Higher Education Programs Research Articles

Stuffing the refugee education pipeline: the integration process and the exclusion of refugees from knowledge production in a Western destination country

The number of forcibly displaced people, including refugees, has been increasing exponentially over the last few decades. Refugees settled in Western destination countries face several challenges in successfully accessing and participating in higher education and in becoming knowledge producers. This is in sharp contrast to uncritical assumptions that refugees settled in these countries are better off in terms of pursing higher education. To shed more light on this issue, I aim to address the research question ‘How does the integration process in a Western destination country contribute to the exclusion of refugees from knowledge production?’ The article uses an education pipeline analogy and human agency theory as the theoretical framework. I conduct narrative interviews with six refugees who planned to pursue higher education but could not realize their plans in Norway. The findings indicate that the refugee education pipeline is broken and stuffed with various restrictive factors that weaken the refugees’ agency to make informed decisions. These factors included a long waiting time for settlement, withholding relevant information about higher education, demotivating and misplaced advice about higher education and language training programmes for non-academic purposes. The article ends with a conclusion and several implications.

Online teaching and learning at Chinese universities during COVID-19: Insiders’ perspectives

During attempts to prevent and control the COVID-19 pandemic in China, higher education programs shifted their traditional educational models to online models. This paper aimed to explore how Chinese universities organized online teaching and learning during the pandemic. It investigated the factors affecting the implementation of online teaching and provided policy recommendations for improving the quality of education in the post-pandemic period. The primary data for this study came from in-depth interviews with nine students and five teaching and administrative staff at eight major universities in mainland China. Literature was obtained in both English and Chinese from January 2020 to September 2021. Peer-reviewed journals, policy reports, and university documents regarding online education in Chinese universities were reviewed, and their challenges and countermeasures were investigated. The paper found that the implementation of online education was affected by various sources, including technologies, teachers’ teaching skills, network information literacy, and students’ learning motivations and self-directed learning skills. Based on the insiders’ views, the paper suggested that to promote the quality of online education in the post-COVID-19 pandemic, higher education institutes and programs could develop their infrastructure construction, improve teachers’ quality of teaching, and focus on students’ learning motivations.

The Impact of Education Quality and Self-Ability on Students' Decisions to Choose an Islamic Education Program in Higher Education: Exploring the Mediating Role of Brand Image

The Impact of Education Quality and Self-Ability on Students' Decisions to Choose an Islamic Education Program in Higher Education: Exploring the Mediating Role of Brand Image

Higher Music Teacher Education Programs in Mexico from the Professors’ Perspective. A Descriptive Study

Introduction: Despite the significant promotion and undeniable growth of music education in Mexico, three major issues have hindered its full consolidation and appropriate development: 1) There are few higher music education programs; 2) Enrollment in these programs is extremely low; 3) There is a deficit of well-trained music educators. Unfortunately, few studies in Mexico have addressed these issues, with most focusing on curriculum design. Objective. To address these concerns, this study conducted a quantitative, descriptive analysis to determine the profile of tertiary music education faculty and explore their perceptions regarding the functioning of their academic programs, their students’ profiles, and the teaching-learning conditions. Methodology. Data was collected through an ad hoc survey created by the researcher and validated through the expert-judgment validation process. The survey was sent to the 14 music education programs listed in the ANUIES Yearbook 2022-2023. Data was statistically analyzed by using the software SPSS, 2.0. Results. The findings highlighted the strengths and weaknesses perceived by professors and provided insights that may explain the current situation. Conclusions. While there are notable strengths, significant weaknesses need to be addressed, including the hiring of more well-prepared full-time professors, the implementation of effective recruitment mechanisms, adequate psycho-pedagogical support, and appropriate funding programs.

Exploring Prisoners’ Communication Strategies with their Supervisors when Studying in E-Learning Mode: A Case of Namibia

This study delves into the communication strategies used by inmates when engaging in e-learning within the confines of a Namibian prison. Despite the challenging living conditions inherent in such environments, the research posits that inmates exhibit a strong motivation to pursue further education. The rise of e-learning has opened educational opportunities for diverse populations, including those incarcerated. In Namibia, prisoners have access to education through e-learning platforms, allowing them to pursue studies and gain qualifications. However, this mode of learning presents unique challenges, particularly in communication with supervisors. The objective was to understand the challenges faced by prisoners following higher education programs in communicating with their supervisors. Method: Data was collected through interviews, situated within an interpretive paradigm. The study focused on a sample of prisoners enrolled in e-learning programs in a Namibian correctional facility. Analysis: Verbatim transcripts of audio-recorded interviews were meticulously prepared by a skilled transcriber, offering the author a comprehensive material for interpretation. Thematic analysis was used to interpret the data. Results: It was found that prisoners’ communication strategies with their supervisors, amongst others, included communication via-email; telephonic communication; communication via the internet and online studies, as well as through in-person appointments. Furthermore, the study contextualized its findings within the evolution of Namibia's legal system, highlighting a significant shift from punitive measures towards a rehabilitative focus on corrections and community reintegration. Namibia's legal system is rehabilitative instead of being punitive. This transformation underscores the broader societal changes in attitudes towards incarceration and highlights the importance of educational initiatives within correctional facilities.

Many faces, many names? Ethics in Belgian game development education

What is nowadays taught to the game creators of tomorrow in terms of ethics? The current study addresses this question by focusing on 11 higher education and continuous vocational training programs for aspiring game developers taught in Belgium. We conducted textual analyses of institutional materials and semi-structured interviews with nine educators. By combining these sources of data, this study identifies three key categories of ethical considerations that are taught to students: content and design impact, workplace standards, and diversity in gaming culture. This study also underscores educators’ proactivity in addressing gaps between curricular content, industry expectations, and student concerns. It is our hope that this study elucidates the critical potential of teaching ethics, providing actionable recommendations for educational institutions to help prepare creators navigate complex moral issues in today's gaming landscape.

패션디자인 및 머천다이징 전공의 역량 추출에 대한 기초 연구

The aim of this study is to identify the competencies required for fashion-related majors that meet contemporary demands, align with the objectives of university education, and reflect the qualities desired in graduates. To achieve this goal, we conducted content analysis of relevant data and in-depth interviews with experts. First, the content analysis involved coding key information from the introductions, educational goals, desired qualities of graduates, and curricula published on the websites of both South Korea and international fashion-related universities. Additionally, we analyzed the National Competency Standards (NCS) and the Meta-goals of higher education programs set by the International Textile Apparel Association (ITAA), extracting six core competencies. Second, in-depth interviews were conducted with six experts, each with 23 to 31 years of experience in Korean and international apparel industry and academia. The interviews were recorded, transcribed, and keywords were extracted. To ensure the validity of the coding results, cross-checks were performed among the researchers. The analysis identified the following competencies: empathic communication, social responsibility, professional thinking, creative and integrative thinking, global perspective, and challenging leadership. Based on these findings, establishing competencies that meet contemporary demands and developing corresponding curricula are essential steps towards creating a feedback system. Future research should focus on developing and implementing curricula that foster a virtuous cycle, ultimately enhancing students' competency levels.

Language practice and beliefs of domestic and L2 English international students in an English-taught program in Japanese higher education

ABSTRACT This study compared domestic and international students regarding their self-evaluated English proficiency, language performance in English-medium instruction (EMI) classrooms, and their language beliefs. They were enrolled in an English-taught program (ETP) in a Japanese university. EMI courses and programs have strategically increased to attract overseas students and improve domestic students’ English proficiency. Despite extensive EMI research, few studies have focused on EMI experiences of both domestic and international students. Thus, the study analyzed online survey responses from 84 domestic and 24 international students, mostly from Asia. Noticeably, domestic students rated their English proficiency lower than their L2 English international group. Also, the former group found it significantly difficult in performing language tasks, compared to the latter group. Critically, L2 English international students preferred first language (L1) English-speaking instructors and expect non-L1 English lecturers to use native English, whereas Japanese students showed appreciation of lecturers using their L1 in EMI context.

Overcoming ‘Digital Divides’: Leveraging higher education to develop next generation digital agriculture professionals

Agriculture 4.0 technologies like Artificial Intelligence (AI), the Internet of Things, Computer Vision, and Robotics, have revolutionized the agricultural sector. But the adoption of digital technologies has arguably created new or exacerbated existing socioeconomic disparities, while raising ethical issues, particularly when considering technology access and adoption. So far, the literature has placed little emphasis on how to effectively bridge knowledge and skills disparities in the agriculture sector—or mend agriculture’s ‘digital divides’—through workforce development strategies that leverage higher education and extension programs. In this article, we argue that academic programs have a much bigger role to play via educational and extension efforts to equip tomorrow’s AI-ready workforce. This may be accomplished through imparting technological know-how in the form of upskilling and reskilling, and through the strategic management of equitable technological change and incorporation of ethical data management. We explain what this upskilling should consist in, where it is needed the most, and why engaging with the ethics of emerging technologies is important. The reader will get an appreciation of how academic programs can leverage digital agriculture (DA) to develop skills and talent needed for the agricultural sector to reap the benefits of digitalization and address the workforce development challenges encountered.

Sexual and reproductive health and rights content in higher education in Norway – a quantitative document analysis

ABSTRACT Sexual and reproductive health and rights (SRHR) are often insufficiently engaged with in professional higher education. This study presents results from a mapping of SRHR indicators in formal higher education documents relating to 11 higher educational profession programmes in Norway. The findings show a modest level of inclusion of SRHR indicators but a low level of constructive alignment between different levels of educational documents regarding SRHR. These findings likely negatively impact the ability to reach sustainable development goals (SDGs) relating to sexual health (SDG 3: Good health and well-being) and gender equality (SDG 5: Gender equality), both of which highlight SRHR as an important contributor to population health and development. To meet the population’s needs for SRHR, formal documents in higher education should display greater clarity, and ensure that education, regardless of type, placement and context, provides equal knowledge and competence on SRHR for future professionals.

Оценка успешности формирования профессиональных компетенций руководителя в процессе обучения на программах бакалавриата

The article is devoted to the issue of forming the professionalism of a manager in the process of studying at higher education programs. The purpose of the study was to assess the success of the formation of managerial professional competencies of the head in the process of obtaining higher education through the analysis of students' perception of the importance of qualities needed by an employee of the management system for effective work. The research method used was the assessment methodology of the Federal State Statistics Service, used in a sample observation of the employment of graduates who received secondary vocational and higher education, with the addition of the author. The article presents the results of the assessment and suggests ways to increase students' motivation to study and interest in working in their chosen specialty, including the development of professional competencies that are really required in practice.

Assessment of Russian Learners’ Institutional Confidence for the Vocational Education System

Introduction. An important factor influencing the development and stability of the vocational education system in Russia is the trust of students in educational institutions and policies in the field of vocational education in the country and regions. The purpose of the study is to assess the level of institutional trust exhibited by Russian students to the vocational education system and educational policy implemented at various levels; to develop measures to strengthen it. Materials and Methods. To study the problem, a questionnaire survey was conducted, in which 1,150 students enrolled in higher education programs and 1,150 students enrolled in secondary vocational education programs (2,300 people in total) took part. Educational institutions were located in 48 subjects of the Russian Federation of all federal districts. Generalization of the results and formation of conclusions was carried out by induction method. Results. The average level of institutional trust of students in the Russian vocational education system was revealed; the lowest level of trust is observed in the policy in the field of vocational education at the federal and regional levels. The correlation and regression analysis revealed that the index of trust exhibited by student youth of the Russian Federation to the modern policy in the field of higher and secondary vocational education directly correlates with the level of quality of life of the population and the degree of satisfaction with the qualitative parameters of the educational process. Discussion and Conclusion. The theoretical and methodological provisions developed as a result of the conducted research develop existing approaches and tools for studying the institutional trust of students in the vocational education system. A set of measures has been developed that will increase the academic and social involvement of students in the educational community, the level of satisfaction with the educational process and the justification of educational expectations.

Medium- and long-term outcomes of early childhood education: experiences from Turkish large-scale assessments

The benefits of early childhood education (ECE) to children extend throughout their lives. A more equitable education system is also dependent upon the universalization of ECE, beyond its personal benefits. A limited number of studies have examined the relationship between ECE attendance and educational outcomes in Türkiye, despite its importance at both the educational and systemic levels. As part of this comparative study, we examined the relationship between ECE attendance and academic achievement in Türkiye over the medium and long term. We considered high stakes assessments for the transition to upper-secondary education (at the end of the eighth grade) and higher education (at the end of the 12th grade) within the scope of this study. Based on the official student recordings in Türkiye, ~5.6 million students were analyzed in the study. For the comparison of group means, partial-eta squares were used, and descriptive comparisons were made for the comparison of group rates. There was a stronger relationship between ECE attendance and medium-term achievement. As a result, students who attended an ECE program had significantly higher scores on the transition to upper-secondary education. Despite similar rates of transition, attendance had a higher rate of transition to formal bachelor programs, prestigious higher education programs, and students’ prioritized programs. ECE programs are particularly beneficial to students with low socio-economic status (SES) according to additional analyses. Medium- and long-term academic indicators are correlated with ECE attendance, with the medium-term relationship being particularly robust. This emphasizes the importance of recent investments in universalizing early childhood education in Türkiye. It is suggested that further research be conducted in order to control SES and other demographic variables.

Analysis of the repercussions of Artificial Intelligence in the Personalization of the Virtual Educational Process in Higher Education Programs

This study examined how artificial intelligence (AI) has transformed the personalization of the virtual educational process in higher education programs. A systematic review of literature published between 2012 and 2023 was carried out, evaluating empirical studies, reports and review articles available in academic databases such as IEEE Xplore, SpringerLink and Google Scholar. Methods discussed include intelligent tutoring systems, learning analytics, and recommendation systems. The results showed that AI significantly improved the personalization of learning. Intelligent tutoring systems provide real-time adaptive feedback, adjusting content and pacing based on students' individual needs, improving their understanding and retention. Learning analytics helps identify student behavior patterns and predict academic issues, thereby facilitating timely interventions that help improve performance. Additionally, recommender systems personalize study materials based on student preferences and progress, thereby optimizing the educational experience. However, significant challenges have been identified, such as the need to protect data privacy and mitigate algorithmic biases that can affect the fairness and efficiency of these systems. In conclusion, the integration of AI into virtual higher education has enhanced the personalization of learning, improving both student satisfaction and academic performance. However, there is a need to continue to focus on developing ethical and equitable AI systems to address identified issues and maximize educational benefits

Implementing Outcome-Based Education in Higher Education Programs: A Multiple Case Study in Vietnam and Laos

Implementing Outcome-Based Education in Higher Education Programs: A Multiple Case Study in Vietnam and Laos

FORECASTING THE SUCCESS OF EDUCATION SEEKERS FROM A SEPARATE EDUCATIONAL COMPONENT BASED ON THE RESULTS OF THE PRELIMINARY MASTERY OF SUBJECT COMPETENCIES

The paper examines the main concepts related to the quality of education in general and the assimilation of educational material by higher education seekers. The task of predicting a seeker's grade in any discipline is formulated with data on his assimilation of program learning outcomes that also correspond to this discipline. The available specialized information system of own development is described which applies a number of methods (multivariate linear regression, artificial neural networks, k-nearest neighbors) and determines which method will be the most effective for the analysis of specific data. It is noted that during the further improvement of the quality system of knowledge assessment, it is important to determine at what level the student of education possesses the acquired competences, i.e. to calculate the success of seekers in terms of general and professional competences and program learning outcomes, determined by the standards of higher education and educational programs developed on their basis. The developed algorithm for calculating the success rate of higher education applicants in terms of program learning outcomes is presented; according to this algorithm, data were prepared on the acquisition of software creation competencies by 78 seekers of the first level of higher education of the educational and professional program Intelligent Decision Support Systems specialty 124, Systems analysis, of the DSEA. To solve the problem of forecasting by the method of artificial neural networks, the programming and data analysis language R is proposed. A script for finding the optimal neural network architecture is created. It was found that the best result (correlation is 0.9599, average absolute reduced error is 0.1132, percentage of correctly predicted points on the Ukrainian scale is 79.2) provides a perceptron with two hidden layers and five neurons in each one. This network was applied to predict the success of the new academic group: correlation is 0.923, the average absolute reduced error is 0.0654, the percentage of correctly predicted points on the Ukrainian scale is 82.4. The obtained results can be used to assess the quality of the structural and logical scheme of the EPP and in the work of the department during the analysis of seekers' success, etc.

Юридический институт Северо-Кавказского федерального университета: из прошлого в будущее

The article is devoted to the history of legal science of the North Caucasus, the formation and development of legal education in the Stavropol Territory. The authors focus on the past and present of the Law Institute of the North Caucasus Federal University, which became the successor to a number of universities that implemented higher education programs in the field of law since the 80s XX century. The personnel potential of the institute is described, professors teaching at the university and their scientific achievements, the civilizational and educational mission of the university to form a civil and professional identity among future lawyers, as well as to strengthen the rule of law, law and order and interethnic harmony in the most difficult macroregion of Russia.

Subjective well-being of international students

Students’ adjustment and well-being in a cross-cultural context have become important topics in international higher education studies. This study explored the psychological mechanism underlying the impact of perceived discrimination and perceived health status on the subjective well-being of international students. The responses of 358 international students were analyzed using the survey datasets. The results indicated that the perceived health status of international students had a significantly positive impact on their subjective well-being. Conversely, perceived discrimination had a negative impact on subjective well-being and community satisfaction. Notably, community satisfaction mediated the relationship between perceived discrimination and subjective well-being. Furthermore, the results revealed that the effect of community satisfaction on subjective well-being varied between the Asian and non-Asian students. These findings can assist higher education program providers in developing a community-oriented support system for students striving to adjust to cross-cultural environments.

A SYSTEMATIC REVIEW OF INDONESIAN HIGHER EDUCATION STUDENTS' AND GRADUATES' WORK READINESS

This literature review aims to determine the work readiness of undergraduate graduates to meet the qualifications required by employers in the world of work. The method used in this paper involved searching for all studies that examined work readiness and were published from 2019 to 2023. 5 out of 200 studies found on Google Scholar and Scopus were included in this review. Research findings show that programs in higher education, including internships and soft skills training, play an important role in increasing graduates' work readiness, demonstrating that the MBKM Program has effectively developed the skills and competencies required by the world of work. Research discussions highlight that these programs, including internships and soft skills training within the MBKM Program, are crucial for ensuring the relevance of education to job market needs. This research presents novelty by exploring and identifying the factors that influence the job readiness of prospective undergraduate graduates after participating in the Independent Campus Learning Program (MBKM), thus offering a new perspective in the context of higher education in Indonesia. The implications of this research are significant for curriculum development and learning programs in universities, which must continue to develop programs that support the development of soft skills and hard skills to increase graduates' work readiness.

Mentoring students in higher education for reflection and development of employability competences: a pre-test post-test design

PurposeGiven the dynamic and fast-evolving labour market, developing students’ employability competences has become of utmost importance for higher education institutions. The ability to reflect is essential to develop these competences, as it helps students to identify their learning needs and make plans for further development. However, reflective abilities are not easy to acquire and students need guidance to help them reflect. Therefore, mentoring is often used as an instructional approach to stimulate students to reflect. Empirical evidence on the relation between mentoring and employability competences is scarce, and the mediating role of reflection especially has rarely been researched. Consequently, the present study aims to investigate this mediating relationship, employing a pre-test post-test design.Design/methodology/approachQuestionnaire data were collected from students before and after participation in four similar 1-year mentoring programmes in higher education within the Netherlands and Belgium (n = 160).FindingsThe path analysis demonstrated that, first, trust and availability, autonomy support and empathy were significantly related to students’ employability competences. Secondly, autonomy support and similarity were significantly related to students’ critical reflection. Thirdly, critical reflection was significantly related to students’ employability competences. Last, reflection partially mediated the relationship between mentoring (autonomy support and similarity) and employability.Originality/valueTo the best of the authors’ knowledge, this study is the first attempt to demonstrate that mentoring programmes in higher education enable students to reflect and, in turn, develop their employability competences. Furthermore, it provides mentoring programme directors and mentors with concrete guidelines for developing students’ reflection and employability competences.