IN HIGHER EDUCATION Research Articles

A Digital Tool for Argument Standardisation

In PHIL1037: Critical Thinking, a first-year compulsory unit in the Bachelor of Arts at Macquarie University, mastering the structure and evaluation of arguments is an essential learning outcome. The process through which students learn to do this is argument standardisation. The need for a tool arose from challenges in traditional critical thinking instruction, where the explicit and systematic representation of arguments is often overlooked. Dwyer et al. (2002) describe argument mapping as a visual representation of text-based arguments using a ‘box-and-arrow’ style flow-chart. Their research suggested that argument mapping can reduced cognitive load and facilitate both learning and cultivation of critical thinking skills. To address these challenges, we developed a digital Argument Standardisation Tool, taking into account feedback from PHIL1037 students and instructors. The tool is designed to help students identify and represent the premises and conclusions of arguments while disregarding non-essential elements. It provides a workspace for students to input statements, organise them into structured arguments, and label components such as conclusion, main premises, sub-premises, convergent, or linked. Key features include free text entry, labelling, logical ordering, sharing, saving and downloading of work for future use. This structured representation clarifies complex reasoning and supports critical analysis whilst ensuring an accessible and efficient process. The theoretical foundation of our tool is supported by research on argument mapping and cognitive science. Studies by van Gelder (2005) and Dwyer, Hogan, & Stewart (2012) highlight the benefits of explicating argumentative relationships, which our tool achieves through visual and textual representation. Gelder's emphasis on systematic skill development and practical teaching strategies guided our design to incorporate structured and iterative practice sessions. Meanwhile, Dwyer et al.'s findings inspired us to integrate visual representation techniques to clarify the logical structure of arguments and promote iterative analysis. Key stakeholders identified critical features for the tool: a general workspace for initial text input, a structured area for building arguments with appropriate labels, automatic logical ordering, and easy error correction. The tool also allows premises to be labelled as linked or convergent, ensuring an accurate representation of argumentative relationships. The tool was launched in Session 1, 2024. Initial feedback (n=80, representing an 80% response rate from the course) indicated high satisfaction, with an average user-friendliness and effectiveness rating of 8/10. Ninety-two percent of respondents reported an enhanced learning experience, 82% found it facilitated collaboration with peers and staff, and 48% anticipated using the tool in future studies. Initial implementation results are promising, indicating strong user engagement and effectiveness in enhancing critical thinking skills. The next phase will be informed by continued feedback from students and instructors, to refine the tool and explore its potential applications across other disciplines within the university. The Argumentation Standardisation Tool is a major advancement in TEL, enhancing teaching and learning of argumentation. It supports critical thinking in PHIL1037 and offers a model for future TEL initiatives in higher education. Given the broad applicability of critical thinking skills, this tool could be adapted for various disciplines, where effective argument analysis is essential.

Institutionalizing Sustainability: The Role of Multiple Logics in B Corp Course Integration

AbstractSustainability has gained increased importance in business schools, yet its full institutionalization within the curricula remains challenging. To address this gap, business schools are increasingly collaborating with alternative organizations, such as B Corporations. However, the factors driving the integration of these B Corp courses into the curricula are not well understood. This study employs an institutional logic approach to examine in what way institutional logics coexist and shape the integration of B Corp courses within business school curricula. A qualitative analysis of 31 U.S. business schools revealed how the coexistence and hybridization of industry, social institution, and sustainability logic shape B Corp course framing, implementation, and perception. Industry logic drives career readiness and market alignment, social institution logic emphasizes community engagement and ethical responsibility, and sustainability logic promotes long-term impact and transformative education. This research contributes to the discourse on sustainability in business education by illustrating how multiple institutional logics can coexist constructively, offering a model for enhancing the effectiveness of sustainability initiatives in higher education.

THE SPLIT BETWEEN QUALITY OF EDUCATION AND QUALITY EDUCATION: A RESEARCH PROBLEM IN HIGHER EDUCATION

THE SPLIT BETWEEN QUALITY OF EDUCATION AND QUALITY EDUCATION: A RESEARCH PROBLEM IN HIGHER EDUCATION

Sexual harassment among higher education students: a worldwide review

Abstract Introduction Sexual harassment is an uprising problem in higher education systems worldwide with major impacts on students. The aim of this study was to describe and meta-analyze quantitative data on sexual harassment prevalence among higher education students. Methods We searched in seven databases and included studies published in English and French from 2000 until 2023 if they measured sexual harassment prevalence on students attending higher education, and they were quantitative cross-sectional studies. Prevalence estimates disaggregated by gender identity, and world region were meta-analyzed using a random-effects model and reported following PRISMA guidance. Results We identified 53 articles, from 6 different regions of the world, with highly variable sample sizes, ranging from 164 to 779,170. 45% of the samples were from the United States. 32% of studies used convenience or purposive sampling and 39% random sampling. The meta-analyzed prevalence of sexual harassment was globally 36.9% (95% CI [30.6, 43.6], 43.7% for women, 16.8% for men, 33.4% for non-binary. In additional, variations in prevalence were observed across the different world regions. In particular, the Eastern Mediterranean region presented the highest prevalence estimates for sexual harassment among women, reaching 67.5%, while the Americas region presented the highest prevalence estimates for sexual harassment among men, at 18.8%. Discussions Higher education institutions, especially in low- and middle-income countries, should commit to the conduct of surveys to monitor the prevalence of sexual harassment, and policymakers should allocate specific funds and resources to support the implementation of sexual harassment prevention and intervention initiatives in higher education, prioritizing the safety and well-being of students. Key messages • High prevalence of sexual harassment in higher education underscores urgent need for proactive measures to ensure student safety and well-being. • Policymakers should allocate specific funds and resources to support the implementation of SH prevention and intervention initiatives in higher education.

A pedagogical evaluation of an institution's digital assessment platform (DAP): Integrating pedagogical, technical and contextual factors

An assessment for learning approach is foundational for student learning. The necessity to shift teaching and learning online as a response to COVID-19 has propelled digital assessment into the mainstream within higher education institutions. User experience is a common indicator of effectiveness of technologically enhanced initiatives; however, measuring the pedagogical impact of digital assessment initiatives has not been straightforward. This paper presents a pedagogical evaluation, incorporating staff and student perspectives, of a digital assessment platform (DAP) at a large Australian metropolitan university. Data were collected using surveys, interviews, focus groups and case studies and incorporated findings from student evaluations of courses and a student-staff partnership project. Results highlight strong pedagogical reasons for continuing the digital assessment initiative, while also identifying constraints and opportunities for improvement. The insights generated through this evaluation emphasise the importance of considering technical, pedagogical and contextual factors and the interplay between the factors. In a quality assurance climate, where the demand for this type of institution-wide evaluation is increasing, this study contributes an approach that addresses some of the complexities and challenges of evaluating digital assessment initiatives in higher education. Future research is needed to understand more fully the relationships between pedagogical and contextual factors when undertaking an evaluation. Implications for practice or policy: The DAP enabled the (re)design of authentic, inclusive, engaging and secure assessment tasks. Educator support is critical in learning the system and creating assessment with high pedagogical merit. Student familiarisation opportunities with using the DAP are beneficial. The DAP’s longevity within the institution is crucial considering the significant effort required of educators and students. Contextual influences blur understanding of pedagogical factors.

Implementation of Digital Initiatives in Higher Education in India: Problems and Solutions

The education system is gradually becoming technology-oriented. The Ministry of Education of India has initiatives numerous digital platforms, tools, and devices like (SWAYAM, SWAYAM Prabha, Shodhganga, Shodhshuddhi, NDL, NAD, e-PG Pathshala, e-Yantra, FOSSE, SAMARTH, IRINS, spoken tutorials and Virtual Labs and so on) to ensure that everyone can access advance and quality education. The study explores problems and solutions regarding implementing digital initiatives in higher educational institutions. This study adopted secondary data from different papers published in journals, newspaper pieces, and various government policies and reports with the help of content analysis. Due to a lack of knowledge and awareness, many problems are faced in successfully implementing digital initiatives in India's higher Education. The problems encountered include limited digital resources and tools, poor internet connectivity in rural institutions, and a lack of proper policy guidelines and rules and regulations when implementing digital initiatives. This paper explores solutions to the problems regarding implementing digital initiatives, such as regular training and workshop programme arrangements that help to increase knowledge and awareness among academics, researchers, and students. Provide adequate internet infrastructure, especially in rural areas, and require sustainable funding to implement digital initiatives in higher Education successfully. The outcome will be highly beneficial if the students can learn digitally. It is valuable for faculty members to develop professional skills.

THE STUDY OF TEACHING APPLIED DECORATIVE ARTS IN HIGHER EDUCATION INSTITUTIONS THROUGH SOFTWARE SOLUTIONS: A REVIEW OF METHODOLOGICAL LITERATURE

This article discusses the challenges of teaching applied decorative arts through software tools in higher education institutions. It examines the degree to which pedagogical, psychological, and methodological literature has studied these challenges and analyzes the current state of the subject within the higher education system. The paper emphasizes the importance of using digital resources and educational technologies to enhance learning outcomes, improve teaching quality, and align with international standards.

The Role of AI in Enhancing Marketing Communication: Implications for Policy and Development in Indonesian Higher Education

This research delves into the transformative impact of Artificial Intelligence (AI) on marketing communication within the Indonesian higher education sector. By adopting advanced AI technologies like machine learning algorithms, universities aim to enhance customer engagement, understand student behavior, and personalize marketing strategies. The study combines quantitative data, showcasing the extent of AI adoption and its outcomes, with qualitative insights to highlight the effectiveness of AI in improving key marketing metrics. Post-AI integration, there were significant increases in student inquiries, application rates, and enrollment numbers, underscoring the tangible benefits of AI-driven marketing strategies. The findings emphasize the strategic shift towards data-driven decision-making and personalized engagement, positioning Indonesian universities at the forefront of innovative marketing practices. This research contributes valuable insights for academia, industry practitioners, and policymakers looking to leverage AI for strategic marketing initiatives in higher education.

Empower to grow through higher education

IU International University of Applied Sciences with more than 120,000 enrolled students at present and more than 200 bachelor’s and master’s programmes in total is a member of the UN Global Compact and its higher education initiative. The principles of these two initiatives are the key factors which define the sustainability approach of the university. The university has defined several key areas in which it is working to achieve the Sustainable Development Goals of the United Nations. Social aspects play a prominent role and are consistently pursued in the three key areas of students, employees, and community. The paper focuses on the key area of students and sets out the starting points for implementing the university’s mission ‘Everybody can access education to grow’ in relation to the pursuit of the Sustainable Development Goals. Aspects like opening up access for non-traditional students, facilitating access for students facing barriers, and implications for academic teaching will be addressed, and the paper illustrates close and multiple relationships between higher education and the achievement of the Sustainable Development Goals. For the necessary trans-sectoral and transdisciplinary effort, the development, consistent implementation, and evaluation of a sustainability-oriented strategy is key.

University rankings in the context of research evaluation: A state-of-the-art review

Abstract Initially created as a marketing and benchmarking tool, global university rankings have evolved into a part of research evaluation and policy initiatives. Governments around the world, concerned about the low rankings of national universities, have launched numerous excellence initiatives in higher education. The aim of this study is to provide an overview of the literature on the use of university rankings in research evaluation and excellence initiatives. A systematic review of the literature on rankings in the context of research evaluation and excellence initiatives was performed. The majority of the review is based on English-language sources, but the review also covers literature from Russia, where the role of rankings is emphasized by their mention in the title and goal of the policy project 5top100. In addition, the review also includes gray literature. The general academic consensus is that rankings cannot be used in research assessment, though a few authors have a positive or neutral attitude. The literature reveals a lot of issues, such as technical and methodological flaws; biases of different nature, including bias towards research in evaluation of both universities and individual researchers; conflicts of interest; and risks to national identity. However, we must acknowledge the complexity of rejecting rankings.

Examination of the Delphi Method for Establishing a Quantitative Literacy Framework in Undergraduate Mathematics Course

The increased relevancy and importance of quantitative literacy (QL) have called for educational reform in undergraduate mathematics course offerings. However, lack of clear guidelines has led to wide variability in the content and outcomes of math courses meant to address QL. Therefore, having an expert consensus regarding content and outcomes for an undergraduate mathematics course focusing on QL would advance the quantitative literacy initiative in higher education. The authors propose the Delphi Method to aid in developing a framework based on expert opinions. The authors explain the Method and suggest the result of this process should yield a research-based framework that faculty and institutions can use as a resource for QL math courses.

CHALLENGES IN NAVIGATING THE ACADEMIC WORLD: A PERSPECTIVE FROM EARLY-CAREER ACADEMICS

Higher education (HE) is a dynamic sector that is constantly experiencing changes due to the rapidly changing world. Today, academics are not just expected to deliver lectures, but they also need to contribute to other aspects of academia such as publishing scholarly works, securing grants, innovation and holding administrative positions. The multiple demands and responsibilities that an academic need to meet in their career can be overwhelming especially for those early-career academics (ECAs). Understanding the challenges they face in the early years of career is important to facilitate universities in devising effective strategies to develop this group of employees. Following a qualitative, case study method, we explored the challenges facing ECAs serving in two comprehensive public universities in Malaysia. Data were collected using individual, semi-structured interviews on six ECAs. Findings revealed that ECAs faced challenges in terms of support they received, workload, and networking opportunities. Looking at the future, universities need to think of ways to manage and support ECAs which can help with their successful integration into the academic world. Our study contributes to the growing global research on ECAs and talent management initiatives in higher education.

QUALITY ACCREDITATION IN HIGHER EDUCATION: INNOVATION, ETHICS AND STANDARDS FOR HOLISTIC DEVELOPMENT

QUALITY ACCREDITATION IN HIGHER EDUCATION: INNOVATION, ETHICS AND STANDARDS FOR HOLISTIC DEVELOPMENT

„Vielleicht kann ich meinen Bildschirm teilen“ – Management von Spanisch-Online-Interaktionen im Rahmen eines Virtual Exchange

Virtual Exchange (VE) initiatives in higher education have seen an extraordinary increase in recent years. While the language of communication in VE in the great majority of cases is English, there is a considerable lack of studies on how VEs are conducted in other languages. In this paper, we report on some preliminary results of a VE project with Spanish as the lingua franca that took place in 2021 between members of the ENLIGHT Network as an extra-curricular activity. During the project various students of Spanish from different study backgrounds met in small groups via Zoom. The interactions, therefore, had the character of conversations-for-learning (Kasper/Kim 2015). None of the participants had the official role of a teacher or leader. The focus of this paper is on the question of the interactional self-management which means that we are looking at how the leading roles are managed. Specifically, we will analyze the common strategy of sharing the screen on Zoom. By comparing groups, we also provide insights into the effects of this particular practice on the interactions.

TRANSFORMING HIGHER EDUCATION IN MOLDOVA: A JOURNEY THROUGH DIGITALIZATION, AI AND FINANCIAL CONSIDERATIONS

This paper analyzes Moldova's higher education transformation, focusing on digital and AI integration, underpinned by the Moldova Higher Education Project financed by the International Development Association. Findings highlight the project's effectiveness in aligning education with labor market demands through AI-driven personalized learning and administrative automation, significantly enhancing learning environments and operational efficiencies. Challenges include the need for improved digital infrastructure and equitable technology access. The study offers actionable recommendations for policymakers, such as enhanced AI training for educators and policy development to ensure fair access to technology. These insights contribute significantly to understanding and implementing educational reforms in similar contexts.

INNOVATIVE PEDAGOGICAL APPROACHES FOR TEACHING BIG DATA SECURITY IN HIGHER EDUCATION: A REVIEW

This study critically examined the existing literature to identify key themes, challenges, and best practices and provided comprehensive analysis of the evolving strategies and practices employed in higher education to teach big data security. in teaching big data security in higher education. The review emphasized the importance of integrating practical experiences, interdisciplinary approaches, and ethical considerations into the curriculum, ensuring stakeholders are well prepared to address the complexities of securing large scale data systems. By highlighting the significance of the industry collaborations and the need for standardized frameworks for teaching big data security, this study offers valuable insights for educators, curriculum developers, and stakeholders in higher education.

INCLUSIVE EDUCATION: PROGRESSIVE REALIZATION IN HIGHEREDUCATION

Inclusive education refers to the rights of children and their parent to access the main stream education in which the childrens needs and the parents wants is satisfied. IE is a new approach of educating the differently abled children with the normal ones under the same roof. Inclusive education is a recognition that learners have diverse abilities and interests, and that they come from diverse ethnic and social backgrounds.In inclusive classrooms we can see students of different learning styles, talents, powers and ability levels.It embrace a wide panel of multi-talented students including ordinary learners, students with disabilities like physically handicapped, mentally retarded, multiple disorders, visual and hearing problems, transgender etc. Provision of Inclusive Education involving studies with disabilities based on the belief that those with disabilities should not have to depend on specialized services alone, to benefit from educational resources activities and practices that are otherwise available to all. Inclusive education can therefore be simply defined as Education that Fits. In other words, education must fit the diversity of learners we find (or should find) in every school, in every classroom, in every country. Expressed another way, an inclusive school is A School for everyone. Many educational institutions have made an attempt towards inclusion in education and studies proved that it led to great improvement in educational quality index. Inclusive Education implies all young learners, young people - with or without disabilities being able to learn together through access common pre-school and schools with an appropriate network of support services.

Empowering Students Through Entrepreneurship: Assessing Skill Acquisition in Targeted Project-Based Learning

The COVID-19 pandemic has significantly transformed the educational landscape, with students, educators, and institutions adapting to new challenges and opportunities. As students navigate the academic terrain reshaped by the pandemic, they are in pursuit of educational journeys that blend hands-on, practical skills alongside foundational aspects of traditional academia, highlighting a shift towards more meaningful and applicable learning experiences. Entrepreneurship has emerged as a key area of interest, yet a gap exists regarding whether smaller liberal arts institutions can compete in the higher education landscape and make an impact by infusing targeted entrepreneurial projects into the curriculum, focusing on the skills acquired. Through qualitative analysis of end-of-term reflections and depth interviews with an undergraduate population engaged in entrepreneurial educational experiences and projects, using a tripart Entrepreneurial Skills (ES) model as a reference framework, themes emerged that can help form a better understanding of how students gain proficiency and compete in a global and digital world through entrepreneurial initiatives in higher education, including the ability to be open to novelty, to create solutions to emerging problems, and to communicate effectively.

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

Purpose This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches. Design/methodology/approach The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods. Findings The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches. Practical implications In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development. Originality/value This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.

STUDENT SUCCESS COACHING IN HIGHER EDUCATION: A REVIEW OF LITERATURE

Student success coaching has emerged as a vital support mechanism in higher education. It aims to bolster academic performance, personal development, and overall well-being. This paper reviews the literature on student success coaching and synthesizes existing research to illuminate its evolving landscape. The review delves into the nature of student success coaching, characterized by personalized guidance, frequent interactions, and a focus on individual students’ needs. Definitions and models of student success coaching are explored, addressing students’ diverse aspirations and challenges. Trends in student success coaching underscore its effectiveness in integrating students into academic and social aspects of postsecondary institutions, thereby breaking down barriers to success. Coaching interventions encompass goal setting, academic planning, and connection to resources, all geared toward facilitating student achievement. This paper identifies areas for further research, emphasizing the need to explore the effectiveness of coaching across diverse student populations and its long-term impact beyond immediate academic outcomes. Additionally, institutional factors and the role of technology in enhancing coaching programs are proposed as avenues for future inquiry.