Higher Education Programs Research Articles

Social inequality in admission chances for prestigious higher education programs in Germany: do application patterns matter?

Abstract Research has shown that admission to prestigious higher education programs varies by students' socio-economic status (SES). Access to these programs is characterized by high competition and often rather complex admission procedures. Thus, access may depend not only on students’ performance and decisions to apply but also on their application patterns: Where and how they apply, which may vary by social background due to differences in educational achievement, aspirations, and constraints. Using applications to highly prestigious medical programs in Germany, we examine whether admission chances are socially selective even among the positively selected group of applicants, and whether this is due to SES differences in application patterns or performance. Based on complete application register data, we identify application patterns through cluster analysis. We then used the resulting cluster model to predict cluster membership in the 2018 applicant cohort, for which we collected survey data with information on applicants’ SES, preferences, and motivations. We find that application patterns vary primarily by applicants’ performance (grades and test scores) and SES-specific geographic constraints. However, our multivariate analyses on admission chances show that application patterns do not mediate SES differences in admission chances. Instead, these differences are entirely due to SES differences in applicants’ performance.

Transnationalization of higher education in China and Asia: quality assurance and students’ learning experiences

PurposeThis study aims to fill this research gap by providing a comprehensive exploration of the transnationalization of higher education in China and Asia, with a particular focus on how institutions maintain quality assurance and how student learning experiences are reported.Design/methodology/approachThe transnationalization of higher education involves educational programs and services provided by institutions or universities in a country other than their home country where students from diverse countries are trained. The goal of transnational education is to offer higher education to students who face obstacles in physically entering the host country of a transnational program, encourage globalization, enhance cross-cultural communication and improve the quality of education by expanding students' learning opportunities, providing diverse educational experiences and elevating academic standards. The transnationalization of higher education has become a crucial endeavor in Asia, especially in countries such as China, Malaysia and Singapore, where rapid economic development and globalization have prompted the need to evolve into knowledge-driven economies to meet the increasing demand for higher education. The factors driving the expansion of transnational higher education in China and Asia include the desire for top-quality education, the allure of international students, the establishment of worldwide collaborations and aspirations to be recognized as centers of academic distinction. The rapid expansion and increasing importance of transnational higher education has underscored the vital role of quality assurance. To guarantee educational quality, maintain institutional reputation and improve overall student outcomes, several agencies and frameworks have been established to uphold international standards.FindingsBased upon extensive literature reveiw and case analysis, our findings indicated the quality assurance assessment varies and is primarily influenced by host countries and provider polices. However, students in transnational higher education programs report satisfaction with their experienes and the quality of their programs, which tends to meet their expecations.Originality/valueThis study presents the first comprehsensive literatrue rewiew and case analysis of how transnational higher education in China, Sinapore, Malaysia and Vietnam uphold quality assurance and report students learning experiences. Additionally, the findings highlight why future researceh on this topic is crucial and why forestering colloboration among countries in Asian regions is imporant in term of growing geo-politics.

Educational quality and inclusion through collaborative hybridized cybergogy: transformative learning horizons in Pakistani universities

PurposeIn today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.Design/methodology/approachThis study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.FindingsThe study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.Practical implicationsThe study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.Originality/valueThis study stands out as it explores an underexamined area while providing novel educational insights.

ESports in higher vocational education programs: feasibility and prospects

eSports in higher vocational education programs: feasibility and prospects

The Important Role Social Capital Plays in Navigating the Computing Education Ecosystem for Black Girls

Black women represent the greatest underrepresentation in STEM fields, particularly the technology sector. According to a 2015 article in The Verge , Black women make up between 0% and 7% of the staff at the eight largest technology firms in the United States. This points to a glaring problem in terms of equity and inclusivity in the technology sector. Similar to their underrepresentation in the STEM sector, Black women's underrepresentation in the tech sector is related to pervasive and persistent prejudice and biased policies that endure in the United States, which have limited—and continue to limit—their access to quality education and spaces where Black women's cultural capital (i.e., ways of being) is acknowledged and appreciated. For most people, including Black women, social networks often make available opportunities and pathways toward realizing the roles they can play in the world or a particular industry. These webs of relationships and the embedded quality in them can be defined as an individual's social capital and be applied to any industry, including STEM and technology fields. In a practical sense, social capital allows an individual to leverage relationships for resources (e.g., information about internships and jobs or encouragement to persist through a difficult college course). In turn, these resources can contribute to economic opportunities (i.e., jobs) or social opportunities, such as relationships with gatekeepers who work in STEM fields that may lead to opportunities like jobs, projects, or financial backing. Research suggests that the social networks of Black young women rarely overlap with the networks of predominantly White and Asian males, who are overrepresented in the technology field. This weakens Black women's awareness of opportunities and training, and undermines their motivation to persist in the STEM sector. As a result of this increasing understanding of the role of social capital in career development, K–12 and higher education programs that are focused on equity in STEM fields have increasingly turned to the concept of social capital to address the traditional underrepresentation of certain groups, particularly Blacks, Latinos, and women in STEM fields. The following research investigates the experiences of Black girls who attended a program, Google's Code Next, designed to engage Black and Latinx youth in computer science. We argue that it is crucial for computer science programs not just to teach hard coding skills but also to build on young Black women's social capital to accommodate the young women in creating and expanding their tech social capital, enabling them to successfully navigate STEM and technology education and career pathways. Specifically, this article explores a subprogram of Code Next and how it has contributed to young Black women's persistence in STEM, and particularly in technology. The findings suggest that the young women employed an expanded sense of social capital in addition to an expanded cultural capital (i.e., language, skills, ways of being) and worldview (i.e., sense of belonging and self-efficacy) to make sense of their possible selves in the world of technology.

THE ROLE OF ENTREPRENEURSHIP EDUCATION IN GUIDING UNIVERSITY STUDENTS TO CREATE THEIR PERSONAL AND PROFESSIONAL PROJECTS WITHIN THE FRAMEWORK OF A STARTUP

Objective: This resvalueearch paper aims to shed light on the role of entrepreneurship education in realizing the personal and professional project of a university student within the framework of a startup. This is considering that entrepreneurial learning or (entrepreneurship education as some call it) is one of the basic courses that help the university student form a vision about future projects and professions.
 
 Theoretical Framework: Entrepreneurship education is a set of formal education methods that is based on informing and training any individual who wishes to participate in social economic development, through a project aimed at enhancing entrepreneurial awareness, establishing business projects or developing small business projects.
 
 Method: In order to be able to become familiar with this topic and address the problem at hand, we relied in this study on the descriptive and analytical approach, by describing entrepreneurship education, and analyzing the extent of the role that entrepreneurship education plays in guiding and assisting university students in establishing a startup project.
 
 Results and Discussion: The study reached several results, the most important of which is that entrepreneurship education plays a major role in creating personal and professional projects for university students and transforming them into a startup capable of finding innovative solutions to the problems at hand. The study also found that building a university student’s personal and professional project requires many acquisitions and skills that qualify him to establish a startup enterprise, such as: teamwork and team building skills, leadership skills, effective communication skills, and problem-solving skills.
 
 Originality/Value: This study contributes to the literature by emphasizing the importance of entrepreneurship education in realizing the personal and professional project of a university student especially in the form of startups, which would lead to its itegration in Higher education programmes.

Trust and Transformative Learning: How Faculty-Led Study Abroad Experiences Foster Sense of Belonging and Community

ABSTRACT Study abroad programs (SAPs) in higher education are long known for providing numerous benefits to student participants. However, few studies have looked at the process of faculty-led SAPs (i.e. the role of student engagement, faculty-student interaction) in creating a sense of belonging for students, which is critical for student retention and success. This study explored how student engagement in short-term faculty-led SAPs is related to their sense of belonging and transformative learning. Twenty-nine interviews were conducted among students at a public university in the southern U.S. who participated in short-term SAPs led by tourism and hospitality faculty during spring break. Results showed that trust in faculty leaders premised a sense of belonging, which allowed transformative learning experiences while studying abroad. Results shed light on optimizing the design and operation of short-term SAPs for greater student retention and success.

The Potential for the Development and Implementation of Blended Learning at the Universities of Kazakhstan

This research paper centers its attention on analyzing the blended learning method used in educational system in America, Europe and Kazakhstan, its holistic concept, perspectives, potential, applications, effectiveness and implementation. To determine the efficiency of the blended learning, we conducted a survey among English teachers using comparative analysis, an interview, a survey, and a questionnaire which revealed that the opinions differ regarding to the essence of blended learning technology, frequency, difficulties, problems in use and their solutions within the framework of the students’ independent work (SIW) and students’ independent work with a teacher (SIWT). According to the study the most effective, frequently used models in teaching a foreign language are considered by teachers to be the “Face-to-face” model (20.4%), as well as the "Training with continuation" model (12.2%). We also conducted a pedagogical comparative experiment among students on the basis of a higher educational institution. Two groups of students were selected: control group and experimental group. The research showed that using this method increased the students’ level of English language skills (listening by 15%, reading by 18%, writing by 10%, speaking by 9%, and students’ motivation in learning boosted by 22%) during one semester. Overall, the findings derived from the investigation indicate a pressing demand for a pragmatic comprehension of the theoretical foundations of the blended learning in the specific context of higher education programs.

Do employability programmes in higher education improve skills and labour market outcomes? A systematic review of academic literature

ABSTRACT We conduct a systematic literature review of the academic literature on activities organised by Higher Education Institutions (HEIs) with the aim of improving skills associated with employability and facilitating labour market outcomes. The search resulted in 87 papers followed by an iterative evaluation of their relevance. Papers in the corpus were analysed using an evaluation research framework and classified in terms of the activities, outputs, and outcomes. The reviewed literature is centred on one of three stakeholders: HEIs, students or employers. It suggests all stakeholders value employability activities for similar reasons. Generally, they are seen as a vital part of HEI education programmes, facilitating the development of diverse skills that are desirable in the labour market as well as de-risking labour market entry for students and appointments for employers by alleviating information asymmetries. The evidence base is dominated by small-scale case studies and evaluations that are not sufficiently robust to infer about causal impacts of employability activities on students’ development and labour market outcomes. Moreover, the corpus is skewed towards studies of Work-Related Learning. We set out avenues for future research and argue for a comprehensive evidence base encompassing diverse forms of employability activities, such as larger scale ‘embedded employability’ activities; a more contextual understanding of employability as an interplay between individual and a particular labour market and education system; and a more robust evidence base tracking students from education into the labour market, allowing for selection effects and identifying heterogeneity of impacts across different activities and demographics.

On the formation of Novosibirsk Academgorodok – the center of the Siberian branch of the Russian academy of sciences: achievements and omissions

In an article dedicated to the anniversary of the Russian Academy of Sciences, RAS academician Abel Aganbegyan describes the history of the creation of the Novosibirsk Akademgorodok (Eng. Academic City). As an active participant in this process, he argues that the Akademgorodok had an important role in the development of science and education in Russia. The Akademgorodok integrated the development and interaction of different areas of fundamental science, focusing on the on breakthrough areas. It also integrated science with higher education and pre-university programs, and promoted innovative development based on scientific findings. However, achieving these goals proved challenging, requiring a significant amount of effort from scientists and the government. Despite these difficulties, the Akademgorodok has become one of Russia’s leading scientific centers, with an international reputation. The author emphasizes that, although there have been successes in the development of science, there have also been omissions. For example, there has not been enough attention paid to the commercialization of scientific discoveries and the introduction of new technologies into production. As a result, many scientific advances have not found practical applications.

Who matters and why? The contributions of different sources of social support to doctoral students' academic engagement

AbstractSocial support is a crucial factor in the academic engagement of doctoral students, which is vital to their overall success. While past studies have mostly focused on the support from doctoral supervisors, support from other significant groups, including institutions, peers and families, has been largely neglected, and even no study has investigated their contributions to doctoral students' development. Drawing from the job demands‐resources model, this study investigated the contributions of different sources (institutions, supervisors, peers and families) of social support to doctoral students' academic engagement. It further examined the mediating role of grit within these relationships. A sample of 472 doctoral students across various disciplines from 10 universities in mainland China responded to an online survey. Results showed that institutional support and supervisory support positively predicted doctoral students' academic engagement, while peer support and family support did not significantly predict academic engagement. Furthermore, grit was found to mediate the relationship between support from institutions and supervisors and academic engagement. Practical implications for higher education institutions, doctoral supervisors and programs are discussed.

Seeds of Change: Assessing Wheat Knowledge and Socio-profile in Rural Areas of Kharar, Tehsil of Punjab, India

This study investigates the socio-profile status, agricultural practices, and knowledge acquisition among farmers in rural villages of the Punjab region, India. Employing a cross-sectional survey design, data was collected from farmers residing in five villages through structured questionnaires and face-to-face interviews. The demographic analysis revealed a balanced gender distribution, with a significant proportion falling within the 40-60 years age bracket, highlighting the maturity of the farming population. Educational attainment varied, emphasizing the need for targeted interventions to enhance access to higher education and vocational training programs. Findings indicated a high prevalence of smartphone usage among farmers, presenting opportunities for leveraging digital technology in agricultural extension services. Family compositions leaned towards nuclear families, while landholding patterns showcased the varied socio-profile landscape within the farming community. Peer networks and institutional support emerged as significant sources of agricultural information, underscoring the importance of collaborative approaches in knowledge dissemination. A notable increase in knowledge was observed among farmers after video presentations on wheat varieties, highlighting the efficacy of multimedia approaches in agricultural education. The study aimed to assess the impact of a video presentation on wheat cultivation on farmers' knowledge. Data from 60 farmers showed significant improvements in various aspects of wheat cultivation knowledge, including identifying suitable wheat varieties, understanding sowing and harvesting timing, and recognizing common wheat diseases. The mean percentage increase in knowledge was 103%, indicating the effectiveness of the educational program. These findings underscore the importance of targeted educational initiatives in promoting sustainable agriculture and improving farmers' livelihoods. Continued support and education efforts are essential for sustaining and enhancing these positive outcomes. However, the preference for sowing previous year's seeds over newly released varieties indicates the persistence of traditional practices and the need for targeted interventions to promote varietal adoption. Overall, this study provides valuable insights for policymakers and development practitioners to design context-specific interventions aimed at enhancing agricultural productivity, promoting sustainable livelihoods, and ensuring food security for rural populations in the Punjab region and beyond.

Impact of NEP 2020 on Tourism Sector of M.P. through Higher Education Programmes

Impact of NEP 2020 on Tourism Sector of M.P. through Higher Education Programmes

Обучение математике в медицинском вузе как неизбежность

Mathematics plays a basic role in the higher education program, revealing the principle of universality of approaches to the formation of a specialist, including a practicing physician. In the current century, the volumes of medical and biological information, processed diagnostic data, and vital status monitoring are already enormous and will continue to increase. Mathematical approaches determine the relationship between the generality and specificity of cases in professional activities, evidence, which is regulated by the rules of mathematical statistics, and the basic principles for recording biomedical signals and their analysis. Determining the level of competence of a future specialist and understanding of the mathematical methods used falls on the compilers of educational programs in mathematical disciplines for non-medical specialties.

The role of cultural and creative competencies in shaping success of art ukrainian students

The article considers the issues of the competency-based approach in higher education and the role of cultural and creative competencies in the modern educational discourse. The aim of the article is to define the peculiarities of forming cultural and creative competencies of students in artistic specialties in higher education institutions of Ukraine, as well as to elucidate the influence of these competencies on the competitiveness and professional career advancement of specialists in both domestic and global labor markets. The research methodology includes a combination of systemic-differentiated, comparative, synergistic, cultural, axiological, structural-functional, and empirical methods, which are employed to clarify the peculiarities of forming cultural and creative competencies during students’ professional training in artistic specialties. The article demonstrates the peculiarities of forming cultural and creative competencies in the Standards of Higher Education and educational-professional programs, examines role of the educational environment in forming creative competencies and its peculiarities as an educational-creative environment using the example of training students in artistic specialties at Kharkiv State Academy of Culture. Promising directions for improving creativity development in educational-creative environments of educational institutions are identified, which enhance the competitiveness of professionals in artistic specialties and contribute to the resolution of crisis phenomena in society.

AN ASSESSMENT OF THE IMPACT OF EDUCATIONAL QUALIFICATIONS ON EMPLOYEE JOB PERFORMANCE AMONG GHANAIAN UNIVERSITY ADMINISTRATIVE STAFF

According to CEDEFOP (2014) an educational qualification type is a group of titles/diplomas and/or certificates within a country, sharing similar characteristics in terms of level, duration of related education pathway, and level of labour market entry. Within a qualification type, there are many different qualifications according to content. Qualification is an indication of trust in someone’s personal capabilities (Cedefop, 2012). It is usually a degree, diploma or certificate awarded by a competent authority in recognition that particular programme or qualification outcomes have been achieved following the successful completion of a recognized higher education programme of study (QAA, 2014). A qualification can be a legal entitlement to practice a trade (OECD, 2007). Work or job performance has been used to define employees’ ability to complete assigned duties according to organizational set rules and procedures occasioned by the normal constraints of reasonable utilization of available resources (Ogunley & Osekita, 2016). Fundamentally, performance has been viewed as an evaluation of the results of a person’s behaviour, and it involves determining the behavioural actions on how well or poorly a person has accomplished a task or done a job. It had been concluded as Lussier (2010) believes that to attain high levels of performance by both employees and managers, it is important that organizations to warrant that their employees have the requisite qualifications, the abilities, and the resources to meet organizations objectives. The results of the study proved that there is a strong relationship between educational qualification and job performance. It has been found by 80% of the study’s respondents that by virtue of their educational qualification, they are able to come up with new ideas to perform their jobs very well. Subsequently, when employees’ performance is not at the standard level or above the level set, then organizational leaders have the responsibility to determine which performance factors need to be improved, and what strategies are adopted to improve them. Consequently, administrative staff and employees in general should think of the current gap and challenge within their career path and decide the best program that will help to meet such needs. Finally, to improve the nexus of academic qualifications and job performance, this study recommended that special incentives and grants be made available, as well as be the drivers behind their staff pursuing higher educational qualification.
 Keywords: Educational Qualification, Employee Job Performance, Administrative Staff.

Defining Immersive Learning

Immersive learning practices (ILPs) in higher education are multidisciplinary in nature and varied in levels of integration into the student learning process. They appear in a variety of higher education programs such as teacher education, social work, law, and health sciences, and in practices such as service-learning, study away, internships, and foreign-language instruction. Based on observations of teaching and data from an open-ended survey and semi-structured interviews with post-secondary educators from three different countries, this study theorizes that immersive learning practices are composed of six distinct underlying theoretical components that work in combination. These six components can be used to describe, define, compare, and design different types of structured ILPs. This study suggests that ILPs are pedagogically distinct from other forms of engaged and experiential learning.

“I Just Don’t Fit There!” Anticipated Cultural Mismatch and Social Disparities in Students’ Intention to Enter Higher Education

Despite political and societal efforts to reduce social inequality in education, students from nonacademic households (no parent holds a university degree) are less likely to enter higher education than their peers from academic households. Drawing on Cultural Mismatch Theory, we tested whether social disparities in enrollment intentions are related to students’ anticipated mismatch between their self-construal and expected higher education culture. Experimental data ( N = 264) revealed a corresponding mismatch effect between students’ self-construal and expected culture on their anticipated fit in a higher education program. In addition, field data ( N = 574) from upper secondary school students revealed that students from nonacademic households more strongly anticipate a mismatch and, in turn, have a lower intention to enter higher education. Corroborating our theorizing, these social disparities are contingent on the expected culture in higher education. These findings highlight the role of students’ self-construal and anticipated fit for higher education enrollment.

Evaluation of the implementation of the free Senior High School education program in North Sulawesi

The implementation of free education must be guaranteed to be implemented in accordance with existing government policies. One of them is evaluating the implementation of free education. This research aims to evaluate the implementation of the free senior high school education program in North Sulawesi Province. The research method used is a descriptive-qualitative method with purposive sampling technique. Data collection techniques include observation, interviews and documentation. The research results show that the evaluation was carried out to measure the extent to which free education was successfully implemented effectively and efficiently. Evaluation of the implementation of free education programs certainly does not necessarily always go according to what has been determined. By analyzing according to the evaluation approach implemented at State Senior High Schools in North Sulawesi, it can be concluded that the implementation of free education evaluation still does not meet the criteria for efficiency, equity, accuracy and responsiveness.

Big Data Education Landscape for Graduates in Morocco: Insights from 2022 Offerings

The main objective of this research was to analyze graduate programs in Big Data in Morocco in 2022, focusing on the technical skills, tools and technologies, and functional skills taught in the programs. In the digital age, the Big Data revolution has generated massive amounts of data, transforming the way businesses and organizations around the world make decisions and innovate. In this ever-changing context, Training of Big Data professionals in Morocco in 2022 is crucial. The expansion of Big Data has created a growing need for skilled professionals to manage these immense data sets. Higher education programs play a key role in preparing these future experts. This study adopted a content analysis methodology, examining the curricula of 16 public engineering schools, and 21 accredited public schools and science faculties in Morocco. The technical skills, tools and technologies, and functional skills taught were analyzed and compared with existing literature on Big Data skills. The programs focus on technical skills such as programming, machine learning, statistics, and mathematics, with Python as the main tool. However, certain skills, such as predictive analysis, are under-represented. Functional skills in communication and management are essential; however, skills in agile methods and change management vary in coverage. The results offer an insight into the alignment between higher education programs and the needs of the Big Data market. Educational institutions can adjust their programs to better meet emerging needs, focusing on under-represented skills, and ensuring the continued relevance of training.