconferencing, through its disruption of cultural norms and values, can promote greater innovation and creativity by enabling the incorporation of a wider range of perspectives and ideas. Additionally, unconferencing can create more inclusive and equitable spaces where traditionally marginalised voices are provided a platform to be heard and represented.

Higher Education and Economic Challenges in Pakistan

Higher education plays an important part in the betterment of educational institutes as it paves ways to enhance the skills and competencies of the staff and students. The following study aims to highlight the major hurdles in the way of financing higher education and to explore the strategies to combat such challenges. As a whole, the study focuses on better ways and strategies to enhance financing in higher education to assist economic growth and increase the literacy and employment rate along with the development of the country. The objective of the study was to carefully read all educational policies according to economic and financing challenges in higher education in Pakistan, for which a historical method of research was adopted. Findings: As a whole, by limiting the high budget priorities, the quality of education and better opportunities in the field of education can be obtained. Consequently, the study of these factors should be done efficiently and critically for the betterment and enhancement of financing in Pakistan's higher education system.

Microcredentials as an Educational Trend and a Challenge for Higher Education

Based on an analysis of official materials and analytical reports from international organisations (including the European Commission, UNESCO, the European Training Foundation, CEDEFOP, and international economic forums), as well as the findings of foreign scholars, this article outlines the history and essence of micro-qualifications as a component of education and training policies. It also reveals the specifics of utilising micro-qualifications within the higher education system.
 The article delves into the role and history of micro-qualifications within higher education, notably through the initiatives and documents of the European Commission. Micro-qualifications have become a pivotal instrument in ensuring flexibility and accessibility in education within contemporary society. The European Commission plays a crucial role in promoting the integration of micro-qualifications into the European educational landscape. A significant impetus for the development of micro-qualifications is provided by the Recommendation for a European approach to micro-qualifications for lifelong learning and employability enhancement, adopted by the European Union in 2022.
 It is demonstrated that micro-qualifications open promising opportunities for lifelong learning and skill development. Their integration into the higher education system represents a significant step in the advancement of both formal and informal education, addressing modern needs and requiring strategic planning and investments in high-quality educational digital ecosystem.
 The article analyses the institutionalisation of micro-qualifications in higher education, existing models for the implementation of short-term educational programs, and identifies key aspects that universities need to consider when implementing micro-qualifications. These include program management, the development of digital infrastructures, assessment and validation procedures in accordance with educational quality requirements, engaging faculty members in support for learners, and monitoring.

ChatGPT and Personalized Learning: Opportunities and Challenges in Higher Education

ChatGPT and Personalized Learning: Opportunities and Challenges in Higher Education

Cash Rules Everything Around Me: The Expansion of NCAA Name, Image, and Likeness Policy Among the States

Name, image, and likeness (NIL) policies have expanded rapidly in the United States in the past three years. Since the state of California passed a law allowing college student athletes to profit off their NIL, 41 states have either adopted or proposed similar legislation. Politics, the presence of high-level football programs, revenue, and geography have shaped this rapid expansion that has significant effects on higher education administration. Using survival analysis, this article explains the expansion of NIL policy and finds the key factors leading to its rapid diffusion. We find that the significant drivers of NIL adoption include high level NCAA football and the political motives of the state adopting that contributes to civic pride. The major findings suggest that this focus on football and its connection to civic pride and resulting political decisions creates opportunities and challenges for higher education.