Higher Education Policy Research Articles

Mapping the intersection of ethics, AI, and higher education: a bibliometric approach

This bibliometric study systematically maps the intersection of ethics, artificial intelligence (AI), and higher education using data sourced from the Scopus database and analyzed through bibliometric tools such as VOSviewer and CiteSpace. The analysis reveals a notable increase in publication trends since 2019, with major contributions from Springer Nature and leading institutions such as University College London and the University of Oxford. Keyword co-occurrence analysis identifies central themes such as "artificial intelligence," "machine learning," and "ethical technology," reflecting a growing research emphasis on human-centered AI applications and the need for robust ethical frameworks. Unlike previous studies that largely focused on conceptual discussions, this study quantitatively maps the global research landscape and highlights emerging thematic areas, including recent topics like "ChatGPT" and "generative AI." The findings provide practical insights for curriculum development and higher education policy, while also contributing to the broader discourse on ethical frameworks for the implementation of AI in academic settings.

European higher education policy as a plastique palimpseste: understanding national visions for the European Universities Initiative

Abstract Since 2019, the European Union has set out on the endeavour to create ‘European Universities’ through its latest flagship higher education programme, the European Universities Initiative. These ‘European Universities’ are transnational university alliances that have been given the ambitious task to ‘transform the higher education landscape in the European Union’. European Union institutions, member states, and these ‘European Universities’ have different visions and understandings of what this transformation implies and what direction it could take. This paper offers a novel conceptual framework, plastique palimpsestes, to explore how different and entangled national institutional contexts, historical perspectives, and higher education policy priorities configure the development of the European Universities Initiative. This study investigates the first two pilot phases of the European Universities Initiative through the analysis of policy documents and 70 semi-structured interviews with key stakeholders at national and European level involved in the development of the initiative. This inquiry aims to provide an empirical and conceptual contribution to interdisciplinary scholarship in higher education, public policy, and European studies.

Evaluating the aviation infrastructure in West Virginia as part of the American Society of Civil Engineers (ASCE) Infrastructure Report Card.

Eliza McCallister, Dept. of Engineering Technology, Fairmont State University, Fairmont, WV 26554, and Dr. Jason Bolyard, Dept. of Engineering Technology, Fairmont State University, Fairmont, WV 26554. Evaluating the aviation infrastructure in West Virginia as part of the American Society of Civil Engineers (ASCE) Infrastructure Report Card. The development of an Infrastructure Report Card for West Virginia’s airports follows the evaluation framework established by the American Society of Civil Engineers (ASCE). This report card aims to assess the state of airport infrastructure across West Virginia by examining key performance indicators such as annual flight operations, passenger enplanements, delays, facility conditions, funding sources, and safety measures. Additional focal areas include resilience planning, economic impacts, and the adoption of new technologies. The assessment incorporates recent flight data from key West Virginia airports to provide a current snapshot of aviation activity. West Virginia International Yeager Airport (CRW) in Charleston handles approximately 100 daily departing flights. Over the past 30 days, 47% of CRW departures experienced delays averaging 56 minutes, with a 4.44% cancellation rate. Huntington Tri-State Airport (HTS) saw 259 total flights, averaging 9 per day, with 45% of departures delayed over 15 minutes and an average delay of 54 minutes. The cancellation rate at HTS was 1.47% during this period. This data helps assess airport capacity, operations, and investment planning. The assessment will evaluate West Virginia’s airports on capacity, condition, funding, operations, safety, resilience, and innovation. A comprehensive Infrastructure Report Card will guide investment, address future demands, and ensure long-term sustainability. This study informs policymakers, industry stakeholders, and the public on needed improvements and best practices. This research was made possible by WV Higher Education Policy Commission, STaR Division

Antibiotic Susceptibility of biofilm-producing microorganisms

Biofilms are aggregates of bacteria that adhere to a surface and secrete a protective extracellular matrix (ECM). The ECM is critical to the antibiotic resistance of biofilms, as the polysaccharides, proteins, and environmental DNA (eDNA) that comprise the matrix come together to form a barrier not easily penetrated by antibiotics. DNase I is an enzyme that cleaves DNA and has been shown to degrade eDNA found within the ECM and therefore reduce the integrity of biofilms. The ideal DNase treatment (10mg/mL) was determined using various concentrations of DNase enzyme and single species cultures of Pseudomonas aeruginosa. Biofilm formation, or its alteration, was analyzed by crystal violet colorimetric analysis. Studies are ongoing to determine the impact of such DNase treatments on the antibiotic sensitivity of biofilm-producing microorganisms. This research was made possible by WV Higher Education Policy Commission, STaR Division.

The rise of a “casualised” workforce: A conceptual account of the institutional forces legitimising contingent academic employment in Australia

Abstract Contingent academic employment has become a salient feature of many higher education systems over recent decades. At the same time, there remains limited understanding of how such employment has come to be institutionalised—that is, framed and accepted as a legitimate feature of the contemporary university within specific national settings. Bringing the conceptual resources of institutional theory to bear on the case of the Australian higher education system, this paper offers a conceptual account of the key institutional forces that have contributed to the legitimisation of contingent or “casual” academic employment within that system. Building upon the conceptual lens provided by Scott’s theory of institutional pillars, our account spans the key institutional domains of national employment legislation, national higher education policy, university management and the academic profession. According to our conceptual account, the legitimisation of casual academic employment in Australia has no single cause but has been driven by a complex interplay of, in parts, mutually reinforcing regulative, normative and cultural–cognitive institutional dynamics. One implication arising from this is that responsibility for legitimising casual academic employment is best conceived of as distributed, with various collective actors, to varying degrees and at times unintentionally, all having contributed.

New Model of Higher Education Levels: principles of designing

Introduction. In modern realities, the education system needs to be transformed taking into account the tasks of national economic development. The purpose of this article is to present the case of the National University of Science and Technology "MISIS" on the design of educational programs as part of the federal pilot project to test a new model of higher education levels.Materials and methods. The analysis of existing solutions and positions of researchers on the modernization of higher education in the Russian Federation is carried out, a synthesis of competence-based, system-activity and environmental approaches is used. Based on the conceptual foundations of system design in the field of higher education, the principles of designing a new educational model are established, taking into account the complexity and specific features of educational systems.Results. Based on the study of the experience of implementing a two-tier education system in the Russian Federation, the key principles of developing a new educational model were identified, a conceptual scheme for the educational program of basic higher education was presented, and key conditions for its implementation were formulated (personalization of training, support for leaders, reliance on centers for the creation of fundamental and applied knowledge, employer involvement). The development of the model is based on a personalized approach to student learning.Discussion and conclusions. The article may have scientific value for representatives of the academic community as a starting point for a series of pedagogical studies on the effectiveness of implementing the principles embedded in the educational model during its design. It may also have practical significance for the management of higher education institutions when designing educational programs in the context of the implementation of the results of the pilot project into mass practice, for employees of federal executive authorities responsible for the implementation of higher education policy as theoretical and practical grounds for further improvement of the higher education system of the Russian Federation.

‘What you’re doing will only harm yourself’: understanding university students’ experiences of coercive repression

ABSTRACT University students have long been leaders in movements for political and social change across the globe, campaigning for democracy, freedom, justice, social rights, and solidarity. Likewise, recent years have seen a marked surge of activism among university students across all regions of the globe. Such movements are often met with repression. Scholarly on this trend often focuses on the use of force by security forces. But repression also plays out in more subtle and coercive ways. This article explores coercive and subtle forms of repression that target university student activists and are increasingly widespread in a global context of declining levels of democracy and academic freedom and expanding neoliberal higher education policies. It draws on a survey and qualitative interviews conducted with more than 250 student activists across 36 countries, conducted as part of a study commissioned by the Norwegian Students’ and Academics’ International Assistance Fund (SAIH). Specifically, the article highlights three coercive forms of repression are particularly insidious for student activists: university lawfare, delegitimising rhetoric, and relational repression.

PANORAMA DO PROCESSO DE INCLUSÃO DA PESSOA COM DEFICIÊNCIA NO ENSINO SUPERIOR BRASILEIRO

Inclusive education in higher education is a topic of increasing importance. Inclusion is essential to reduce educational inequalities, ensuring not only access, but also the permanence of students, promoting equity and social justice. Thus, this study carried out an analysis of the "Overview of the process of inclusion of people with disabilities in Brazilian higher education", the objective of this research is to understand the challenges that higher education has been facing to guarantee these rights and meet the specific needs of students with disabilities. The methodology used was an integrative review that analyzed the relevant academic publications on inclusive education in higher education, available in the databases of the Digital Library of Theses and Dissertations and Scientific Electronic Library Online, from 2014 to 2024. The qualitative results revealed that the inclusion process is still in its early stages, indicating the need to reform inclusion policies in higher education, invest in the continuous training of teachers, improve university infrastructure and implement financial support actions for students with disabilities, aiming to provide the necessary resources to overcome the limitations of disability. It was concluded that it is necessary to monitor more closely the practical implementation of inclusion policies.

From rhetoric to reality: Why we need an anthropology of higher education policy

From rhetoric to reality: Why we need an anthropology of higher education policy

Artificial intelligence and communication technologies in academia: faculty perceptions and the adoption of generative AI

Artificial intelligence (AI) is ushering in an era of potential transformation in various fields, especially in educational communication technologies, with tools like ChatGPT and other generative AI (GenAI) applications. This rapid proliferation and adoption of GenAI tools have sparked significant interest and concern among college professors, who are dealing with evolving dynamics in digital communication within the classroom. Yet, the effect and implications of GenAI in education remain understudied. Therefore, this study employs the Technology Acceptance Model (TAM) and the Social Cognitive Theory (SCT) as theoretical frameworks to explore higher education faculty’s perceptions, attitudes, usage, and motivations, as the underlying factors that influence their adoption or rejection of GenAI tools. A survey was conducted among full-time higher education faculty members (N = 294) recruited from two mid-size public universities in the US. Results found that college professors’ perceived usefulness of AI predicted their attitudes and intention to use and adopt the technology, more than their perceived ease of use. Trust and social reinforcement strongly influenced college professors’ GenAI adoption decisions and acted as significant mediators to better understand the relationship between TAM and SCT. Findings emphasized the power of social dynamics in shaping professors’ self-efficacy, attitudes, and use of GenAI. Trust enhances peer influence and affects how perceived usefulness shapes users’ willingness to adopt technology, whereas self-efficacy has a minimal impact. This research provides valuable insights that inform higher education policies aimed at improving the educational experience for college students in an AI-driven workforce.

Model Development of State Policy in the Field of Higher Education in Kyrgyzstan (1991–2021)

The article contains a study of the formation of a model of state policy in the field of higher education in Kyrgyzstan in the period from 1991 to 2021. The author attempts to analyze the educational policy of Kyrgyzstan based on models identified by B.Clark: statepaternalistic, liberal, corporate models. The comparison of models is based on the following criteria: educational policy goals, level of government intervention, financing of education, accessibility of education. Some aspects of the influence of foreign actors of educational policy on the formation of a national approach to higher education are analyzed. Two periods of development of the state educational policy in Kyrgyzstan are defined and their features are considered. The key political, economic, social and technological factors that influenced the choice of the educational policy model in Kyrgyzstan are identified. It is argued that by now a mixed model of higher education policy has been formed in the country (with signs of state-paternalistic and liberal models), which has retained the features of Soviet higher education with elements of national and European approaches.

Higher Education Policy in 2025: Toward a New State–Federal Policy Relationship?

Higher Education Policy in 2025: Toward a New State–Federal Policy Relationship?

History and Trends in U.S. High School Science Course Taking

This entry describes high school science course taking in the United States (U.S.). High school science course taking refers to the selection, enrollment, and completion of science-related coursework during grades nine through twelve. It encompasses both the timing, quantity, and the rigor (or level of challenge) of science courses. Science course taking in high school includes both foundational or core courses like biology, chemistry, physics, and environmental science. Students may also take advanced science courses such as Advanced Placement (AP), (International Baccalaureate (IB), career and technical education (CTE) or applied, and dual credit or dual enrollment science courses. Some advanced courses meet core course requirements (e.g., AP Physics). This entry focuses on core science course taking, and the distinction between core or advanced core is beyond its scope. A discussion of CTE and dual credit or dual enrollment science course taking is also beyond the entry’s scope. The significant variability in core high school science course taking and historic unequal distribution of opportunities highlights the need for ongoing monitoring of factors influencing course taking to promote equity in access and outcomes. This entry presents a brief history of standards and graduation requirements surrounding high school science course taking, then briefly reviews science course pathways classifications and current trends in course enrollment and completion. A review of current trends in the context of historical developments can help the high school science education policy and practice field take stock of some of the factors that influence current patterns. The entry is written with a lens towards broadening participation in science, technology, engineering, and mathematics (STEM) fields and equity.

What is the De facto? Implementation of the Flipped Classroom Method in Higher Education: Veteran Professors Share Their Experiences over Multiple Years

The flipped classroom approach is an innovative and effective alternative to traditional teaching practices. However, there needs to be more research on its long-term impact. A qualitative research study examined the implementation of flipped learning on the long term by interviewing expert professors from various academic institutions across the globe. The study included professors from STEM and Education Sciences disciplines with significant records of scholarly publications on flipped learning methods and years of experience flipping their university classes. The themes and codes were derived from their opinions, and the results revealed that educators consider this method a valuable and effective tool for providing feedback and promoting active learning strategies. However, obstacles to implementing this method include traditional teaching culture, resistance to change, and unprepared students. The study highlights the importance of successfully guiding educators to implement flipped learning and informing higher education policy. However, obstacles to implementing this method include traditional teaching culture, resistance to change, and unprepared students. Keywords: Flipped classroom, Flipped Learning, Higher Education, long-term implementation.

Symbolic Violence Under a Liberal Welfare State Crisis? Reviewing the National Student Financial Aid Scheme (NSFAS)

ABSTRACT This paper provides a critical study of the twofold National Student Financial Aid Scheme (NSFAS) policy: as a student loan (1999–2017) and as a student grant (2018–current). This review is located in the broader public higher education policy landscape adopted in postcolonial South Africa concerning student access. Two theories frame the study: Fanon’s postcolonial theory and Bourdieu’s symbolic violence theory. The data being analysed is generated from personal experiences, policy document reviews, and interviews. We make three findings: NSFAS was initially designed from a market-orientated doctrine by a postcolonial and liberal welfare state; its implementation crisis subjects students to symbolic violence; and it has systematically improved and matured since 2018, but still has remaining challenges that disable it from delivering the promise of higher education transformation. This contribution extends perspective concerning policy options and existing research on higher education studies.

Making micro-credentials work: A student perspective

Micro-credentials, digital badges and industry-recognised certificates have been attracting considerable attention in recent years and with the disruption of many jobs due to the pandemic, interest in continuing education has grown. Micro-credentials represent an alternative approach to career and professional development (Ghasia, Machumu, & De Smet, 2019, p. 219; LaMagna, 2017, p. 207). These credentialed … industry aligned short units of learning’ are described by Wheelahan & Moodie (2021, p. 212) as an extension of ‘21st century skills’ and the discourse of employability in higher education. Graduate employability has become heavily integrated into modern higher education policy frameworks, but what does this actually mean from a student perspective?

Characterization of the Dropout Student Profile Using Data Mining Techniques

Objective: One of the primary concerns in Educational Data Mining is student dropout rates. This study aims to investigate student dropout rates in higher education by identifying and analyzing the demographic and academic characteristics of university students who discontinue their studies. Theoretical Framework: Based on Educational Data Mining with clustering techniques, this study utilizes pattern recognition and data segmentation models to analyze dropout behavior within Informatics programs. Method: Data mining techniques were applied to a dataset that contained demographic and academic records. Three clustering algorithms, K-means, DBSCAN, and Agglomerative Hierarchical Clustering, were employed, and their performance was evaluated. Results and Discussion: The K-means algorithm produced three distinct clusters with a silhouette score of 0.575, indicating well-defined groups. These clusters revealed significant patterns, such as a predominance of male, single students from Cusco enrolled under the 2013 curriculum. DBSCAN identified four clusters (score: 0.120), while Agglomerative Hierarchical Clustering produced three clusters (score: 0.564), offering a balance between granularity and clarity. The findings highlight the effectiveness of K-means in profiling dropout students and offer insights into their academic trajectories. Research Implications: The findings suggest that tailored interventions addressing the specific needs of identified student clusters may reduce dropout rates, relying on informed policy and practice in higher education. Originality/Value: This study contributes to the literature by introducing an innovative comparative analysis of clustering methods for dropout profiling, offering practical implications for educational data analysis and intervention strategies.

Mapping e-learning policy in higher education: Global perspectives and emerging trends

This paper explores worldwide researchers’ perspectives on e-learning policy in higher education, focusing on an approach that examines English-language and Chinese-language literature, which elucidates the intricate nature of e-learning policy. Despite a number of studies on e-learning policy in higher education context, few have considered using two linguistic databases (English and Chinese) for evaluating global perspectives on e-learning policy. To make sure that the review was composed systematically, the preferred reporting items for systematic reviews and meta-analysis was utilized, four English (Scopus, ERIC, Google Scholar, & SAGE) and three Chinese databases—China National Knowledge Infrastructure, the Chinese University of Hong Kong Library, and Airiti Library—were used to screen pertinent studies for analyzing. Authors reached a consensus on coding 60 studies into six categories, which encompass perceptual, portraying, theory, literature reviews, comparative study, and discourse analysis. The review reveals a clear focus on theoretical articles in both English- and Chinese-language literature, with these articles being the most common across six segments. To further explore emerging trends on e-learning policy research, three primary themes and 19 sub-themes are identified from 60 studies. Implications for advancing future research are outlined.

Neoliberal Repercussions in Postsecondary Education Sector: A Comparative Case Study Between Uzbekistan and Bangladesh with Emphasis on Equity, Diversity, and Inclusion

This analytical article problematizes the observable similar phenomenon faced by the postsecondary education sector in Uzbekistan and Bangladesh, in particular, the outcomes on the nations’ social science education vis-à-vis equity, diversity, and inclusion (EDI). Both countries started implementing neoliberal policies since the beginning of the 1990s through budget cuts in social science and through privatization employing market development advisory. The similarities highlighted by the phenomenon appear interesting despite the two countries’ distinct differences in geography, culture, climate, demography, and history, among others. First, we assess the market development policies in higher education in relation to EDI practices. In both countries, the needs of the students with disability and other forms of impairment are acute. The expectations of the religious minority and gender diverse students remain largely nonmaterialized. We critique a tendency in both countries toward picking and choosing market development policies that favor university administrators and owners. The observed outcomes, unfortunately, appear to weaken higher education objectives, in particular EDI. In addition, these outcomes subtly discourage students pursuing social change and market EDI philosophy, concepts, and theories as unattractive, nonprofitable pursuits. We argue that the outcomes can produce zombie graduates who remain unable to contribute to the broader debates in inclusivity and critical thinking. The outcomes can also result in fragmented, fragile scholars, practitioners, and members of civil society, who feel discouraged to produce cutting edge EDI research and scholarship. The paucity in the EDI phenomenon in Uzbekistan and Bangladesh thrives on dual-hegemonic and client–patron relations that undermine intellectual and political diversity. Our findings on the credentials and the quality of dissertations and publications produced by the academics in the countries’ social science sector, in comparison with benchmark scholars and their institutions, form a depressing yet similar pattern. We also came across nonexistence of ethical practices in the domain of social research, as well as unscrupulous practices in research methodology and scholarly publishing platforms, such as Scopus and Cambridge Scholars. The phenomenon complements academic censorship and a culture of fear that appears to envelop social science research in Uzbekistan and Bangladesh. Often, the persecution of scholars and practitioners with a different political view also appears to sustain a climate of apprehension. This social environment of fear extends to the parents of students. Many students remain understandably reluctant to engage in research or discussion on gender diversity and politically sensitive subjects. Consequently, students often choose safer, noncontroversial research topics, for example, for the bachelor’s in business administration, which may increase placement opportunities but stifle intellectual growth and critical thinking. At the same time, educators often avoid certain topics in the classroom, such as transgender rights, thus depriving students of a holistic education that addresses inclusivity and critical social and political issues.

Reconstructed Southeastern European Identities in the Tourist Western World: Phenomenological Research

The article analyzes the experiences of modern Southeastern Europeans regarding social and economic mobility in Western tourist areas. It aims to investigate Southeastern European seasonal workers who have not remained silent, even after their visas expired in developed countries. This study seeks to understand how these Southeastern European identities are constructed while working as immigrant students, conceptualizing language learning, and contributing as multicultural members in a service-oriented tourist society. In higher education, within a democratic paradigm, the content of ethnographic and global sociolinguistic literature is supported by cultural capital, where constructed identities are understood from a critical perspective. This study uses qualitative data underpinning Husserl’s phenomenology. Qualitative methods include interview protocols, ethnographic observations, and individual narratives. Overarching themes from seven semi-experienced individuals in Southeastern Europe who faced accountability, intercultural adaptation, and educational integration reflect the progressive education that evolved from home to the new tourist world abroad. The findings revealed three main themes: individual acculturation, evolved identity view, and social incisiveness in a multicultural society. Furthermore, Southeastern European immigration rises daily and collaboratively, opening new global perspectives in educational policies, global citizenship education, and social justice curricula within the hospitality industry, where tourists' identities seek protection for their initial Western jobs. These findings suggest that, through an experiential curriculum, ESL learners integrate Southeastern potential tourist workers and become students to understand social and economic perspectives while incorporating them into corporate higher education. The implications contemplate how tourist identity is formed, transformed, and plays a significant role in modern society, with limited potential in the Western tourist world. The policy challenges of higher education for immigrants, such as those from Southeastern Europe affected by the brain drain phenomenon, emphasize social injustice, language barriers, and cultural anxiety. Therefore, higher education policy acknowledges this vulnerable group of Southeastern individuals and creates educational pathways for social and emotional support.