Higher Education Institutions Research Articles

Toward a data-informed framework for the assessment of digital readiness of higher education institutions

AbstractThis paper aims to address Digital Readiness in Higher Education Institutions from the perspective of data-informed and evidence-based assessment of Digital Readiness. Related research suggests that existing instruments for assessing digitalization aspects are limited to self-assessment, and there is a need for data-informed frameworks that will allow automated assessments based on data that Higher Education Institutions already collect. To bridge this gap, we propose a conceptual, data-informed framework for assessing Digital Readiness in Higher Education Institutions. We followed a participatory approach informed by related theory and practice to design, together with stakeholders from three academic institutions in three European countries, a Digital Readiness assessment framework on seven dimensions accompanied by 72 data-informed indicators. Digitalization of Higher Education is a priority in political agendas, and educational institutions have acknowledged it as an opportunity to promote digitalization of teaching and learning, organizational structures, and technical services, enabling innovation and internationalization. We envision that this work contributes towards supporting educational institutions in self-reflecting upon their digitalization policies and practices.

Stakeholders’ perspectives on competency-based education program in Africa: A qualitative study

Background: Competency-based education (CBE) is adopted to reform health professionals’ education. The goal is to produce graduates who are not only competent in their fields but also equipped with the necessary social accountability skills for safe practice.Aim: The study aimed to explore nursing education stakeholders’ perspectives on competency-based primary healthcare (PHC)-oriented nursing education programmes in the South African context.Setting: The setting for this study was a higher education institution in South Africa.Methods: A descriptive qualitative method was used in this study. After taking ethical clearance from the university ethics committee, data were purposively collected and theoretically sampled from 40 participants through focus group discussion, individual interviews and document analysis.Results: The data findings reported categories that emerged from this study, which include the attributes of a competency-based PHC-oriented programme and the outcomes of a competency-based PHC-oriented programme.Conclusion: In the context of this study, the concept of CBE was portrayed as a programme with strong social accountability that aims at addressing priority health needs surrounding communities and ensuring that the health needs of the community are met while providing health delivery service to communities in their natural environment.Contribution: These findings add to the growing evidence base around CBE as an approach to strengthen PHC-oriented health services in low- and middle-income countries, a key aspect of which is providing service within communities. This enables the accessibility of quality healthcare closer to where people live and work to achieve Sustainable Development Goal number three.

How does knowledge based human resource management practices enhance organizational performance? The mediating role of knowledge workers productivity

This research aims to investigate the impact of knowledge-based human resource management (KBHRM) practices on organizational performance through the mediating role of quality and quantity of knowledge worker productivity (QQKWP). The data were collected from 325 employees working in different private universities of Pakistan by using convenience and purposive sampling techniques. The quantitative research technique was used to perform analysis on WarpPLS software. The result revealed that only knowledge-based recruiting practices have a positive and significant direct effect on organizational performance. While knowledge-based performance appraisal practices, training and development practices and compensation practices all were insignificant in this regard. However, through mediator QQKWP, the knowledge-based recruiting practices (KBRP), knowledge-based training and development (KBTD), and knowledge-based compensation practices (KBCP) all were positively and significantly influencing organizational performance but only knowledge-based performance appraisal (KBPA) was insignificant in this mediating relationship. Lastly, the current study provides useful insights into the knowledge management (KM) literature in the context of private higher educational institutes of developing countries like Pakistan. The future studies should consider the impact of KBHRM practices on knowledge workers’ productivity and firms’ performances in the context of public universities.

Unleashing cultural diversity knowledge for improved knowledge sharing and integration: an in-depth qualitative analysis

Purpose This study aims to investigate international students’ experiences through a lens of knowledge management perspective, emphasizing their strategies for knowledge management in tandem with cultural adaptation. The primary objective is to elucidate how international students navigate cultural differences and use knowledge management strategies to augment their learning and integration, thereby supporting their academic progress in a new academic environment. Design/methodology/approach An in-depth qualitative research strategy was used, using semistructured interviews with Pakistani doctoral students who were studying in Australia. A thematic analysis was conducted to identify recurring themes and patterns in the data. Findings The findings reveal that international students adeptly adopt various knowledge management strategies to facilitate cultural adaptation. These strategies encompass embracing otherness through a sense of belonging, engaging in both personal and shared learning experiences, achieving individual success, and using critical inquiry as a guiding framework for observations. Notably, this study underscores the pivotal role played by cultural competence in conjunction with social networks, influencing cultural intelligence and, subsequently, impacting knowledge sharing and integration for academic progress. Practical implications This study’s findings provide practical insights for higher education institutions and policymakers, emphasizing the importance of supporting international students in their cultural adaptation and knowledge management endeavors. These practical implications encompass fostering a welcoming and inclusive environment, supporting intercultural engagement, using technology for enhanced learning and communication and promoting the development of cultural intelligence among international students. Originality/value This study contributes to the literature on international student experiences and knowledge management by providing insights into the strategies used by international students to navigate knowledge of cultural differences to enhance their learning experiences and advance academic progress. These findings contribute to a deeper understanding of the intersection between cultural adaptation and core knowledge management concepts of knowledge sharing and integration in the context of higher education.

Exploring the impact of device ownership, usage patterns, and technology proficiency on mobile learning among higher education students: a multi-faceted study

This study explores the impact of device ownership, frequency of use, and technology proficiency on integrating mobile technologies (IMT) in learning by students in higher education institutions (HEIs) in Ghana. The objective is to understand how these factors are influenced by demographic variables such as age, gender, and program of study. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 457 students selected with a disproportionate stratified sampling technique across multiple HEIs offering STEM programs to analyse these relationships. The results demonstrated that technology proficiency significantly enhances the integration of mobile technologies into learning. It was noted that device ownership alone was insufficient to improve technology proficiency; frequent and effective usage was more essential. Additionally, gender and program of study moderated the effects of device ownership and frequency of use on technology proficiency. These findings highlight the importance of promoting effective usage patterns and advancing technology proficiency to integrate mobile technologies in educational settings better. It is recommended that HEIs focus on providing training programs to staff to integrate more learning activities that promote frequent use of mobile technologies in academic activities to enhance students' technology proficiency.

Revisiting the debate about teaching-research nexus relevance

This article reflects on debates about research-teaching synergy. There has long been a debate regarding the synergy between research and teaching, but there is no consensus on how this enhances teaching and research at higher education institutions. The article aims to conceptualise the term research-teaching synergy and highlight challenges, arguments, and disputes that dominate the debate. It accomplishes this by reviewing a substantial body of literature covering more than three decades of intellectual debates and studies related to the research-teaching nexus. It also discusses the application and integration of research into teaching in higher education, particularly in university settings, and its impact on improving the learning environment. One of the arguments for the significance of integrating research and teaching/learning focuses on the potential benefits for undergraduate students, instilling hope for the future of higher education. This approach, known as the ‘student-focused strategy,’ can improve the quality and outcomes of students’ learning experiences. The article argues that despite the contentious issues related to the research-teaching nexus, the literature reveals that most academics consider a strong link between research and teaching as a necessary component of their job satisfaction, and there are many reasons to promote this nexus at the institutional and faculty levels.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ПРОЯВУ КОПІНГ-СТРАТЕГІЙ СТУДЕНТІВ З РІЗНИМ РІВНЕМ СТРЕСОСТІЙКОСТІ

Ukrainian society and every Ukrainian family is currently experiencing social and psychological difficulties as a result of the Russian invasion of Ukraine. All this creates a significant number of stressors for the population. Martial law, hostilities, forced changes in living conditions, and constant stress cause people to experience difficulties in maintaining psychological comfort. Therefore, the problem of optimal choice of coping strategies, especially by students, is becoming particularly relevant. The article deals with the issue of individual's choice of behaviour coping strategies. The special significance of the formation and development of this phenomenon in the participants of the educational process of a higher education institution is emphasized. In particular, the emphasis is placed on the difficulties that students are currently facing, namely the consequences of quarantine restrictions, a sense of isolation, internal discomfort and general psycho-emotional stress caused by the martial law in our country. The article focuses on coping strategies as a subconscious means of psychological defence that shapes human behaviour in certain conditions. A theoretical analysis is carried out and meanings of the following concepts are indicated: «coping», «coping strategy», «coping behaviour» and «coping resources», as well as an analysis of the peculiarities of making behavioural choices in certain conditions. The main strategies of behaviour in a stressful situation and the main approaches to the study of coping behaviour and behavioural strategies are analysed. The article reflects empirical indicators of the ratio of dominant coping strategies at different levels of stress resistance. A correlation between the level of stress resistance and coping strategies has been established: with a low level of stress resistance, passive coping strategy dominates; in the presence of a high level - active coping strategies.

What Defines a Discipline and How We Teach and Study It? The Changing Scope and Role of the Subject Benchmark Statement for Politics and International Relations (IR) and Its Implications For the Teaching and Study of Politics and IR in Higher Education

The paper asks whether there is a typical Politics and IR curriculum before reviewing the content and design of the revised fifth edition of the Quality Assurance Agency (QAA) Politics and IR Subject Benchmark Statement that was launched in March 2023. The paper examines the manner by which the most recent edition differs from earlier subject benchmark statements and reflects on the implications of the strategic direction taken by the QAA to include new content areas that primarily focus on the development of disciplinary statements on Equality, diversity and inclusion (EDI), Accessibility and sustainability and Enterprise and entrepreneurship education (EED). The paper explores the implications of benchmark statements, given that while they are not a regulatory requirement, they nevertheless seek to define what can be expected of a graduate and are drawn upon by Higher Education Institutions (HEI) to inform the development and revision of Politics and IR undergraduate provision.

The Role of HRM Practices in Promoting Environmental Sustainability in Higher Education Institutions: A Study in Karachi, Pakistan

Purpose: This study aims to explore how Human Resource Management practice can promote environmental sustainability in Higher Education Institutions (HEIs) in Karachi, Pakistan and also investigates the role of organizational culture in supporting eco-friendly behaviors among employees. Design: A mixed-methods approach was adopted with HR professionals and faculty members from various HEIs in Karachi. Findings: The study found a positive relationship between HRM practices and the implementation of sustainability initiatives within HEIs and significantly influence eco-friendly behaviors environmental outcomes and a strong organizational culture mediates the effectiveness of HRM practices in achieving sustainability goals. Practical Implications: The findings offer practical recommendations for HEIs in resource-constrained environments, suggesting that even low-cost or incremental HRM interventions can positively impact sustainability. Originality: Contributes to the literature by examining the intersection of HRM and sustainability of HEIs in a developing region. It provides insights into the unique challenges faced by HEIs in Karachi.

Exploring the influence of green inclusive leadership on green creativity: examining the underlying mechanisms

PurposeThis study aims to explore the impact of green inclusive leadership (GIL) on green creativity (GCRY) within the context of higher education institutions (HEIs) in China. Specifically, it aims to examine the mediating roles of green intrinsic motivation (GIM), environmental knowledge (EK) and green thinking (GT) according to the componential theory of creativity (CTC).Design/methodology/approachThe study employed a series of questionnaire surveys to collect data at three different time points from various sources. A total of 583 leader-faculty matched samples were obtained from two universities in China. The hypothesized relationships were tested using PROCESS macro in SPSS.FindingsThe findings indicate a beneficial influence of GIL on GCRY, mediated by GIM, EK and GT. Noteworthy interaction effects were observed, with GIM fostering EK and GT, and EK laying the groundwork for GT.Practical implicationsThis research contributes to the existing literature by confirming the implementation of GIL and supporting the CTC, offering insights into the motivational processes driving GCRY and with practical implications discussed for the effective management of GIL and GCRY in higher education settings.Originality/valueThe novelty of this research model lies in its operationalization of environmental sustainability within the CTC. This study is the initial investigation highlighting the role of GIL in fostering GCRY within HEIs. The key contribution of the study is the investigation of GIM, EK and GT as potential mediators in the relationship between GIL and GCRY. This expands the theoretical boundaries of the CTC framework.

Perception of E-learning among the Students Studying in Higher Education Institutions with Reference to Kerala

The advent of the internet and innovative technologies has rendered learning solutions for universities currently navigating an environment of passionate change. Universally, the COVID-19 lockdown has impacted every facet of life, and education is no exception. Understanding students' perceptions of e-learning technologies is essential for the successful growth of academic programs. This study aims to investigate college students' current status and future expectations regarding e-learning. It is an empirical research study encompassing students pursuing higher education in arts, sciences, humanities, engineering, and health sciences. The purposive sampling, with a sample size of 497 is adopted for the study. Primary data are collected through a questionnaire. Cross-tabulation and Chi-square tests, aided by IBM SPSS Statistics 22, are employed for analysis and interpretation. The study reveals a low awareness level towards e-learning.

University Management System

University Management System (UMS) is designed to automate the everyday operations of administrative, academic functions in higher degree education institutions. UMS are using integrated features like online registration for students, administration file maintenance of colleges faculty details course scheduling fee transactions academic performance monitoring in simple manner. We have seen an incredible change in thesesystems over the years, largely due to increased demands for digital transformation from schools. Today, there are cloud-based access to modern UMS solutions in place which allows institutions manage their data efficiently while retaining it on secure physical storage. These systems also come with mobile capabilities that are very useful in allowing students and faculty to remain up-to-date on the latest information. Advanced data analytics has become a critical ingredient as well, enabling administrators to balance the scales through academic planning, resource allocation and performance measurement. Education institutions are increasingly using digital ways of working and UMS have enabled these organizations to streamline processes, strengthen communication channels thus making the educational journey better for all stakeholders. Keywords— University Management System (UMS), higher education, administrative automation, academic processes, cloud-based access, mobile-friendly interface, data analytics, student registration.

“Autarchic, Missing-in-action, or Participative?”: Viewed through the Lens of Competitive Dance Team Members’ Organizational Commitment Vis-à-vis Choreographer’s Management Approaches and Years of Service

ABSTRACT There is a dearth of investigations specifically focused on the domain of dance that focuses on a choreographer’s management approach and its influence on commitment of students from competitive dance teams in the higher education context. Furthermore, the direct influence of choreographers’ duration of service and level of commitment of student-dancers remains unexplored in the existing literature. The present study determined how choreographers’ managerial approaches and years of service influence student-dancers’ commitment levels in Philippine higher education institutions. The survey was administered to a purposively selected sample of choreographers and student-dancers. The study found no relationship between choreographers’ managerial approach, years of service, and student-dancers’ commitment. To confirm or disprove this research, a similar study is recommended.

Developing graduate attributes through the application of coaching theory

Graduate attributes (GAs) have been formally adopted by higher education institutions for some time and describe the skills and competences that students should develop over the course of their studies. GAs are considered to be important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes at a public university in Hong Kong were used in this study. One class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students were asked to complete pre-intervention surveys which provided self-reports of current ratings in GAs and resourcefulness behaviours. After completion of the 12-week intervention, students were asked to complete post-intervention surveys, again reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post intervention. The findings of this study suggest that coaching practices may provide an efficient and effective way to develop transferable skills in students, and this paper provides discussion on the implications of these results.

Application of physical and mathematical modeling in the educational process by the example of power plant simulators

This article discusses the application of digital twin technology in thermal power engineering. Special attention is paid to the influence of digital models of the existing equipment of the powerplant on the educational process in higher educational institutions and professional development of service personnel. The article summarizes the results of the introduction of power plant simulators into the curriculum, the methodology of laboratory work and the organization of training sessions. It is also shown that the introduction of physical and mathematical modeling in education and practice contributes to improving the safety and efficiency of work in the energy sector. The results of the introduction of plant simulators into the curriculum are summarized. The software of computer equipment provided for classes at a higher educational institution is considered as a tool for practicing operation skills and creating digital models. When working in a software package, the user is given the opportunity to control units of equipment individually, collectively as a whole unit, or create computational models consisting of simple blocks of equipment. The proposed mutual cooperation between software developers and universities can lead to the creation of digital models to enable retraining of specialists in the workplace, as well as increasing the level of knowledge of graduates. The result of the introduction of a virtual testing ground in a higher educational institution in order to verify the knowledge of students is considered. Thus, the introduction of digital twins into the educational process and practice of work in the thermal power industry is a promising direction for the development of the industry. It contributes to improving the level of training of specialists, ensuring the safety and efficiency of equipment operation, as well as reducing the risks of emergency situations

Cultivating Care in the Classroom: Bridging Cultural Approaches in Malaysian and UK Higher Education

This paper investigates the role of care in the classroom by examining the impact of a care-infused virtual drama approach on English as a Second Language (ESL) learners at two Malaysian Higher Education Institutions (HEIs), incorporating teacher reflections and insights from student interviews. Due to the prevalence of power imbalances (Nawi, 2014) and authoritarian practices (Tee et al., 2018) in Malaysia, this paper further explores the perspectives of three Malaysian Graduate Teaching Assistants (GTAs) at the University of Warwick to understand their experiences and understanding of the notion of care within the context of a UK higher education institution. Through one-on-one semi-structured and pair interviews conducted online via Microsoft Teams, these GTAs shared how they manifest care and provide support for their learners at the University of Warwick. The insights from Malaysia and the UK accentuate the significance of fostering care in diverse educational environments, revealing its potential to enhance students’ engagement and well-being across cultural and institutional settings.

Harnessing the power of peer dialogue to support GTAs’ professional development: Two reflective stories

Graduate teaching assistants (GTAs) have played an essential role in supporting teaching and learning in higher education institutions (HEIs) across the globe. Enhancing GTAs’ professional development (PD) is critical for ensuring the quality of higher education. The influence of peers in GTA’s PD has been widely acknowledged (e.g., Bale & Moran, 2020; Dobbins et al., 2021). However, there is limited research on the benefits of peer dialogue, one of the most accessible means of harnessing peer powers in GTAs’ PD. This qualitative study aims to explore how peer dialogue can contribute to GTAs’ PD. This study will use data from two narratives detailing the experiences of peer dialogue, completed independently by two senior GTAs in a UK-based university, who are also the first and second authors of this study. Through thematic analysis, the two researchers will first identify the themes of the data separately and then work together to synthesize the key themes from the data, to uncover the key benefits of peer dialogue in promoting GTAs’ PD. The findings of this study will add to the literature on the power of peers in GTAs’ PD and provide insights into the positive impacts of engaging in peer dialogue activities to promote GTAs’ PD. This study will have significant implications for GTAs interested in seeking PD opportunities and for stakeholders who support GTAs in higher education. By highlighting the benefits of peer dialogue, this study also underscores the need to create a supportive environment or platform for GTAs to be engaged in open and collaborative peer dialogue.

‘Non-stop wokeism’: facilitating social justice teacher education amidst epistemic oppression and popular misogyny

ABSTRACT This paper considers a social justice teacher education (SJTE) course that is intellectually and emotionally demanding, time-poor, and yet aimed at generating relations of reparative coexistence. Interspersed with feminist testimony, the article exposes intensities of course facilitation as a female academic at a sandstone university amidst: 1) a worldwide rise in ‘anti-woke’ populism, and 2) a higher education (HE) sector that is epistemically hostile. Combining the concepts of affective infrastructure and discomfort, the paper develops a genealogy of Australian HE as a backdrop for analysis. Within this field, bodies are affected by and affect discomforting pedagogical encounters. The paper argues that SJTE is crucial work that is carried unevenly and that alongside honing the affective craft of SJTE, awareness be raised concerning ways in which HE institutions make this work harder and riskier for some. Affective solidarities are offered as one means of ‘staying with’ the unavoidable discomforts.

Motivation, Learning Styles and Strategies in English Language among First-Year College Students in Public HEI’s in Sulu

English, as the most frequently spoken second language, and sometimes referred to as the global lingua franca, acts as a bridge for communication across cultures and nations. Learning English is a strong tool that allows people to fully participate in the global society by encouraging understanding, collaboration, and personal growth. This descriptive-comparative paper analyzed the motivation, learning styles, and learning strategies of first year college students from public higher education institutions (HEIs) in Sulu, Philippines. Participants were purposively sampled (n=200) to participate in the study. Findings indicated that first year college students in the province were integratively motivated to learn the English language. They particularly engaged in psychological and sociological learning styles through speaking to fluent English speakers, understanding emotional cues, reflection, and self-assessment. They engage in metacognitive (planning, organizing thoughts) and cognitive (assessment, analysis) to learn and understand English. Educators should adopt a holistic approach to teaching English, one that motivates students, respects their individual learning styles, and equips them with effective learning strategies. Such an approach could likely lead to more effective and meaningful language learning experiences, which could improve students' proficiency and confidence in using English.

Retraction notice: Talent development practices and processes in learning organisations: evidence from South African higher education institutions

Retraction notice: Talent development practices and processes in learning organisations: evidence from South African higher education institutions