Higher Education Institutions Research Articles

Growing grit: Perseverance and passion in nursing education.

Grit, or a person's "perseverance and passion for long-term goals," is a noted character trait for success. This qualitative descriptive study explored the experiences and challenges faced by nursing students, focusing on how these experiences shaped their educational journeys and exploring the role of perseverance and passion in nursing education and its potential for student success in a nursing education program. Purposive sampling was utilized to select study participants from higher education institutions in Southeastern Pennsylvania. To guide the interview, an interview protocol was developed which included a comparison table of the open-ended interview and probing questions and the Grit-S scale, an 8-item self-evaluation tool that quantifies perseverance of effort (perseverance) and consistency of interest (passion). Data were collected via semistructured virtual interview. Data were managed with ATLAS.ti 9 used in coding and analyzing transcripts and creating data visualization. The data analysis identified four themes: managing goals, confronting challenges, emerging interests, and experiencing supportive relationships. The study identified student perceptions of the factors that impacted their perseverance for long-term goals and their passion for nursing, assisting in their success. Recognizing the crucial role played by perseverance and passion in a student's success empowers nursing programs and faculty to consider implementing strategies to nurture interest and support students as they pursue their long-term objectives. The results of this study supported the interplay of perseverance and passion. Recommendations for nursing education include fostering supportive relationships and student-centered instructional techniques as well as organizing seminars or similar programs during the first year of their curriculum to grow perseverance and inspire passion.

Online teaching and learning in higher education institution in the Northern Philippines

Online teaching and learning in higher education institution in the Northern Philippines

Literacy extension programs of higher education institution in the Philippines: insights from stakeholders

Literacy extension programs of higher education institution in the Philippines: insights from stakeholders

The association between perceived student gratitude and teacher family role performance: A moderated mediation model.

In recent years, numerous studies have highlighted the positive impact of student gratitude on individual development. However, a significant gap remains in the literature concerning how student gratitude influences teachers' family behavioral performance in their daily lives. This paper introduces Conservation of Resources (COR) Theory to examine the mediating effect of work-family enrichment on the relationship between student gratitude and teachers' family role performance, while also investigating whether intrinsic motivation moderates this relationship. In this study, data were collected from a sample of 1, 068 teachers and their spouses involved in student management and teaching activities across 21 colleges and universities in northwestern and southeastern China, utilizing a two-wave time-lagged method. The assessment of college teachers was conducted using the gratitude scale, family role performance scale, work-family enrichment scale, and intrinsic motivation scale. To investigate the moderated mediation effects, SPSS 26. 0 and Amos 24. 0 statistical software were employed for data analysis and hypothesis testing. Perceived student gratitudesignificantly predicts teacher' s family role performance. Work-family enrichment serves as a mediator in the relationship between perceived student gratitude and teachers' family role performance. Addditionaly, intrinsic motivation moderates both the relationship between perceived student gratitude and work-family enrichment, as well as the indirect effect of perceived student gratitude on teachers' family role performance through the mediation of work-family enrichment. This study enhances our understanding of how perceived student gratitude impacts teachers' family role performance, enriches our knowledge of the role of intrinsic motivation in this context, and broadens the antecedent research related to Conservation of Resources (COR) theory. The findings underscore the importance for administrators of higher education institutions to emphasize and promote the expression of perceived student gratitude. Furthermore, universities and colleges should also consider the family needs of teachers when facilitating the realization of their intrinsic motivation, thereby enabling teachers to achieve a better balance between their professional and family lives.

Factors influencing students’ intention to enroll at private higher education institution

Factors influencing students’ intention to enroll at private higher education institution

‘Don’t do anything special for us coming’: the mental health impact of Ofsted inspections on teacher educators in England

ABSTRACT Ofsted inspections of Initial Teacher Education (ITE) providers aim to enhance training quality for pre-service teachers in England. However, research rarely examines the impact of these inspections on the wellbeing of Teacher Educators (TEs) based in Higher Education Institutions (HEIs). This study, part of a broader investigation into burnout among HEI-based TEs in Ireland and the UK, focuses on the English context, where the inspection practices of Ofsted have been identified as significant stressors. Drawing on data from the Copenhagen Burnout Inventory (CBI), open-ended survey questions and interviews, this study provides preliminary insights into the mental health effects of Ofsted inspections on TEs. It reveals that inspection processes contribute to anticipatory stress, increased workload, and performative pressures, negatively impacting TEs’ professional morale and wellbeing. The paper recommends reforms such as predictable inspection schedules, streamlined documentation, and dedicated mental health support for TEs during the inspection period.

Gender influence on business students’ expectations for sustainability transformations in higher education: a cross-national study

Purpose This study aims to examine how male and female students’ sustainability expectations of Higher Educational Institutions (HEIs) differ in various cultural contexts. Design/methodology/approach Based on a sample of 239 business students from the USA and Germany, a mixed qualitative-quantitative research design is employed combining content analysis and Kano analysis to examine gender- and country-different students’ sustainability expectations. Findings Female students across countries have higher sustainability expectations than males. Gender equality and inclusion are more important to female than male students. While male students considered most attributes as indifferent, female students in the US considered many sustainability attributes as one-dimensional, and those in Germany considered production and consumption and equity and inclusion as must-be attributes. Research limitations/implications A larger, more representative sample could provide deeper insights into students’ sustainability expectations. The Kano model may not fully capture the complexity of these expectations due to its reliance on predefined definitions. More comprehensive and dynamic approaches are needed to understand and predict students’ sustainability expectations. Practical implications Grouping HEIs’ sustainability transformation attributes based on students’ basic, performance and excitement needs supports quality and expectation management at HEIs by prioritizing measures and aligning sustainability communication. Originality/value To the best of the authors’ knowledge, this study is the first to apply Kano analysis to examine and compare students’ future-oriented normative sustainability expectations of their HEIs across different gender groups and countries. It enables more profound and realistic insights into barriers and enablers of HEIs’ sustainability transformations and highlights how unmet expectations can impact stakeholder behavior across different country contexts.

Mapping employability: a decade of trends and insights from higher education through bibliometric analysis (2014–2024)

Purpose This study aims to investigate the evolution of employability research within higher education from 2014 to 2024, using the career capital framework to provide a multifaceted perspective on employability. Design/methodology/approach The data set, comprising 468 documents from 1,170 authors, was analyzed using VOSviewer and the Bibliometric package in R, which enabled the visualization of bibliometric networks and the identification of significant research trends and influential publications. Findings Key findings emphasize the critical role of higher education in developing employability and the impact of various forms of graduate capital. The study reveals a shift from a narrow focus on job attainment to a broader perspective that includes long-term career sustainability and adaptability. Research limitations/implications Future research should explore contextual factors and develop holistic employability models. Interdisciplinary approaches and policy-informing studies are also recommended to enhance graduate employability in a dynamic global labor market. This research contributes to a deeper understanding of employability, supporting the development of effective strategies for preparing individuals for successful and adaptable careers. Originality/value This study integrates the component of graduate capital with employability, providing a more sophisticated comprehension of employability that surpasses conventional measurements. Having this viewpoint is crucial for higher education institutions to provide graduates with the necessary skills for long-term professional success and flexibility in a continuously changing job market. Furthermore, it provides valuable insights for the creation of educational programs and career services that can effectively equip students with the necessary skills and knowledge to navigate the intricacies of the contemporary labor market.

Women leadership in higher education: exploring enablers and challenges from middle-level academics’ perspective

The scarcity of literature in higher education addressing the enablers or challenging factors influencing the progression of women academics from middle-level to senior leadership roles is noteworthy. This study aims to explore the factors that enable or impede the advancement of middle-level women academics and identify recommendations for promoting women leadership in higher education institutions. This qualitative study has collected interview data from 17 informants from five Malaysian public universities. The thematic analysis revealed four enablers and three challenges faced by women in academic leadership. The thematic analysis revealed four enabler factors - gender-neutral policies, management of multiple roles, core personal competencies, and the presence of mentors and role models. Conversely, traditional women’s roles, social stigma, and personal factors were identified as factors that hinder women’s leadership in universities. The findings underscore the importance of implementing gender-neutral policies to foster inclusivity, the establishment of formal mentorship programmes, and cultivating multitasking skills among women. Understanding the dynamics from the perspective of middle-level women academics is essential for crafting a more equitable and supportive institutional environment to equip them with the necessary resources and support to transition into senior leadership positions smoothly, ultimately strengthening the leadership pipeline within the institution.

The Relationship between Classroom Learning Engagement of Secondary Vocational School Students and Psychological Factors based on Video Analysis Technology

In the quest for quality improvement in higher education, student engagement in the classroom as a core element in evaluating the effectiveness of education has become increasingly important. In particular, the precise measurement and analysis of students' engagement in learning behaviors in the classroom have become a key area for combining learning engagement research with teaching practice in higher education institutions. This study focuses on the use of computer video parsing technology to detect the learning engagement of students in secondary vocational schools in Jiangsu Province (secondary students) and its application. The study analyses the video data generated by secondary students in the learning process, and extracts key information with the help of advanced computer video parsing algorithms, to accurately quantify students' learning engagement. The results of the study show that this technology can effectively monitor the learning engagement of secondary vocational school students, and provide an effective aid for teaching improvement and personalized learning guidance.

Understanding the drivers of a pro-environmental attitude in higher education institutions: the interplay between knowledge, consciousness, and social influence

Academicians with a pro-environmental attitude can play a pivotal role in developing curricula and new programs aimed at education for sustainable development. Therefore, it is of utmost importance to identify the factors that influence academicians’ positive attitude toward the environment. This study attempts to investigate the effects of environmental consciousness, environmental knowledge, and biospheric values, as well as the moderating effects of social influence, on the attitude toward the environment among the faculty members of higher education institutions (HIEs) in Southern Pakistan. The data were collected from six universities in the district of Vehari, Punjab, Pakistan. After checking for reliability and validity, the study used the structural equation modeling technique to examine the aforementioned association. The results reveal that environmental consciousness and biospheric values significantly influence the attitude of faculty members toward the environment. Furthermore, social influence positively moderates the relationship only between biospheric values and attitudes toward the environment. Overall, this study contributes original insights into the factors influencing pro-environmental attitudes among faculty in a specific cultural and educational context. Its findings can inform targeted strategies to enhance environmental education and engagement in higher education, making it a valuable addition to the literature on education for sustainable development. The findings could guide policymakers of higher education institutions in promoting a pro-environmental attitude among faculty members by implementing awareness programs that increase environmental consciousness and integrate biospheric values into their core mission. Furthermore, HEIs should also establish “green teams” to induce a positive environmental attitude through social influence.

МЕТАБОЛИЧЕСКИЕ ИЗМЕНЕНИЯ ПРИ ПРИМЕНЕНИИ АМИЛМЕТАКРЕЗОЛА В ЭКСПЕРИМЕНТЕ

Respiratory diseases are among the most urgent problems of veterinary and human medicine. Many authors suggest that against the background of high air contamination in the area where animals are kept, timely treatment of diseases of the nasopharyngeal zone will limit the aerogenic pathway of damage to the lower respiratory tract. Currently, antiseptics are most often used for this purpose, in particular amimetacresol. The purpose of research is an experimental study of the effect of amylmethacresol on the state of the liver in laboratory animals. Under the conditions of the vivarium of the Federal State Budgetary Educational Institution of Higher Education St. Petersburg State University of Veterinary, a research work was carried out, the object of which were white non-linear rats aged from 3 to 5 months weighing 180–220 g. Two groups of 6 animals each were formed from clinically healthy rats: No. 1 (control, intact) - the study drug was not used in animals; № 2 (experimental) – amylmetacresol was administered orally once a day at a dose of 30 mg/kg for 7 days. In rats from the experimental group, significant changes in blood composition were noted. So, on the 8th day of the experiment, in comparison with the initial state, there was a significant increase in the level of alkaline phosphatase by 20.9 %, glucose by 10.6, cholesterol by 30.9, bilirubin by 25.9 % and bile acids by 2.3 times. A change in the activity of aminotransferases caused dysfermentemia, as indicated by a decrease in the De Ritis coefficient. There was a trend towards a decrease in total protein (by 3.3 %) and a pronounced, but not significant increase in cholesterol (by 30.9 %, p > 0.5). Our data indicate that amylmetacresol has a hepatotoxic effect and the need for its further study.

Developing Teacher‐Leaders for Multilingual Students on the Mexico–United States Border

ABSTRACTThis brief describes how three school districts, one charter school system, a county office of education, and one institution of higher education collaborated to develop the leadership, equity, and access for languages (LEAL) professional development certificate for teacher‐leaders committed to serving multilingual learners on the Mexico–United States border. LEAL was designed and implemented using knowledge, dispositions, and skills for critically conscious pedagogy as the guiding framework to create consensus definitions of teacher‐leaders of multilingual students. Researchers reviewed and interpreted weekly meeting agendas, email correspondence, and the evaluation plan to define and use criteria for the selection of LEAL participants. Researchers implemented an innovative collaborative process of surveys, meetings, and goal‐setting with school district and charter school system administrators to identify current in‐service teachers that would exemplify commitment to serving multilingual learners in their schools and communities. This brief highlights the importance of interinstitutional partnerships for calibrating consistent definitions of teacher‐leaders as well as the value of creating customized seminars and conferences for collegial collaboration across local education agencies (LEAs).

Preparing Pre-Service Teachers for Teaching in the Digital Age

At the onset of the COVID-19 pandemic, many traditional contact higher education institutions, such as the institution where the study was based, transitioned abruptly to remote online learning. Students in the School of Education at the institution who are predominantly from the lower end of the socioeconomic digital divide in South Africa had no choice but to navigate digital technologies to further their education. The extent to which their digital learning experience fostered the requisite TPACK (Technological, Pedagogical, and Content Knowledge) and other cross-functional skills needed for the 4IR classrooms remained uncertain. Framed by the TPACK Model, this paper employed a mixed-method approach to understand students' online learning experiences and how their digital learning experiences prepared them for their future teaching practices. Data generated from questionnaires randomly distributed to undergraduate students, followed by a focus group interview with twelve purposively sampled students across the five undergraduate clusters of the school, was used to address the research objective. The findings revealed that it is unlikely that their virtual learning experience could have prepared them for teaching in the digital age. Insights from this paper will benefit academics in their online pedagogical engagements and curriculum design while informing policy directions at the institutional level. Keywords: digital learning, pre-service teachers, 4IR classroom, TPACK, students' experiences

STRATEGIC MANAGEMENT OF THE UNIVERSITY'S ECONOMIC SUSTAINABILITY

The article is devoted to the strategic management of universities' economic sustainability in the context of digital transformations. The study examines the main approaches to ensuring the economic sustainability of higher education institutions, which are particularly relevant in the era of globalization and technological change. The impact of digitalization on university management processes is analyzed, focusing on the integration of advanced technologies, resource optimization, and increased financial efficiency. The role of digital tools in reducing the costs of educational services, improving management processes, and enhancing the competitiveness of universities is explored. A comprehensive model of strategic management of economic sustainability is proposed, encompassing financial flow assessment, cost management, investment analysis in digital technologies, and their integration into university development strategies. The model aims to enhance resilience to economic challenges, ensure stability, and increase competitiveness in the educational services market.

A Strategic Approach for Making Higher Education Institutions Relevant and Viable through Engaged Learning and Teaching based upon Graduate Employability Profiles

HEI’s attempt to stay relevant and viable through engaging effectively with society, government and the private sector at all levels. These objectives are achieved via renovating their vision, approaches to learning and teaching and developing relevant graduate profiles for employment in both public and private sectors. It has been recognised that these interrelated challenges can successfully be accomplished through effective management practices and resourceful planning to handle ongoing market influences, competition and fluctuations in student enrolments. Therefore, enabling the institution to align its decisions with its mission and goals, while addressing risk assessment and risk management and considering the needs and expectations of its internal and external constituents. This paper presents a collaborative process for developing learning and teaching strategic plans, with a focus on graduate employability profiles, to fulfil an institution’s forethought for the future. The paper also proposes an implementation procedure to manage the successful delivery of declared learning and teaching priorities and objectives. In other words, enabling the organisation to remain relevant and competitive and on the path to realize this aspiration. Keywords: Higher Education, Learning and Teaching, Strategic Plans, Relevance, Graduate Employability.

Chinese International Students in the U.S. Higher Education: Underserved & Marginalized

Chinese international students have consistently constituted the largest international student body in the United States (U.S.) higher education for decades. Due to their prominence in U.S. higher education institutions, it is imperative to closely examine their lived experiences. Existing empirical research demonstrates that plenty of Chinese international students are underserved, coping with issues such as culture shock, linguistic barriers, educational disparities, racial discrimination, and mental health concerns. This systematic literature review aims to: 1) Explore whether Chinese international students face challenges in the U.S. higher education; 2) Categorize the challenges (if present) encountered by Chinese international students in the U.S. higher education; 3) Provide recommendations to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to better support the well-being of Chinese international students in the U.S. higher education.

Reels to Remembrance: Attention Partially Mediates the Relationship Between Short-Form Video Addiction and Memory Function Among Youth

Abstract: Background and Purpose: The proliferation of short-form video content on social media platforms has led to increased user engagement but also raised concerns about potential addictive behaviors and cognitive consequences, particularly among youth. This study explored the prevalence of short-form video addiction (SVA) among Jordanian youth, its correlates, and its impact on attention and memory function, with an emphasis on understanding the mediating and moderating role of attention in the relationship between SVA and memory. Methods: Utilizing a cross-sectional survey design, data were collected from 1029 university students across 25 higher-education institutions in Jordan. Results: Half of the participants exhibited moderate to high levels of SVA. The findings indicated a significant increase in SVA scores among female students (p = 0.003), those of a younger age (p = 0.045), those with lower GPAs (p = 0.013), and those who dedicated fewer hours to study (p = 0.006). Notably, there was a significant and large correlation between SVA scores and students’ perceptions of user-generated content (p < 0.001). Attention partially mediated the relationship between SVA and memory function with excellent model fit indices (χ2(12) = 14.11, p = 0.05, RMSEA = 0.03, GFI = 0.99, IFI = 0.99, TLI = 0.98, CFI = 0.99). However, attention did not moderate this relationship, suggesting that the impact of SVA on memory is consistent across varying levels of attention. Discussion: The findings underscore the significant engagement of Jordanian youth with short-form video content and the potential cognitive risks associated with SVA. Interventions to manage attention could mitigate the adverse effects of SVA on cognitive functions. This study calls for a comprehensive approach to address SVA among youth, including the development of digital literacy programs, mental health support services, and policy interventions that promote a balanced digital ecosystem and responsible media consumption.

The Effect of E-Service Quality on Brand Love: E-Satisfaction as a Mediator

Love for higher education institutions is a crucial aspect in strengthening the sustainability and existence of higher education institutions in the future. This research aims to examine the influence of e-service quality on e-satisfaction and brand love in the context of higher education. The novelty of this study lies in the development of a conceptual model that links e-service quality, e-satisfaction, and brand love, specifically adapted for the context of higher education services. The study population consists of students in Yogyakarta, with a sample of 500 respondents selected using the purposive sampling method. Data collection was conducted through a closed-ended questionnaire distributed online. The data obtained were analyzed using the WarpPLS approach. The research findings indicate that e-service quality significantly influences e-satisfaction. However, the direct effect of e-service quality on brand love is not significant. On the other hand, e-satisfaction has a significant influence on brand love. Additionally, the study finds that e-service quality indirectly affects brand love through the mediation of e-satisfaction. These findings provide theoretical and practical implications for higher education managers, particularly in improving the quality of electronic services to foster a stronger emotional connection between students and institutions. This contributes to the development of more effective service strategies to cultivate students’ loyalty and affection toward higher education institutions.

Underrepresentation of Women in Universities: Seeking Answers in the Bedrooms of Women Academics

ABSTRACTThree decades after the implementation of gender equality policies in Europe, women academics continue to languish in the ivory basements of higher education centers. A growing body of literature on the participation of women academics in universities has identified reproductive work as a factor that may explain their low levels of representation. Recent research on the effects of COVID‐19 on academic work has shed light on the impact of this “private matter” on the lives and academic careers of women and on the scientific system. The central role of reproductive work, in which it is assumed that women and men participate unequally in the care and attention to children, excludes other “private matters” that may help explain the underrepresentation of women in higher education institutions. Here, through the narrative reflection of a female academic who, for over a decade, held a high position at her university, we share the “private matter” that ultimately led to her divorce. By introducing women's voices into the debate on their underrepresentation in universities, we provide a way to recognize ways in which culture “does gender” and to raise awareness about forms of gender that, although silenced, shape our lives (gender in disguise). This autobiographical story identifies four themes that challenge power structures through recognizing silenced stories and promoting honest discussion about the true barriers and failures that persist in universities: the maternal ideal, the retraditionalization of gender, postfeminist “we can have it all” rhetoric, and the shame and fear faced by female academics.