Development Of Higher Education Research Articles

Recent developments in higher education in Africa: partnerships for knowledge transformations

PurposeThis paper explores some of the recent developments and transformations in Africa's higher education.Design/methodology/approachIt employs an extensive review of literature based on some dominant thematic areas characterizing the main trends and developments in Africa's higher education.FindingsThe paper mainly highlights the impacts of academic partnerships on these transformations, with a focus on research, postgraduate training, mobility and some new intra-African initiatives. Following the unprecedented effects of the COVID-19 pandemic, digitalization comes out as an important turning point for Africa's higher education, which should be exploited for more opportunities. The paper calls for collaborative efforts to address the challenges facing Africa's higher education for the repositioning of Africa as a meaningful player in the unfolding global knowledge society.Practical implicationsThe outcomes could be useful to researchers focused on international education, policymakers and higher education leaders and international development partners working on higher education in Africa. It could also be useful for structuring future collaborations between Africa and other regions of the world.Social implicationsThe paper calls for enhanced and mutually beneficial collaborations and disruption of the imbalances that have characterised North–South collaborations. It proposes some possible approaches and alternatives that could be used for redress.Originality/valueThe paper is original and relies on some of the new developments in Africa, including the impacts of COVID-19 and digitalization on the future of higher education collaborations with Africa.

The Perception of Teachers Regarding Entropy in University Institutional Management

University Entropy from the Teachers' Perspective Highlights Challenges in Terms of Structure, Communication, or Resource Management Efficiency. The study aims to determine teachers' perception of entropy in university institutional management. The methodology employed was quantitative, descriptive level, cross-sectional, and non-experimental in design. The population consisted of 300 teachers from various public universities in Lima who voluntarily participated. A key characteristic was that the universities had obtained institutional licensing. The entropy instrument has 2 dimensions: management and metamanagement, with 16 items using a dichotomous scale. It was validated by experts and subjected to a pilot test for reliability, obtaining a KR20 of 0.87. The study results revealed that entropy associated with the licensing process is perceived at high and medium levels, reflecting the persistence of fear, anxiety, uncertainty, and controversy regarding potential loss of autonomy. This autonomy is considered crucial in the university setting as it contributes to the development of critical thinking and professional formation of students. It is concluded that there is an urgent need to adopt a more holistic and reflective approach to address the challenges facing the education system in its constant pursuit of excellence and continuous improvement. This implies avoiding the influence of political control and management in the academic sphere, thus allowing for a more conducive environment for the overall growth and development of higher education. Received: 12 January 2024 / Accepted: 23 April 2024 / Published: 5 May 2024

Potential of socio-humanitarian disciplines in training future engineers: students’ opinions analyzed

Introduction. Higher education is a key factor for societal development; new challenges associated with ultra-fast socio-technological transformations create new demands for professionals, especially in engineering. In addition to knowledge of natural and technical sciences, a modern engineer is to possess a wide range of so-called flexible competencies. In this regard, the issue of how these skills can be developed becomes particularly relevant. In particular, experts in higher education development believe that sociohumanitarian disciplines are indispensable for solving this issue. The study aims to assess the potential of socio-humanitarian disciplines in training future engineers and to outline proposals for optimizing their role in education. Research methods. The study had two stages: a comparative analysis of Russian and foreign research and expert assessments regarding challenges to modern engineering education, and an assessment of the influence that specific disciplines of engineering education have on its quality; a survey-research of 548 students of Saint Petersburg Mining University (Russian Federation). Research methods: survey, comparative analysis, pedagogical consultation. Research results. More than 60% of students positively assess the potential of socio-humanitarian disciplines, considering them essential for the development of a wide range of communication and cognitive skills. At the same time, 60% of students noted that the teaching methods used and the content of work programs do not always meet their expectations. Conclusion. The survey results confirm the opinion of experts that modern technical education is to be more practice-oriented and address current problems of modern society in order to be competitive. Based on the results of the study, proposals were formulated for solving the identified problems in engineering education.

Investigation and Analysis of the Application of Efficient Classroom Model in High School Music Appreciation Course

 In China, the efficient classroom teaching model is also known as the "6+1" teaching model, which was first applied to cultural courses, such as math, chemistry and English."6+1" refers to the six segments of classroom teaching, including "guide", "think", "discuss", "show", "assess", "check"; the second part is the "1" in the efficient 6+1 model, which is called "use", which is a learning segment carried out in the self-study after class (Ma, 2023). It emphasizes the students' subject position and focuses on cultivating students' independent learning ability and innovative thinking. But whether this teaching mode is suitable for high school music appreciation courses has not yet been researched in a targeted way. The cultivation and improvement of independent learning ability has become an important symbol of deepening teaching reform (Du, 2020). Therefore, the efficient classroom mode was adopted for classroom teaching in the high school music appreciation course, and after four weeks of teaching practice, questionnaires on music learning attitudes, learning styles, and learning goals as the main content were administered to teachers and students respectively. The results of the study showed that after the teaching of the efficient classroom model, teachers were positive about the instructional model, and students' learning attitudes became more positive. Students also listen to more musical works on their own. The results of the study are expected to provide some useful references and lessons for the reform and development of high school music education in China.

Approaches to education for sustainability leadership development in higher education: an international comparative study in the Asia Pacific region

Approaches to education for sustainability leadership development in higher education: an international comparative study in the Asia Pacific region

MÜSTƏQİLLİK İLLƏRİNDƏ AZƏRBAYCANDA ALİ TƏHSİLİN İNKİŞAF PERSPEKTİVLƏRİ

Perspectives of Development of the Higher Education in Azerbaijan Indicators During Independence Summary Article deals with the research of the fundamental improvement of the management structure for the modernization of the structure of the higher education institutions and its management system in terms of modern requirements, the establishment of structures that ensure the participation of staff in the management and development of higher education institutions, establishing close relationships with the relevant institutions as a base, is important to achieve significant improvements in the development of the self-governance system Key words: development of higher education, State Strategy for the development of education, higher education system, higher education in Azerbaijan, modernization of education

A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries.

The aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide. In this study, a Nordic cross-national network of researchers collaborated in investigating policy documents at the national and university levels, which govern the education of ECEC teachers. This study was inspired by the Non-affirmative Theory of Education, which provides a framework for understanding the various influences on curricular development in higher education. Based on this, a four-step comparative analytical process of national and university documents across the Nordic countries was conducted. It included keyword search for MoPA related courses and a qualitative description of MoPA in ECTE. Thus, a combination of investigations of policy documents at the national and university level and expert knowledge set a solid foundation for international comparison. The comparative analysis of MoPA in ECTE reveals diverse approaches influenced by national and university policies. A central theme is the variability in MoPA integration across these nations. Finland and Norway prioritize MoPA with independent mandatory courses. In Iceland, compulsory MoPA courses exist at one of two universities, and in Sweden at three out of 19. All university colleges in Denmark offer an elective course. Furthermore, learning objectives related to MoPA are, to varying degrees, part of the internships in the countries, with Sweden being an exception. In the participating countries, the teachers decide the content of the MoPA courses with little guidance, support, and agreement on essential MoPA content within and across the ECTE's. Norway has established guidelines, and in Finland, there is a network of ECTE Physical Education (PE) educators, which, to some degree, increases the consistency and quality of MoPA in education. The Nordic countries present diverse MoPA integration approaches rooted in national policies and educational traditions. The findings emphasize the necessity of independent and mandatory MoPA courses, integration of MoPA into internships and promoting networks across the educational and academic sectors to equip future early childhood educators with competencies for fostering physical activity, motor development and children's well-being.

Not All Who Wander Are Lost: Redefining Career Exploration and Indecision in Undergraduate Students

Inspired by a Tolkien quote, “Not All Who Wander Are Lost,” the authors introduce the concept of career wandering in the context of undergraduate student development. Proposing an alternative to traditional linear career trajectories, we conceptualize a dynamic approach that embraces nonlinear paths, indecision, and adaptability in a rapidly changing labor market. Drawing from our experience as educators, we define career wandering by integrating principles of lifelong learning, flexibility, chance events, and openness to diverse experiences. We explore the implications of career wandering for student affairs professionals, emphasizing the need for supportive, inclusive environments that encourage exploration and holistic student development. Addressing potential critiques, we acknowledge the challenges of equity and accessibility, and the need for intentional institutional support. Ultimately, the career wandering approach aligns with the evolving nature of work and promotes a more inclusive and adaptable model of career development in higher education.

Learning in the Context of (Digital) University Teaching: Flexibilisation and Individualisation

This article explores the challenges and developmental landscapes of digital university education, focusing on fostering flexibility and individualization in learning. It examines how integrating online and in-person formats can serve these objectives and how evaluation techniques can enhance the quality of teaching offerings. The shift towards lifelong learning (LLL) and catering to individual student needs are regarded as pivotal concerns. The paper presents various developmental fields within higher education, emphasizing the need to cultivate a learner-centric culture that supports self-directed learning. The integration of online and in-person formats as part of a flexible teaching concept is discussed as a solution for individualizing and flexibilizing learning. Additionally, the evaluation of teaching as a quality measure is deliberated, emphasizing the importance of effective evaluation methodologies. The work concludes with a contemplation on the future of university education, advocating for a balanced blend of online and in-person formats. This strategy aims to foster flexibility and individualization in learning to meet the demands of self-directed and lifelong learning. The article notes that experiences from the pandemic should be integrated into future university teaching rather than reverting to previous norms. The open questions, particularly regarding the integration of AI applications like chatbots and their impact on instruction, are highlighted as pivotal for further developments in higher education.

Chinese University Students' Growth in Critical Thinking: Accounting for School Transition and Selection Effects

Evaluating cognitive ability and skills development in higher education presents challenges because the focal outcome often serves as, or at least is reflected in, selection criteria for college admission decisions. Additionally, the baseline abilities and skills gained from earlier educational experiences impact students' further learning outcomes. To address these challenges, we propose an integrated framework for estimating students' growth that accounts for lasting transition effects and varying selection effects. Using a nationally representative longitudinal sample of Chinese university students, we found that students experienced medium-sized growth (0.67) in critical thinking skills, with a large effect size observed for evaluating the reasoning of an argument, a medium effect size for evaluating argument implications, and no significant growth in evaluating argument credibility. Our estimates of transition effects showed that the impact of earlier education experience on students' critical thinking growth diminished in the college years. After controlling students' socioeconomic status and the college entrance examination scores, we found that the within-university advantage in the college entrance examination served as a factor in explaining the university impacts on students’ critical thinking. Our findings provide rich insights into improving the evaluation of critical thinking skills in Chinese universities, and our illustrative framework can also be applied to similar education contexts.

Development of the United States’ University tenure system from the perspective of the protection of teachers’ rights and interests

As a fundamental system for protecting the rights and interests of teachers, the university tenure system plays a crucial role in the development of universities in the United States. The tenure system has developed and evolved over a long period of time, from the dual track system of university teachers under church management in the 17th century to the formal establishment of the university tenure system in the 20th century and then to the “up-or-out” policy in the 21st century. The foundation of this system’s development has always been maintaining teachers’ academic freedom and guaranteeing their livelihoods. This article explores how universities and related institutions in the United States have integrated the protection of teacher academic freedom and economic security throughout the development of higher education by studying the development of the US university tenure system.

Evaluating Education's Impact on Workplace Readiness: A Meta-Analytical Examination

Purpose: The purpose of this study is to investigate the conceptualization of skillset development, particularly in the context of higher education, with a focus on its impact on employability. Given the challenges faced by graduates in meeting the expectations of employers due to perceived deficiencies in their skills and abilities, this research aims to explore the varied skills, personal traits, and knowledge bases necessary for successful employability. By conducting a review of existing literature and meta-analysis of research investigations, the study seeks to elucidate the theoretical underpinnings of skillset development, particularly in the context of the COVID-19 pandemic.
  
 Methods: This study employs a systematic approach, involving a review of existing literature and a meta-analysis of research investigations on skillset development. Special attention is given to employability skills, task-related skills, self-management, and technical knowledge required by employers. The researchers analyze scholarly articles and empirical studies to identify conceptual frameworks and key themes related to skillset development in higher education. Through rigorous examination and synthesis of this literature, the study aims to contribute to a deeper understanding of skillset development processes and their implications for employability.
  
 Results and discussion: The review and meta-analysis of research investigations reveal insights into the multifaceted nature of skillset development in higher education. Employability skills, task-related skills, self-management, and technical knowledge emerge as critical components influencing graduates' success in the job market. The study discusses how these skills and attributes are conceptualized and cultivated within the educational context, considering factors such as pedagogical approaches, curriculum design, and industry relevance. Furthermore, the impact of the COVID-19 pandemic on skillset development and employability is examined, highlighting both challenges and opportunities for higher education institutions and graduates.
  
 Implications of the research: The findings of this research have significant implications for higher education institutions, policymakers, employers, and graduates. By providing insights into the conceptualization and development of employability skills, the study informs strategies for curriculum design, teaching methodologies, and career counseling services. Additionally, the research underscores the importance of addressing the diverse skill needs of industries and adapting educational practices to meet evolving demands. For graduates, the study offers guidance on enhancing their skillset and improving their employability in a competitive job market, particularly in the context of post-pandemic recovery and economic transformation.
  
 Originality/value: This study contributes to the literature by offering a comprehensive analysis of skillset development in higher education and its implications for employability. By synthesizing existing research and identifying key themes, the study provides a theoretical framework for understanding skill acquisition and enhancement processes. Moreover, the examination of skillset development during the COVID-19 pandemic adds a novel perspective to the literature, shedding light on the challenges and opportunities presented by this unprecedented global event. Overall, this research offers valuable insights for stakeholders involved in education, workforce development, and career advancement.

HYBRID SOCIALITY: SOCIO-HUMANITARIAN ASPECTS OF THE IMPACT OF ARTIFICIAL INTELLIGENCE ACHIEVEMENTS ON THE DEVELOPMENT OF HIGHER EDUCATION

The article deals with the problem of socio-humanitarian aspects of the impact of achievements in the field of artificial intelligence on the development of higher education in an increasingly risky society. It is argued that social and technological processes tend to accelerate more and more, exerting significant mutual influence, not always equivalent and predictable, contributing to drawing attention to the need to resolve emerging problems. These processes cannot be left without constant coordination of management decisions at various levels. The theoretical framework is determined by the analysis of socio-humanitarian aspects of accelerated progress in the development of neural networks with "deep learning" on large amounts of data, as well as emerging new trends in the organization and development of higher education. The research method is a theoretical socio-cultural analysis of current changes in opportunities and management practices in the educational process and university administration. The novelty of the article is represented by substantiating the emergence of aspects of a new sociality as a result of the development of modern technologies of generative artificial intelligence.

Smart Campus Development: Trends in Building a Digital-Based Academic Culture in Cyber Learning Environments

This research aims to formulate the design, roadmap, implementation and impact of smart campus development in higher education in building a digital-based academic culture. This research uses qualitative field research methods with a multi-site study design and flow analysis techniques. The findings of this research show that the smart campus development strategy has a special character in higher education. Smart campus development system design requires data center infrastructure, internet, and building management through Enterprise Architecture (EA) Analysis, Jason with Token (JWT), LemonLDA, and according to user interplace and user experience needs. The smart campus road map was built in a long-term plan towards smart people by relying on sustainable leadership through leadership policies. Smart campus implementation includes smart boards, multi-device gadgets, and campus domain e-mail ownership. The output of smart campus development has an impact on changing mindsets towards smart thinking and ease of serving the academic needs of both national and international students; accountability, transparency, certainty of academic processes and promotions; and compliance with the system.

Leaders’ Experiences of Integrated Leadership Development in Higher Education

This article examines the perceptions of leaders of a public university in Ghana on how leader and leadership development perspectives are reflected in the institution’s leadership development (LD) practices. While there is an extensive body of literature on LD, further research is required on how leader and leadership development perspectives can be integrated. The study examined the applicability of the 70:20:10 model to leaders’ LD experiences and blended this model with Kolb’s experiential learning theory. A qualitative case study research approach was employed to explore the experiences of the institution’s leaders. Data were gathered using semi-structured interviews, document review and observation of a training session. The data were analysed using the thematic perspective of narrative analysis. The study found that the concepts in the 70:20:10 model, namely (1) on-the-job task performance (2) relationships in the workplace, and (3) training formed the basis of formal and informal sources of learning that propelled leaders in their development journeys. However, the university did not leverage these to consciously integrate the perspectives of leader and leadership development. It is thus recommended that LD should be consciously planned to ensure holistic learning from the three sources in the university setting.

STAKEHOLDER PERSPECTIVES ON THE MANAGEMENT AND IMPLEMENTATION OF CAMPUS AUTONOMY IN TRIBHUVAN UNIVERSITY NEPAL: A QUALITATIVE ANALYSIS

Purpose: This study investigates stakeholder perspectives on the implementation of campus autonomy at Tribhuvan University. It aims to explore how stakeholders perceive campus autonomy, identify opportunities and challenges associated with it, and examine its benefits and drawbacks.    Methodology: The study is based on a qualitative research method utilizing thematic analysis. It focuses on four main themes: structural challenges, institutional sustainability, governance and accountability, and collaboration and coordination. Data were collected through in-depth interviews and focus group discussions, and thematic analysis was employed to extract valuable insights from stakeholders.   Results and Discussion: The findings reveal the complexities involved in autonomy implementation. It highlights the significance of strategic planning, capacity development, addressing disparities, upholding academic freedom, maintaining coordination, and striking a balance between autonomy and accountability to foster innovation and enhance educational outcomes.   Conclusion: Implementing campus autonomy in Nepal's higher education system requires careful planning, capacity-building, good governance and accountability, and fostering collaboration and coordination to address challenges and stimulate innovation.   Implication: The research provides valuable insights to stakeholders for improved decision-making, academic quality, governance, innovation, stakeholder engagement, and policy recommendations in developing a high-quality higher education system.   Originality/Value: The research's originality lies in aligning its implementation with stakeholders' expectations for quality development in higher education through campus autonomy. Stakeholder insights and opinions offer valuable understanding of campus autonomy, including its benefits, challenges, and potential implications. These insights inform decision-makers and policymakers, aiding their efforts to enhance campus autonomy and improve educational systems.

The Path to Continuous Development in Higher Education: Interplay between Quality Service, Student Satisfaction, and Performance Evaluation

This study explores the mutual interaction among quality services, student satisfaction, and performance evaluation in higher education and their impact on sustainable development. Through literature review and case analysis, it discusses how these elements collectively drive progress in higher education and enhance educational quality. The research findings indicate that effective quality services, satisfactory student experiences, and scientific performance evaluation are key factors in achieving sustained development in higher education.

Beyond the Game: The Influence of Varying Degrees of Sports Involvement on College Students’ Self-Perceptions and Institutional Affiliation

This research investigates the impact of varying levels of sports participation on college students’ self-perception and their sense of connection to their educational institution, with a specific focus on an Israeli context. Recognizing the gap in the existing literature regarding the nuanced effects of different degrees of sports engagement, this study aims to offer insights into how sports involvement shapes students’ academic, social, and psychological experiences. Utilizing a qualitative approach, the research involved conducting 26 semi-structured interviews with undergraduate students from a northern Israeli college, encompassing a diverse range of sports participation levels, from occasional involvement to committed varsity athletes. The findings reveal that sports participation significantly enhances students’ perceptions of their academic and social abilities, fosters a sense of belonging to the institution, and cultivates institutional pride, regardless of the level of involvement. Particularly noteworthy is the positive correlation between sports engagement and heightened self-esteem and self-efficacy. This study contributes to the understanding of the broader impacts of sports in higher education, highlighting its role in personal development and institutional affiliation. The research underscores the need for further studies in varied cultural contexts to deepen the understanding of these dynamics. Additionally, the study’s focus on an Israeli sample provides a unique perspective on the role of sports in a culture where collegiate sports are less academically explored. This research serves as a stepping stone for future quantitative investigations to objectively measure and enhance the understanding of the relationship between sports participation and student development in higher education.

A Cross-Cultural Exploration of Student Development in Higher Education: Acknowledging, Exercising, and Enhancing Agency

Purpose Students develop and grow throughout higher education. However, the underlying mechanism remains unclear. Building on the premise that individuals develop and grow through interacting with the world, this study explores how students develop, grow, and become empowered in higher education through the lens of I–world interactions. Design/Approach/Methods This study employs a multicultural and multidisciplinary approach by first examining different cultural philosophical approaches to I–world interactions. This is followed by an elaboration of what the interactions mean for individual development and growth in higher education by drawing on psychology, sociology, and educational research. Findings This study argues that there are three essential elements of I–world interactions across three philosophical approaches: acknowledged, exercised, and enhanced individual agency. In higher education, students are strong agents, as demonstrated by sociological theories of agency and psychological evidence of agentic human functioning. Students actively exercise their agency, particularly when interacting with the environment. If organized and practiced well, universities can help students enhance their agency. Originality/Value The three shared elements and empirical evidence together form the foundation for understanding how students become empowered in higher education and for positioning the enhancement of students’ agency at the center of higher education across contexts.

Social work students’ views on competencies in human resources

The professionalism of human resources (HR) is given a lot of consideration when it comes to individual competency. This essay aims to close the gap between students’ perceived and actual competencies and what they believe they will learn and acquire while in school. Our paper aims to: a) introduce competencies generally, b) define the meaning of competencies development in higher education; and c) outline the function of competencies in human resource management. This paper aims to investigate students’ human resource competencies and their assessments of the competencies they have already acquired during their studies. Full-time fourth-semester students at the Parul University Faculty of Social Work were given the questionnaire in a way that represented all years of study. We have polled students on how they currently and in the future see professional competencies in the HR industry. Results based on the self-assessment and need for education and training of 15 HR competencies. The research study underscores the importance of acquiring and developing HR competencies during university education, with findings suggesting that students, as future HR professionals, recognize the value of continuous learning. As students progress through their studies, their confidence in the study program’s efficacy in fostering HR competencies tends to increase.