Higher Education Context Research Articles

AN EXPLORATORY STUDY ON STUDENTS’ READINESS FOR AUTONOMY WITHIN THE ESP CONTEXT: THE CASE OF TWO COUNTRIES

The paper investigates students’ readiness for autonomy within the context of learning ESP (English for Specific Purposes) at the tertiary level. Developing learner autonomy within the context of higher education is particularly relevant for students in view of pursuing their career goals in the future. The main objective of the study was to find out whether and to what extent students were ready to adopt autonomy within the learning process at the university level. The sample for this study consisted of a total of 79 respondents from Poland (University of Applied Sciences in Tarnow) and Serbia (University of Belgrade, Faculty of Agriculture). A purpose built questionnaire evaluating an aspect of readiness for autonomy was used to probe the participants. In general, students from both subsamples were inclined to place responsibility for their learning on the teacher. Suggestions on how to tackle different autonomy issues and how to broaden the current study are provided in the conclusions.

Teacher expectation effects on vocal and instrumental performance: A focus on student gender

In this study, the researchers examined teachers’ differential expectations for male and female students and the effects on music performance within the higher education context. The participants were 91 teachers and 480 second-year undergraduate students majoring in vocal and instrumental performance from two universities. Data of teacher expectations and students’ prior achievement were collected at the beginning of the 2021–2022 school year as well as students’ later achievement at the end of the school year. Researchers found that teachers held higher expectations for female students learning vocal performance than for males, and higher expectations for male students learning instrumental performance than for females. With students’ prior achievement being controlled, teacher expectations had significant effects on student year-end musical performance. Furthermore, the magnitude of teacher expectations was moderated by student gender. Specifically, males learning vocal performance and females learning instrumental performance were more susceptible to teacher expectations than their counterparts. Implications for addressing gender inequity in music education were also discussed.

Understanding the Emotional Labor of English Language Teaching while Black in the United States

ABSTRACTThere is a robust literature examining emotional labor as it is experienced by English language teachers and how it is prompted by the emotional rules of their employers. However, it has not been sufficiently inclusive of native English‐speaking Black English language teachers (BELTs). Using the method of autoethnography I examine my experiences with emotional labor as I struggle to manage feelings stemming from race‐related stress to present feelings that are aligned with the emotional rules of an intensive English program (IEP) in the United States. Ultimately, this study highlights some of the unique challenges and emotional labor experienced by BELTs, including the endured triggering of race‐related stress in response to workplace racial microaggression and how and why, through the process of emotional labor, outward responses are constructed. I argue that enduring emotional labor brings about implicit oppressive messages for BELTs to either detach from their racial identity to some extent or to leave their field. Additionally, I provide suggestions for how TESOL programs housed in U.S. higher education contexts can address anti‐Black racism.

The Baltic Germans and the parliamentary Republic of Latvia: Higher education context

The Baltic Germans and the parliamentary Republic of Latvia: Higher education context

The role identities of discipline-specific facilitators in a multi-tiered professional development program in higher education

ABSTRACT The study explored the emerging role identities of eleven faculty who served as discipline-specific facilitators in a multi-tiered PD program, as well as the affordances and constraints which contributed to the (mis)alignment between the role identity of facilitator and their other roles as faculty. Taking the collective as the unit-of-analysis, we showed that variations occurred in the salience of facilitators’ self-perceptions, beliefs, goals, and action possibilities. These variations occurred within and across their multiple roles including learner, teacher, researcher, middle leader, and peer roles, and were triggered mainly by the (1) in/compatibility of facilitators’ pedagogical beliefs with PD goals and activities, (2) un/confidence in the facilitator role, and (3) absence/presence of institutional support. We suggest that the PD program provides a useful model for professional learning in Higher Education contexts, and that facilitators’ role identities are important tools worthy of further support and exploration.

Online peer feedback in higher education: A synthesis of the literature

AbstractOnline peer feedback is an effective instructional strategy to enhance students' learning processes and outcomes. However, the literature lacks a comprehensive understanding of the influential factors that play a key role in the effective implementation of online peer feedback. This systematic review provides an overview of the current state of online peer feedback implementation in higher education contexts and explores the role of students' characteristics and online learning environments in relation to their learning processes and outcomes. To achieve this goal, the PRISMA method was followed, and a coding scheme was developed to create a framework that can guide the implementation of online peer feedback in higher education settings. This framework depicts factors that should be taken into account for effective implementation of online peer feedback in terms of four dimensions: students' characteristics (demographic characteristics, academic background, and personality and psychological features), environmental conditions (learning platform and setting), learning processes (content, feedback activity design, and technology), and learning outcomes including cognitive outcomes (e.g., acquisition of knowledge, comprehension, application, analysis, synthesis, and evaluation), behavioral outcomes (engagement, communication, and teamwork), and affective outcomes (satisfaction, motivation, attitude, self-efficacy, sense of autonomy, and confidence). We conclude this study by discussing the framework, limitations, and ideas for future research and practice.

Tánccal kapcsolatos kutatások a felsőoktatásban : Szisztematikus szakirodalmi áttekintés

The purpose of this article is to map the landscape of the most recent dance-related research in higher education. Research results from the last ten years, consisting of 69 reviewed articles in total, are overviewed in a systematic literature review based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. The research presents the current state of multidisciplinary dance research in higher education regarding (1) the most frequently examined dance types in dance research, (2) the countries most typically represented in dance research in higher education contexts, (3) the tendencies in research design, (4) the types of research instruments employed, and (5) the most prominent research topics in dance research in the last ten years.

The Metacognitive Strategies of College Students in Emilio Aguinaldo College-Cavite, Philippines

In educational psychology, metacognition is regarded as a pivotal component of successful learning, involving awareness and control over one's cognitive processes. This paper investigates the metacognitive strategies employed by college students at Emilio Aguinaldo College - Cavite, Philippines, with a focus on how these strategies contribute to their academic and personal growth. The study pursued a mixed-methods research design, integrating a survey adapted from renowned Filipino scholars to ascertain the metacognitive approaches of 25 Teacher Education majors during the Academic Year 2021-2022. The findings illuminate that the predominant strategy among students is self-motivation, despite encountering distractions that impede their task performance. Interestingly, it also uncovers the resilience of these students in navigating educational challenges amid the pandemic, harnessing metacognition to enhance learning and fortify their future teaching vocations. However, the study's scope is confined to examining metacognitive strategy improvement, relying solely on the self-assessed metacognitive levels of the participants. This research contributes original insights into the metacognitive strategies within the unique context of Philippine higher education, centering on a select group of Education majors and their self-regulatory learning techniques.

The impact of multidisciplinary program requirements on student attitudes toward sustainability and education for sustainability

PurposeThis paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines.Design/methodology/approachThis research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture.FindingsContrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus’s Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues.Practical implicationsThe results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline.Originality/valueA limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

Mentoring Programs: Characteristics Within HRD and Higher Education Contexts

Problem Mentorship directly and indirectly impacts an organization. Therefore, human resource development and higher education professionals often become responsible for mentoring program design, implementation, and assessment. Solution Mentoring literature for HRD and higher education contexts describes the complexity and benefits for individuals and organizations. Workplace themes associated with HRD are present in higher education mentoring ecosystems. This practitioner contribution reviews relevant mentoring research and evidence-based practices, prior to a descriptive and thematic analysis of current mentoring program design frameworks, two rooted in HRD and two associated with higher education. An aspirational goal for higher education professionals engaging in applied HRD efforts and HRD academic programs and their participants to span the institutional silos and learn more about each other. Stakeholders Mentorship practitioners and scholars, regardless of workplace affinity, will be able to easily identify actionable ways to incorporate evidence-based practices and recommendations into their mentoring ecosystem, program, and organization.

“Academic-Mothers” in Higher Education with Adult Children: Navigating Social Isolation, Shifting Households, and Professional Challenges During the Pandemic

The COVID-19 pandemic led to the daily loss of lives, changing people’s mobility and relatedness, as well as bringing about disruption and transformation of health, education, economic, and cultural systems globally. The pandemic mitigation strategies, which encompassed domestic isolation, intensified household interactions and activities. Recent global studies indicate that the pandemic exposed long-standing inequities and vulnerabilities of systematically marginalized groups. It has also been argued that in academia the professional disenfranchisement and rights conflict between genders encompass differences in workload and professional support. In the South African higher education context, the pandemic created uncertainties for academic mothers who not only navigated these roles but who had diverse lived experiences of fluctuating COVID-19 infection rates and lockdown restrictions, changing household spatial arrangements, financial constraints, mental health challenges and the impact of civil unrest at the time. The disparate toll of the pandemic on academics, specifically those parenting children, performing gender-based household roles while simultaneously engaging in multiple academic duties, requires more attention in the South African context. This research article presents two autoethnographic accounts of the professional and social challenges experienced during various phases of the lockdown.

The role of universities in Latin American social entrepreneurship ecosystems: a gender perspective

PurposeThis study examines the role of universities in the social entrepreneurship ecosystems (SEEs) in Latin America from the perspective of female academic staff, administrators and outreach workers of universities in the region.Design/methodology/approachUsing a qualitative approach, the study scrutinises in-depth interviews conducted with 24 women from eight Latin American universities.FindingsThe findings underscore the pivotal role of universities in promoting social entrepreneurship through knowledge generation, entrepreneur training, network enhancement and the promotion of equity. They also highlight the importance of incorporating a gender perspective into university programmes and practices.Research limitations/implicationsThe qualitative nature and small, diverse sample of this research inherently limit its scope. However, these limitations arise from the exploratory approach adopted, which was confined to eight Latin American countries. Further comparative studies in different contexts are needed to deepen the understanding of the dynamics involved.Practical implicationsUniversities should offer more tangible support and training in social entrepreneurship with a gender focus. Governments can create incentives for universities to prioritise their contribution in this area.Social implicationsThe study emphasises the potential of women-led social entrepreneurship initiatives to generate positive impact, underscoring the need for inclusive supportive environments.Originality/valueBy providing insights on the role of Latin American universities in SEEs from a gender perspective, this study contributes to limited literature on the intersection of social entrepreneurship, gender, higher education and geographic context in the region. The research underscores the need to further explore how gender and regional dynamics influence social entrepreneurial ecosystems.

Failing Fortunes of Applied Linguistics: Towards Surviving Mastery

Abstract The discourse of mastery is prominent in applied linguistics. The idea of mastery, however, does not remain only on the discourse level: curricula and policies are meant to be implemented, and therefore mastery and all that is associated with it (near perfection, dominance over something, etc.) is also practiced. In this paper, I argue that we might survive mastery by recuperating other ways of being, thinking, and learning. By drawing on examples from the South African higher educational context, I show glimpses of other ways of doing and thinking about language. Drawing inspiration from decolonial theory, I extend the notion of linguistic citizenship by showing that, for applied linguists, vulnerability, relationality, and failure could be points of focus as productive as mastery.

Teachers’ practices and perceptions in a Mexican higher education context about out-of-class teamwork evaluation

Not much has been said about Mexican teachers’ teaching practices regarding teamwork in higher education. Ruiz-Esparza Barajas et al. (2016) discussed university teachers’ perceptions of out-of-class teamwork. As part of the second stage of a larger project which attempts to shed light on university teaching practices regarding out-of-class teamwork, this study examines teachers’ practices of out-of-class teamwork from the assessment perspective. Teachers’ approaches to the evaluation of the outcomes of teamwork are a relatively unexplored area, especially in the Latin-American context. This qualitative research study accounts for the teamwork assigned by education or subject-related teachers and their evaluation approaches. Data collected from recorded interviews of twelve teachers working with teachers-to-be in 8 Mexican universities were transcribed to identify their beliefs and practices regarding evaluating out-of-class teamwork. The outcome of the analysis reveals teachers use teamwork for varied reasons and purposes; their expected outcomes are also dissimilar. While some teachers feel satisfied with their approach to evaluating out-of-class teamwork, others feel there is still work to do in this area. It may be suggested that this could be related to their initial purpose in using out-of-class teamwork.

Enablers and impact of social innovation in higher education institutes: a futuristic perspective

Purpose Social innovation is a nascent field. Within research on social innovation, the context of higher education has largely been ignored. To better understand social innovation, it is important to explore factors that facilitate social innovation in universities’ context. There is little research on enablers of social innovation in universities and the impacts of social innovation. Therefore, the purpose of this study is to understand the enablers of social innovation in the Saudi Arabian context. Moreover, the impacts of social innovation projects are also explored. Design/methodology/approach A qualitative approach was used to carry out this study. Data were collected through semistructured interviews, and content analysis was performed. Findings Data revealed that institutional commitment, mission, active collaborations, curriculum, support, training, community university engagement offices, university social impact offices and reward and evaluation were among critical enablers. The impact of social innovation in terms of social, institutional, economic and community specific was also reported. Originality/value Research on the enablers and outcomes of social innovation in the higher education context is limited. This study adds to the innovation literature by investigating what processes and factors (enablers) can help universities to engage in social innovation initiatives and what are the outcomes (impact) of engaging in social innovation. Findings of the study have important policy implications.

The Self-Perceived E-Learning Environment Scale: Development and Psychometric Properties in a Nursing Students Samples.

E-learning is increasingly used in education, creating a learning environment that needs to be studied thoroughly for developing new learning opportunities. Drawing from the community of inquiry framework, the present work provides the theoretical foundation and measurement validation of the Self-Perceived E-Learning Environment Scale (SEES). The SEES measures core aspects of the e-learning context: autonomous strategic planning, social interaction, and teacher feedback. Through two studies carried out in sample of nursing students, an exploratory (n = 302) and confirmatory (n = 245) factor analysis revealed a three-factor structure. The results provide empirical evidence of appropriate psychometric properties (i.e., reliability, validity). The SEES can be used in a higher education context, particularly in nursing education programs. Theoretical, methodological, and practical implications for exploring the e-learning environment in nursing educational settings are discussed.

대학 학생성공 해외 연구동향 분석: 상세 서지정보 분석

The purpose of this study was to examine international research trends with respect to student success in the field of higher education. In order to address the study’s purpose, we collected scholarly articles that addressed issues and topics concerning student success published between 1974 and 2023. This study employed bibliometric analysis targeted towards bibliometric information of a total of 615 articles housed in SSCI- and Scopus-indexed journals. The information was extracted from the Web of Science, a web database powered by Clarivate Analytics. For data analysis, we utilized the bibliometrix package in RStudio. The study’s findings show that the quantity of articles on student success has increased since the late 2000s, especially surging since the mid-2010s. The majority of these investigations were conducted in Western countries, predominantly the United States, and international collaboration was scarce. Through the frequency analysis of co-citation data, author, and key terms, it was revealed that the foundational underpinnings of student success have been rooted in the concepts of student retention and student engagement. According to the results of keyword co-occurrence network analysis, we categorized sub-themes into five clusters: (a) teaching and learning assessments within online environments, (b) institutional support and empirical approaches for student retention, (c) psychological and emotional aspects responding to student crisis, (d) student engagement and experience-based student-oriented perspectives, and (e) associations with adult education and career development in community colleges. Finally, the study’s findings from thematic analysis demonstrate that research on student success has emerged based on inter- and intra-collaborations within and across various domains of studies. Based on the findings, academic and practical implications are suggested for research and practice in South Korea’s higher education context.

Identity and cultural intimacy of Central Asian students in a Hong Kong university

ABSTRACT This article analyses the study-abroad identity of Central Asian undergraduate students in a Hong Kong university. It draws on the narrative data to explore the intercultural tensions and challenges they faced in the higher education context, as well as the impact of their study-abroad experiences on their identity-making when integrating into the receiving society. Drawing on Herzfeld’s (2005) concept of cultural intimacy, this article explains the students’ limited participation in local Hong Kong communities and their strong connection to the small, diasporic Central Asian network. It also reveals the co-existence of post-Soviet national identities and a cohesive Central Asian identity in the participants’ identity-making processes.

Reflecting on Teaching in the Higher Education Context During the Covid-19 Era: A Collaborative Self-Study Project

The advent of the Covid-19 pandemic created unimaginable upheaval, uncertainty, and even hostility in the education system, worldwide. Teacher educators in higher education settings were compelled to interact with their students using online platforms to ensure the continuation of teaching and learning. However, the effectiveness of that approach has been questioned. This article presents the narratives of two South African teacher educators who explored pedagogical approaches using such digital platforms. We created collages, concept maps, and a pantoum poem to reflect on our teacher educator practices during the initial and ensuing levels of the Covid-19 lockdown period to provide guidelines for such approaches in the aftermath of the pandemic. We gained various insights into future teaching practices using arts-based media and platforms such as WhatsApp, Moodle, Zoom, and Microsoft Teams. The sociocultural theoretical perspective underpinned this self-study project. This theoretical approach highlights the importance of working together in educational settings to create knowledge and make sense of teaching and learning experiences. We discovered that the transition to digital platforms presented both advantages and disadvantages for our teaching. In the latter instance, we found that teaching and learning using digital platforms were rendered inefficient for students from rural settings who were computer illiterate and who had limited access to technology and the internet. However, by conducting workshops, engaging in collaborative initiatives, and appropriating feedback from various role players, we gained understanding of ways to support our students and address their diverse needs. In light of these findings, we recommend intensified teacher educator collaboration and sharing to reimagine and reshape teaching and learning in the higher education teacher training context in the post-Covid-19 era.

Challenges in the Development of Modern University Complexes with Research Departments

This article delves into the pressing matters surrounding higher education reform in Ukraine, focusing on the pivotal transition of universities into modernized university complexes featuring vibrant research departments. The overarching objective of this research is to discern the fundamental principles and opportunities in the establishment and growth of such complexes, drawing insights from global practices. Against the backdrop of a rapidly evolving Ukrainian society, the article underscores the paramount importance of reforming higher education, especially in the aftermath of aggressive acts against the nation. It underscores the essential tasks at hand in reconstructing the material infrastructure of educational institutions to meet contemporary needs. The article offers a comprehensive array of recommendations for architectural planning and the expansion of university complexes, encompassing the creation of dedicated research hubs, state-of-the-art laboratories, and technologically advanced innovation parks. These endeavors are envisaged not only to enrich the practical training of students, but also to augment the overall competitiveness of educational establishments on the national and international stage. Within the research framework, due consideration is given to the physical aesthetics of university buildings, paving the way for a harmonious blend of tradition and modernity. The potential for collaboration with governmental bodies is examined, thus fostering a conducive environment for knowledge exchange and interdisciplinary cooperation. Furthermore, the article advocates for the development of cohesive functional linkages within university complexes to facilitate the seamless flow of ideas and resources. One of the pivotal concepts advocated in this research is the integration of "open laboratories." These innovative spaces are envisioned to serve as dynamic hubs of scientific exploration, catalyzing breakthroughs in various disciplines. The introduction of open laboratories promises to infuse a newfound vigor into the realm of scientific research within the academic sphere. The research not only contemplates the domestic educational landscape but also embarks on a global exploration of best practices. Drawing insights from international experience, this article endeavors to adapt and tailor these lessons to the unique context of Ukrainian higher education. The outcomes of this research endeavor are anticipated to form the bedrock for future studies, serving as a catalyst for the development of innovative architectural solutions within the realm of higher education in Ukraine. By embracing the principles and recommendations put forth in this article, educational institutions in Ukraine can aspire to not only keep pace with global advancements, but also to carve a distinctive niche in the ever-evolving landscape of higher education.