Participation In Higher Education Research Articles

Investigating the Relationship Between Disaster Preparedness Knowledge, Disaster Related Stress, and Post-Disaster Depression Among Students and Faculty in Higher Education

ABSTRACT The worldwide prevalence of disasters exposes students, staff, and faculty at colleges and universities to multiple disasters, potentially impacting their mental health. This study investigates the influence of cumulative disaster-related stressors on depression among 1,497 higher education participants. Results from modified Poisson regression analyses reveal that individuals exposed to cumulative stressors (COVID-19 and Hurricane Sandy) have a higher prevalence of depression (PR 4.20; 95% CI: 1.45–6.12) compared to those without such exposure. The relationship was confounded when disaster preparedness knowledge factors (specifically, medication and grocery delivery knowledge) were added to the model (PR 3.75; 95% CI: 1.36–5.47). These results underscore the importance of integrating disaster preparedness knowledge into mental health interventions for the higher education community. Adapting interventions based on individual preparedness knowledge levels, especially for students and staff, can be a critical strategy in mitigating the impact of disasters on mental health in higher education settings.

Mobile Phone Syndromic Surveillance for Respiratory Conditions in an Emergency (COVID-19) Context in Colombia: Representative Survey Design.

Syndromic surveillance for respiratory infections such as COVID-19 is a crucial part of the public health surveillance toolkit as it allows decision makers to detect and prepare for new waves of the disease in advance. However, it is labor-intensive, costly, and increases exposure to survey personnel. This study assesses the feasibility of conducting a mobile phone-based respiratory syndromic surveillance program in a middle-income country during a public health emergency, providing data to support the inclusion of this method in the standard infection control protocols at the population level. This study aims to assess the feasibility of a national active syndromic surveillance system for COVID-19 disease in Colombia. In total, 2 pilots of syndromic mobile phone surveys (MPSs) were deployed using interactive voice response technology in Colombia (367 complete surveys in March 2022 and 451 complete surveys in April and May 2022). Respondents aged 18 years and older were sampled using random digit dialing, and after obtaining consent, they were sent a 10-minute survey with modules on sociodemographic status, respiratory symptoms, past exposure to COVID-19 infection and vaccination status, preferences about COVID-19 vaccination, and information source for COVID-19. Pilot 1 used a nationally representative sample while pilot 2 used quota sampling to yield representative results at the regional level. In this work, we assessed the performance characteristics of the survey pilots and compared the demographic information collected with a nationally representative household survey. For both pilots, contact rates were between 1% and 2%, while participation rates were above 80%. The results revealed that younger, female, and higher educated participants were more likely to participate in the syndromic survey. Survey rates as well as demographics, COVID-19 vaccination status, and prevalence of respiratory symptoms are reported for both pilots. We found that respondents of the MPSs are more likely to be younger and female. In a COVID-19 pandemic setting, using an interactive voice response MPS to conduct syndromic surveillance may be a transformational, low-risk, and feasible method to detect outbreaks. This evaluation expects to provide a path forward to the inclusion of MPSs as a traditional surveillance method.

Self-assessed threshold for cold temperatures and thermal insulation of clothing among poultry workers

The association between self-assessed cold threshold (CT) and thermal insulation of clothing (Icl) was analysed in 283 poultry workers in Thailand. The mean CT was 13.5 °C (range − 28–29) and the mean Icl was 1.23 clo (range 0.35–2.21). The adjusted CT remained unchanged at low Icls (0.35 through 1.25 clo) but was estimated to increase by 14.8 °C at high Icls (1.25 through 2.21 clo). Overall, CT was higher by 2.4 °C (95% confidence interval [CI] 0.3–3.8) at high (≥ 1.25 clo) than that at low (< 1.25 clo) Icl, but this difference was modified by personal and work-related factors. The difference was 2.6 °C (CI 0.5–4.6) for older (30–57 y) compared to younger (18–29 y) participants, with an excess of 7.3 °C (CI 5.6–9.0) for low vs high educated participants, 2.6 °C (CI 0.5–4.8) for those doing heavy vs light work, 7.4 °C (CI 3.7–11.0) for alcohol consumers vs others, and 3.4 °C (CI 0.6–6.3) for smokers vs non-smokers. The differences were independent of personal characteristics and worksite physical conditions and were interpreted as increased cold sensitivity among subgroups with lesser stamina and poorer health. Sensitive worker subgroups should be identified, and their need for cold protection should be reviewed.

Pemetaan Wilayah Berdasarkan Indikator Pemerataan Pendidikan menggunakan Biplot di Sumatera Utara

Equal distribution of education is a strategic issue in national development, including in North Sumatra Province. However, the reality on the ground shows that there are significant disparities in terms of access and quality of education between districts/cities in North Sumatra. To overcome this problem, a comprehensive mapping effort is needed on the condition of education in each district/city in North Sumatra. Biplot analysis is a multivariate statistical technique that is very useful for visualizing complex relationships between many variables and objects in a two-dimensional graph. Biplot analysis was chosen in this research because of its ability to present complex data visually and easily understood. This research aims to: 1) Map regions based on indicators of educational equality using biplot analysis. 2) Identify regional groups that have different educational characteristics. The data source for this research is secondary data obtained from Badan Pusat Statistik (BPS) of North Sumatra Province. The data used are Average Years of Schooling (RLS), Expected Years of Schooling (HLS), Primary/equivalent School Enrollment Rates (APM SD), Middle School/Equivalent Enrollment Rates (SMP APM), High School Enrollment Rates (APM SD). High School APM), Higher Education Participation Rate (APM PT). Next, this data is used as a variable in the research as x1, x2, x3, x4, x5, and x6. The research results present information from Biplots obtained by Regency/City which can be divided into 4 quadrants. And from the results of the analysis, it was found that the most dominant characteristics were the variables of average length of schooling and Expected Years of Schooling.

Recognition of Prior Learning in Higher Education: A Systematic Literature Review

The aims of this research are to describe recent, global, empirical understandings of the recognition of prior learning (RPL) and to synthesise and extant knowledge in a way that assists stakeholders in uplifting the transitions to education, employment, or training. RPL matters are particularly important to current sector policy initiatives as reforms to the Australian government’s approach to widening participation in higher education have helped in the development of the 2021 National Microcredentials Framework to define, standardise and consolidate RPL for Australian citizens. Furthermore, the recent 2024 Australian Universities Accord Final Report highlights the importance of RPL to facilitate lifelong learning. A systematic review guided by the PRISMA and PICO frameworks identified 65 articles published between 2013-2023, that empirically examined RPL. Using manual thematic analysis, 17 core themes were organised into five meta-themes: 1) the benefits of RPL; 2) the challenges of RPL; 3) RPL processes; 4) institutional processes; and 5) national RPL policy. This article provides timely insights to shape the future RPL research agenda as well as RPL practice and policy in Australia and beyond.

Recognizing students with intellectual disabilities in higher education

ABSTRACT According to Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), state parties recognize the right of persons with disabilities to education. In this paper we focus on access to higher education for persons with intellectual disabilities and the recognition or non-recognition of these persons as students and learners. The year 2024 marks 30 years since the Salamanca Statement was adopted, and the system of inclusive education still faces many challenges. One challenge is that persons with intellectual disabilities have not yet been included in higher education, although they are included in primary and secondary education as students in special needs education. The aim of this article is to identify and discuss possibilities and obstacles that may be arise when granting persons with intellectual disabilities participation in higher education. Based on experiences from a single case study – a pilot project developing a higher education programme in human rights for students with intellectual disabilities – we examine possibilities and obstacles at the institutional level. Using Honneth’s relational theory of recognition, we analyse the results with a focus on what can be learned from this project in regard to welcoming students with intellectual disabilities in higher education.

The Portrayal of Women in Adult Learning 1989–2022: A Literature Review

Women’s workforce and higher education participation have increased in the past 30 years. This article reviews the literature on women in Adult Learning from 1989 through 2022. Key findings include that women were portrayed as marginalized, deficient, learners, educators, juggling social roles, and resilient. Various positionalities marginalized women, including gender, race, class, ethnicity, immigrant status, and religion. The intersection of positionalities affected women’s lives. Findings have implications for researchers and practitioners.

Do interventions enhancing students’ self‐belief and confidence effectively contribute to widening participation in higher education? A qualitative research study

Widening participation in higher education is a key priority in the UK, aiming to address historical and multifaceted disparities where access to University has traditionally favoured more affluent backgrounds. Achieving balanced representation across socio-economic groups is essential for creating a level playing field. This requires comprehensive efforts, including targeted initiatives for improving access to education, providing financial assistance, and implementing inclusive policies. The term `widening participation´ encompasses various interventions aimed at creating a more inclusive higher education system. This study focuses on exploring the effectiveness of interventions in enhancing students’ self‐belief and confidence for widening participation in higher education, as perceived by widening participation tutors. While there is a considerable amount of literature on the perspectives of widening participation students, less attention has been given to the views of tutors. This article aims to contribute to filling a gap in recent research. A purposive sample of six independent tutors, considered experts in the field of widening participation, participated in semi-structured telephone interviews. Thematic approach was employed for data analysis, and saturation was reached by the fourth interview. Two main themes emerged: `Spectrum of self-motivation´ and `widening participation as a medium to success,´ falling under the overarching theme of `Actualisation of student potential´. Participants expressed a coherent sense of unity in acknowledging the positive impact of widening participation strategies in helping underrepresented students access higher education. However, they also recognised the structural inequalities that these students face, which can limit the effectiveness of widening participation interventions. Overall, the findings suggest that widening participation interventions play a significant role in empowering self-determined students from underrepresented groups to pursue higher education.

Fostering Students' Active Participation in Higher Education: The Role of Teacher-student Rapport

Fostering Students' Active Participation in Higher Education: The Role of Teacher-student Rapport

Health and social care leaders’ and employees’ perceptions of remote leadership and the associated factors

PurposeThe purpose of this study was to describe health and social care leaders’ and employees’ perceptions of remote leadership and the associated factors.Design/methodology/approachA total of 45 leaders and 177 employees from one Finnish health and social care organization completed an electronic questionnaire between October and November 2020. The questionnaire included questions related to background information, along with structured and open-ended questions addressing remote leadership and the associated factors. The collected quantitative data was analyzed with statistical methods, while inductive content analysis was used to analyze the qualitative data.FindingsRemote leadership emerged as a developing form of leadership that was part of everyday life at a regional health and social care organization. However, it was also considered by some as a distanced and authoritarian form of leadership that reduced communication to a one-way flow of information. Remote leadership and digitalization in health and social care were generally perceived positively, especially among higher educated participants and those working mainly in a remote context. However, digitalization was also perceived as a burden and remote leadership as a source of uncertainty at work, especially among lower educated participants and those who worked mainly in traditional contexts.Originality/valueThis study expands the little-researched area and provides insights that can be used to further develop remote leadership and the related education.

O-242 Why do we need to act NOW?

Abstract In the early 1970s, the Report of Rome represented a powerful wake up call to the world. If the world population would continue to grow the way it did until then, catastrophe was predicted and the future of the planet would be in danger. All attempts should focus on decreasing world population growth. At that time the global total fertility rate (the number of children born per woman) was around 5. Policies were implemented worldwide aiming to reduce the number of children born, and the widespread introduction – at least in the more developed world - of various contraceptive strategies in the 1970s certainly helped to reach this goal. Especially in Western societies, the liberation in women (increased participation in higher education, more focus on work and career, and control over when to start a family if at all) was significantly enhanced, dramatically reducing the number of children born. In this context, it is no surprise that organizations like the European Union or the World Health Organization gave very low priority to fertility care, which would potentially increase the number of children born. For a population to remain stable, approximately 2.1 child needs to be born per woman. At present, in more than 50% of all countries worldwide – mainly the more prosperous ones – the number of children born is below replacement level. It is anticipated that societies below replacement will increase up to 90% of all countries worldwide during the 21th century. Hence, underpopulation - causing distinct society challenges - rapidly becomes of distinct concern to many governments, especially in European countries, China, and Japan. It is a generally recognized human right, in case individuals or couples wish to establish a family. However, historically little attention has been dedicated by policy makers to fertility care, mainly because the justified concerns for overpopulation. However, the incidence of infertility remains around 15% worldwide and treatment options have significantly improved. In addition, demand for fertility care is increasing year by year, especially by single individuals, lesbian or gay couples and other members from the LGBTQ+ community who wish to establish a family. At present, at least 10% of all children born are due to infertility therapies in some wealthy countries. However, access to fertility care varies dramatically due to high cost of treatment and lack of insurance coverage of such treatments in the great majority of countries. At present, governments increasingly introduce so called “child friendly” policies (such as financial compensations, extended pregnancy and parental leave, free child care, tax benefits, etc), aiming to decrease barriers for people who wish to have children. Unfortunately, improved access to fertility care is not yet part of this discussion. Over half a century, family planning strategies exclusively focused on the prevention of unwanted pregnancies aiming to reduce world population growth. However, at present family building strategies (helping people who wish to establish a family) should also be included in future family planning strategies.

Evaluating Student Equity Initiatives: A Student-Centred Approach

The robust evaluation of student equity initiatives is now an expected activity in Australian universities. This paper reports on the development of Swinburne’s Higher Education Participation and Partnerships Program (HEPPP) Evaluation Framework in which the project team adopted a student-centred design approach. The needs of Aboriginal and Torres Strait Islander students were positioned at the heart of the methodology and provided the starting point of explorations of student experiences in interviews and focus groups. We found that psychosocial support activities were critical to Indigenous students and those from low socioeconomic statue and/or regional or remote backgrounds and identified several additional Outcome factors of equity programs. Furthermore, we propose ‘Prosperity’ as a new Impact factor for evaluating equity programs to capture a broader notion of ‘success’. We argue that insights from existing institutional evaluation frameworks need to complement the Student Equity in Higher Education Evaluation Framework (SEHEEF) as Australia’s national framework and inform its continuous improvement.

The Influence of Economic Complexity Index on Income Inequality in G20 Forum Countries

This research examines the influence of the economic complexity index, GDP per capita, gross higher education participation ratio, government spending on education, and fertility rates on income inequality in G20 Forum member countries from 2010 to 2019. The dynamic panel data regression method with the two-step System Generalized Method of Moments (SYS-GMM) estimation technique is used to analyze the data in this study. The findings reveal that the economic complexity index, GDP per capita squared, government spending on education, and fertility levels have a negative and significant effect on income inequality. Meanwhile, GDP per capita and gross enrollment rates in tertiary education have a significant positive effect on income inequality. This study shows that the economic complexity index and the quality of human resources can reduce income inequality. Therefore, policies that focus on improving the quality of human resources need to be considered to encourage innovation, increase GDP per capita, and ultimately reduce income inequality.

Socio-economic status, school performance, and university participation: evidence from linked administrative and survey data from Australia

AbstractDespite being a target of various policy interventions across developed countries, disparities in higher education participation among students from different socio-economic backgrounds remain persistent. While previous literature has outlined the processes through which parental resources can shape students’ educational decisions and pathways, the evidence remains scarce on how the effects of social origin on the participation in higher education vary along the academic performance distribution. Utilising multilevel models applied to large-scale linked administrative and survey data from Australia, this study explores how the participation in higher education varies along the students’ performance distribution by their social origins. Our results show that the effects of social origins on university participation are most pronounced in the middle of the academic performance distribution and taper off towards either end. Consideration is also given to exploring different ways to capture socio-economic status (SES) (i.e. through parental education and occupation) as an indicator of social origins. The results show that parental education serves as a better predictor of students’ university participation than does parental occupation. The paper discusses the implications of these findings for educational policies aimed at increasing university participation among individuals from low-SES backgrounds.

Academic literacy in enabling education programs in Australian universities: a shared pedagogy

AbstractWidening participation in higher education has led to the global expansion of universities, increased student and program diversity, and greater provision of flexible pathways into university. Critical to supporting a growing student body is helping all students develop their ability to communicate confidently and effectively in their academic communities. This research employs a collaborative benchmarking framework to explore academic literacy instruction in pathway or ‘enabling’ programs across nine Australian universities. While prevailing assumptions hold that such programs are overly diverse, the findings demonstrate that these programs have developed remarkably similar approaches; in particular, the investigation found that the programs all drew on established academic literacy models and reflected an emerging disciplinary coherence across the enabling education sector, despite the lack of a formal curriculum and standards framework.Kindly check and confirm the processed Article title is correct.This is correct

Understanding the Present Scenario of Women in Higher Education of Purba &amp; Paschim Medinipur District

The global discourse on women’s participation in higher education has gained momentum, signifying a shift towards greater gender inclusivity in educational institutions. Even with significant advancements, there are still gaps in access to and involvement in higher education, especially in areas with socioeconomic difficulties like the Indian districts of Purba and Paschim Medinipur. In this sense, the importance of higher education in influencing socioeconomic growth and empowering individuals is crucial. But a variety of obstacles, like as societal and cultural norms and institutional impediments, prevent women in these regions from pursuing higher education. It is important to comprehend the current state of women’s involvement in higher education in the Purba and Paschim Medinipur districts in order to pinpoint gaps and develop focused solutions. Through an analysis of women’s college establishment trends and enrolment patterns at different levels, this study seeks to understand the current state of women’s involvement in higher education in these districts. The study indicates that despite progress, there are still gender differences in literacy and educational attainment, which adds to the reliance and oppression of women. Comprehensive approaches, such as institutional initiatives, community-based activities, and legislative interventions, are required to address these difficulties. Affirmative action guidelines, grants, gender awareness campaigns, mentorship programmes, and community service projects are among the suggestions. Policymakers, educational institutions, and communities can create inclusive and equitable higher education systems by putting these methods into practice. This will help women reach their full potential and make valuable contributions to society.

Academic survival: student retention in sport and exercise sciences

ABSTRACT Retention of higher education students is of major concern within the United Kingdom due to the financial and reputational impact on institutions, financial and personal impact on students and loss of potential skills and knowledge within society. Student background characteristics are acknowledged as the initial factors influencing retention within various models, however subject specific understanding is limited. This study aimed to identify pre-enrolment factors associated with student retention in Sport, Health and Exercise Science programmes. Student retention at department and programme level were calculated by ‘time to event’ analysis using Kaplan–Meier survival trend curves and log rank (Mantel–Cox) analysis for; gender, age, locality to the university, highest qualification on entry and participation of local areas in higher education (POLAR4) classifications. Results identified that male students, students from low Higher Education participation neighbourhoods and students who enter Higher Education without A-Level or foundation qualifications were at an increased risk of degree non-completion. Importantly, these characteristics were also disproportionally high in the student populations considered here. It is imperative that initiatives to improve retention, particularly in these populations, are sought and implemented at department level to improve student and institutional outcomes.

Embedded approaches to academic literacy development: a systematic review of empirical research about impact

ABSTRACT This systematic literature review identifies evidence used to justify embedded approaches to academic literacy development. This inquiry is of direct relevance to widening participation in higher education and persistent inequity with completion rates for linguistically and culturally diverse student groups. Using the PRISMA-P checklist, 20 studies were included. Analysis focused on their research designs, types of evidence presented, pedagogic practices implemented, and journal choice. Findings show that research designs often involved questionnaire, interview, and focus group data to generate insights about student and staff perceptions. Descriptions of pedagogic practices were brief and not always related to claims about impact, and publishing targeted a variety of disciplines. These findings highlight the need for research teams with discipline knowledge and literacy knowledge so that evidence about the impacts of embedded approaches on academic performance are included, as well as complementary publications that detail the pedagogic practices contributing to change in academic performance.

Digital equity

ELearning has been touted as the way in which universities can enable participation by large numbers of students from non-traditional cohorts. There is no doubt that the flexibility of access that eLearning allows makes study accessible for a number of cohorts, including those engaged in full-time work or caring duties. However, cohorts such as incarcerated students and other students without Internet access, are sitting on the wrong side of the digital divide and are increasingly marginalised by the very technology anticipated to overcome their exclusion from study. This paper examines the fundamental issues of equity involved with eLearning, and particularly for incarcerated students. The very issue of access to the Internet is fraught with rates of access varying widely between different sectors of society. This discussion prompts higher education providers to think beyond business-as-usual when speaking of increasing participation in higher education.

Experiencing leadership: Perceptions of leadership development for higher education contexts.

Higher education is complex and so is the leadership needed in this context. Educational leadership is not well understood despite an increasing interest in studying the phenomenon. This interpretive study aimed to identify aspects of leadership theory found in practice and implications for leadership education by exploring, analyzing, and interpreting experiences of people who earned an Educational Leadership Doctorate at Simon Fraser University. I conducted in-depth interviews and analyzed data to identify themes within and across interviews while also triangulating with my systematic reflections. This paper presents findings on leadership development, focusing on four themes that emerged from 18 interviews with higher education participants: Pathways to Formal Leadership, Learning “How to Be a Leader”, Learning “About Leadership”, and Learning “the Dialogue of Practice”. Leadership was perceived as an intricate lifelong journey. Overall, participants developed their leadership through their own experiences as leaders, followers, or observers of leadership, by engaging in leadership education (formal, informal, and non-formal), and by interacting with others. Finally, both successes and challenges supported learning, yet challenges were more salient and had more memorable lessons. This paper provides valuable insights on leadership development to leadership scholars and practitioners, as well as organizations offering leadership education.