Change In Higher Education Research Articles

Geographies of COVID‐19

Geographies of COVID‐19

The Missed Fork in the “Forked-Road Situation”

The Missed Fork in the “Forked-Road Situation”

Dewey, Implementation, and Creating a Democratic Civic University

Dewey, Implementation, and Creating a Democratic Civic University

Expansion of doctoral training and doctorate recipients’ labour market outcomes: evidence from German register data

ABSTRACT In many countries around the world, the number of new doctorate recipients graduating from universities has grown sharply in the past few decades, but the implications of this expansion for the employment situation of doctorate recipients remain largely unexplored in longitudinal studies. In Germany, as in various other countries, the expansion of doctoral education coincided with other changes in higher education that may have had a relevant impact on the careers of doctorate recipients. We explore the labour market outcomes of more than 98,000 doctorate recipients who graduated between 1995 and 2013. Focusing on differences among 19 annual graduation cohorts, we find that, beginning in the mid-2000s, newly graduating doctorate recipients had lower rates of full-time employment and were less likely to earn high incomes than graduates of the 1995–2000 period. At the same time, rates of inter-regional mobility have declined, and more new doctorate recipients remain employed in the academic sector. Differences across cohorts are robust to disaggregation along gender and disciplinary lines and persist for at least five years after graduation. We relate these findings to a stronger socialisation of doctoral students towards academic ‘excellence’, new employment options in university administration and management as well as increasing fixed-term employment in research projects. Our findings indicate that the expansion of doctoral education, as well as potential reforms in the training of doctoral candidates, must be analysed in the context of the respective university system.

Workplace Spirituality as an Alternative Model for Promoting Commitment to Change and Change-Oriented Organisational Citizenship Behaviour

Considering that the relationship between workplace spirituality and organisational change has only recently sparked scholarly interest, the connection could be more evident, as research has only recently begun. Furthermore, there is a growing tendency to add spirituality as the fourth dimension to sustainability in addition to the environment, social responsibility, and the economy. This study contributes to the academic literature by examining the influence of workplace spirituality on lecturers’ responses to change in their commitment to change and change-oriented organizational citizenship behaviour (C-OCB). Private universities in Banjarmasin, Indonesia, were selected to research these links. To collect data from 1050 instructors, self-administered questionnaires were used, and structural equation modelling (SEM) was performed. The findings demonstrated that the workplace spirituality level, exemplified by a solid connection to a higher power, humanity, and nature, affects the lecturers’ commitment to change leading to change-oriented organizational citizenship behaviour (C-OCB), a dimension of OCB less researched. The findings offer a novel perspective on the relationship between workplace spirituality, lecturers’ attitudes towards change, and change-oriented organizational citizenship behaviour (C-OCB) in higher education. Since this result has not been examined in the context of change in higher education, several consequences and suggestions for future research emerge. More studies could be used in future research, given that the literature in this area is still in its early stages. The current work is expected to spark future research on this intriguing and fertile issue.

PROSPECTS OF THE INTEGRATION OF THE UKRAINIAN HIGHER EDUCATIONAL SYSTEM INTO THE EUROPEAN EDUCATIONAL SPACE

Introduction: In today's society, the challenges brought about by the COVID-19 pandemic and Russia's armed aggression against Ukraine in 2022 have heightened the need for global changes in higher education. The integration of national education systems into a single global educational space, with corresponding unification and renewal, has become necessary to meet the demands of the times. As a result, a significant transformation of learning approaches and the transition to various distance platforms have become essential. Even in the challenging conditions of the Russian-Ukrainian war, higher education has demonstrated its viability and readiness to adapt to contribute to progressive societal transformations, based on information, knowledge, and scientific achievements. Goal: The purpose of this study is to identify the prospects for integrating Ukraine's higher education system into the European educational space and the challenges associated with the integration process. Material: The Bologna process harmonizes higher education systems of participating countries, forming a single European market of higher education and highly qualified labour. The integration of Ukraine into the European educational space strengthens our position on the world market of educational services and solves the problem of recognition of Ukrainian diplomas. It will enable domestic universities and specialists to achieve an equal position in the European and world community. The development of education and science must meet the needs of society because high-quality education and science can solve problems related to medicine and digitalization, high-tech industries, energy-saving technologies, ensuring the rule of law, etc. Conclusions: The development of education and science must meet the needs of society because without high-quality education and science, it is impossible to solve problems related to the development of medicine and digitalization, high-tech industries, energy-saving technologies, ensuring the rule of law, etc. The activation of European integration processes in the sphere of higher education in Ukraine is possible by increasing the role of the state and university management in creating optimal conditions and incentives for international cooperation. The state should improve the financial support of higher educational institutions and promote their international cooperation. It is also important to update the list of specialities based on modern needs of the domestic and international labour market. Higher educational institutions should implement the latest models of educational process organization and learning technology, provide training for teachers and students on European integration and participation in European educational programs, and promote the practice of teaching subjects in a foreign language.

Evaluasi pembelajaran daring untuk mengurangi potensi kecurangan akademik: A case study

The Covid-19 has had an impact on all fields, especially in education. Higher education changes its learning methods from face-to-face to distance learning. The teaching assistant class at PTS ”X” must also turn into distance learning. The online learning process has some limitations so that it increase the academic fraud by students. The purpose of this study is to explain the types of events that occur during online learning in the assistance class, the causal factors and efforts to prevent them. This research is a case study in the teaching assistant class at University X. The data was obtained by inteviewing, observing, and analyzing the assistance documents which were then analyzed by qualitative method. The results of this study indicate that online learning process at University X has not been effective to prevent academic fraud so plagiarism, data manipulation, cheating, and collusion occur. Some recommendations to improve the online learning system should be carried out, such as enforcement of rules and strong punishment related to fraud, modification of the assessment system, increased supervision and good communication between assistants and assistant class participants. The results of this study are expected to be adopted by universities to increase the effectiveness of the online learning system used.

Student Academic and Social Engagement in the Life of the Academy—A Lever for Retention and Persistence in Higher Education

Research studies worldwide have focused on higher education dropout, persistence, and success. Given the profound changes in higher education that have taken place in recent decades, higher education institutions need to compete for students by attracting, retaining, and, ultimately, graduating them. Thus, higher education institutions increasingly offer actions that aim to foster student success. While a smooth and supported process of student transition from secondary to tertiary education is one of the key variables in higher education student retention and paramount for preventing student dropout, the student’s overall experience in higher education plays a pivotal role in their performance and success. This paper focuses specifically on higher education students’ academic and social involvement, notably through their engagement in extracurricular activities and decision-making processes, which are perceived as critical mechanisms in their persistence in higher education. The study used a qualitative approach with the analysis of four Portuguese higher education institutions. Data were collected through in-depth interviews with students and institutional leaders, complemented with document analysis, and explored through content analysis. The results reveal that, from the wide range of opportunities for involvement offered to students by the higher education institution, activities of an academic nature are the most sought after by students to complement their educational experience. However, students perceive involvement in extracurricular activities in general as critical, both to their overall education and preparation for the labor market and to an easier integration into the institutional environment. Hence, student involvement in cultural or recreational activities, alongside their involvement in institutional decision-making bodies and associative movements, is a privileged way of complementing students’ academic training and is perceived by them as important in their overall education, both as professionals and as individuals.

Investigating the factors influencing academic staff attitudes toward the formation of a technological university

ABSTRACT The Irish institute of technology sector is undergoing a major restructuring that will culminate in mergers, to form technological universities (TU). It is essential that the perspective of key stakeholders is fully considered throughout this process, in order to facilitate a successful transition. This research investigates the factors influencing attitudes of academic staff toward their institute becoming a TU. A theoretical model was developed, based on the extant literature, and validated using partial least squares structural equation modelling. Academic staff attitudes to the proposed change were found to relate to their sense of organisational commitment and their contribution to teaching and research. Levels of happiness and job satisfaction were also found to influence their sense of organisational affiliation and belonging. Those with greater organisational commitment and a greater research focus were more likely to report a positive attitude to the change. Academic staff with a predominately teaching focus reported a relatively more negative attitude to the change. These findings facilitate the prescription of targeted initiatives to secure stakeholder support, throughout the transition. Staff wellbeing initiatives can improve job satisfaction and cement organisational commitment, positively influencing attitude to the change. Promoting research activity, while reaffirming the importance of teaching, can also serve to promote a positive attitude to the change in status. The unique model presented in this research has the potential to inform stakeholder management in the implementation of major organisational change in higher education both nationally and internationally.

Ableism and Exclusion

Academic institutions are abelist. This, however, does not have to be the case. How do individuals involved in research management address this culture? In the context of the drastic changes in Higher Education since the 1990s, and an increasing emphasis on equality and inclusion, initiatives such as Athena Swan and the Race Equality Charter have led to more awareness of exclusionary practices. However, statistics on disability highlight serious issues in relation to disclosure rates for staff and staff report being stigmatised and their career choices undermined or invalidated. This can be particularly true for those who research into or around ableism. In this environment how can research managers raise awareness and empower all academics to ask for and gain adjustments to support their work? How has the Covid-19 pandemic and the impact on higher education institutions and their finances affected this issue? In this paper we consider some of the challenges of conducting research on ableism in academia and what it can tell us. We then discuss the changes that can be made to research management that would help address and challenge the ableist academic culture. This would be achieved through raising expectations, placing inclusivity and accessibility at the heart of research communication and encouraging, equipping and challenging the academic community to embed these practices in the dissemination of their research.

Student and teacher experiences of online synchronous learning

PurposeThe outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.Design/methodology/approachThe authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.FindingsThis study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.Research limitations/implicationsFew of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.Originality/valueThis study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.

Innovation Performance Prediction of University Student Teams Based on Bayesian Networks

Many studies have been conducted on the impact of dualistic learning, knowledge sharing, member heterogeneity, and their influencing factors on team performance in enterprises. However, research on the substantial differences between university student teams and enterprise teams is scarce. To address this void, this empirical study explores how the mechanism of dualistic learning affects university student teams’ learning performance facing rapid changes in higher education. Using the questionnaire, two modules of dualistic learning were identified through reliability and validity tests, and the research data set was formed. After preprocessing the data set, two team innovation performance prediction models were established based on the Bayesian network (BN). According to the characteristics of BN, the probability reasoning of the model was calculated and the posterior probability table was obtained under different dualistic learning levels. The results show that dualistic learning has significant impacts on innovation performance, and the improvement of dualistic learning can stimulate team innovation performance. This research can provide important theoretical guidance for teams to improve their ability, gain competitive advantages, and stimulate the creative enthusiasm of college students. Hopefully, this research will enrich the existing theoretical connotation to a certain extent and promote the development of relevant empirical research.

Formation of the educational component in the innovative infrastructure of the region in the era of digitalization

The article presents and evaluates various approaches to the development of the innovative infrastructure of the region in the era of digitalization, examines the essence of educational innovations, the socio-pedagogical expediency of innovative changes in higher education, and didactic aspects of innovatization considering the digital education principles. The emphasis is placed on an insufficiently studied aspect: the development of a didactic base to prepare human resources for the regional economy development. On the example of TyumSU, the meaningful interaction between educational units of universities and enterprises of the region, the interrelation of innovative, scientific, educational, and scientific-methodological aspects that allow implementing the tasks of the Tyumen region within the framework of socio-economic policy, foreign economic and international interaction of the region with the external environment, including with the EAEU countries, is shown. The article presents an interactive dictionary of the customs sphere as a specific tool for preparing a university graduate to effectively solve practical problems in professional activity, a means of systematizing knowledge in customs. The use of modern technologies to create a digital product that meets the needs of cooperation at the interregional and interstate level is considered.

Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations

A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India’s education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.

Japan and Indonesia Comparative Study: Changes in Communication and Impact on the Level of Social Presence of University Student Organizations Before and During the Pandemic

This research studies how changes in higher education’s methodologies from face to face to computer mediated communication during the COVID-19 pandemic impacted the quality of communication amongst students in university student organizations in Japan and Indonesia. With how immense the COVID-19 pandemic’s ramifications in the realm of education, countless studies have covered its impact on a variety of angles and from numerous perspectives, but the same could not be said about university student organizations, thus is why the topic is of value to examine further to better understand it and for future references. In search for the answers, qualitative research method is used, with data collected through focus group discussions held with members from two student organizations, one of Japan’s Wakayama University, another of Indonesia’s Bina Nusantara University which results are then compared with relevant studies and analyzed. This study established the importance of media’s richness and level of social presence within current available selection of discussion methods whilst taking into account whether issues in need of discussion is routine or non-routine in nature, the level of familiarity of each other’s way of communication, and differences in context cultures amongst participants.

UNIVERSITY STUDENTS’ ABILITY TO FOCUS AND MULTITASK DURING THE PANDEMIC DISTANCE LEARNING

The study aimed to investigate the impact of the changes in higher education during the COVID-19 pandemic on Polish university students’ ability to focus and multitask, and the presumed disproportions in these skills between medical students and other students. We also analysed the differences in the evaluation of the organisation of classes during the pandemic in medicine and in other programmes. The study consisted of a survey on distance learning during the COVID-19 pandemic, an assessment of cognitive and motivational functions based on the PDQ-20 questionnaire and the authors’ original questions, and a test examining the ability to multitask on the Psytoolkit platform. 201 students participated in the study – 111 medical students and 90 other students. The respondents’ answers indicate their greater exposure to distracting stimuli and their increased tendency to multitask during distance learning. The results of the experimental test show that multitasking affects longer task processing and higher error rates. Medical students were less satisfied with the quality of distance classes. The level of subjective cognitive deficits and multitasking intensity was similar in both respondent groups. According to the above results, the use of methods engaging students in distance learning may be helpful for learning, enhancing the focusing processes. It is the first study investigating university students’ ability to focus and multitask during the pandemic distance learning.

Surveillance in the System: Data as Critical Change in Higher Education

Over recent decades, higher education infrastructures have become increasingly digitized and datafied. The COVID-19 pandemic accelerated adoption of online learning platforms, trading the walls of the classroom for digital systems. Yet the surveillance, privacy, and discrimination issues that such systems raise are minimally understood by those who teach and learn within them. This paper overviews a 2020 pilot survey and 2021-2022 qualitative study of higher education instructors on a global scale. These projects explored the ways in which instructors from various locales and academic status positions understand data and classroom tools using proxy questions surrounding knowledge, practices, experiences, and perspectives. This paper draws on those studies to frame concerns about datafication amplifying issues in higher education. Its premises are twofold: first, if higher education instructors, as knowledge workers, are not knowledgeable about the contexts within which they teach and conduct scholarship, then the construct of shared governance within higher education is inevitably undermined. Secondly, if faculty and academic decision-makers are not intentional about equitable and ethical use of digital platforms within higher education, students’ privacy and data is at risk. In this conceptual paper, we outline findings that frame datafication as a critical change within higher education culture.

Building Strategic Agility to Balance What Is Desirable with What Is Possible

Leaders across the nation are eager to embed diversity, equity, and inclusion (DEI) into their recruitment and retainment processes, curriculum development, teaching pedagogy, and institutional operations as well as into the very fabric of their identity. However, in a historically traditional industry, many institutions struggle with managing DEI change. The concepts of evolution versus radical revolution provide a useful lens through which stakeholders may balance what is desirable with what is possible in the context of their unique organization. At ACAD's seventy-eighth annual meeting, keynote speaker Marjorie Haas, president of the Council of Independent Colleges, posed the general question, “Evolution versus radical revolution?” We think this is an excellent lens through which to contemplate higher education DEI endeavors. In this context, we see evolution as a process of gradual, progressive change that builds on what already exists, whereas radical revolution is a sudden fundamental change in thinking or doing. Both concepts may have their place in DEI strategy, and serious analysis is required by governing boards, administrators, faculty, staff, students, alumni, and other critical stakeholders to ascertain the practical implications of each before committing to one or the other. In table 1, we have categorized our perception of common characteristics of evolution and radical revolution that represent poles along a continuum. We want to be clear: it is less important to agree with our characterizations of evolution versus radical revolution than it is to contemplate the idea; reach intentional consensus about what the concepts mean in the context of each institution; decide which general concept is best given institutional capacity, culture, and history with DEI; and create appropriate goals and change management plans accordingly. (Takes time and presents the danger of waning support. Initiatives must be paced for timely, visible gains.) (Everything may be disrupted or broken and replacement systems must be ready, otherwise institutional capacity to achieve goals will be compromised.) Urgency is balanced with systematic implementation for sustainable progress. Urgency can supersede everything else. Inclusive syllabus—random college website: “As research has shown, diversity is a critical component to educational excellence. When students are able to see themselves represented in course content and discussion, it signals to them that their identities … are valued and respected in the classroom. Instructors can access students’ lived experiences and cultural backgrounds as part of their curriculum to enhance student learning.” Decolonize the syllabus—random college website: “We understand decolonization as the identification, interrogation, and dismantling of power structures that carry legacies of racism, imperialism, and colonialism in the production of knowledge. By decolonizing our syllabi, we make a conscious effort to change the way we understand how and where knowledge is produced. Our program contests the assumption that white, Western intellectual traditions are superior, or yet universal.” Assesses current organizational capacity and systematically prioritizes, plans, and monitors interventions. Change by any means necessary. More likely change that completely interrupts operations. We believe that DEI change in higher education is necessary and timely. Not all academic leaders or faculty members may be accustomed to the minutiae of practical day-to-day change management, but the complexity of modern organizations and the nature, pace, and scope of change demand such focus. Each institution has a unique relationship with DEI and a current capacity for sustainable change. It is essential to assess whether the right strategy for the organization's current state is being employed and whether the institution has the strategic agility to balance what is desirable with what is possible to meet the needs of all students. Donna M. Buchanan is president of Crucial Shift Consulting for Higher Education Change Management. Gail Evans Grayson is associate professor and executive vice dean (Pomona) and director of diversity, equity, and inclusion in the College of Health Sciences at Western University of Health Sciences. Email: drb@crucialshiftconsulting.com, gevans@westernu.edu

INNOVATIVE ACADEMIC ENTREPRENEURSHIP AS A DRIVER OF TRANSFORMATIONAL CHANGE IN HIGHER EDUCATION AND SCIENCE

The purpose of the work is the study of the complex essence of higher education as anintegral part of the anthroposphere (technosphere); definition of the main fundamental tasks of innovativeacademic (university) entrepreneurship; studying the main types of innovations initiated by academiccapitalism in the higher education system, which can lead to innovative changes and their classification;determination of the main objects of innovation activity in the field of higher education and science andexpedient directions of further innovative development of higher education in Ukraine; studying the typesof innovations in the higher education system.The authors consider innovative transformations in the field of higher education and science asobjectively conditioned transformational changes caused by the environment of academic capitalism. Thecore of the study is academic or university entrepreneurship, based on market relations spread byacademic capitalism in the field of scientific and educational activities of higher education institutions, research institutions, and other institutions and organizations in this field. An important basis of scientificwork is the application for national conditions of the theory of triple helix Etskowitz’s innovativedevelopment of society.The scientific novelty is that the authors: studied the world experience of innovative changes in highereducation and science taking place in the environment of academic capitalism; formulated and proposedtheoretical data for new approaches in understanding the innovative transformations in the field of highereducation and science, which are economic categories and occur according to the laws of the market;proposed new approaches for further innovative reform of higher education and science in the context ofacademic capitalism. A new scientific term of “innovatics of higher education” has been put intocirculation.Provisions on the uniqueness of the essence of higher education, the main fundamental tasks ofinnovative academic (university) entrepreneurship, types of innovations initiated by academic capitalismin higher education, which can lead to innovative changes, and their classification as theoretical, andpractical significance for the development of domestic science and higher education are proposed. Alsothe main objects of innovative activity in the field of higher education and science, appropriate areas forfurther innovative development of higher education in Ukraine, as well as types of innovations in highereducation that can lead to innovative changes are identified.

Editor's Page

Editor's Page Stephanie M. Lang 'The articles in this issue of the Register highlight a series of sweeping changes occurring not only in Kentucky but also nationally during the early and mid-twentieth century. Spurred on by political corruption and the consolidation of wealth in the hands of a few, reformers in the Progressive Era sought to inject morality back into society through a series of reforms. Punctuated by a back-and-forth between the forces of reform and reaction, the state had to navigate modernization. Within this environment, new ideas, mindsets, and lifestyles took root at an accelerated pace, but not all ventures fostered the intended outcomes. One example of a progressive reform that significantly altered Kentucky was Prohibition, which reshaped the bourbon industry. Although Congress celebrated bourbon in 1964 and recognized it as a distinctive product of the United States, temperance advocates in the first two decades of the twentieth century turned their energy to the prohibition of alcohol. In her article, "'America's Native Spirit': Prohibition and the Consolidation of the Kentucky Bourbon Industry," Bailey Browning chronicles the shutdown, impact on communities, and subsequent consolidation of the bourbon industry following repeal. Browning describes how many smaller, community-based distilleries permanently closed or were purchased by larger companies during this thirteen-year period. The industry that emerged utilized new strategies and technologies to produce bourbon for international markets. A failed experiment meant as a form of social control, Prohibition was repealed in 1933 as part of a larger effort to alleviate economic tensions during the Great Depression. [End Page 1] Modernism and fundamentalism also clashed in the early twentieth century over the teaching of evolution in schools and universities, signaling additional changes in the larger education system. After university enrollment plummeted during the Great Depression and World War II, an influx of students in the postwar period due to the G.I. Bill renewed issues over funding and curriculum. In "No Longer an 'academically inferior, church-controlled southern school': How Transylvania College Found Success After World War II," Jonathan Tyler Baker explores how Transylvania reconciled academic changes as a religiously affiliated institution. Seeking to move forward without depending entirely on funding from the Disciples of Christ, university administrators became policy-oriented fundraisers and campus builders. As Baker notes, the changes in higher education during this era could help us adapt as we move forward in a new digital age. The rapid speed of societal transformations during the twentieth century meant that adaptability was key for both the bourbon industry and Transylvania University. Refusing to buckle under the pressures of modernization, or shifting religious and political ideologies, both Transylvania University and the bourbon industry redefined themselves and emerged economically stronger. Today, Transylvania University is a renowned liberal arts college, while Kentucky produced two million barrels of bourbon in 2021 with a record 12 million aging in warehouses.1 [End Page 2] Footnotes 1. "Kentucky Distillers Set Records for Bourbon Barrel Inventories, New Fills—And Punishing Production Taxes," Kentucky Distillers' Association, September 27, 2022, available online via https://kybourbon.com/industry-news/kentucky-distillers-set-records-for-bourbon-barrel-inventories-new-fills-and-punishing-production-taxes/. Copyright © 2022 Kentucky Historical Society