Higher Education Settings Research Articles

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.

“Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education” by Kevin L. Merry

In “Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education,” Kevin L. Merry presents a comprehensive exploration of Universal Design for Learning (UDL) principles and their application in higher education settings. Merry's book offers a thorough examination of UDL's potential to revolutionize teaching practices and create more inclusive learning environments. Through a blend of theoretical insights, practical strategies, and illustrative examples, Merry equips educators with the tools they need to implement UDL effectively and foster student success.

EXPLORING SCAFFOLDING APPROACH TO TEACH ENGLISH IN HIGHER EDUCATION

The purpose of this study is to investigate the effectiveness of scaffolding strategies in facilitating English language learning and proficiency among students in higher education settings. This study employs a comprehensive literature review method to systematically examine and synthesize existing scholarly works related to the application of scaffolds in teaching English. The literature review also scrutinizes challenges and considerations in implementing scaffolding, providing a foundation for the identification of gaps in current research and areas that require further exploration. The study explores pedagogical strategies, assess the integration of technology, delve into collaborative learning environments, and investigate real-world applications of the scaffolding in language education.

Predictors of mentoring relationship quality in a college peer mentoring program: associations with mentors’ and mentees’ perceptions of family relationships

PurposePeer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.Design/methodology/approachThe sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.FindingsA multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.Originality/valueThis study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.

EMI programmes in Vietnamese higher education: a case study of translanguaging practices for inclusive education

Abstract Previous studies have discussed stakeholders’ perceptions of using first language in English-medium instruction (EMI), but only a few have examined classroom practices in Vietnam. Against this backdrop, this article focuses on lecturers’ translanguaging practices in an EMI programme where all the lecturers and students were Vietnamese. More specifically, it employs the conceptual framework of ROAD-MAPPING, proposed by Dafouz and Smit (“The ROAD-MAPPING framework: Taking stock and paving future directions for English-medium research”, in Emma Dafouz and Ute Smit (eds.), Researching English-medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework, 1–19. London: Routledge, 2016), to see if there was substantial evidence of a constructive co-existence between English and Vietnamese – the first language – in this EMI programme. The findings suggest that under the lecturers’ and students’ agency, the two languages were distributed across various domains of classroom practices to benefit students’ learning of content knowledge. In teacher talk, English and Vietnamese have different functions to support the process of knowledge co-construction. The study implies that the current monolingual orientation promoted in many top-down EMI policies should be reconsidered, given the linguistic diversity of higher education settings. In other words, EMI should be promoted as an educational environment where students can access their linguistic repertoires and develop their academic knowledge bi/multilingually. Translanguaging, therefore, should be acknowledged as an inclusive pedagogical practice.

English Vocabulary Mastery In Vocational Higher Education: An Analysis Of Challenges And Feasible Strategies

Vocabulary mastery is one of the important keys that bridge the subject comprehension. Understanding new concepts, ideas, and principles requires knowledge and competence in using words in various settings. The success of English learning in ESP will then contribute to the success of understanding other subjects in the field. Therefore, this research aims to investigate the problems, needs, and feasible strategies in improving vocabulary mastery in vocational higher education settings. The total of 303 freshmen students participated in this study, along with 7 English lecturers who were teaching in their classes. A vocabulary test, open-ended questionnaire, and focus group discussion (FGDs) were used as instruments. The results present the current state of students’ vocabulary level. Moreover, a number of strategies were also recommended by the lecturer in terms of students’ English vocabulary learning dan development. Future research directions are also presented

Instructor’s and Students’ Perspectives on Hyflex Learning: A Collaborative Self-Study

The paper reports a collaborative self-study on instructor’s and students’ experiences in a HyFlex course in a higher education institution. The COVID-19 pandemic acted as a catalyst for the resurgence of multi-modal course delivery such as HyFlex instruction in higher education settings. The reported collaborative self-study aimed to examine both the instructor’s and the student’s perspectives on HyFlex learning. One instructor and seven students in a HyFlex class participated in the study through shared individual and collaborative reflections on their experiences. The findings indicated the benefits, potential, and challenges of HyFlex learning and instruction.

Higher Education and Higher Inequality

Background: This case study focuses on gender inequality in a higher education setting. It involves both human resources and leadership management situations. By participating in this study, students will be able to do the following: critically examine a gender inequality case study; recommend a solution or outcome regarding a case of gender inequality in a global setting; and justify and defend their decision-making skills in uncertain and complex ethical situations and gender inequality. This case study is best suited for undergraduate students in a human resource, ethical leadership, or social change theory course. In addition, this case study is also appropriate for business professionals in the human resource field. Objectives and Learning Outcomes: Learning outcomes include: 1) Critically examine a gender inequality case study; 2) Recommend a solution or outcome regarding a case of gender inequality in a global setting; 3) Justify and defend their decision-making skills in uncertain and complex ethical situations and gender inequality; 4) Research examples of gender inequality in the workplace. Some information has deliberately been excluded from the case study to promote further research and discussion to give students an opportunity to give an end to the story. Teaching Notes: Teaching notes are available with this case study.

Gratitude practice helps undergraduates who experienced an earthquake in China find meaning in life

This study was conducted following a magnitude 6.8 earthquake that occurred in early September 2022, coinciding with the commencement of a positive psychology course for the affected students. A sample of 479 Chinese undergraduates was recruited for an intervention focused on weekly gratitude practice. Data were collected through an online questionnaire package at 3 time points: the first week of the course (Time 1), the fifth week (Time 2), and the ninth week (Time 3), assessing gratitude, learning engagement, and the meaning of life. Findings revealed that gratitude significantly predicted meaning in life through learning engagement over time. This highlights the significant mediating role of learning engagement in the context of earthquakes and provides insights for positive interventions aimed at facilitating personal growth among emerging adults in higher educational settings, particularly those who have experienced traumatic events such as earthquakes.

Educators' invisible labour: A systematic review

AbstractThe hidden or overlooked nature of many of educators' professional activities complicates the already difficult task of supporting educators' labour—in both K‐12 and higher education settings. These efforts can be understood as types of invisible labour. Following PRISMA standards, we conducted a systematic literature review to answer a single research question: How have scholars framed educators' professional activities in terms of invisible labour? This systematic review searched 10 educational databases and identified 16 peer‐reviewed journal articles spanning 2011–2021. From thematic analysis of these studies, we developed a model of five types of invisibility that intersect and mask educators' professional efforts: background, care, precarious, identity and remote labour. The review also showed several overall themes related to educators' invisible labour, which we discuss in connection to the literature: effort is often semivisible, invisibility is subjective, effort by marginalised educators is often overlooked, labour in unexpected places often means effort is overlooked, and there are layers of factors masking effort. We then discuss implications for practice, starting with five invisible labour questions to prompt reflection, then how to apply invisible labour as an improvement lens for identifying needs, allocating resources, analysing jobs and tasks, and evaluating performance.

Examining students' acceptance of the large‐scale HyFlex course: An empirical study

AbstractThe HyFlex course has been widely adopted in higher education settings. However, there is a paucity of empirical studies examining students' acceptance of large‐scale HyFlex courses, as well as factors influencing their acceptance. To fill this research gap, the present study investigated students' acceptance of a large‐scale HyFlex course and the variations in their acceptance according to different participation modes (ie, on‐site, synchronously online and mixed attendance), based on a total of 160 valid samples from a large‐scale HyFlex course at a normal university in central China during the fall semester of 2022. The results indicated that students' overall HyFlex course acceptance was generally high, and the students who alternately engaged in on‐site and synchronously online learning had the highest level of acceptance. Furthermore, this study employed structural equation modelling to validate a model integrating the unified theory of acceptance and use of technology with connected classroom climate (CCC). The findings showed that performance expectancy (PE), effort expectancy, facilitating conditions and CCC directly influenced students' acceptance, with performance expectancy having the strongest direct effect. However, social influence only had an indirect effect on students' acceptance, while CCC had both direct and indirect effects. This study carries substantial theoretical and practical implications, enhancing our understanding of students' acceptance of the HyFlex learning approach.Practitioner notesWhat is already known about this topic The adoption of the HyFlex course, especially in the context of large‐scale courses, is prevalent in higher education settings. Existing studies have predominately focused on assessing the impact of HyFlex course on student engagement and learning outcomes, the development and implementation of HyFlex course structures, and educators' perspectives and experiences with HyFlex courses. Although some research has delved into students' satisfaction with HyFlex courses, particularly in small class settings, our understanding of students' acceptance of large‐scale HyFlex course remains limited. There has been a noticeable gap in investigations exploring distinctions among students who opt for varying HyFlex course delivery modes, such as on‐site, synchronously online and mixed attendance formats. What this paper adds This study reveals that students generally displayed a high level of acceptance towards the large‐scale HyFlex course. Notably, students who participated in alternating on‐site and synchronously online learning exhibited a significantly higher level of acceptance towards the HyFlex course compared to their counterparts. A novel approach was employed in this study by integrating the UTAUT model with the concept of connected classroom climate (CCC) to comprehensively explore the key influencing factors and their interrelationships regarding students' acceptance of a large‐scale HyFlex course. The study found that performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC) and CCC were all significant factors that positively influenced students' acceptance of the HyFlex course. Particularly, PE emerged as the factor with the strongest direct impact on HyFlex course acceptance (ACP). Interestingly, social influence (SI) did not exhibit a significant direct effect on students' ACP. However, it had a significant and positive indirect effect on students' ACP through the mediation of PE. Furthermore, CCC was shown to have both direct and indirect effects on students' acceptance of the HyFlex course, with the indirect effect of CCC on ACP accounted for nearly half of the total effect. Implications for practice and/or policy Instructors should prioritize emphasizing the advantages and benefits of HyFlex courses to enhance students' motivation and willingness to participate actively in these courses. This may involve showcasing how HyFlex course offer flexibility, convenience and varied learning opportunities. When implementing HyFlex courses, instructors should work to mitigate students' perceived EE. This could be achieved through streamlining course navigation, ensuring user‐friendly technology tools and providing clear guidelines for participation. Simultaneously, efforts should be made to enhance perceived learning support to facilitate students' engagement and acceptance of HyFlex courses. Instructors in HyFlex course settings should place a strong emphasis on creating a supportive and collaborative learning environment. This involves fostering interactions among students, encouraging peer‐to‐peer support and providing resources and guidance to help students navigate the challenges and opportunities presented by HyFlex course formats. Building a sense of community and connectedness among students can significantly impact their acceptance and success in such courses.

The Role of Career Adaptability and Academic Engagement in College Student's Life Satisfaction.

Career adaptability and academic engagement are important processes in higher education. However, the relationship between these processes and their potential role in students' life satisfaction still needs to be addressed. The present study aims to explore the role of career adaptability and academic engagement on higher education students' life satisfaction. This study included 201 participants, 156 women (77.6%) and 45 men (22.4%), aged between 18 and 55 years (M = 21.13, SD = 4.51). Students answered a sociodemographic questionnaire, the Career Adapt-Abilities Scale, the University Student Engagement Inventory, and the Satisfaction with Life Scale. Positive and statistically significant correlations between career adaptability and academic engagement, as well as between these variables and life satisfaction, were found. The results of a hierarchical linear regression analysis suggested that career adaptability and academic engagement statistically significantly contribute to explaining variations in life satisfaction. This study may lead to a better understanding of the relationship between academic, emotional, and career processes. It may also stimulate integrative psychological practices in higher education settings.

Embracing the Academic Change Caused by the Proliferation of Generative Artificial Intelligence Chatbots in Higher Education

The World Economic Forum (World Economic Forum 2020) projects that, by 2025, the reorganisation of labour between humans and machines could result in the displacement of 85 million jobs while also creating 97 million jobs that are better suited to the new division of labour involving machines and algorithms. The aim of this small-scale study was to provide a basic understanding of one of the latest technological advancements, the Generative Artificial Intelligence (GAI) chatbot (Taecharungroj 2023), and how it is influencing teaching and learning in higher education. A particular focus was given to understanding the effectiveness of this technology, its adoption process, and challenges or limitations that arose, all from the perspectives of academics and policy-makers. Utilising a pragmatic stance towards grounded theory, this study employed an inductive and abductive approach towards understanding the real-world problem, generating actionable insights as theory. Rubin and Rubin’s (2012) responsive interviewing method was chosen for the primary source of data collection, utilising convenience and purposive sampling to identify information-rich sources. Data was analysed through a constant comparative process and qualitative coding techniques within MAXQDA software. The emergent prepositions highlight the necessity of revising assessment methods and academic policies in higher education to maintain a strong academic integrity. They go as far as to recommend the integration of multi-faceted evaluations, the adjustment of plagiarism policies, and fostering a culture of continuous pedagogical improvement to ensure a balanced and effective approach towards the utilisation of AI tools in higher educational settings.

ChatGPT in higher education: factors influencing ChatGPT user satisfaction and continued use intention

Artificial intelligence (AI) chatbots, represented by ChatGPT, have shown significant improvement in natural learning and problem analysis and solving, which could trigger a profound change in the education sector and have a far-reaching impact on educational practices. This study aimed to gain insights into the various impacts on users’ experience when using the AI tool ChatGPT in higher education. The study analyzed questionnaire data from 328 college students who used ChatGPT. Employing structural equation modeling, this study examined the technology acceptance model in the higher educational setting to identify factors influencing continued use of ChatGPT. The results show that ChatGPT’s compatibility positively affected users’ perceived ease of use and that efficiency positively affected perceived usefulness. Furthermore, perceived ease of use and perceived usefulness were identified as core factors affecting users’ satisfaction and continued use intentions, with user satisfaction showing a significant positive effect on continued use intention. The findings not only provide new perspectives on human–computer interaction theory in higher education but also further refine the functions of current smart devices. This study will help to promote the continued progress and improvement of educational technology, while also deepening understanding of the relationship between attitude and behavior.

Bargaining identity: A transnational multilingual student's fight against raciolinguistic positioning in English departments

This study contributes to the limited research on linguistic racism in higher education settings. It examines a transnational multilingual student's experiences with the English language and English literature across Indian and US universities, and the influences of language ideologies on her academic pursuits. Qualitative methods were used to collect data that include the student's written reflection on her experiences, talks-around-text interviews, and artifacts of her academic work. Raciolinguistics and positioning theory support data analysis. Findings indicate that, across Indian and US universities, the student was continuously positioned by others as lacking in English competence, resulting in academic and psychological trauma for her. However, the student also exercised agentive resistance and fought to reposition herself as a legitimate speaker of English and student of English literature. Implications are offered for research, theory, and educational practice.