Force In Higher Education Research Articles

Meta-analyzing the effect of online learning on academic achievement in higher education during COVID-19 pandemic

ABSTRACT Investigating the influence of the emergency transition to online learning during the Covid-19 pandemic can significantly enhance our understanding of the benefits and limitations of technology in higher education. We aim to assess the effect of online learning on college students' academic achievement compared to face-to-face learning during the Covid-19 crisis. This study utilizes a meta-analysis approach, examining 35 research studies conducted in 17 different countries and regions from 2020 to 2023, through an extensive database search encompassing the Web of Science Core Collection, EBSCO Host, JSTOR, Springerlink, and SCOPUS. The sample size comprised 8079 students, with 4160 assigned to the experimental group (online) and 3919 to the control group (face-to-face). We found that online learning yields a modest and positive effect (g = 0.336, 95% CI [0.139–0.534]) on students' academic achievement. The effect was consistent across class years and exam types but varied by subject, benefiting students in medicine, engineering, and natural sciences, while negatively affecting social sciences. Additionally, the effect of online learning shows a stronger positive impact on the academic achievement of students from lower-income level nations. Our research indicates that online learning could be a viable and potentially equalizing force in higher education.

On the Path of Carrying out the Precise Employment Guidance Service in Private Colleges and Universities

Private colleges and universities have become an important force in higher education in China, almost one third of the national college students come from private colleges and universities, so it can be seen that the employment of private college students is related to the interests of the masses and social stability. Therefore, private colleges and universities should pay attention to the whole-process and precise employment guidance services. This paper expounds necessity and importance, current situation, problems and specifi c causes of the private colleges to carry out the whole accurate employment guidance service.

Generative Artificial Intelligence: Implications and Considerations for Higher Education Practice

Generative Artificial Intelligence (GAI) has emerged as a transformative force in higher education, offering both challenges and opportunities. This paper explores the multifaceted impact of GAI on academic work, with a focus on student life and, in particular, the implications for international students. While GAI, exemplified by models like ChatGPT, has the potential to revolutionize education, concerns about academic integrity have arisen, leading to debates on the use of AI detection tools. This essay highlights the difficulties in reliably detecting AI-generated content, raising concerns about potential false accusations against students. It also discusses biases within AI models, emphasizing the need for fairness and equity in AI-based assessments with a particular emphasis on the disproportionate impact of GAI on international students, who already face biases and discrimination. It also highlights the potential for AI to mitigate some of these challenges by providing language support and accessibility features. Finally, this essay acknowledges the disruptive potential of GAI in higher education and calls for a balanced approach that addresses both the challenges and opportunities it presents by emphasizing the importance of AI literacy and ethical considerations in adopting AI technologies to ensure equitable access and positive outcomes for all students. We offer a coda to Ng et al.’s AI competency framework, mapped to the Revised Bloom’s Taxonomy, through a lens of cultural competence with AI as a means of supporting educators to use these tools equitably in their teaching.

A Study on the Correlation Between Higher Education Quality Assessment and Teacher Professional Development

This article explores the correlation between higher education quality assessment and teacher professional development. Teachers are the most important resource and supporting force in higher education, and their professional abilities and development level directly affect students’ learning outcomes and educational quality. The quality assessment of higher education plays a guiding role in the professional development of teachers, while the professional development of teachers plays a guarantee role in the quality assessment of higher education. At the same time, there is a mutually promoting relationship between higher education quality assessment and teacher professional development, forming a virtuous cycle that jointly promotes the continuous improvement of higher education quality.

Study on Logistic Service Management of Colleges and Universities Based on Data Mining Algorithms

Construction of a large logistics service (LS) that can adapt to the new situation is necessary for improving the self-development capability of university logistics in the reform process of socialization, and the measures are as follows: with support from the government sector, to create an external environment; with resource integration as a goal, to create an organizational structure; with market mechanism as a promoter, to the Independent college is a significant innovation of the higher education system, whose method of operation achieves the partnership between resources and social forces in higher education. There are several references in the text for further logistic reform in universities via data mining (DM) algorithms concerning logistic entities and autonomous colleges, which examine the market features and interaction between them. The logistics service data mining (LS-DM) approach plays a critical role in advancing logistic management science while boosting the economy's overall benefits when used with other measures. As a result of the rapid popularization of higher education, new features and models place an even greater demand on logistics management in colleges and universities. Refined management must be advocated and implemented in the new scenario. To apply refined management, you must alter your management philosophy, fine-tune your rules and regulations, enhance performance capabilities, and put mechanisms for monitoring and assessing progress. As a result, logistics management can be continuously improved, students and teachers receive better and more gratifying services, and the scientific growth of colleges and universities may be laid solidly.. The proposed LS-DM system with logistics service, data mining, and machine learning model demonstrates simulation outcomes with an accuracy of 89.7% and a precision of 87.8%, which is greater than the accuracy and precision exhibited by the existing models.

Digital Design and its Prospects in Higher Education

Digital design has emerged as a transformative force in higher education, reshaping the way students learn and educators teach. This abstract highlights the significance of digital design in higher education and its potential prospects for the future of learning Digital design encompasses a wide range of visual content creation using digital tools, such as graphic design, web design, animation, and multimedia production. digital design offers personalized learning opportunities, enhances engagement, and prepares students for success in a technology-driven world. Despite its potential, challenges remain. Digital literacy among faculty and students, technological infrastructure, quality assurance, and data security are critical considerations for successful implementation in higher education. In conclusion, digital design holds tremendous promise for higher education, offering opportunities for innovation, cost-effectiveness, and improved learning outcomes. Embracing digital design can prepare students for a technology-driven world and equip them with essential skills to thrive in a rapidly evolving job market. As higher education institutions invest in digital design, they can create the way for a transformative and inclusive learning landscape, shaping a brighter future for learners and educators alike. In this study, we will use critical and content analysis to uncover challenges and opportunities in higher education for digital design course implementation. Using a questionnaire of 200 students taking this course at their university and 200 students not taking the digital design course, the study will aim to identify the advantages and disadvantages of both two. We also explored the advantages of universities that have this course in them

International Research Collaboration in Turkish Higher Education: The Role of Individual, Professional, and Institutional Factors

Globalizing forces in higher education put growing pressure on both institutions and academics worldwide to become engaged in international research collaboration (IRC). Similarly, in Türkiye, the recent governmental and institutional strategies have been ambitiously promoting academics’ endeavors toward IRC. This study examines factors influencing IRC in Turkish higher education based on academics’ attitudes and behaviors. We utilized relevant questions of an international research project and investigated the relationships between IRC and individual, professional, and institutional factors through a survey design. Our findings indicate that despite globalizing trends, a considerable proportion of the participant Turkish academics tend not to establish IRC. We also found that obtaining a doctoral degree abroad, holding higher academic titles, being employed in foundation universities, and orientation towards research that is multidisciplinary or international in scope are influential in establishing IRC. Based on national (i.e., Türkiye) developments and global trends in higher education and the academic profession, we discuss our findings and suggest measures and actions for policymakers and administrators.

Scholarship of Teaching and Learning for Construction Management Education amidst the Fourth Industrial Revolution: Recommendations from a Scientometric Analysis

Purpose: The scholarship of teaching and learning (SoTL) has gained traction in a wide range of academic disciplines as a legitimate and compelling form of scholarly and creative work for faculty. SoTL has explored questions about teaching strategies; student engagement, growth and learning; and other aspects of the teaching and learning process. Like the Fourth Industrial Revolution, SoTL is a disruptive force in higher education by, at its very core, making clearer how to support and enhance students’ learning. The research presented here contextualises SoTL in Construction Management Education (CME), seeks to enrich CME models for teaching and learning, spur collaboration and advance SoTL as a whole. Methodology: The overarching epistemology adopted both interpretivist and pragmatist philosophical stances embedded within inductive reasoning to critically analyse extant literature as a secondary data source. Groupings of SoTL research activity were established and common themes identified using scientometrics. Findings: Research findings illustrate that, whilst SoTL has received increasing attention and development within higher education, a considerable scarcity of SoTL in CME is present. A comparative analysis between CME and select disciplines with a high representation of SoTL research allowed for the establishment of shared themes among the disciplines resulting in an initial set of recommendations for advancing SoTL in CME. Originality: This research highlights the lack of SoTL inquiry and practice within CME and, in so doing, underscores the urgency for collaboration both within and outside of built environment disciplines to optimise future CME practices amidst the Fourth Industrial Revolution.

Academic freedom, the impact agenda, and pressures to publish: understanding the driving forces in higher education

Academic freedom, the impact agenda, and pressures to publish: understanding the driving forces in higher education

Higher Education Funding Strategies: Towards Equity, Efficiency, and Quality

As economists have become increasingly interested in higher education, economic reasoning has been applied, resulting in extremely useful research in higher education. With the growth of market forces in higher education, the changing role of government, and advances in research on the economics of higher education, higher education funding is increasingly seen as a tool to stimulate the market. The development of an effective funding strategy may be one of the keys to developing higher education - its quality and efficiency, increasing equity and equality. The article adds to the existing literature on higher education funding and the impact of market forces on higher education. It aims to provide an analysis of economic reasoning applied to higher education, which can be used as a tool to develop a funding strategy. It also includes an overview of different funding models concerning economic reasoning and synthesizes different funding strategies regarding their impact on the higher education market.

Introduction: The Civic Reconstruction of Higher Education and the Future of the Good Society

Introduction: The Civic Reconstruction of Higher Education and the Future of the Good Society

Using synchronous hybrid pedagogy to nurture a community of inquiry: Insights from a tourism Master's programme

As with most sectors, the Covid-19 pandemic has been a hugely disruptive force in higher education, with teaching and learning severely impacted. Out of necessity, there is an ongoing need for educators to employ emergency ‘hybrid’ teaching strategies in the hope that geographically dispersed cohorts may continue to be provided with equitable and meaningful learning experiences. A key finding to emerge from our exploratory research is that even when synchronous hybrid teaching is planned out with respect to nurturing an inclusive community of inquiry (CoI), inequities remain when it comes to learning. Whilst instigating informal ‘backchannels’ of communication can help reduce inequities, in-class students remain at a distinct advantage over online students because of their physical and social proximity to teaching staff. Therefore, synchronous hybrid delivery mode, whilst beneficial as an interim/emergency measure, may not be a suitable permanent delivery option for those wishing to maintain a strong and equitable CoI. Where adopting a hybrid approach becomes potentially unavoidable in the future, two recommendations designed to help strengthen a CoI are provided.

Partnership values: An evaluation of student-staff research projects at a UK higher education institution

This research study contributes to understandings of partnership approaches through an evaluation of a number of student-staff research partnership projects that took place across one higher education institution. Drawing on data from semi-structured interviews with both the staff and students involved in the twenty research projects, our data were analysed to surface the underpinning values that informed the partnership process. As a result, this article offers an opportunity to evaluate partnership projects in context, as well as to explore how partnership may serve as a disruptive force in higher education. We conclude with a consideration of how investigating the ways in which students and staff conceptualise student-staff partnership can be valuable, and with recommendations for others considering similar partnership projects.

Addressing the challenges of college health in international education

Globalization has become a major force in higher education. Yet, far too little attention has been paid to the effects of the globalization of higher education, whether positive or adverse, on student health. We examine the applicability of the perspectives on the benefits and challenges of globalized healthcare to university student health. Specifically, we question: (1) Do the international healthcare resources adequately meet the needs of adolescents who are living and studying outside their home country? (2) Is a Western framework of medicine being imposed on non-Western cultures? (3) Can student health regulations, best practices, and policies be implemented at an international level? We conclude each section with modest proposals. Our hope is that this article will start the conversation that will expand the research and broaden the perspectives on the globalization of higher education for the benefit of students and the universities and healthcare providers that serve them.

Forecasting the impacts of the “future of work” on universities: a sociological perspective

PurposeThe purpose of this study is to analyse the prospective impact of the future of work on universities.Design/methodology/approachSeveral brief case studies of heralded disruptors of higher education (HE) – including digital badges, for-profit universities and massive open online courses – are reviewed to illustrate inertial forces in the system.FindingsThe results indicate that several social forces will protect most universities from significant disruption, with the impetus for change being felt mostly in the periphery of the system.Originality/valueThe argument presented in this study serves as a corrective to claims that looming changes in the nature of work will radically disrupt universities. It calls for more nuanced theorizing about the interaction between technical and institutional forces in HE.

Understanding value in the student experience through student–staff partnerships

ABSTRACT Questions such as ‘what is value in the student experience?’ and ‘how do we measure or assess value in higher education?’ remain an under-researched area. However, in the context of marketisation and competitive forces in higher education, there is a need to unpack what is value in the student experience. In this article, a conceptualisation of value that can be applied in higher education (known as value-in-use) is introduced and applied to a specific and increasingly important aspect of the student experience – student–staff partnerships. Qualitative survey data (n = 97) and interviews (n = 35) from ten cases of various manifestations of student–staff partnerships in the Australasian context is presented and assessed in relation to value. The findings highlight that student–staff partnerships may enhance value in the student experience and that value-in-use may be an appropriate lens through which to continue to explore how value is created and measured in the student experience.

Elizabeth Deutsch Capaldi Phillips (1945-2017).

Presents an obituary for Elizabeth Deutsch Capaldi Phillips (1945-2017). Always known as Betty, she was an important contributor to the scientific literature and a force in higher education. Beginning as an assistant professor at Purdue University in 1969, Betty rose through the ranks and served as head of the Department of Psychological Sciences (1983-1988) and assistant dean of the Graduate School (1982-1986). Academic administration suited her: After moving to the University of Florida as a professor in 1988, she was appointed provost (1996-1999). Four years later she moved to the University of Buffalo as provost (2000-2003) and subsequently subsequently was appointed vice chancellor and chief of staff at the State University of New York (2003-2006). Betty's final academic position was as provost of Arizona State University (2006-2013). Throughout her career, Betty conducted research on the psychology of eating. She published over 80 articles and chapters and edited two books (both published by the American Psychological Association). (PsycINFO Database Record

According to Faculty, the Most Important Reasons for Doing Assessment at an HBCU

Abstract Since the emergence of assessment as a critical force in higher education, “faculty involvement” has repeatedly been identified as essential, yet approaches to assessment have been less than welcoming to faculty and tend to be more accountability-driven than learning-focused and improvement-driven. Past research on the perceptions of faculty regarding outcome assessment has tended to focus on the negative—why faculty are not interested or do not participate. For our study, we were interested in HBCU faculty perceptions regarding assessment, but from a positive perspective. Faculty were asked to distinguish importance among 15 items documented in the literature as benefits to doing assessment. Results indicate that faculty see assessment as taking care of accountability issues but also helping with curricular and program revisions. Interestingly, they see assessment as less likely to facilitate faculty discussions about curriculum. Implications for conducting assessment and further research are discussed.

Building world class universities in China: exploring faculty’s perceptions, interpretations of and struggles with global forces in higher education

Employing a glonacal (global, national and local) heuristic as a theoretical lens, and a qualitative analysis with interview data, this study highlights how Chinese faculty members interpret the definitions and implications of pursuing world class universities (WCUs) and struggle with the multiple dimensions of their academic lives across global, national and local dimensions. The findings indicate that faculty members believe that the quest to build WCUs in China has been narrowly defined by the government, which emphasises international/global dimensions, rather than national or local. Because of this, Chinese professors believe that there are growing gaps between administration and faculty. Yet they recognise significant advancement in hardware and facilities, especially in the fields of science, technology, engineering and mathematics. This study confirms that faculty’s academic lives are intricately interlinked across the glonacal economy and that faculty continue to navigate their roles across all dimensions.

Going Public: Teaching Undergraduates How to Write for Broad Audiences

In this article, the authors examine a common question that emerged within a large writing-across-the-curriculum program and throughout multi-disciplinary collaborations: How do faculty and students step into the roles of public scholars and public intellectuals? Whether the focus is on science communication with the general public or an initiative to connect public audiences with the arts and humanities, interest and need are joining forces in higher education. To take advantage of this, the authors—two faculty members at a large research university—developed and taught an undergraduate course called “Public Intellectuals/Public Scholarship.” This semester-long course involved a group of undergraduates, all from different majors, in reading a broad sampling of texts from the arena of public scholarship and public intellectuals. Through these readings, the students explored issues of both public and personal importance. By considering audience, purpose, context, and form, the students then wrote several pieces for a public audience, resulting in publishable products. Students went from being fearful of the idea of being a public intellectual to discovering that their words did matter in the public space. This article itself exemplifies a form of public scholarship as the authors describe the course they taught in order to share it—and its implications—with the broader educational public.