Higher Education Settings Research Articles

Choosing Relevant Internet Assisted Course Types for Professional Development

Online courses for the professional development of workers in service is ever pervasive and continually growing. However, studies of teaching with technology are mostly conducted in K-12, pre-service, or higher education settings resulting in a lack of attention given to the professional development context. In addition, most studies tend to investigate learners instead of instructors, even though the latter are reportedly struggling in conducting online teaching. One of the struggles instructors face includes choosing effective technologically enhanced course types in line with the learning content. This study aims to alleviate the issue by investigating online courses in a professional development context, particularly one in a government institution namely the Financial Education and Training Agency (FETA) under the Indonesian Ministry of Finance. By analyzing curriculum documents followed by interviewing online instructors, the present study aimed to uncover practice-based considerations to guide the selection of course types for online courses. There were essentially three main course types at FETA: distance learning, web-based learning, and webinar courses, each suitable for various kinds of learning content.

“The farmer, the guide, and the bridge”: the voice of community partners within European Service-Learning

ABSTRACT Service-learning (SL) represents one of the actions for community engagement institutionalisation and a way to achieve the teaching and learning objectives of the university and answer local organisations’ needs identified by the community. Studies on the benefits and impacts of service-learning experiences among community partners (rather than students) are rare, especially in higher education and European settings. This study therefore drew on semi-structured interviews with community partners in higher education in three European countries – Italy, Spain, and Slovakia to explore their motivations to join, experiences of, and perspectives on service-learning effects (including organisational empowerment, reciprocity, and civic responsibility). This paper contributes to developing understandings of specific aspects of community partners’ service-learning experiences by exploring the role of reciprocity, how it is oriented and how it relates to the perceived impact of service-learning on community partners’ organisations, their motivations to join SL, and the organisational empowerment that SL can underpin. Consideration is also given to the space allowed to promote a sense of civic responsibility within the experience. Five research questions were posited: 1: How do community partners perceive reciprocity? Does this perception change over time? 2: What are the perceived SL effects for community partners? 3: What are the community partners’ motivations for joining SL? 4: What are the effects of SL on community partners’ organisational empowerment? 5: To what extent do community partners perceive that SL can promote civic responsibility among university students?

Soft Skills Demand and Supply Through the Lens of Higher Education Students

Soft skills are becoming equally crucial as hard skills in today's labour market. In contrast to hard skills which are teachable typically through formal education, soft skills are non-technical and interpersonal, allowing individuals to be able to find and succeed in their studies, jobs, and professional life. Despite the increasing emphasis on soft skills, many university students are either unaware of or neglect enhancing them. Soft skills deficiency among university students has become a significant concern for employers, educators, and policymakers, as it negatively affects students' academic performance and future employment prospects. The purpose of this study is to investigate students’ perceptions of the demand for soft skills and the possibility and availability of learning opportunities. The expected outcomes intend to provide insights about awareness of soft skills among students and pathways to reduce the soft skills gap through training provisions in higher education settings. Furthermore, it aims to find out how the young generation (mainly Generation Z) would perceive digitalisation and specifically gamification as a solution to facilitate soft skills training. This is a mixed method study, in which, an open survey was the data collection media. The survey was conducted during the spring semester of 2023 and analysed using visualisation and summarisation methods. Based on the outcome of 66 master’s and bachelor's students attending the digitalisation courses in two classes in Sweden, over 50% of the students perceived a lack of soft skills in their curricula. They were also positive toward the use of gamification as an effective digital strategy, recognising it as a powerful tool to facilitate training and developing soft skills as a part of formal learning in higher education. As a suggested approach, gamifying soft skills training potentially creates simulations that mimic real-world situations to allow students to practice and develop their soft skills in a safe and low-stakes training environment. This facilitates training soft skills for better communication and collaboration during their academic journey and after their graduation and to prepare students for successful careers.

Student perceptions of teacher immediacy, credibility, and love of pedagogy in enhancing learner engagement and motivation in higher EFL education

The study provides an exploration into the dynamics of the teacher-student relationship within an EFL context. Through the use of qualitative analysis, it investigates the effect of immediacy, credibility, and pedagogical love on student engagement and motivation within a Saudi Arabian higher education setting. The study reveals that the three dispositions, when interconnected, can foster a conducive learning environment that encourages active student participation and enhances academic learning. The importance of prioritizing emotional connections over purely linguistic goals and integrating cultural and social beliefs into pedagogical practices were also explored. It also underscored the importance of using the vernacular in promoting cultural identity and positioning teachers as influential role models. The study further identifies student perceptions of respect from authoritative figures as significant and that teacher energy, both physical and intellectual, as critical in shaping student acceptance of the learning environment. Lastly, it highlights a generational shift in teaching methodologies towards a more modern, humanistic style in line with changing generations. The research ends with recommendations for professional development to engage language learners effectively and improve educational outcomes.

ChatGPT, a brand-new tool to strengthen timeless competencies

In November 2022, the public release of ChatGPT, an artificial intelligence (AI)-based natural language model, was a groundbreaking point in many sectors of human life and education was not the exception. We describe how ChatGPT was integrated in an undergraduate course for an International Relations program in a private Mexican university. Under an action research methodology, we introduced this novel instrument in a course on Future Studies. Students were evaluated on their ability to explain to ChatGPT several discipline-specific methods and to make the AI implement these methods step by step. After six such activities, the outcomes evidenced that the students not only learned how to use the new AI tool and deepen their understanding of prospective methods, but also strengthened three soft or transversal competencies: communication, critical thinking, and logical and methodical reasoning. These results are promising in the framework of Skills for Industry 4.0 and Education for Sustainable Development; even more, they demonstrate how ChatGPT created an opportunity for the students to strengthen, and for the professor to assess, time-tested competencies. This is a call-to action for faculty and educational institutions to incorporate AI in their instructional design, not only to prepare our graduates for professional environments where they will collaborate with these technologies but also to enhance the quality and relevance of higher education in the digital age. Therefore, this work contributes to the growing body of research on how Artificial Intelligence (AI) can be used in higher education settings to enhance learning experiences and outcomes.

Designing GBL for Higher Education: Pitfalls & Recommendations

Game-Based Learning (GBL) has gained significant attention in recent years as an effective educational approach to enhance student engagement and learning outcomes in higher education. This conference paper aims to emphasise the significance of GBL in higher education and presents a comprehensive review of a case study involving the application of GBL in a linguistics course. The study explores the impact of games on student learning, motivation, and engagement with the course content.By integrating gaming principles and mechanics into the curriculum, students are encouraged to actively participate, explore concepts, and apply their knowledge in a dynamic and stimulating environment. The study examines data gathered from student surveys and structured interviews to evaluate the effectiveness of GBL in fostering student engagement and knowledge acquisition. Furthermore, this paper provides a valuable set of recommendations and strategies for educators and administrators interested in implementing GBL in higher education settings. It explores the potential benefits of GBL, including increased motivation, improved critical thinking skills, and enhanced problem-solving abilities. Additionally, it highlights the importance of aligning game design with specific learning objectives and ensuring the integration of assessment mechanisms to gauge student progress effectively. Moreover, this paper discusses potential pitfalls and challenges that may arise during the implementation of GBL in higher education. It addresses issues such as technology requirements, accessibility considerations, and the need for appropriate training and support for instructors. By acknowledging these challenges and offering potential solutions, this research aims to guide educators and administrators in overcoming obstacles and optimising the implementation of GBL in higher education courses.

Higher Education Accommodation Decision-Making and Positionality: A Survey of Disability Resource Professionals

In higher education settings, the central function of a disability resource professional (DRP) is determining accommodations in collaboration with disabled college students, making their role in the outcomes of students with disabilities paramount. Despite this importance, research on the process of determining accommodations is minimal, and professional guidance on the matter can be interpreted in varied ways, leading DRPs to rely on their professional judgment to reach final decisions. What subtly informs this professional judgment, particularly concerning DRPs’ positionalities and student identities, is largely unexplored. The purpose of this study was to explore the perspectives of U.S. DRPs related to their accommodation decision-making processes, experiences, and perceptions. Based on the results of this exploratory national survey of DRPs, accommodation decision-making processes described by participants can be divided into four components: (a) forming initial opinions, (b) engaging with students, (c) consulting with others, and (d) making final decisions. Notably, participants’ perceptions of positionality and identities in the accommodations process situated those of students to be more heavily considered than their own. Following a presentation of findings, the authors conclude with implications for the field and recommendations for future research.

Exclusion through (in)visibility: what parenting-related facilities are evident on Australian and New Zealand university campus maps?

ABSTRACT A range of structural, interpersonal and individual factors contribute to the extent to which people can access higher education and experience inclusion and equity once there. This paper considers the experiences of parents in higher education settings, and examines the extent to which universities in two countries support parents’ inclusion through the facilities and services evident on their campus maps. The inclusion of such parent-related facilities and services on campus maps reflects not only a commitment to providing support infrastructure, but importantly to making them visible, promoting a culture of normalisation of parents and parenting in higher education. We used manifest content analysis to examine the campus maps of Australia’s n = 37 and New Zealand’s n = 8 public universities, with a total of 281 distinct physical sites identified. Childcare services, parents’ rooms, baby change tables, nursing areas and parking-related services were identified, although the prevalence within and across sites varied greatly. A lack of clarity in labelling and inconsistency across different modes of maps pose barriers to access and visibility in some cases, and overall, reporting of parenting-related infrastructure was limited. Our analysis indicates that parents attending university campuses may face ongoing challenges as they navigate their dual academic and parenting responsibilities.

Family Health and Mental Well-Being Among Young Filipino Undergraduates: The Mediating Role of Self-Care

The family is a salient social institution influencing its members’ health capacities and outcomes. Particularly for collectivist societies like the Philippines, the family is a persistent social factor that shapes the health of its younger members, even during their college years. Following the health-promoting family framework, this study examines the relationship between family health and the mental well-being of young Filipino undergraduates and how self-care mediates this relationship. A total of 259 undergraduate students living with their families participated in this cross-sectional, simple mediation study. Data was collected via an online survey. Results suggest that family health has a significant positive effect on mental well-being ( B=3.227, p<.001). Moreover, self-care partially mediates (46.89%) family health and mental well-being ( B[indirect effect]=1.513, p<.001). Recommendations for mental health and helping professionals working in higher education settings are forwarded in this article.

Haciendo Espejos: Multicultural Children’s Literature as Mirror Making

ABSTRACT This study analyzes the outcomes of a service-learning course where Latinas in a higher education setting created a 16-page children’s book for at-risk students as part of their education coursework in a regional public Hispanic-serving institution (HSI). There is a well-documented lack of Latina/o/x representation in children’s literature, which has impacts on literacy gaps and student confidence, but little research on the potential of creating children’s literature as a means to bridge divides. A series of qualitative focus groups at an HSI in a U.S.–Mexico border community were utilized to define the process of mirror making. Mirror making occurs when students draw from their own literacy journeys as the basis for writing while attempting to represent the experiences of emerging readers. As such, the process of mirror making represents a way of narrativizing sociopolitical issues of language, gender, and family that are relevant to their formative experiences.

Exploring collaboration in the implementation of a national assessment strategy: perspectives of advanced practice educators

Background: Despite an increasingly competitive market, collaboration on course design between higher education institutes (HEIs) is still relatively under-researched, particularly in the UK. With the implementation of advanced clinical practice apprenticeships, this study focused on a series of workshops facilitated by the Association of Advanced Practice Educators UK (AAPEUK). These workshops aimed to ensure that faculty staff of HEIs, who were intending to deliver the advanced clinical practitioner (ACP) apprenticeship end-point assessments (EPAs), were informed and provisions met the requirements of the EPA assessment plan. Method: This study used a mixed methodology to explore perceptions of the UK's collaborative community of practice, which has been developed in relation to a national assessment strategy, the ACP Apprenticeship EPA ( Institute for Apprentices and Technical Education 2018 ). The survey used open and closed questions, and data and results were analysed separately. The participants of this study were all members of the End Point Assessment Organisation Network (EPAO). Results: The study collected both quantitative and qualitative data from 16 participants to understand their experiences in the EPAO Network. The thematic analysis of the data resulted in three key themes: collaboration, support, and quality and consistency. Discussion: The respondents found creating an environment where sharing experiences in an honest, open and generous group, and supporting each other, were valued. Such measures drove professional growth and empowered educators in the implementation of the ACP EPA. Conclusion: The study's findings demonstrated the benefits of learning communities working as a community of practice, and the positive impact that collaboration had on individuals and faculties in higher education settings.

Teaching Through Polemical Spaces at a Florida Public University

Every year, the University of West Florida Kugelman Honors Program takes a day trip to Montgomery, AL, to visit the Legacy Museum and the National Memorial for Peace and Justice. As a program, we invest heavily in this experience to get students outside of the classroom and grapple with difficult histories that inform our regional and national communities today. Against the backdrop of Florida state politics and attempts to ban CRT and DEI from higher education settings, we embedded an intense reflection component and an assessment to gauge the efficacy and perceived value of the trip from a pedagogical perspective. Here, we provide background on the experience, review the scholarship on critical reflection in applied learning, review the research design, and present the results of the analysis.

Transcending post-truth: Open educational practices in the information age

This paper discusses operationalization of open educational practices (OEP) using innovative, Internet-influenced pedagogies to expose dangers of post-truth narratives. The first part reviews interpretations of OEP (associated with open-access and tools, collaboration, problem-centered learning, and democratic pedagogy) and explores possibilities for creating educational initiatives where students learn to create problem-solving communities mirroring an informationally healthy society. The second part suggests our society has reached a post-truth crossroads. Post-truth was initially discussed in the 1990s—a reification of critical theorists’ pessimism of social structures, controlling narratives and ways members react to critical events, whether through obedience to institutional authority or support for destructive adventurism, creating situations producing cybernetic double binds. The third part contextualizes OEP as ecologically grounded pedagogies through an open source educational processes framework focusing on productive many-to-many online communication and community formation, offering practical examples of open source educational processes curricula implemented in a higher education setting.

A case for film as an andragogical tool for business schools in Africa: Trends, challenges and prospects

ABSTRACT This article extends the work of existing studies on the development of learners to be ethical leaders in Africa. It makes a case for the use of film as an andragogical tool in the education of adult learners in Africa. Premised on social learning theory, the paper proposes that film, as an audio-visual case study that offers a cinematic experience, accommodates students’ varying learning styles. It is found to be resourceful in the dissemination of ideas or knowledge of particularly recommended subjects such as leadership and ethics. Purely based on secondary data, key themes uncovering the challenges and prospects of using film, especially in Nigeria are discussed. In addition to the systematic literature review results showing a poor trend of film usage in Africa higher education settings, a strong case was made for the use of film analysis given its practical relevance, components, and benefits. Beyond achieving the set objectives, a key contribution is the proposition for an enhanced reflective practice to accentuate the third phase of social learning theory and promote experiential learning which is more engaging for students. Future studies can gather primary data to explore how film is used in African business schools and evaluate its impact on adult learners.

Prediction of Dilatory Behavior in eLearning: A Comparison of Multiple Machine Learning Models

Procrastination, the irrational delay of tasks, is a common occurrence in online learning. Potential negative consequences include higher risk of drop-outs, increased stress, and reduced mood. Due to the rise of learning management systems and learning analytics, indicators of such behavior can be detected, enabling predictions of future procrastination and other dilatory behavior. However, research focusing on such predictions is scarce. Moreover, studies involving different types of predictors and comparisons between the predictive performance of various methods are virtually non-existent. In this study, we aim to fill these research gaps by analyzing the performance of multiple machine learning algorithms when predicting the delayed or timely submission of online assignments in a higher education setting with two categories of predictors: subjective, questionnaire-based variables and objective, log-data based indicators extracted from a learning management system. The results show that models with objective predictors consistently outperform models with subjective predictors, and a combination of both variable types perform slightly better with an accuracy of 70%. For each of these three options, a different approach prevailed (Gradient Boosting Machines for the subjective, Bayesian multilevel models for the objective, and Random Forest for the combined predictors). We conclude that careful attention should be paid to the selection of predictors and algorithms before implementing such models in learning management systems.

College Students’ Civic Engagement Efficacy and Their Implementing Effects in Selected STEM Programs

Previous studies on civic engagement have been reviewed in their contextual factors, for example, factors in organizational, pedagogical, and psychological domains, while little research has confirmed the structural linkage of related latent variables in this topic. This study intends to investigate college students’ civic engagement efficacy that might affect the entire sustainability of society in their later careers. We assumed students in Science, Technology, Engineering, and Mathematics (STEM) programs in higher education, typically viewed as science-oriented education, might neglect students’ civic engagement. To detect the issue in the specific field, we designed that civic engagement and its implementation were based on students’ self-efficacy measurement. This study considered the time spent on related activities in STEM which might impact students’ involvement in civic activities. A total of 322 survey responses were analyzed, the reliability and construction of the survey instrument were verified, and structural equation modeling (SEM) was applied to examine the causal relationships among observed and latent variables. The findings suggest the two dimensions of civic engagement in terms of civic engaging and implementing might impact students as active citizens and their involvement in local and global activities. While students’ time spent did make significant influence in this model. This study provides an example to detect a specific student’s issue in STEM programs. The findings can bridge the gap of knowledge in STEM education and civic engagement, and provide a practical approach to detect civic engagement efficacy and its impacts in higher education settings.

An investigation of the effect of industry-teaching integration and civic education on students’ job anxiety

BackgroundAiming at the current situation of employment anxiety disorder of students in higher vocational colleges and universities, this study integrates the idea of integration of production and education into the ideological education of higher vocational colleges and universities, so as to optimize students’ employment anxiety.Subjects and MethodsIn a higher education setting, 100 students with employment anxiety disorder were chosen as study participants. The 100 participants in the study were randomly divided into two groups: the integrated teaching group and the standard teaching group. Civics education was combined with the integration of business and education for students in the integrated teaching group, while only Civics education was used for students in the traditional teaching group. A self-made employment anxiety scale was used to assess each student’s level of anxiety following a month of teacher training. Using SPSS23.0, all experimental data for this investigation were statistically evaluated.ResultsAfter one month of training, 32 students in the integrated group changed from severe to mild anxiety, and 18 were no longer anxious. In contrast, only five students in the traditional teaching group changed from severe to mild anxiety, while the others still had severe employment anxiety.ConclusionsIntegrating the idea of integration of production and education into the ideological education of higher vocational colleges and universities can effectively alleviate students’ employment anxiety.

Implementation of PERMA Model into Teaching and Learning of Generation Z

Teenagers and young adults (Gen Z) experience high rates of depression and anxiety, and one of the contributing factors is related to academic stress. Gen Z has unique characteristics, and technology has a powerful influence on the learning of Gen Z. Notwithstanding, evidence-based learning remains limited pertaining to the use of technology to alleviate the academic stress for Gen Z learning. Hence, to address this issue, this study integrates a well-being model, the Positive, Engagement Relationships, Meaning and Achievement (PERMA) Model into a technology-based teaching and learning approach, by introducing the Happy Capsule as a kit to promote learning engagement. Happy Capsule is a combination of five digital tools which are Padlet, Kahoot!, Wiki, e-portfolio, and an online learning style test. Employing the Participatory Action Research, this paper explores the experiences of 50 first-year university students’ in learning with Happy Capsule for over 14 weeks. Thematic analysis was used and four main themes emerged, namely self-management, engagement in learning, emotional aspects, and soft skills. The findings emphasize that digital learning has become a necessity to fulfil students’ learning needs, especially in the higher education setting. The study found that the implementation of positive emotion, engagement, relationship, meaning, and achievement elements in teaching and learning helps educators in designing more effective learning and assessment strategies to meet the current demands as well as to cater to students’ needs, styles, and preferences. In addition, it also increases motivation, enthusiasm, and builds good communication skills among students. Future research may focus on conducting more Action Research to improve practice by integrating various digital tools in teaching and learning in diverse contexts.

Factors Affecting University Brand Management in Vietnam: An Exploratory Study at Private Universities in Hanoi

The research is aimed at identifying factors affecting university brand management by surveying private universities in Hanoi. Despite the vast amount of brand literature, it has received little attention in higher education settings, making the exploratory research method an appropriate choice. When observing the current situation from an unexplored perspective, the exploration design is a reasonable choice. Face-to-face and online interviews were conducted to exchange information and analyze the interaction of factors in brand management activities and the future university development orientation. Brand behavior and brand management of the university, competitiveness enhancement, and policies on university branding are among the factors that have a significant impact.

Application of ChatGPT in Higher Education and Research – A Futuristic Analysis

Purpose: The purpose of conducting research on the "Application of ChatGPT in Higher Education and Research – A Futuristic Analysis" is to critically examine the evolving role of advanced AI language models like ChatGPT in shaping the future of education and research. This research seeks to anticipate how ChatGPT and similar technologies will impact pedagogy, academic support, and scholarly inquiry in the years ahead, shedding light on their potential benefits and challenges. By analyzing current implementations and forecasting future possibilities, this research aims to inform educators, institutions, and researchers about the transformative opportunities and ethical considerations associated with the integration of AI-driven chatbots and language models in higher education and research settings. Methodology: This is exploratory research and makes use of the information obtained from scholarly articles through Google Scholar and AI-based GPTs to analyse, compare, evaluate, and interpret the concept of application of ChatGPT in Higher Education and Research. Results/Analysis: A systematic analysis is carried out on the futuristic and effective use of ChatGPT for higher education, advanced research, scholarly publication, and possible threats of it on higher education industry. Originality/Value: A systematic analysis is carried out to interpret: (1) the diverse applications of ChatGPT in various academic disciplines, including basic sciences, engineering, health sciences, agriculture, management, and social sciences within higher education, (2) how ChatGPT contributes to different types of research, including exploratory, empirical, and experimental research endeavours. Type of Paper: Exploratory Research.