Development Of Higher Education Research Articles

Influence of School Administrators’ Transformational Leadership on the Innovation Ability of University Teachers

With the development of higher education, the improvement of teachers' innovation ability has become an important issue. This article aims to explore the impact of transformational leadership of school administrators on the innovative ability of college teachers. Through literature review and empirical research, we analyze the difficulties and challenges faced by school administrators in improving teachers' innovation capabilities and propose effective countermeasures. The results show that transformational leadership demonstrates significant value and positive impact in higher education. Its core characteristics include being visionary, inspiring, focusing on individual and team growth, and driving organizational change. Transformational leadership plays a role in stimulating teachers' innovative thinking, promoting organizational changes, creating a positive organizational culture, and establishing effective communication mechanisms, which effectively promotes the improvement of university teachers' innovative capabilities. The composition of teachers' innovative ability involves three aspects: teaching, scientific research and practice, and is affected by multiple factors such as individuals, organizations and society. In order to improve teachers' innovation ability, these factors need to be comprehensively considered and targeted measures and support need to be adopted. There are differences in the perception and identification of transformational leadership among university teachers, which may be related to factors such as personal background, organizational culture and external environment. Strengthening communication and exchanges with teachers, establishing a fair and transparent incentive mechanism and evaluation system, providing sufficient resources and support, and advocating an open and inclusive organizational culture are key measures to enhance perception and recognition. In different subject areas and types of universities, the application of transformational leadership needs to be tailored to local conditions. Develop targeted change strategies based on the different characteristics of science and engineering, humanities and social sciences, and the differences between research-oriented and teaching-oriented universities. Finally, transformational leadership has a positive impact on teachers’ professional development, including promoting professional growth, increasing career satisfaction, and increasing intention to stay. However, during implementation, attention should be paid to possible differences in effects due to differences in context and conditions. Therefore, higher education institutions should strengthen the cultivation and introduction of transformational leadership to help teachers achieve better development and satisfaction at different levels.

Analysis of the Influence of Fund Allocation and Sustainable Academic Efficiency Based on a Transformation of Public Goods in Higher Education

The allocation of funding for higher education typically focuses on competition in neoliberal mechanisms. Surprisingly, much less attention has been paid to considering the effect of fund allocations for sustainable development through public goods purposes in neoliberal contexts. This study aims to examine specific funding schemes and determine the influential factors impacting funding for teaching, research, and public goods transformation. Taking Taiwan’s Higher Education Sprout Project (HESP) as an example, we explored the effect of policy initiatives on public goods transformation towards sustainable development. The data were collected from the Ministry of Education and Scopus databases. First, a regression analysis was conducted to determine which factors influence the effect of funding allocations in academic institutes. Second, we used a logistic regression to detect the effects of the system and the sector. Third, we used partial least square structural equation modeling (PLS-SEM) to explore the causal effects among the selected impact variables on expected outcomes. Finally, we used the bootstrap method to demonstrate the model’s robustness. Our study found that only diversity was shown in private technology groups receiving less HESP funding, while it did not widen the differences in the sector and system in the transformation process. Our findings suggest that funding allocations will not affect teaching and research based on sectors and systems. In contrast, this study demonstrates that transforming public goods through special funding can play a critical role in leading sustainable development in higher education.

Проектный подход к организации функционирования регионального Центра компетенций на базе ЛГПУ имени П.П. Семенова-Тян-Шанского

This article discusses the application of a project approach to the organization of the functioning of the regional Competence Center on the basis of the P.P. Semenov-Tyan-Shansky LSPU. The aim of this study is to analyze the possibilities of using the project approach to diagnose and develop students’ supra-professional compe-tencies, to organize the presentation of the results of supra-professional competencies diagnostics in coopera-tion with employers and regional authorities during internship and employment. The use of the project ap-proach allows for motivating monitoring of the formation of students’ supra-professional competencies. This approach helps to qualitatively measure the needs, requests of employers and their offers of employment for graduates. The research uses sociological methods. This project represents an important step in the develop-ment of higher education and the creation of a favorable economic environment.

Challenges in Artificial Intelligence Development in Higher Education in China, India, and Indonesia: International Students’ Perspectives

This research explores the challenges of developing artificial intelligence (AI) at universities in China, India, and Indonesia for teacher education students. A qualitative research method was employed, with data collected through in-depth focus group discussions with 12 doctoral students from the 3 countries in equal proportions. The sample selection was based on the diversity of the participants’ relevant backgrounds, experiences, and understandings. The data collected were analyzed using a thematic approach involving the identification, mapping, and interpretation of themes. The research findings indicate variations in the main challenges in developing AI to improve the quality of teacher education in each country. In Indonesia, infrastructure and Internet access are the main constraints limiting the application of AI technology. Meanwhile, in India, the main concern relates to the lack of human resources skilled in the field of AI, prompting the need for relevant skills development among educators. Conversely, in China, the problem concerns striking a balance between utilizing advanced AI technologies, safeguarding privacy, and developing the capacity to accommodate rapid advances in technology-based education. The findings of this study provide valuable strategic insights, enabling the design of appropriate strategies in each country. The implications of the findings can assist the relevant parties in overcoming specific barriers in the context of each country, supporting innovative developments in technology-based teacher education.

Investigating the Interplay Between Authentic Leadership Skills and Second Language Proficiency in a Higher Education Institution

This research investigates the interplay between authentic leadership skills and second language proficiency, specifically English, among academic leaders in a Higher Education Institution (HEI) in Bulacan, Philippines. In a globalized educational landscape, leadership in HEIs is crucial for institutional success. The study focuses on Authentic Leadership, emphasizing its developmental perspective and four key components: self-awareness, internalized moral perspective, balanced processing, and relational transparency. Concurrently, it explores the impact of English language proficiency on leadership within the context of higher education. Using a descriptive correlational research design, the study sampled supervisory staff at NU Baliwag, employing the Test of English for International Communication (TOEIC) for language proficiency and the Authentic Leadership Self-Assessment Questionnaire for leadership skills. Results indicate a moderate to high level of English proficiency, with a positive correlation between language proficiency and authentic leadership dimensions. The study contributes insights for NU Baliwag, suggesting that enhancing language skills may positively influence leadership development. However, caution is advised in generalizing findings, and the study highlights the need for future research to replicate the study in diverse contexts and consider additional variables for a comprehensive understanding of the dynamics between language proficiency and leadership development in higher education.

Enhancing Generic Skills Development in Higher Education in the Era of Large Language Model Artificial Intelligence

The recently developed large language model artificial intelligence (AI) systems, such as ChatGPT, are likely to become widely used over the next few years as core tools in many areas of business. Higher education graduates will need to be adequately prepared with the necessary generic skills to exploit this technology and a detailed understanding of the risks of using it and related ethical aspects to maximize their employability. Higher education institutions will need to develop training to support this and a conceptual multi-layer framework is proposed for generic skills development in higher education relevant to the emerging new era of large language model AI. This model encapsulates traditional generic skills training for employability, the extended skill sets needed for operating as independent knowledge-workers in increasingly fragmented working contexts, and the new sets of skills in areas such as prompt engineering, output verification and bias detection, which are needed specifically for operating as effective users of advanced AI systems in business.

Data-Driven Insights: A Decade of Sol Plaatje University's Research Journey and Development

This paper analyses Sol Plaatje University's (SPU) progress on increased research activities. The paper employs bibliometric analysis review method to demonstrate the university's transition from being a predominantly teaching-focused to a more research-oriented institution. A novel, data-driven methodology is also adopted in this paper, to identify and examine SPU’s research niche through publications. This paper’s data were collected from the Scopus and Web of Science databases. The paper’s findings reveal that there was an overall significant increase in research outputs, observable on yearly basis for a decade (2014 to 2023). The yearly increase in research output is recorded from diverse research fields, including machine learning, cryptography, environmental research, and public health. Findings further reveal that SPU has built its international research collaborations within the African and European continents. This paper’s findings contribute to literature on higher education development by offering insights into how newly established universities can transition from a teaching-centric focus to becoming research-active. This paper revealed the importance of strategic planning, interdisciplinary research, and international collaboration in the development of a vibrant research environment.

Participatory Action Research in the Development of Higher Education with Digital Media

The digitalisation of higher education has versatile potential for students and especially for pre-service teachers. Unfortunately, this potential is insufficiently used in higher education institutions. This article displays a project focusing on developing university teacher education with digital media. For this purpose, the applied model of Participatory Action Research for Higher Education will be illustrated, reflected, and discussed to share the findings and experiences of the process and facilitate future development projects. Furthermore, conditions for success, challenges, and recommendations based on this project will be provided.

Can higher education contribute to trust building in a fragmented reality? A Latin American perspective

PurposeThe article aims at exploring the challenges and possibilities of cooperation of higher education in a Latin American social, political and cultural context that faces historical difficulties of integration, as well as the potential contribution of academic cooperation for global citizenship.Design/methodology/approachThe paper presents a general overview of networks and international centers of academic cooperation of higher education in Latin America. The analysis comprises objectives, countries, stakeholders, activities, projects and scope. The study is based on literature on internationalization, regional integration and the development of higher education, as well as on empirical gathered with networks/centers and key actors in the field. This study was carried out as a mixed qualitative method design. Firstly, a systematic review of a literature corpus of studies produced by Latin-American scholars was performed. Semi-structured interviews were then carried out with a group of scholars who are members of networks.FindingsThe findings include a review of the role of higher education in a politically fragmented reality, a panorama of major networks and international centers of academic cooperation with emphasis on internationalization of higher education, as well as their connections. The are highlighted examples of successful initiatives of cooperation and, based on interviews, there is presented a preliminary view on cooperation and trust building from professionals in higher education in Latin America.Originality/valueIn the last decades, with the growing interest and need for internationalizing higher education, many universities have organized or joined networks and international centers. The article will contribute for mutual knowledge of these spaces, their shortcomings and potentials, thus creating conditions for dialogue among them, as well as with universities in other continents.

A benchmarking study on existing communities of practice in higher education institutions: A comparison between Europe and US

ABSTRACT This study explores the establishment of communities of practice within teaching and learning centres (TLC) as strategies for advancing faculty development in higher education, examining their implementation in the US and Europe, with a specific focus on Italy. Utilising organisational benchmarking, we employed an explanatory, comparative, and best practice approach to map existing communities of practice within TLCs. Our sample included 334 centres in the US, 37 in Europe, and 13 in Italy. Findings reveal active communities, particularly in the US, attributed to a longer history of faculty development research within TLC initiatives. The prevalence of individual and formal training approaches highlights a need for increased cooperation strategies to build more cohesive communities of practice. These results align with past studies demonstrating the effectiveness of such communities, suggesting the potential for broader global networks.

Tree HR Model of Human Resource Development in Higher Education

<p><span>Research related to human resource development models in the world of education is very important, because the world of education is one of the determinants of the quality of HR assets. This research aims to find the HR model that best suits the development of Human Resources (HR) in higher education. The research uses qualitative methods. The type of research used is R&D (Research & Development). In the first year using the Analysis and Design approach from the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). Data collection was carried out through a literature review study of 90 articles indexed by Scopus, Sinta 1, Sinta 2, and interviews with 15 experts from the academic and professional world. This research was analyzed using the SWOT Analysis and FGD approach. The results of this research found a prototype tree-based HR model and important variables that were mapped to the tree structure, namely root variables, stem variables, and fruit/leaf variables. This research is used to improve the quality of higher education human resources. This has implications for improving the quality of lecturers both in self-development and teaching in higher education, which has an impact on the quality of students and Indonesia's human resource assets</span><span>.</span></p>

Students’ Perception of Sustainable Development in Higher Education in Saudi Arabia

The role of higher education institutions in laying the foundations of sustainable development is undeniable. As the principal educators of tomorrow’s leaders, such institutions can tremendously contribute to implementing and achieving the United Nations Sustainable Development Goals (SDGs). Many studies highlighted the significance of the students’ awareness and the level of their active engagement as crucial elements in achieving the desired results. Therefore, measuring such awareness and its effect on their daily life and behavior is fundamental in implementing the SDGs. The current study employs an online survey to explore the awareness level of the United Nations Sustainable Development Goals (SDGs) in Saudi universities. SPSS will be utilized to generate the statistical results of the study. The importance of this study stems from the scarcity of research in the field, especially in Saudi higher education institutions. The current research fills in a significant gap at the national level as it provides future researchers and higher education leaders with the much-needed data to prepare strategic plans for future enhancement of the application of the SDGs. It will also propose a set of practical strategies that can be advanced to augment Saudi students’ awareness of the SDGs and their possible application in their daily lives and practices.

The student voice on integrative teaching and learning of academic literacy at a South African university of technology

Academic literacy skills are universally considered as a valuable and integral part of academic development in higher education, yet they often remain peripheral to or are completely absent from many qualifications. At the presently selected institution, there is little consensus on the most effective model to design for and implement as far as academic literacy is concerned, and whether this should be embedded within core curricula, or as a stand-alone, credit-bearing subject. Conspicuously absent in conversations on this matter however, is the student voice, which is what the present study seeks to draw on. An analysis of students’ reflections on an integrated model of learning and teaching of academic literacy was evaluated, where the skills are taught within the context of an academic discipline. The academic literacy component was embedded within a single course taught in a Biotechnology qualification. Upon completion of the learning activities, ten students were interviewed, and a questionnaire was administered to a further fifteen students, to gauge feedback on the usefulness of the integrated model of academic literacy. We report that the pedagogy improved and enriched the overall learning experience. Students reflected that the approach enabled better access to Biotechnology content and made the discourse of the discipline more explicit, as they unlocked academic literacy skills, compared to if an academic literacy course was taken alone. More broadly, the study highlights the need to draw on student reflection and experiences in the design and implementation of pedagogies and the value of remaining responsive to student voices.

Professional Development in Higher Education: Experiences from Royal Thimphu College

This study explored the satisfaction and effectiveness of professional development (PD) programmes offered by the Centre for Innovative Teaching and Learning (CITL) for tutors at Royal Thimphu College (RTC) and to identify areas for improvement. A mixed research methodology was employed, incorporating a self-assessment survey, in-depth interviews, and focus group discussions among tutors. Data collected were categorised into participation and satisfaction, training impact, and future needs. Secondary data such as student consultative meeting minutes and feedback from 2022 PDs were also utilised. In 2022, 16 trainings, 4 seminars, 2 experience-sharing sessions, and 1 cycle of peer observation partnership on teaching and learning were provided. Seventy-three out of 96 tutors participated in two or more CITL programmes. Overall, a mean score of 3.34 was reported on a 4-point Likert scale for satisfaction. The most useful PDs encompassed classroom management, constructive alignment, Bloom's Taxonomy and Blueprint, lesson planning, and giving and receiving feedback. The impact of these training programmes varied, depending on the tutor's education level and experience. Tutors with master's degrees and less than five years of teaching experience reported higher levels of impact. Future needs included training on teaching practical modules, effective technology use, giving and receiving feedback, and data analysis skills. Emergent themes included tutors struggling to find time for CITL programmes and desiring work-life balance. Recommendations are suggested to address these needs, advocating for iterative PDs, additional support for new tutors, and further studies on work-life balance among academicians.

Competency-Based Model of Human Resource Development in Higher Education

This research aims to find the model that best suits the development of Human Resources (HR) in higher education based on the competencies determined by the Indonesian National Work Competency Standards (SKKN). Until now, HR competency standards in higher education have not been standardized, making it difficult to prepare HR development models. Meanwhile, various HR development models are being implemented by the industrial sector. Meanwhile, human resource development in higher education still focuses only on lecturers. There are educational staff (tendik) who are human resources that also need to be developed. The research was conducted using qualitative methods through literature reviews and interviews with HR experts in organizations, companies and the academic world. The results were analyzed using SWOT (Swot Analysis) and decided by experts in a Focus Group Discussion (FGD). The results of this research found important variables that were mapped to the tree structure, namely root variables, stem variables, and fruit/leaf variables

Role of Skill Development in Higher Education in India

Role of Skill Development in Higher Education in India

Teacher Agency for Change and Development in Higher Education: A Scoping Literature Review

This paper reviews 42 empirical studies on tertiary educators’ professional agency, identifying five key practices: pedagogical innovation, research engagement, professional learning, curriculum change, and maintaining well-being. Teacher agency has been variably conceptualized as being influenced by internal and external factors, such as curriculum reforms, social relationships, personal identities, beliefs, and emotions. Individual capacities and enactment strategies, along with contextual conditions like leadership and support, are crucial for effective teacher agency. Implications for policy-making and teacher professional development to foster effective change are discussed, with a conceptual framework proposed for investigating teacher agency holistically in its complexity.

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Times of Crisis

The aim of the present study was to investigate the role of teachers’ perception and their perceived practice of instructional strategies in the implementation of English language teaching following Communicative Language Teaching (CLT) approach online in two Chinese universities amid the Covid-19 pandemic crisis. The mixed methodology of quantitative and qualitative approaches in crisis management was employed in this study. The data was collected from forty college English teachers through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach, directly manifesting that the three intricate characteristics of online CLT approach: learner-centered approach; four English language skills linked together in teaching process; and authentic materials promoted. Additionally, online group discussion; pair work; and presentation to whole class they’ve experienced are prominently tied. Nevertheless, some online problems and obstacles were likewise illustrated in the crisis management, which probed to be difficultly operated in prolific English language teaching class online: large online class size; lack of students’ active participation; and little time to prepare teaching materials. Pedagogical Implications for the study are that teachers’ perception and practice within the characteristics of CLT approach amid the crisis have meaningful effects on online ELT development in higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

Human Capital is the Key to the Successful Competitiveness of Countries in the Asean

Objective: This research aims to look at competitiveness in the Asean region. Knowing the factors driving competitiveness then mapping the strength of competitiveness based on the driving factors for each country in ASEAN. So you will know which countries with high competitiveness are influenced by what factors. The results will be an illustration for other countries in ASEAN to improve these factors with the aim of increasing competitiveness. Method: The method used to determine the factors driving competitiveness is to use panel data regression with the Stata application. Then group them using main factor analysis with SPSS so that country categories are found based on the factors driving their competitiveness. The data used are 12 indicators forming independent and dependent variables. Obtained from various relevant sources. In a period of 10 years, namely 2010 to 2019. Results: The results of multivariate linear regression showed that both simultaneously and partially Human Capital Development (HCD), Human Capital - High Education (HCH), Research and Technology Development (RTD), and Social Capital – Unemployment (SCU) had a significant influence on Competitiveness. HCD has the greatest influence on competitiveness. This research can provide an illustration for each country in ASEAN that the driving factors of competitiveness needed to achieve high competitiveness are HCD and HCH because of their large influence in the regression model. Countries with very strong competitiveness also have very strong HCD and HCH factors and vice versa. This can be a consideration for each country in making policies related to increasing national competitiveness. Because high competitiveness indicates a high level of population welfare.

Research on the Construction Strategy of College English Gold Class in Applied Colleges and Universities Based on Smart Education

This paper is devoted to exploring the construction strategy of the golden class of college English in applied colleges and universities based on smart teaching to promote the in-depth reform and development of higher education in China. By elaborating the principles and significance of the construction of the Golden Class of College English for Applied Colleges and Universities Based on smart teaching, a series of implementation strategies are proposed, including the integration of multimedia resources, the introduction of personalized learning, the practice- and application-oriented approach as well as the promotion of communication and cooperation, and so on. The implementation of these strategies will help to improve students' practical application of English, enhance their comprehensive quality, and improve their English learning effect and learning experience.