Higher Education Context Research Articles

Kajian manajemen mutu terpadu pendidikan di perguruan tinggi

This research aims to analyze the concept and implementation of Integrated Quality Management (IQM) within the realm of higher education institutions. The research method employed here is a systematic literature review to construct a comprehensive overview of IQM within the context of higher education. The analysis technique involves article retrieval, text review, data categorization, and synthesis of relevant information. The research findings indicate that IQM in higher education involves the integration of various management components to enhance the quality of education, teaching, research, and institutional governance. In conclusion, the implementation of IQM can strengthen the overall quality of higher education institutions, but it requires a well-integrated approach among various elements to achieve these objectives.

ChatGPT's Applications in Higher Education: Unmasking Opportunities and Challenges

The emergence of generative artificial intelligence (AI), as demonstrated by models like ChatGPT, has garnered significant attention in recent times owing to its capacity to transform multiple domains of society, including higher education. Within academia, individuals such as students, educators, and scholars have already employed Large Language Models (LLMs) such as ChatGPT for a diverse range of academic and non-academic endeavors. However, there is still debate regarding the use of ChatGPT in higher education. The acceptability and validity of its impact on higher education have been a recent burning issue. The primary aim of this review paper is to elucidate the utilization of ChatGPT within the context of higher education, considering its possible opportunities and challenges. The data utilized in this study has been generated by examining published papers, websites, and blogs. Using an "introductory literature review," we have analyzed, synthesized, and explained the data that was generated. The findings revealed inadequate technological access, overreliance on AI, the presence of inaccuracies within subject-based knowledge, and the inability of educators to adapt teaching strategies are the core challenges of ChatGPT in higher education. However, besides these challenges, ChatGPT also brings opportunities like the advancement of learning efficiency, the concept of personalized learning, support for educators, and opportunities for skill enhancement.

PREDICTION OF TEACHERS’ PERFORMANCE THROUGH LEADERSHIP STYLES IN HIGHER EDUCATION INSTITUTIONS

This article aimed to predict the teachers’ performance through leadership styles in developing countries like Pakistan. For this purpose, the survey approach was used by collecting data from the head of department and teachers hailing from southern region HEIs, KP, Pakistan. Correlation and regression analysis were sued to examine association and cause-&-effect relationships that were validate through results from previous studies from literature. Teachers’ performance was predicted by assessing its association and impact with the transformational and transactional leadership styles. Results offered significant information in reaching conclusion and making decisions. It was concluded that significant association and impacts were found through SPSS. It was decided that leadership styles have significant association and impact on teachers’ performance in the higher educational context in Pakistani perspective. The study suggest that transformational leadership is more effective in predicting performances than transactional leadership style. The results offer significant clues for future researchers to conduct further studies.

PEDAGOGICAL APPROACHES TO LITERATURE: EXPLORING IDEOLOGICAL MOVEMENTS IN HIGHER EDUCATION THROUGH THE ALASH IDEA

This article delves into the intricate interplay between ideological movements and pedagogical approaches in higher education, specifically focusing on the Alash Idea's profound influence on literature instruction. Originating in early 20th-century Kazakhstan, the Alash Idea epitomizes a confluence of cultural resurgence, nationalism, and educational reform. This study aims to unravel the pedagogical implications stemming from the Alash Idea's impact on literature education, elucidating its enduring significance within higher education contexts. By scrutinizing historical narratives and contemporary educational paradigms, this research illuminates the Alash Idea's indelible mark on literature instruction methodologies. It investigates the movement's role in shaping curricula, instructional strategies, and the conceptualization of literary studies within academic settings. The analysis delineates the Alash Idea's legacy, providing insights into its continued resonance in modern pedagogical frameworks. Through a meticulous examination of historical perspectives and present-day educational landscapes, this study underscores the ongoing relevance and adaptability of the Alash Idea's pedagogical principles in contemporary literature instruction. This article positions the Alash Idea as a pivotal influencer in shaping teaching methodologies for literature within higher education, offering valuable insights for educators, scholars, and policymakers engaged in curriculum development and pedagogical innovation.

Identity exploration of university students in the somatic and material domains: the mediating role of conspicuous consumption

PurposeThis paper is determined to examine the role of body image and materialism in predicting the identity exploration of university students when conspicuous consumption is a mediator variable.Design/methodology/approachThe study used a quantitative method. Data were collected from students of three federal universities in Nigeria. The sample size was 331. A self-report questionnaire was used to collect data and analysis was performed using the partial least squares structural equation modelling.FindingsFindings reveal that materialism has a negative association in predicting the identity exploration of students. At the same time, there was a significant full and partial mediating effect of conspicuous consumption on the relationship between body image and materialism on identity exploration, respectively.Research limitations/implicationsThe study provides valuable information for parents in understanding how conspicuous consumption may influence their children’s identity formation. The findings can also be helpful for educators in the design of discussions and interventions for students on the social-psychological antecedents of conspicuous consumption and identity exploration. Government and regulatory agencies can use the study’s findings to shape student financial literacy and consumer protection policies.Originality/valueThis study makes both theoretical and methodological contributions to the existing literature. It provided concrete empirical evidence establishing a subtle connection between the symbolic self-completion theory and the identity status paradigm. It is also amongst the first single research conducted within the scope of these two theories in the Nigerian higher education context.

МИМ У НАСТАВИ: КА ВИСОКООБРАЗОВНОМ КОНТЕКСТУ

The subject of the paper is the analysis of memes in the teaching context of higher education, with a focus on their functionality in the teaching process, from the adoption of new material to the renewal and synthesis of the acquired knowledge. Due to the fact that the meme is one of the theoretically insufficiently studied phenomena in the teaching context, in this paper we approach it through the diachrony of its study in the theory of art, and the process of its introduction into the teaching context from the role of an auxiliary teaching tool to the curriculum of university study programs fully aimed at the study of meme creation and the study of meme in the context of social and humanities studies. In the final part of the paper, we provide a concise overview of our empirical research into the functionality of meme in university literature teaching, from which we derive certain conclusions specific to the use of meme in this educational domain.

Academics’ experiences of Block Model assessment during COVID-19: Taking principles-based insights into the future

ABSTRACT Academics’ experiences of transitioning assessments to emergency remote teaching (ERT) during COVID-19 were investigated in a Block Model (BM) higher education context. Students studied one subject at a time in small classes over four weeks. Evaluation cycles were short. An institution-wide qualitative survey highlighted three themes impacting on assessment: (1) review for change; (2) technology and people support; and (3) reflection on what worked well. Workload management was common to all. Findings include actionable feedback through smaller assessment tasks embedded within learning cycles, equity at multiple levels to foster engagement and connection among students, and mitigating academic misconduct. Supporting technology should be accessible, build connections and aid alternative versions of assessments. Findings inform principles-based recommendations. These principles underpin impactful assessment-related modifications in an ERT environment framework. The influence of changing environments render the framework applicable to any study mode, or innovation including when preparing for the next crisis.

The relationship between experienced and observed harassment: The role of organizational identification and perceived justice in a higher educational context

AbstractBuilding on cognitive schema theory, this study investigates the relationship between experienced and observed harassment in a university setting. It also examines two moderators—organizational identification and perceived justice. Using a cross sectional survey, data were gathered from 276 academics and staff in a private university with approximately 9000 students located in the southeastern United States. The results suggest that employees who personally experience workplace harassment are more likely to observe others as being targets of harassment. They also suggest that organizational identification and perceptions of organizational justice moderate the relationship between experienced harassment and observed harassment. Overall, the findings support the important role of schemas in understanding how pre‐organized cognitive templates can impact perceptions of observed harassment in an academic context, and also stress the central roles of organizational identification and perceived justice in managing harassment. With respect to practical implications for higher educational institutions, human resource managers must work hard at making sure that faculty, staff and students perceive their universities to have fair systems in place so they can have trust in their institutions, thus increasing the likelihood that individuals will more likely disassociate their own negative experiences from the harassment schema. Managers should also implement programmes to build positive organizational cultures or school spirit.

Mapping the landscape of HRM research in higher education: a 40-year review and directions for future research

PurposeThe purpose of this study is to analyze and map the terrain of human resource management (HRM) in higher education (HE) contexts, with the aim of uncovering potential gaps within the existing knowledge base.Design/methodology/approachThis study employs a unique, in-depth bibliometric analysis of 945 publications from the Web of Science database over the past 40 years between 1981 and 2022.FindingsBased on the bibliometric analysis, the authors retrospectively examined the dominant research themes in HRM within the HE sphere, tracing their evolution over time. Four central clusters emerged: the theoretical foundations of HRM, strategic HRM, organizational culture and human capital development. Furthermore, the authors pinpointed critical research gaps and proposed areas for future inquiry, such as the impact of HRM on productivity, leadership dynamics, sustainable growth development, international staffing strategies and knowledge transfer mechanisms.Research limitations/implicationsThis study demonstrates how academics can use bibliometric techniques to systemize literature, expose potential gaps and suggest fruitful lines of inquiry in the field of investigation. The findings of this study can also help improve the decision-making processes of managers and human resource professionals.Originality/valueThis study provides readers with a systematic understanding of the development of HRM in HE settings and presents forward-looking perspectives, highlighting future research possibilities. Moreover, it validates the significance of bibliometric analysis as an efficient technique for discovering gaps in the existing literature.

Enhancing a Quality Teaching and Learning Environment in Large Classes in South African Universities: a Theoretical Exposition

The perpetual increase in students’ enrolment in higher education institutions, worldwide, has recently emerged as a key concern for both students, educators, parents, policy makers and educational policy analysts alike. This phenomenon has been borne out of a global trend of massification of higher education as many countries begin to consider the importance of education and skills development in economic growth and social development. On the other hand, it has been triggered by the perceived pattern of commodification of higher education services in which student intake and teaching outputs are intricately linked to the financial sustainability of higher education institutions. In this paper, a critical examination of literature pertaining to Large Class Pedagogy and Learning Theories is undertaken with a view to determine how one could teach and ensure quality learning in large classes within a South African higher education context. Anchored within a critical qualitative frame of analysis, the assessment draws from existing literature on Large Class Pedagogy (LCP), learning theories, teaching approaches and learning styles to provide a conceptual lens in which the challenges associated with large class environments can be mitigated to offer an educational experience of acceptable quality. The paper provides a synthesis of pertinent issues that have arose in the critical examination of LCP and appropriate Learning Theories in a developing country context as that of South Africa. It appears that government funding to higher education institutions should be increased through adoption of large class size reduction policies, equitable allocation of resources to faculties and academic departments by universities, rigorous assessment of staff-student ratios and infrastructure when new academic programs are introduced, monitoring of adherence to approved yearly student enrolment targets in academic programme, adoption of collaborative learning methods by academic staff in which self-directed learning styles in students are encouraged and supported, optimal use of educational technologies through systematic integration of digitization in the learning and teaching environment, enhanced administrative psycho-social support to students and lecturers are some of the macro, mesa and micro level strategies required to enhance quality teaching and learning with increasing class sizes.

Perspectives from community partnerships in three diverse higher education contexts


 
 
 Asset-based Community Development (ABCD) approaches in higher education have the potential to benefit a diversity of higher education settings and partners, but they can also present challenges and opportunities for growth in higher education institutions. Co- curricular community engagement and academic service-learning programs may struggle to balance the broader political and logistical constraints imposed by the university with equitable, long-term, community-guided relationships that reflect a genuine commitment to ABCD. Extension programs may face difficulty engaging community members and maintaining their commitment to the long-term nature of ABCD in an environment where ABCD is not universally utilised. Although these challenges may seem daunting, partners in all three contexts can draw on a wealth of ABCD tools and resources, including case studies like those anchoring this discussion, in order to answer the question: How can ABCD approaches be utilised most effectively in higher education contexts to address challenges and improve outcomes? Specifically, can an asset-based orientation help position community participants as peer ‘experts’ alongside their academic partners, share power and authority in the collaboration? If so, how? If not, why not? The authors explore these questions using a case study methodology, allowing for nuanced portraits of three different contexts depicting interactions among community and university partners seeking to ground their collaborations in the mobilisation of assets, gifts and strengths. This article also seeks to identify key lessons learned in each setting of the three participating United States universities – the public, four-year research institution, the private religious university and the land-grant college/cooperative extension in order to make recommendations on using ABCD to build and nurture academic-community partnerships that are generalisable across other contexts.
 
 

Feeling valued: the interplay of assistive technology and identity

Purpose The aim of this study was to explore the impact of AT in identity for students with disabilities in higher education and if/how this changes over time. Methods Using a longitudinal qualitative research design, semi-structured interviews were conducted with students with disabilities (n = 13) in higher education in Ireland on two occasions during an academic year. A trajectory approach to longitudinal analysis was employed. This involved the use of matrices and identification of a through line for the study, which connects participant change over time. Results The through line identified was feeling valued, which was central in the negotiation of identity over time across three themes: feelings of autonomy and competence; claiming disability; and feeling like you belong as a student. AT impacted experiences across the three themes which subsequently promoted or undermined students’ sense of value. Reciprocally, feeling valued influenced use and perceptions of AT. Factors specific to a higher education context were also identified which influenced meanings attached to AT over time. Conclusion Creating an environment where students feel valued is key in promoting use of and positive perceptions of AT. This should form an integral part of AT and disability policy in higher education.

The outcomes of students’ citizenship behaviors in higher education: a transformative service research (TSR) perspective

ABSTRACT Universities face a lot of challenges, such as increased competition and budget cuts. To overcome these challenges, universities need to consider the role of students as key stakeholders in the value co-creation process. Guided by the Transformative Service Research (TSR), this study explores the individual and institutional outcomes of students’ citizenship behaviors in a higher education context. Drawing on a sample of 343 students and using structural equation modeling, the results show that students’ citizenship behaviors have positive outcomes for both students and universities: they positively affect students’ psychological well-being and university brand image. Furthermore, the study indicates that university service quality mediates the relationship between students’ citizenship behaviors and students’ psychological well-being as well as the relationship between students’ citizenship behaviors and university brand image. The findings of this study have implications for the decision-makers who wish to build a strong brand image and offer superior service quality.

Integrating Pedagogy and Practice: The Impact of Academic Service Learning in the TEFL Context in Higher Education

This study explored the transformative potential of academic service learning (ASL) within a Taiwanese university setting in the context of teaching English as a foreign language. The participants were students majoring in English, enrolled in a semester-long English teaching course. Their academic service-learning project involved teaching English to students in rural primary schools. By adopting both quantitative and qualitative approaches, this study illuminated how ASL influences students’ academic, personal, and interpersonal development. Quantitative findings revealed a significant level of satisfaction with the ASL course and noted substantial gains in personal growth, professional development, and civic engagement domains. As for the qualitative data, the study brought forth the concrete ways in which the academic service-learning curriculum has augmented students’ professional knowledge, skills, and attitudes. While the results aligned with many previous studies asserting the benefits of service learning in enhancing academic and practical learning outcomes, they also shed light on the potential areas of improvement, particularly in fostering civic engagement. Overall, this study underscored the transformative potential of a well-structured academic service-learning curriculum in enriching student learning experiences, bridging the gap between theoretical knowledge and real-world application, and cultivating a deeper sense of civic responsibility.

An Aerial Insight on Physiotherapy Training in the University of Namibia during Covid-19 era

ABSTRACT— Teaching and learning in higher education context around the globe witnessed unique disturbances during the COVID-19 induced calamity. The educators had to adjust their old ways of teaching and learning in order to halt the spread of the deadly virus. in the University of Namibia, the physiotherapy training, despite its practicality, is not pardoned from virus induced transformation. These rapid transformation and migration to technology assisted pedagogies introduced new ways of normal. Therefore, higher education institutions are challenged to rethink of the way they will conduct educational activities post-COVID-19 era. This review paper focused on enabling teaching and learning in physiotherapy training during the COVID-19 at the University of Namibia and chart the way forward post-COVID-19.

ACTUAL PROBLEMS OF GENDER MANAGEMENT IN HIGHER EDUCATION INSTITUTION

This article explores the complex issues surrounding gender management in higher education. It underlines the significance of gender equality in higher education, emphasizing its crucial role in creating a more inclusive and balanced academic environment. It discusses how addressing gender disparities in educational access, leadership roles, and campus culture can lead to a more equitable and productive academic community.
 In the article, the challenges faced by women in academia are a focal point. It discusses how women often encounter barriers to educational access, professional advancement, and equitable treatment. The article emphasizes the systemic issues that contribute to these challenges, including gender-based biases and discrimination within the academic community. The piece highlights the challenges of unequal access to education for different genders and the limited representation of women in leadership roles within universities.
 The piece advocates for integrating a gender-focused approach in managing educational institutions to ensure equality and inclusivity. It also addresses the need to combat entrenched gender stereotypes and to develop effective strategies for promoting female leadership in academia. The article serves as a resource for understanding and addressing gender disparities in higher educational contexts, emphasizing the importance of systemic change to foster a more equitable academic environment.

Ways of enhancing joyful teaching and learning in a graduate class of Nepal

Adapting a Living Educational Theory Research methodology, I discuss how my teaching, my learning, and my research contributed to the enhancement of joyful teaching and learning in a university classroom. I share my own living-educationaltheory that influenced me, my colleagues, students, and the university culture. Inspired by Bhagavad Gita and using a participatory action research design and dialogue method, I collected and analyzed data from reflective journals, presentations, assignments, and blog writing. In this paper, I present a cluster of five context-responsive approaches (voluntary participation, valuing a sense of wonderment, respecting interdependence, enhancing the Culture of Inquiry, and adapting aesthetic inquiry) as I answer the question: How can I enhance joyful teaching and learning in my graduate classes? Finally, I share three prerequisites and a challenge of promoting joyful teaching and learning in higher educational contexts.

Determinants of customer-perceived service quality in higher education: the roles of job satisfaction and organizational commitment

PurposeThis study aims to examine the constructs of job satisfaction and organizational commitment (OC) as the determinants of customer-perceived service quality in higher education context. It also explores the role of OC in mediating the dynamics of the relationship.Design/methodology/approachIt applied the cross-sectional, ex post facto survey method to acquire data from 1,776 respondents at Aden University. Two sets of questionnaires on job satisfaction, OC and perceived service quality were filled out by 296 academic staff and 1,480 students. Data were analyzed using structural equation modeling.FindingsThe results showed that job satisfaction exercised a significant positive effect on OC and students’ perception of service quality (i.e. the quality of lectures delivered in class that shaped their learning experiences). OC also significantly affected students’ perception of service quality and partially mediated the effect of job satisfaction on perceived service quality.Research limitations/implicationsThe current research only investigated the outcomes of job satisfaction and did not cover critical antecedents of job satisfaction, such as employee training and development, rewards and benefits and the like. Its outcomes have important implications for managing the link between organizational practices and customers perception of service quality in higher education context.Practical implicationsThe results have accentuated the importance of universities’ ensuring and increasing faculty’s job satisfaction and commitment if they seek to enhance students’ perception of service quality. Universities can do so by improving their organizational practices, which are expected to result in faculty well-being and improved working conditions.Originality/valueThe results have contributed new insights into the current understanding of the dynamics between and among job satisfaction, OC and customers’ perceptions of service quality. It has demonstrated how OC is shaped by job satisfaction and can influence the quality of services rendered by employees if they are happy and satisfied with the organization.

Peningkatan Literasi Pajak Mahasiswa Kewirausahaan Melalui Program Sosialisasi Pajak

This programme proposes and evaluates the implementation of a training programme titled "Improving Entrepreneurship Students' Tax Literacy Through Tax Socialisation Programme" which aims to improve tax understanding and skills of tax literacy among students majoring in entrepreneurship. A preliminary study was conducted to analyse the level of tax literacy and students' needs, providing a basis for designing an appropriate socialisation programme. The implementation of the programme was carried out in accordance with the plan and schedule that had been set. Evaluation was conducted through monitoring participants' participation and their responses during the socialisation activities. The results of this study are expected to provide insight into the effectiveness of tax socialisation programmes in improving the tax literacy of entrepreneurship students. The conclusions from this study can provide a basis for the development of similar programmes in various higher education contexts and different disciplines.

Leveraging ChatGPT for Rethinking Plagiarism, Digital Literacy, and the Ethics of Co-Authorship in Higher Education

Within higher education, technology has consistently influenced the writing process; however, no technology has composed and shaped the message in the same way as Large Language Model-based artificial intelligence tools. Despite the rapid adoption of generative AI tools in higher education contexts, ethical best practices for using LLMs for technology-enhanced learning experiences within higher education are still evolving. To further examine AI-based co-authorship, the ChatGPT 3.5-generated position paper featured in this article’s second section argues for redefinitions of plagiarism and co-authorship in higher education and presents implications for teaching students the necessary digital literacy skills for navigating responsible, ethical AI use. The final section of this paper presents a human-generated comparative reflection of various composing processes and technologies used to create this article and the significance of these composing processes on the craft of writing. This paper aims advance ongoing discussions about the changing nature of authorship in technology-enhanced education.