Higher Education Context Research Articles

Analysis of Question Items Using the Differentiating Power Method

The use of multiple choice questions in exams remains a common choice in education for various reasons, such as ease of assessment, perceived objectivity, and the ability to provide rapid feedback especially in large classes. Research shows that the use of multiple choice questions can strengthen retention of information, especially involving alternative wrong answers, as well as measure students' basic understanding in various subjects. However, to create quality multiple choice questions, an in-depth evaluation of the question elements is required, including item analysis to ensure the validity, reliability and fairness of the assessment. The results of this research using quantitative descriptive methods show that most of the questions can be improved, while a small number need to be rejected. The research conclusions suggest that rejected items should not be reused, while items that need to be corrected should be improved to improve the overall quality of the exam. Thus, analyzing the quality of multiple choice questions is crucial for increasing the effectiveness of assessment, especially in higher education contexts such as nursing and medical education.

The Role of Green Innovation as a Mediator of Organizational Culture on Knowledge Management in Private Universities

Private Higher Education involves efforts to effectively manage, develop, and utilize knowledge in support of organizational goals for providing education. This research aims to explore the influence of organizational culture on knowledge management mediated by green innovation in private universities. Methodology: The research employed a quantitative design, utilizing questionnaires to collect data from a sample of 305 respondents at private universities. The data was then analyzed using the Smart PLS structural equation model. Findings: The research findings indicate that Hypothesis (H1) is substantiated, confirming that organizational culture has an effect on knowledge management. H2 is also validated, demonstrating that organizational culture has an effect on green innovation. Furthermore, (H3) is proven, indicating that green innovation has an effect on knowledge management. Lastly, (H4) is supported, indicating that organizational culture has an effect on knowledge management, with green innovation acting as a mediator. These findings provide valuable insights into the dynamics of private universities. Importance of Research:The significance of this research lies in its attempt to address a knowledge gap in the literature, particularly within the context of private higher education. The unique characteristics of Private Higher Education as Quasi Public Goods present a distinctive context that requires understanding for achieving sustainability. Limitations: However, it is acknowledged that limitations exist in this research. To ensure the robustness of the results, further observations are needed, potentially incorporating additional variables and expanding the sample size.

How interdisciplinary is it? A new method for quantifying interdisciplinarity in student teams & examination of a large project-based program

ABSTRACT The European Higher Education Area and the US National Academies of Science, Engineering, and Medicine have called on higher education to support interdisciplinary learning. The National Academies recommend evaluating interdisciplinary education against relevant criteria, but beyond listing student majors, institutions cannot easily quantify interdisciplinarity in education. The Rao-Stirling diversity index, which incorporates measures of cognitive distance, is used to quantify the interdisciplinarity of research. This study extends the use of the Rao-Stirling diversity index to the context of higher education to: (1) determine whether it provides a more nuanced measure of interdisciplinarity than number of majors, and (2) to examine patterns in interdisciplinarity across 79 student teams in Georgia Tech’s Vertically Integrated Projects Program (N = 1218). The analysis employed cognitive distances developed in a previous study. Distributions of diversity indexes and enrollment by major were examined across the program, along with visualizations for 4 teams. Results show the Rao-Stirling diversity index provided a more comprehensive measure of team interdisciplinarity, and it indicated higher interdisciplinarity in more teams and in comparatively smaller teams than the number of majors would imply. Indexes across the program were examined graphically and explored through regression. Results indicated that higher interdisciplinarity was associated with smaller team size, implying a possible need for additional support for these teams. The utility of the index in quantifying the interdisciplinarity of teams and in revealing a previously unknown pattern confirm its usefulness within the context of higher education. Limitations, implications for research and practice, and future directions are discussed.

“I feel self-conscious about my accent”: International students’ communication challenges in the higher education context

“I feel self-conscious about my accent”: International students’ communication challenges in the higher education context

Impact of modern technological methods of knowledge management and total quality management on the performance of educational colleges faculty: A case of Jordan

This research investigates the impact of modern technological methods of knowledge management (KM) and total quality management (TQM) on the performance of faculty members in educational colleges in Jordan. Drawing on a survey conducted with 306 faculty members, the study examines the influence of technology on teaching methodologies and academic quality within the Jordanian higher education context. The study utilizes the Technology Acceptance Model (TAM) to back up the modern technological methods of knowledge management (KM) and total quality management (TQM) models. The findings reveal a generally positive perception among respondents regarding the beneficial effects of modern technological tools on teaching effectiveness, collaboration, and innovation. Additionally, technology-enhanced TQM practices were found to contribute to improvements in curriculum design, student engagement, and administrative processes. Regression and correlation analyses support significant relationships between technology-enabled KM and TQM practices and faculty performance, highlighting the transformative role of technology in shaping the future of higher education in Jordan. Recommendations are provided for educational institutions to enhance the integration of technology and foster a culture of innovation and continuous improvement among faculty members.

Exit Exams in Higher Education: A Systematic Literature Review

This systematic literature review aimed to synthesize the literature on exit exams in higher education. To this end, an attempt was made to look into the purpose of exit exams in higher education, the design and preparation of exit exams in higher education, the strengths and weaknesses of the implementation of exit exams in higher education, and the effects of exit exams on students, instructors, programs, and higher education institutions. In the literature search, the researcher used different electronic databases. The databases used were ERIC, JSTOR, Wiley, Google Scholar, and Tylor and Francis. Search terms were formulated and applied to the online databases. A total of 77 study articles were identified, and 11 studies were included in the study after applying inclusion, exclusion, and quality assessment criteria. The review process was guided by research questions. PICO (Problem Intervention Comparison Outcome) was used to formulate the research questions. The paper was prepared using the planning, protocol, extraction, analysis, and reporting stages. This systematic review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria. Zotero was used for reference management. The study revealed that exit exams are requirements for graduation in higher education. The principal purpose of the exit exams is to assess students’ educational achievement. Exist exams positively affect students, instructors, and intuitions in the higher education context. Exit exams in higher education are used to measure the attitude, knowledge, and skill of graduates in terms of competencies. Exit exams cover the fundamentals of the relevant fields of study. A variety of measurement instruments are used in exit exams. Exit exams are also criticized on different issues. For effective and efficient utilization of exit exams in higher education it requires a higher education system pre-exit, during, and post-exit exam test administration activities. Concerning the future of exit exams in higher education alternative methods of assessment are proposed by scholars.

Becoming and being a translation and interpreting teacher in China: A sustainable role identity trajectory

This study presents a Translation and Interpreting Teacher Role Identity (TITRI) trajectory, a sustainable career development model for T&I teachers. It employs a qualitative case study method to investigate the professional lives of three T&I teachers in China, mapping their role identity development across three stages using the Dynamic Systems Model of Role Identity (DSMRI). The findings highlight that the three case participants have experienced some major events, symbolizing a career path beginning as a T&I practitioner and culminating into a multifaceted role. The analysis emphasizes how major events define the TITRI trajectory, shaping T&I teachers’ professional paths and highlighting the dynamic interplay between their personal experiences and professional development. The TITRI trajectory enhances our understanding of the professional role identity of T&I teachers. It adds to the existing literature on T&I teacher professional development by providing deeper insights into the mechanisms that help T&I teachers in cultivating their roles as trainers/educators, researchers and practitioners within the higher educational context.

Examining AI Guidelines in Canadian Universities: Implications on Academic Integrity in Academic Writing

Academic integrity is a crucial aspect of higher education that fosters intellectual honesty and upholds the principles of fairness and trustworthiness (Stoez & Eaton, 2020; Kang, 2022; Eaton, 2022). As the introduction and integration of artificial intelligence (AI) technologies becomes increasingly prevalent in educational settings, it is imperative to examine how Canadian universities are addressing the implications of AI on academic integrity (Eaton, 2022; UNESCO, 2023). This study aimed to examine the existing AI guidelines and policies developed and implemented by Canadian universities and analyze their alignments and gaps in relation to their academic integrity policies, particularly in the domain of academic writing in Canadian higher education contexts. In this research study, sixteen Canadian universities were selected for document analysis, and through an examination of their existing polices and guidelines on AI, results revealed insights into both challenges and opportunities for faculty, students and stakeholders around teaching academic writing while upholding academic integrity in higher education.

TEACHERS’ AND STUDENTS’ BELIEFS ABOUT TRANSLANGUAGING IN HIGHER EDUCATION: A SYSTEMATIC REVIEW

Background and Purpose: In recent years, there has been increased attention to translanguaging in educational research, particularly in higher education. The successful implementation of translanguaging practices depends on various factors, including the attitudes and beliefs of both teachers and students. However, there has been limited systematic review on this issue. This study aims to examine and synthesize existing literature on teachers’ and students’ beliefs regarding translanguaging practices in higher education contexts. Methodology: A systematic review was conducted, following PRISMA guideline. Research databases including Web of Science, Scopus, and ERIC were searched with specific search terms ‘perception OR belief AND translanguaging’, resulting in the retrieval of 469 articles. Based on inclusion and exclusion criteria, 28 articles were selected for ultimate thematic analysis. Findings: The analysis revealed that teachers’ and students’ beliefs regarding translanguaging were significantly shaped by their pre-existing values and knowledge, institutions’ policies, as well as the nature of courses or curricula. Despite the evident benefits of translanguaging pedagogy highlighted in the reviewed studies, teachers encountered challenges in its implementation. The study identified four primary areas of support needed for the implementation of translanguaging, encompassing teacher training, adjusting curriculum and assessment, fostering collaboration, and developing language policy. Contributions: This systematic review provides a comprehensive overview of the attitudes, perceptions, and experiences of both teachers and students in implementing translanguaging practices in higher education. The study contributes to advancing knowledge and understanding of translanguaging in higher education, with implications for both theory and practice in this area. Keywords: Higher education, students’ beliefs, systematic review, teachers’ beliefs, translanguaging. Cite as: Wang, J., Hanafi Zaid, Y., Ibrahim, N. A., & Haladin, N. B. (2024). Teachers’ and students’ beliefs about translanguaging in higher education: A systematic review. Journal of Nusantara Studies, 9(2), 402-419. http://dx.doi.org/10.24200/jonus.vol9iss2pp402-419

#Studytalk in marketised higher education: student influencers as emerging support providers

ABSTRACT Within the marketised higher education context, where traditional support systems are strained, student influencers on platforms like TikTok, Instagram, and YouTube have emerged as unexpected providers of academic and emotional support for their peers. Utilising a Foucauldian framework and drawing on 13 in-depth interviews with UK-based #studytalk creators, this study investigates the construction of student influencer subjectivity and their strategies for navigating this complex space. Findings reveal how these individuals leverage their success as academically high-achieving students and digital acumen to build legitimacy, negotiate ethical boundaries within the influencer market, and even resist the pervasive toxicity of certain study cultures. We show that these students do not just thrive to be influencers, but they engage with forms of ethical reflection to set certain parameters for their practice. Through this analysis, we contribute to a nuanced understanding of how students negotiate support and self-making in a marketised context while offering theoretical insights into the subjectification processes within the burgeoning influencer economy. By doing so, the article extends the dominant scholarly understandings of student support that often position support provision as the domain of universities. Instead, the findings show that students themselves are highly resourceful in developing and delivering peer support, and their practices intersect with wider student and youth experiences in the digital age.

Reformulating the Aesthetic Course: A Poetic Pedagogy Framework for Higher Vocational Education

This paper introduces a poetic pedagogy framework tailored for aesthetic course reform within higher vocational education contexts. It addresses a significant deficiency in traditional vocational training programs, which frequently overlook the integration of creative and emotional development. This innovative framework merges aesthetic education with technical training, aiming to concurrently enhance students' professional competence and creative capabilities. Such preparation is essential for excelling in today's rapidly evolving professional environments. The discussion provides a thorough examination of the framework's development, theoretical underpinnings, practical applications, and the challenges anticipated during its implementation. Additionally, it outlines future research directions, which include evaluating the long-term effects on student employability and the framework's adaptability across various educational and cultural contexts. These studies are crucial for maintaining the framework's relevance and efficacy in the evolving landscape of global vocational education.

Exploring Perceived Usefulness and Ease of Use of Facebook as a Tool for Continuous Assessment in a Sri Lankan State University

This study aimed to explore how a group of English as a second language students (ESL) of a Management Faculty at a state university in Sri Lanka perceived the usefulness and ease of use of Facebook (FB) as a tool for Continuous Assessment (CA). It was imperative to assess students' perceptions regarding the implementation of FB for CA, as it represents a novel concept within the institute where this study took place. The study involved 257 participants, 191 females and 66 males. Data were collected through two open-ended questions, and the measurement scales developed and validated by Davis (1989) were used to analyze the usefulness and ease of use of FB. Findings indicate that most of the participants perceive FB as a useful tool for CA. As for its ease of use, only a few participants commented. The study's conclusion suggests that while FB has potential as a tool for CA, improvements are necessary regarding its ease of use. This study contributes to the current debate on the use of social media platforms as tools for CA, in higher educational contexts.

Academic Self-Realization of Researchers in Higher Education: Phenomenological Research-Based Evidence

In the dynamic context of higher education, the academic self-realization of a researcher is significant not only for the growth of the dedicated researcher but also for the well-being of the entire academic community. The purpose of this study was to reveal the academic self-realization experience of researchers in higher education and answer the research question: “What does academic self-realization mean for the researcher in higher education?” This study used a phenomenological-hermeneutic approach, which allowed researchers to delve into the academic self-realization experience of researchers in higher education. The study was conducted from November 2022 to December 2023 and represents the social sciences and the science of education. Individuals who have obtained a PhD, work as lecturers and/or researchers in Lithuanian universities, participate in the training of doctoral students, and who obtained bachelor’s, master’s, or doctoral degrees in more than one field of science took part in this study. This means that these researchers represent scientific multidisciplinarity. The research participants were from Lithuania and the United Kingdom. A total sample of seventeen researchers participated in the study. This article presents results from semi-structured interviews with six researchers, where the theme of “academic self-realization” emerged. The study results showed that the academic self-realization of the researcher in higher education is a process through which the researcher finds, develops, and represents personal interests and talents in the university’s academic community, thereby contributing to the personal, scientific, and academic development of this community. The conducted research reveals the complexity of the academic self-realization of researchers, which includes a significant integration of academic and personal components.

The Race-Gender-Equity-Leadership Matrix: Intersectionality and Its Application in Higher Education Literature

Intersectionality is a proven theoretical framework, offering a lens to explore how multiple identities and interlocking systems of power influence equity for historically underserved groups. This paper, with its unique focus on Black/African American women as a unilateral demographic, applies the multi-level intersectionality model to elucidate how race and gender converge to impact the educational and leadership experiences of Black/African Diasporan women. By illustrating the model’s utility in research, policy, and practice, it not only sheds light on how systems of privilege shape opportunities and (in)equities for underrepresented groups, particularly within the context of higher education and leadership, but also provides actionable insights that empower policymakers and practitioners to make a difference. Framed within the context of higher education in the United States, this research underscores the need for more attention to race-gender diversity in higher education, as education and leadership are, in many ways, a manifestation of attainment and self-actualization. These insights can guide the development of effective policies and practices that promote equity and diversity in higher education, offering tangible solutions to the persistent challenges faced by Black/African American women in these spheres.

Diversity’s (in)visibility at two Hispanic Serving Institutions: how the whiteness of higher education constrains racially diversifying the K-12 teaching force

PurposeMost research about combating the whiteness of teacher education neglects to analyze the whiteness of the higher education institutional contexts housing teacher preparation programs. This gap also holds true within research exploring Minority Serving Institutions’ potential to graduate large numbers of teachers of color. Consequently, this paper aims to argue that without strong institutional commitments to dismantle the whiteness of higher education, Hispanic Serving Institutions (a type of Minority Serving Institution) compromise their potential to robustly prepare and graduate K-12 teachers of color.Design/methodology/approachDrawing on an inductive qualitative analysis of interviews with teacher educators of color and students and a deductive qualitative analysis of publicly available data at two Hispanic Serving Institutions, this paper uses Critical Race Theory tenets of lived experience and intersectionality.FindingsBoth institutions enacted diversity commitments. However, findings demonstrated that institutional support neglected the multiple oppressive systems impacting students of color. Additionally, prioritizing (White) research norms invisibilized faculty of color in higher ranked professorial roles and compromised faculty pedagogy.Originality/valueFindings address lesser known analyses of how the intersections between institutional climate, teacher education programs and the unique Hispanic Serving Institutional context impact student/preservice teacher and faculty/teacher educator racial diversity, demonstrate the necessity of using an intersectional lens when analyzing preservice teacher and teacher educator of color experiences, and demonstrate how racially diverse, multicultural higher education contexts can still invisibilize diversity.

Analisis Hasil Uji Keterbacaan Petunjuk Praktikum Ekologi: Studi Kasus dengan Partisipasi 15 Mahasiswa

This study aims to analyze the readability test results of ecology practicum instructions among students, involving the participation of 15 students. The research design used was descriptive research. The method employed included measuring the comprehension level through readability tests of the provided ecology practicum instructions. The research findings indicate that 90% of the 15 students achieved a good level of comprehension of the ecology practicum instructions provided. These findings suggest that the development and presentation strategies of ecology practicum instructions can play a crucial role in enhancing students' understanding of ecology practical materials. The implications of this study underscore the importance of attention to the design of practicum instructions that support effective learning in ecology within the context of higher education.

Contradictions and Challenges: University Teachers’ Views on Performance Evaluation Models in Portugal and Spain

Teacher performance evaluation is a key component of high performing quality assurance education systems. The main focus of the present paper is to examine how international trends in teacher evaluation policies determine teachers’ working conditions in different higher education contexts. A comparative study was implemented at two public universities of Southern Europe (Portugal and Spain), with the aim of elucidating university teachers’ perceptions regarding the current teacher evaluation model. To achieve this, we conducted 28 semi-structured interviews, employing a comparative approach in their design. The findings suggest that participants encounter discrepancies within the stated objectives of teacher performance evaluation in higher education. Such evaluation is perceived as an external imposition with a very poor democratic process, focusing mostly on the quantitative perspective and with uncertain consequences.

Only a cog in a machine?: Reappraising institutionalized EAP teacher identities in a transnational context

Language teacher identity (LTI) research, critical approaches to language education, and English for Academic Purposes (EAP), have each grown into considerable areas of scholarship. However, not many studies have addressed topics at the intersection of these triple areas. Therefore, adopting a critical perspective on LTI construction within predominant language ideologies, this study aimed to investigate EAP teachers' professional identity formation in response to institutional policies in a Sino-British university in China. As part of a larger project, data bodies were collected through a narrative survey completed by 77 faculty members and semi-structured interviews with 36 of them at this transnational English-medium university. The analysis of narratives and interview transcripts through qualitative coding procedures revealed three major aspects of the participants' institutionalized identities: ‘The EAP teacher’ (comprising three roles: a cog in a machine, a British acculturation agent, and a mock monolingual role model); ‘The safe researcher’ of trendy topics; and ‘The service provider’ seeking promotion. The findings contribute insights into EAP LTI from a critical perspective by documenting how EAP teachers (are obliged to) construct institutionalized identities in relation to language ideologies and educational policies in a transnational higher education context.

Informal Learning in Business Internships in Higher Education – Findings from a Diary Study

Internships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during internships. In this paper, we address this research gap by conducting a diary study to examine students' work tasks at the beginning and end of an eight-week business internship period, their perceptions of the tasks, and the influence of task characteristics on self-perceived learning. Analyses of approximately 2,000 work tasks documented by 51 students show that the frequencies of different work tasks did not differ substantially between the first and last week of the business internship. At both times of data collection, many students were engaged in organisational routine and administrative tasks, especially those with a domain-specific focus. However, the values for the assessment of task characteristics (such as challenge/difficulty) were higher at the beginning of the internship than towards the end. Causal analyses revealed that task characteristics such as novelty or feedback (from colleagues or supervisors) were positive predictors of self-perceived learning during both weeks, whereas the predictive power of other task features changed. For example, help received (from colleagues or supervisors) was a significant predictor in the first week of the internship but not in the last; the opposite was the case for autonomy. From these results, we derive implications for both future research and the active design of internships in the higher education context.

EDI in academic–policy engagement: lived experience of university based knowledge brokers and marginalised academics

Background: Discourse surrounding Equality, Diversity and Inclusion (EDI) has received significant attention within the UK academy and knowledge brokerage contexts, and more recently within academic–policy engagement spaces (Walker et al, 2019a; Fawcett, 2021; GOV.UK, 2021; Morris et al, 2021). Key players in this space identify the need for diversifying academic participation, as well as diversifying knowledges (GOV.UK, 2021; UK Parliament, 2018; UKRI, 2023). However, conceptual and practical insight on embedding EDI principles (and what they mean in this context) within academic–policy engagement processes is missing. Aims and objectives: Underpinned by feminist and decolonial epistemological concepts, this article addresses this gap by outlining strategies, and surfacing ways in which EDI within academic–policy engagement is experienced, conceptualised, understood and considered. Methods: Two parallel qualitative studies, with a total of 20 semi-structured narrative and realist interviews conducted with marginalised researchers (n=10, Study A) and university based knowledge brokers (n=10, Study B), and a rapid literature review. The analysis used a narrative and thematic framework. Findings and discussion: We found a want for EDI to go beyond just diversity of people and representation, towards fostering foundational principles of epistemic justice, equitable access, value-driven engagement and plurality. Academics and knowledge brokers reported both negative and positive experiences within this space that related to known EDI issues. We conclude that EDI cannot be standardised across higher education contexts, and emphasise the need for holistic, relational and plural approaches to EDI across academic–policy engagement systems through a value-led, equitable and ethical lens.