Higher Education Context Research Articles

Studying EFL Teachers' Philosophy of ESP Teaching: Zooming on the Tunisian Higher Education Context

Despite the expanding data streamon the importance of ESP teaching in EFL education worldwide, relatively little attention has been paid to the EFL teachers’ beliefs and understanding about the pedagogy related to ESP. In the Tunisian context, there are some calls to focus on this particular concern to boost practitioners' awareness and professional development. Thus, this exploratory study focused on tracing EFL teachers’ philosophy of teaching ESP in the tertiary Tunisian system. to identify their previous knowledge and experience. The data was gathered over a period of two months. Data analysis provided support for the challenges faced by the teachers in approaching ESP teaching that parallel the ones found in the literature on teacher change and teacher cognition. In light of the findings, the researcher recommends that ESP teacher educators focus on adopting a reflective model of training in order to boost teacher development and schema change in relation to the existing challenges identified in this study.

See it, share it: what makes social media content viral in the higher education context? The power of positive affective content

PurposeThis research examines how universities enhance the virality of their social media messages among students. Specifically, we explore whether and how positive affective content in universities’ social media posts can influence sharing behavior. We also investigate the mediating roles of perceived effort and positive emotional reaction, as well as the moderating effect of visual content (i.e. photos).Design/methodology/approachDrawing upon the emotions as social information model, we conducted (1) an online experiment (N = 222) and (2) text analysis of 1,269,798 Twitter posts extracted from the accounts of 94 UK universities over 11 years (2010–2020) to test our hypotheses.FindingsThe findings show that social media posts containing positive affective content encourage sharing behavior and the relationship is mediated by both perceived effort and positive emotional reaction. An additional finding suggests that the use of visual content (photos) strengthens the relationship between positive affective content and sharing behaviors through an interaction effect.Originality/valueThis study contributes to the scant research focusing on positive affective content in the higher education context. The findings shed light on how universities could create social media communications that engage current and prospective students.

Regular selves constructed through genres: A socio-cognitive approach to the study of positioning acts in Italian rectors’ inaugural speeches

This study aims to provide a socio-cognitive approach to understand how the identity associated with a social category is constructed through regular positioning acts in conventionalized genres. Using genre-based positioning analysis, we analyzed a corpus of 30 Italian rectors’ inaugural speeches and identified six rhetorical moves regularly used in the genre, which revealed three underlying positionings – representative of the university, value disseminator, and advocate – associated with the social role of university rectors in the Italian higher education context. Drawing on the Entrenchment and Conventionalization Model (hereafter ECModel), we analyzed how these positionings are conventionalized through shared conformity profiles of the genre in the onomasiological, semasiological, syntagmatic, and contextual dimensions. This study implies that genres can be important mediums through which the cognitive entrenchment and social conventionalization of positionings contribute to constructing our regular selves to be performed in the social domain.

Teacher candidates as student partners in decoding the disciplines research

This study examines the role of secondary teacher candidates as student partners in research into undergraduate students’ historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the disciplines methodology to solicit student voice in near-peer interviews, teacher candidates identified areas for curricular change in teaching contextualization in university history courses. The involvement of teacher candidates extended beyond the university classroom and informed their future work in secondary education. Decoding experiences in university courses provided teacher candidates with insights into supporting secondary pupils’ abilities to contextualize historical sources. This research demonstrates the potential of teacher candidates as near-peer interviewers and curricular change agents in secondary and higher education. Collaborative partnerships between teacher candidates and faculty can lead to meaningful curricular changes and effective teaching practices in higher education and secondary education contexts.

A Critique of Supervisory Practices of Doctoral Student Research in Emerging Higher Education Context, Botswana

The science community in Botswana holds a broad consensus that not enough quality PhDs are being produced to meet the needs of societal developments in the country. There appears to be a connection between the level of knowledge advancement of a nation and its economic wealth. The role of supervision in the quest for a leap towards quality and quantity knowledge output therefore, cannot be overemphasised. This paper provides a critique of supervisory practices of doctoral student research in emerging higher education context of Botswana. The study adopted a desk top research methodology which focused on a scoping view of studies related to the phenomenon of study. The areas interrogated included the initial stage of student recruitment and selection, allocation of supervisors, proposal development, and management environment for research, implementation of the proposal, and document compilation for examination.

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.

Experiencing leadership: Perceptions of leadership development for higher education contexts.

Higher education is complex and so is the leadership needed in this context. Educational leadership is not well understood despite an increasing interest in studying the phenomenon. This interpretive study aimed to identify aspects of leadership theory found in practice and implications for leadership education by exploring, analyzing, and interpreting experiences of people who earned an Educational Leadership Doctorate at Simon Fraser University. I conducted in-depth interviews and analyzed data to identify themes within and across interviews while also triangulating with my systematic reflections. This paper presents findings on leadership development, focusing on four themes that emerged from 18 interviews with higher education participants: Pathways to Formal Leadership, Learning “How to Be a Leader”, Learning “About Leadership”, and Learning “the Dialogue of Practice”. Leadership was perceived as an intricate lifelong journey. Overall, participants developed their leadership through their own experiences as leaders, followers, or observers of leadership, by engaging in leadership education (formal, informal, and non-formal), and by interacting with others. Finally, both successes and challenges supported learning, yet challenges were more salient and had more memorable lessons. This paper provides valuable insights on leadership development to leadership scholars and practitioners, as well as organizations offering leadership education.

Exploring English language Related Anxiety in Higher Education Context of Pakistan: Teachers’ Perspective

Language-related anxiety is a psychological phenomenon that occurs either during the process of language acquisition or the academic process of an individual’s life. The usage of English as the medium of instruction leads to this anxiety in higher education context of Pakistan. Students’ poor performance and heightened anxiety remain significant concerns in the field of language education. This qualitative paper through in-depth interviews from the faculty members investigates the manifestations of English language anxiety in classroom settings, particularly focusing on variations across educational streams, distinguishing between students from the matriculation and those educated in the Cambridge system. The findings reveal a multifaceted landscape of language anxiety, influenced by educational backgrounds, unfamiliar teaching methodologies, fear of evaluation and educational trajectories. Moreover, the research identifies recommendations and steps taken by faculty to lessen this anxiety. The findings support the importance of tailoring conducive mechanisms to address these disparities. This may result in the facilitation of a more inclusive educational environment that empowers students to overcome language anxiety and excel academically.

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

Centre for Excellence in Music Performance Education (CEMPE): an inquiry into institutional change processes in higher music education

ABSTRACT This study explores change processes in higher music education by following the development of the Centre for Excellence in Music Performance Education (CEMPE) at the Norwegian Academy of Music (NMH) over the period 2014–2023. The following research question is addressed: How has institutional change been enabled in a higher music education context through the activities of a Centre for Excellence in Education? The theoretical framework for the inquiry is drawn from institutional theory. Applying an instrumental case study design, data were collected from twelve semi-structured interviews with staff in management roles at CEMPE/NMH and from strategic documents, such as applications, action plans, annual reports, minutes from steering group meetings, and publication lists. The findings show that change was enabled through various leadership visions for change and the friction created through centre activities. The most significant area of change is reported to be increased student agency and involvement.

English Language Learning Through The Use of Digital Technology: A Literature Review

This research aims to evaluate the impact of digital technology on English language learning by synthesizing findings from various studies to understand its role in enhancing language skills. This review explores the potential of digital resources such as games, mobile applications, and online platforms in improving writing skills, particularly in higher education contexts. The research method is inspired by socio-cultural, cognitive, and constructivist theories, focusing on the complex interaction between technology and language acquisition, with notable achievements in pronunciation training and chat platforms. The research findings indicate that this review supports cautious optimism, encouraging educators to integrate technology wisely in line with pedagogical principles. The conclusion is a balanced approach that leverages the strengths of technology to create more meaningful and effective English language learning experiences for all learners. Keywords: Digital Literacy; Digital Technology; English Language Learning; Language Acquisition; Pedagogical Integration

CURRENT AND FUTURE TREND OF RESEARCH IN ACADEMIC WRITING: A BIBLIOMETRIC ANALYSIS

This study was a comprehensive bibliometric analysis of the literature of Academic Writing in various higher education contexts and mapped the current state of the trend as well as identified gap for future research. 991 documents were retrieved on Academic Writing in Higher Education from database citation index Scopus (2013 to 2022) under certain conditions. The documents were then analyzed using OpenRefine version 3.5.2, VOSviewer version 1.6.17 from Leiden University, Microsoft Excel and Tableu Desktop from the perspectives of the number of yearly publications, countries, authors, citation numbers, and keywords. The findings show that the number of publications on Academic Writing is generally growing.The research topics shows that academic writing instruction across classroom contexts reflect the 21st century life skills and learning through students’ active participation, i.e. peer assessment, peer learning, and self-regulation. Likewise, information, media and technology are instilled through e-learning and computer-aided instruction. Last, the functional view of grammar in academic writing establishes new research focus.

A Guideline for the Use of Recent Inclusive Practices in EFL Higher Education Contexts

A Guideline for the Use of Recent Inclusive Practices in EFL Higher Education Contexts

Beyond conventional teaching towards networked learning

With Generative Artificial Intelligence (GenAI) adoption growing, education has seen the emergence of innovative technologies like chatbots. However, little research has examined the impacts of GenAI integration in specialized higher education contexts. This study explored graduate students’ experiences using a GenAI chatbot, PEARL, within a graduate-level teacher education course focused on teaching students how to collaboratively conduct program evaluations using practice cases. Four students participated in our study and shared perceptions of interviewing personas with PEARL when evaluating the practice cases. Thematic analysis identified advantages like enhanced efficiency and accessibility, plus limitations regarding authenticity of artificial interactions. Findings emphasized the continued importance of human guidance and peer learning to enrich GenAI-enabled education aligning with principles of networked learning. Students highlighted the need for ethical considerations despite interacting with artificial entities, underscoring nuanced understanding. The significance of collaborative analysis and ongoing iterative improvements also emerged as themes integral to meaningful learning. Although GenAI presents transformational potential in instructional designs, findings support the use of blended approaches that strategically integrate its advantages with human activity and collaborative inquiry. The study makes contributions by elucidating domain-specific nuances of integrating GenAI into teaching in higher education. Practical implications encourage scaffolding GenAI curricula to promote authenticity and collaborative knowledge construction. Further research could examine variations across disciplines, technologies, and demographics. Overall, as GenAI shapes academia’s evolution, reflective pedagogical examination will be key to evidence-guided integration. This exploratory study presents a preliminary yet important step, unveiling opportunities for networked learning and complexities of GenAI adoption in teaching program evaluation skills in education contexts.

AN EMPIRICAL STUDY OF POTENTIAL FACTORS IMPACTING STUDENT SATISFACTION – A STUDY FOCUSED ON STUDENTS LIVING IN THE NORTH OF ALBANIA AND ATTENDING PUBLIC UNIVERSITIES (CASE: UNIVERSITY OF SHKODRA, UNIVERSITY OF TIRANA AND THE UNIVERSITY OF MEDICINE, TIRANA

Objective: This study aims to explore the factors influencing student satisfaction among attendees of public universities in the northern region of Albania, against the backdrop of declining student enrollment and significant emigration trends. Theoretical Framework: Student satisfaction is understood as a crucial aspect of educational evaluation, influenced by various factors such as educational experiences, services, and facilities (Chatzoglou et al., 2021). Emphasis is placed on understanding the interplay between demographic variables and their impact on satisfaction levels. Method: Data was collected via questionnaires distributed to students at the University of Shkodra, Tirana, and the University of Medicine in 2023. Factor and reliability analyses were employed to identify significant factors affecting student satisfaction. Multiple regression analysis was conducted, with variables including reputation, cost of study, course quality, employability prospects, and service quality. Results and Discussion: The findings indicate that demographic variables exhibit a notable influence on student satisfaction levels. Moreover, the regression analysis identified several factors—such as reputation, cost of study, and service quality—as significant predictors of student satisfaction. Research Implications: This study contributes to understanding the nuanced dynamics of student satisfaction within the Albanian higher education context. The findings hold implications for university administrators and policymakers in devising strategies to enhance student satisfaction and address the challenges of declining enrollment. Originality/Value: By focusing on the specific context of northern Albanian public universities, this research sheds light on understudied aspects of student satisfaction amidst broader socio-economic challenges. The study's findings underscore the importance of tailored interventions to improve overall student experiences and retention rates.

Managing employee self-esteem in higher education: impact on individuals, organizations and society

PurposeOrganizations increasingly promote the health and well-being of their employees. There is a growing need for organizations to develop a long-term humanistic approach towards their workforce. This study aims to examine how self-esteem influences the organization, the employee and society within the context of higher education institutions.Design/methodology/approachThe research has been carried out among the teaching and research staff of a higher education institution in Spain. For this, a structured questionnaire was used. Data analysis was conducted using 272 valid questionnaires. A linear regression analysis was used to examine the relationship between self-esteem and the variables of the model.FindingsWe identified a positive correlation between self-esteem and productivity, job satisfaction and altruism, where significant differences were observed according to gender, age, seniority and professional category of the teaching staff. The results revealed that teachers with high self-esteem are more productive, satisfied and participate in more altruistic activities than their counterparts with low self-esteem.Originality/valueThis study reveals the importance that worker self-esteem has on their behavior in the work environment and in society as a whole, to improve the overall results of the organization. We identified self-esteem as an attribute that improves productivity, job satisfaction and altruism, that can be used to reduce job turnover intention and improve job retention levels, positively affecting the organization. We also contribute to the achievement of some Sustainable Development Goals. This study offers a theoretical contribution by extending the application of social learning theory to the context of self-esteem within higher education institutions.

Mechanisms of the impact of sports participation on college students' psychological well-being

We investigated the impact of sports participation on the psychological wellbeing of 563 college students in China, and assessed the mediating role of social development in this relationship. The results indicated there was a significant positive correlation between sports participation and psychological well-being. Moreover, social development played a mediating role in the relationship between sports participation and psychological well-being. Our research findings contribute to understanding of the relationships among college students' sports participation, psychological well-being, and social development within the context of higher education in China. These discoveries provide educators with practical insights to enhance college students' psychological well-being and suggest directions for future research.

Admining beyond certainty: generating new educational imaginaries through more-than-faculty roles

ABSTRACT In higher education, the discursive establishment of ‘faculty’ vs. ‘administrator’ creates a dualistic, hierarchical structure, informing relationalities between/within ourselves and faculty. As administrators, we found/find ourselves in relational encounters, entanglements of material-discursive bodies, that we were/are a part of producing. In these relational encounters, we experience ethics, care, and response-ability within immanent decision-making processes that bear the imprint of tradition and hierarchy. We think-write-live with our academic roles, gendered-racial-cultural-ethic identities, and experiences as administrators in higher education to consider how various philosophical concepts inform how we do admining. We ask, how do post-philosophical perspectives come into being with/in/through administration(ing), especially in the current political, higher education context? We think with relational encounters and post-philosophical concepts to illuminate that contemporary, care-full contestations of admining can create new educational imaginaries in hope-full renewals.

Physical exercise and positive coping styles of Chinese college students: Psychological resilience as a mediator

We investigated the impact of the intensity, frequency, and duration of engaging in physical exercise on positive coping styles among 376 college students in China, and assessed the mediating role of psychological resilience in this relationship. The results revealed there was a significant positive correlation between engaging in physical exercise and positive coping styles. Additionally, psychological resilience mediated the relationship between physical exercise and positive coping styles. Our findings contribute to understanding of the interplay among physical exercise, positive coping styles, and psychological resilience among college students within the context of Chinese higher education. The findings also offer practical insights for educators to enhance positive coping styles among college students. Directions for future research are suggested.

Book Review: The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners

The editors of this book gathered the leading international researchers across diverse disciplines and proposed four questions to guide feedback research and practice, ‘Do learners know the purpose of feedback and their role(s) in it? Can learners make sense of the information? Can learners take action? What effects should we be looking for?’ (Henderson et al., 2019, p. 14). With the sociocultural perspective, we attempt not only to discuss, in the broad context of higher education, critical issues pertaining to feedback that makes a difference, expanding notions of feedback impact, pedagogies of feedback impact, visibility of feedback, and implications for research and practice, but to correlate the conclusions drawn from this book with the contexts and issues associated with feedback on L2 writing.