Higher Education Settings Research Articles

The Essence and Implementation of Ideological and Political Education within College English Curricula: A Grounded Theory Analysis

This study employs a grounded theory approach to critically analyze the essence and implementation of Ideological and Political Education (IPE) within College English curricula at Chinese universities. Analyzing 80 award-winning lesson plans from the "Teaching Star Competition" organized by the Foreign Language Teaching and Research Press, this research delineates the specific elements that constitute IPE and identifies the instructional methodologies through which it is integrated into language education. The findings highlight how IPE strategically merges linguistic training with civic education, aiming to cultivate a strong national identity and cultural pride while simultaneously enhancing students' global competencies. The core categories of IPE include critical thinking, professional ethics, and cross-cultural communication skills, all of which are supported by the innovative use of technological resources and adaptive pedagogical strategies. The study also details the comprehensive assessment mechanisms in place that evaluate both cognitive and affective outcomes, showcasing the multidimensional nature of IPE. This research contributes to the discourse on the integration of ideological education in Chinese higher education settings. This study not only clarifies the theoretical underpinnings of IPE but also offers practical insights into its operationalization, thereby guiding educational strategies aimed at achieving comprehensive educational objectives. The findings have implications for future curriculum development and educational policy reform, suggesting ways to enhance the effectiveness of IPE in fostering well-rounded individuals capable of contributing to both national and global contexts.

XENOCENTRISM AND SOCIAL BONDING: INFLUENCES ON FEMALE UNIVERSITY STUDENTS’ SOCIAL INTERACTIONS

This research focuses on relationship between Xenocentrism and societal bonds amid female university students, with an enhanced concentration on the impacts of traditional and ethnic background & geographic landscapes effecting their relations. It is process influenced by superiority deliberation for foreign cultures over one’s own identity. Thus, its influence on societal bonds and relationships amid young adults remains an area of attention. The study comprised of mixed-methods approach, combining survey data from 30 female university students considering in-depth interviews. The phenomenal Xenocentrism is correlated with the social capital in a sense that people adopt Xenocentric behaviors to impress societal relationship and to create a dominating approach. This research promotes a knowledge of complex relationships amid ethnic identity, cultural diversity, societal bonds, superiority considerations and Xenocentrism approves within the young adults of society. The findings could be implemented at all micro & macro levels. From a single individual to a larger community for educating, increasing awareness, trends setting and policymaking to offer the cross-cultural understanding and diversity in higher education settings & within each stratum of society.

Contribution Of Self Determination To Encourage Student Academic Performance In Online Learning

The aim of this study is to examines the role of self-determination in encouraging student academic performance through online learning. Using TTF framewor, this study uses a quantitative approach with path analysis. The population used is Yogyakarta students while the sample used is 162 students. Analysis using partial regression analysis (Partial Least Square-Structural Equation Model (PLS-SEM). The software used is smartPLS 3.0. The results showed that there is a mediating role of user satisfaction in the influence of student self determination on academic performance. This research shows that self-determination is a variable that higher education managers should consider when implementing online learning. This research adds a self-determination variable to the TTF framework. This is based on the phenomenon of minimal participation in online learning. This research also confirms the TTF framework on performance which has never been studied in a higher education setting. The implications of this research underscore the importance of SD as a component in online learning that higher education managers should pay attention to. The results of this study explain that SD effects AP through student satisfaction in participating in online learning

Undergraduate Students’ Confidence in Scientific Activity and Support Systems Based on Diversity in an Environmental Science Course

Undergraduate student support systems and individual confidence in science courses have been linked to better academic performance among college students. As the topics of diversity and inclusion continue to draw the attention of the collegiate, the problem of equity surrounding supportive learning environments for all races in higher education comes into focus. This paper adds to the literature by highlighting the importance of adequate support for students in collegiate settings. Disparities in student support and confidence with scientific activities among students of color (SOC) and white students in an undergraduate environmental science course had been evaluated. Students (n = 235) were asked to complete a Qualtrics survey containing questions focused on evaluating support from parents, siblings, close relatives, friends, peers, classmates, and professors and confidence regarding self-efficacy in learning and doing scientific activities. The perceived support and confidence in scientific activities in white students and SOC were measured using an independent T-test. The findings demonstrated that white students may have had access to stronger support systems and had higher perceived confidence levels in completing scientific activities based on survey responses. On average, white students had greater perceived support and more confidence. As a result, higher dropout rates, lower performance overall, and alienation of these students in higher education environments could occur. If this trend continues, racial discrepancies suggest that students of color need stronger support networks related to scientific activities in higher education settings. KEYWORDS: Student Support; Student Scientific Confidence; STEM Confidence; Students of Color; Academic Support; Undergraduate Student; Family Support; Student Peers

Depression disparities among sexual minority faculty of color in the United States

This study aimed to examine potential differences in depression symptoms between sexual minority (SM) and heterosexual faculty of color (FOC). A United States (U.S.) national survey of early and mid-career faculty experiences was undertaken. A total of N = 676 participants were screened, with a total usable sample size of N = 596 (n = 80 surveys were missing sexual orientation information). Participants were U.S. born and self-identified as African American/Black, Mexican, Puerto Rican, Native American/American Indian, or other Hispanic, and held a tenure-track assistant or associate professor position at a research university. Participants were identified through network sampling techniques, such as use of academic listservs, personal contacts, respondent referrals, and university websites. The study aim was examined using multiple linear regression. In multivariable analysis, SM FOC were more likely to suffer from greater depression symptoms compared to heterosexual FOC (HFOC). Significant covariates included perceived career impact of inadequate mentoring, individual annual income, and home ownership. Study findings signify mental health threat among SM FOC compared to HFOC. There's an urgent public health need for future research to identify the underlying mechanisms driving mental health among SM FOC to inform the development of prevention programs that can mitigate these disparities, especially in higher education settings. Lastly, findings suggest a need for critical examination of mental health, socioeconomic, and mentoring resources for SM FOC in higher education institutions.

Strengthening and Preserving a Culture of Academic Integrity in Global Higher Educational Settings

Despite efforts to eradicate academic dishonesty in educational settings, the phenomenon persists and cheating is increasingly becoming easier due to the advancement of information technology. Factors like peer pressure, time constraints, stress, and workload contribute to dishonest behavior among students. This article emphasizes the importance of academic integrity in higher education, aiming to prevent dishonesty, understand its effects, and discourage fraudulent activities. Solutions to this problem include fostering a culture of academic integrity throughout institutions and encouraging students to critically evaluate theories, maintain morality, produce unique work, and properly credit sources contributes to preserving a culture of academic integrity. Text-matching and proctored software can aid in detecting offenders and reinforces academic integrity

Students’ Preference of Theoretical and Practical Teaching in ELT Libyan Higher Education Setting: An Action Research Study on the Impact of Integrating Technology to Language Teaching

Students’ Preference of Theoretical and Practical Teaching in ELT Libyan Higher Education Setting: An Action Research Study on the Impact of Integrating Technology to Language Teaching

Project-based learning in English academic writing: Students’ and lecturer’s views, hindrances, and practical strategies

Despite a plethora of studies on project-based learning (PjBL) for teaching English academic writing in a higher education setting, it has remained underinvestigated in non-English department contexts, and students’ practical strategies to overcome hindrances have also been underexplored. This present study scrutinizes the views, hindrances, and practical strategies involved in the enactment of PjBL for teaching English academic writing in a non-English department setting. This study adopted a qualitative research method with a single-case study design. Three undergraduate students and one English academic writing lecturer were purposefully recruited as participants. Data were gathered through individual, semi-structured interviews. Thematic analysis was utilized to analyze the data, and member checking was employed to ensure trustworthiness. The findings suggest that the students positively viewed the enactment of PjBL as very helpful although they had mixed opinions about whether the project should be carried out individually or in groups. Moreover, PjBL offers four advantages, including minimizing individual tasks, avoiding getting stuck, accomplishing the project in a well-planned manner, and engaging students more actively. Appropriate technological tools and teaching media are encouraged to be incorporated into PjBL. Although several hindrances related to teamwork and writing were encountered, the students attempted to overcome these hindrances with some practical strategies. Implications, limitations, and future studies are also discussed.

Enhancing equitable inclusion for the Pasifika diaspora in mainstream Australia, using Pasifika methodologies within higher education and community settings

PurposeThis paper identifies the value of Indigenous processes in developing a reciprocal working relationship between a Pasifika grass roots community organisation, Pasifika Church and an Australian university. The focus is on the capacity of Indigenous methodologies to authentically attain equity, diversity and inclusion, during the development of stakeholder partnerships, particularly when there are power and resource imbalances between parties.Design/methodology/approach This paper is about the process of how Pasifika methodologies, namely talanoa, e-talanoa and teu le va, were used to create positive reciprocal relationships in a culturally grounded manner. The outcome was an agreement of the three stakeholders, the Pasifika Church, the Pasifika organisation and a tertiary institute to work together on a community educational and training project.Findings The agreement by all parties to adopt Indigenous methodologies from inception enabled the process to be community-led in a culturally safe manner. Critically, these cultural processes established a foundation of trust, expanding possibilities for shared work and projects. For migrant communities, the advocacy and employment of cultural methodologies can empower them through negotiations to maintain their sovereignty over their Indigenous knowledge and priorities. Similarly, it is important for universities and mainstream organisations not only to acknowledge power imbalances and to support community-led priorities but also to cede power around processes of negotiation and discussion.Research limitations/implications This is an experience of four organisations working together. It is uncertain whether the same outcome could be attained with other organisations, personalities and cultural groups.Practical implications The same principles may be harnessed for other migrant communities, allowing for their cultural practices to inform the ways in which stakeholders work together as opposed to the often-dominant euro-centric practices of the West. It is a deliberate effort that privileges Indigenous ways of being, knowing and doing.Social implications Migrant communities that perhaps may be subject to the more Western dominant environment are empowered to use their cultural frameworks to create an equal ground with government, tertiary and not-for-profit stakeholders.Originality/value This article is one of the first in Australia to document how talanoa, e-talanoa and teu le va were used to develop a working partnership in a culturally grounded manner to uphold the sovereignty of grassroots Indigenous organisations. This strengthens relationships between migrant communities and mainstream organisations. It outlines Pasifika protocols and successful use of equitable decision-making, led by a grassroots community organisation, a Pasifika Church, whilst liaising with a multi-campus university.

A study protocol for a non-randomised evaluation of a growth-based career construction psychosocial intervention for higher education students

BackgroundDespite promising emerging evidence on the protective properties and interrelationships of posttraumatic growth, career adaptability and psychological flexibility, no studies have reported interventions that promote these positive personal resources among higher education students. Nurturing these positive personal resources in future interventions is recommended to holistically address students’ developmental, academic and career-related challenges associated with major transitions. This paper describes (a) the rationale for and development of a tailored growth-based career construction psychosocial intervention, ‘Sailing through Life and My Career Path’ (SLCP) for higher education students; and (b) a mixed-method non-randomised pre-post study to evaluate the effectiveness of the proposed psychosocial intervention in achieving positive participant outcomes.Methods and analysisOver a 12-week period, higher education students will be recruited to take part in group and independent learning activities that are tailored to nurture positive personal resources to overcome challenges related to developmental, academic and career-related transitions. Quantitative data will be collected before and after the intervention and will be analysed using SPSS v26. Follow-up semi-structured interviews with participants (students), interventionists (group facilitators), and administrators will be conducted to explore perceptions of the intervention, to understand its process of change, and to determine its feasibility and acceptability in the higher education setting. All interviews will be transcribed and analysed using thematic analysis.DiscussionBy filling in a gap in existing intervention research and practice, the proposed study serves to generate new knowledge and insights by evaluating the effectiveness of a tailored psychosocial intervention that responds to the complex needs associated with major life transitions of higher education students.

From athletic excellence to academic influence: a study of retired Chinese athletes transitioning into the higher education sector.

While the career transition of athletes has been explored to several extents, it is often marked by complex psychosocial challenges and requires a redefined sense of identity and professional purpose. Research to date has predominately focused on the disadvantages or inequity emerging from broad social demographics without delving into specific career transition pathways, such as into higher education settings. This study specifically investigates the unique psychosocial factors underlying the career transition of retired Chinese athletes into higher education. We conducted an interview phase with retired Chinese athletes (Phase 1, n = 17) and a Delphi phase with senior human resources (HR) managers from Chinese higher education settings (Phase 2, n = 15). This approach allowed us to understand the lived experiences and challenges of these athletes within the Chinese cultural and social context, as well as HR experts' perceptions of their career transitions, respectively. The results unveil crucial psychosocial factors that motivate, and the barriers that challenge, and difficulties retired Chinese athletes in their transition, informing intervention and policy efforts to facilitate their successful integration into higher education.

‘A Necessity or Luxury?’ Publishing Practitioner Research in Language Education and Higher Education

Since the 1990s, practitioner research (PR) has gained traction in language education with the goal of promoting language teachers’ reflective and exploratory practice, as well as enhancing students’ language learning. However, conducting and publishing PR is not an easy task, particularly in current higher education settings. This viewpoint paper provides a critical analysis of the challenges involved in writing and publishing PR and gives practical recommendations on how to cope with such challenges and create a symbiotic relationship between practice, research and publishing. The paper also calls for the long-term and concerted efforts of different stakeholders to foster a flexible and inclusive publishing culture, which recognizes and celebrates the nature (e.g., practice-based and context-specific), strength (e.g., a nexus between theory and practice) and rigour (e.g., ecological validity and critical self-reflexivity) of PR.

Mapping soft skills and further research directions for higher education: a bibliometric approach with structural topic modelling

ABSTRACT The global landscape and labour market are rapidly evolving in the twenty-first century, requiring individuals to adapt flexibly to new situations. Soft skills, such as problem-solving and communication skills, are becoming increasingly important for preparing students in higher education for future job opportunities. We conducted a bibliometric analysis of 4,358 research studies with the aim of guiding future research and practice. We sought to answer the following research question: What research themes involving soft skills are discussed in the literature, and what further research avenues can inform us about teaching soft skills? Given the interdisciplinary, cross-cutting nature of soft skills, we analysed research from various fields to uncover the relevance of and relationships among different soft skill topics and to identify which soft skill topics are particularly important in higher education settings. To help researchers develop a holistic approach to soft skills education, we provide a summary of existing soft skills research and identify directions for future research. In addition, we outline the evolution of keyword clusters to illuminate the future directions. This approach facilitates a deeper and more nuanced exploration of the relevant concepts. Our research supports practitioners and fosters a better understanding of the meaning of soft skills and how they can be taught in higher education, especially in digital environments.

Leadership 5.0, Cross-Functional Collaboration, and Team Innovation Attributes Among Faculty in Selected Higher Education Institutions

This study investigates the Leadership 5.0 characteristics of school administrators and assesses the importance of these leadership qualities on cross-functional collaboration and team innovation of faculty members within a higher education setting. Covering a spectrum of leadership competencies such as digital savviness, agility, innovation, and sustainability, the analysis reveals how these attributes correlate significantly with the dynamics of team collaboration and innovation. The findings highlight the imperative for administrators to continuously develop their capabilities to navigate the complexities of modern educational environments effectively. Key areas identified for development include enhancing digital and agile leadership skills, fostering a culture of innovation, and strengthening ethical frameworks and linkages within and beyond the institution. Recommendations emphasize the need for targeted professional development programs that address these key competencies, promoting a more collaborative and innovative organizational culture. Through structured training sessions, the adoption of collaborative tools, and the reinforcement of team-oriented practices, this study provides a strategic blueprint for enhancing the efficacy of educational leaders. The results affirm that successful leadership in education is not merely dependent on inherent traits but on continual growth, strategic foresight, and the effective management of interpersonal and technological resources, ensuring resilience and success in meeting contemporary educational challenges.

Enhancing decision‐making in higher education: Exploring the integration of ChatGPT and data visualization tools in data analysis

AbstractThis chapter explores the potential of integrating conversational AI tools such as ChatGPT with data visualization (DV) tools such as Power BI in higher education settings. A brief history of chatbots is summarized and challenges and opportunities in higher education are outlined. The highlights include AI's prospects for enhancing data‐informed decision‐making while needing safeguards to mitigate risks. Through a pioneering exercise, we integrated ChatGPT's conversational capabilities with Power BI's interface via API and tested functionality. Suggestions for good practice and implications for higher education are discussed.Practical Takeaways The importance of data security, recognizing current limitations in accuracy, and good practices for integrating DV tools with ChatGPT. The exercise shows that AI tools have the potential to aid higher education leaders, but still face many challenges, and human judgment remains essential. Integration of ChatGPT with Power BI in higher education aims to enable natural language interaction with data visualizations, facilitating dynamic discussions and insights for leaders. Considerations include data security protocols, technical challenges, financial constraints, and the potential and limitations of AI. Technical challenges include limitations in ChatGPT's interpretation of complex queries, API performance issues, and data processing inefficiencies. Affordability of enterprise AI versions poses a barrier to adoption for institutions with budget constraints despite recognizing potential benefits. ChatGPT represents a significant advancement in AI capabilities but has limitations, including generating inaccurate information and lacking awareness of its limitations. Human oversight and critical evaluation are crucial in navigating the evolving AI landscape and leveraging its benefits effectively while mitigating risks.

Perlindungan Perempuan: Implementasi UU No.12 Tahun 2022 Dalam Pencegahan dan Penanganan Kekerasan Seksual di Perguruan Tinggi

Sexual violence poses a significant danger to the safety and well-being of individuals in higher education settings. Within this framework, educational institutions have an obligation to provide protection, assistance, and appropriate procedures for victims and perpetrators of sexual violence. This article discusses the implementation of Law No. 12 of 2022 on the Protection of Women in the Prevention and Handling of Sexual Violence in higher education using the literature study method. The main objective of this article is to examine the methodology used by higher education institutions in implementing the law to prevent and handle cases of sexual violence. By reviewing various literature sources such as academic literature, research reports, and government policies, this article provides an overview of the steps taken by higher education institutions to comply with the law. The conclusions of this literature review are expected to provide valuable perspectives for stakeholders, including universities, government agencies, and advocacy groups, to strengthen women's protection and promote a safe and inclusive academic environment.

Implementasi Metode Pembelajaran Berbasis Proyek dalam Pendidikan Tinggi untuk Memfasilitasi Pemecahan Masalah Multidisiplin

Project-Based Learning (PBL) has emerged as a prominent approach in higher education to facilitate multidisciplinary problem-solving skills among students. This article explores the implementation of PBL in higher education settings and its effectiveness in fostering collaborative learning and interdisciplinary problem-solving abilities. It discusses the challenges faced in implementing PBL, such as paradigm shifts in teaching roles, logistical issues, and disparities in student readiness and motivation. Effective strategies to address these challenges, including faculty training, resource allocation, and student support, are also discussed. The discussion underscores the potential of PBL to enhance student learning experiences and prepare them for the complexities of the modern workforce.

Group-format, peer-facilitated mental health promotion interventions for students in higher education settings: a scoping review protocol

IntroductionYoung people in higher education face various stressors that can make them vulnerable to mental ill-health. Mental health promotion in this group therefore has important potential benefits. Peer-facilitated and group-format...

Naturally felt emotions, work engagement: the moderating role of perceived organizational support

The main purpose of this study is to investigate whether or not emotional labor strategy (i.e., naturally felt emotions) significantly predicts work engagement (i.e., vigor, dedication, absorption) among academicians in a higher education setting. It also evaluates the role of perceived organizational support (POS) as the moderating variable between naturally felt emotions (NFE) and work engagement. This study employs a survey questionnaire, and data collected from private universities in Central Java, Indonesia. To analyze the data and test the proposed model, the partial least squares structural equation modelling approach was employed. The findings demonstrate that: i) NFE are significantly and positively related to all work engagement dimensions; and ii) POS is proven insignificant to moderate the relationship between NFE and work engagement dimensions. The results of this study complement the literature by addressing associations between NFE and work-related outcomes (i.e., work engagement), especially in the Indonesian academic context. In addition, this study also confirms the insignificant role of POS which is based on norms of mutuality between the organization and employee. Finally, the study offers recommendations and conclusions to achieve long-term objectives for higher education institutions.

The role of chat generative pre-trained transformer in facilitating decision-making and the e-learning process in higher education

Digital technology and artificial intelligence technologies have been progressing rapidly, thus giving rise to intelligent chatbots such as chat generative pre-trained transformer (ChatGPT). These chatbots make searching for information more efficient and provide higher education institutions with assistance in decision-making. The goal of this research is to explore the capabilities of ChatGPT technology and its role in enhancing the e-learning process. Moreover, it seeks to determine whether ChatGPT can provide useful suggestions to improve the decision-making process in higher education. ChatGPT is effective in an e-learning environment for the following reasons: it facilitates personalized learning experiences, offers real-time support, and enhances decision-making by leveraging natural language processing capabilities. As suggested by the findings, ChatGPT has significant potential in higher education, as demonstrated by its ability to improve interactive participation, educational strategies, and educational outcomes. This study highlights the importance of incorporating ChatGPT into higher education settings to improve e-learning and decision-making.