Higher Education Studies Research Articles

ChatGPT-4o, ChatGPT-4 and Google Gemini are compared with Students: A Study in Higher Education

The rapid advancement of artificial intelligence technologies, their pervasive use in every field, and the growing understanding of the benefits they bring have led actors in the education sector to pursue research in this field. In particular, the use of artificial intelligence tools has become more prevalent in the education sector due to the increasing number and functionality of these tools. The educational research conducted in the 4o version, which is relatively new in the context of ChatGPT tools that have gained popularity, has not yet produced a substantial body of evidence. In this study, ChatGPT-4, 4o and Google Gemini were subjected to a physiology examination taken by veterinary department students. A comparative analysis of the students' performances and the performances of these tools was conducted. In the comparison within the artificial intelligence tools themselves, the latest ChatGPT-4o version showed an accuracy rate of 90%. It was followed by Gemini and ChatGPT-4. All of the tools used in the physiology course exam were able to pass the exam with a satisfactory level. ChatGPT-4o, 4 and Gemini outperformed the students.

A modular activity to support knowledge retention, application, and metacognition in undergraduate immunology.

Learning in undergraduate immunology requires students to be able to retain knowledge, to apply information to new contexts, and to self-assess their understanding of concepts. These core competencies strengthen students' critical thinking and metacognitive skills which, in turn, enhances their ability to identify knowledge gaps and strategies to support future learning. Retrieval practice and feedback-driven metacognition are evidence-based teaching strategies that have been demonstrated to enhance knowledge retention and metacognition in a range of academic disciplines and levels of education, although their implementation and impact on learning in undergraduate immunology remain largely unexplored. To this end, I designed a modular "practice session" activity for a 12-week, upper-level, undergraduate immunology course that incorporates periodic retrieval practice and feedback-driven metacognition to support students' knowledge retention, application of information, and metacognitive skills. Near the end of the course, a survey was conducted to assess student perceptions on whether the activity supported learning and metacognition in immunology. Instructional resources are provided to facilitate easy adaptation of this modular activity to courses of diverse science disciplines and levels of study in higher education.

The use ADDIE model to improve the competence of the higher education task force in obtaining competitive funding for the independent campus program

PurposeThis research aims to improve the competence of the task force of vocational higher education study programs in preparing a proposal for the Vocational Higher Education Strengthening Program-Private University (VHESP-PU) of the Independent Campus Program.Design/methodology/approachThis type of research is R&D by applying the ADDIE model procedures. The research subjects were 30 lecturers assigned as study program task forces from 15 private universities in North Sumatra. The techniques to collect data are tests and questionnaires. Data analysis techniques use quantitative descriptive statistics.FindingsThe application of the ADDIE Model was proven effective in achieving training objectives based on the mean comparison analysis between the pre-test and post-test, showing an increase. The maximum score achieved by participants also increased by 9.52% from 84 to 92. Participants' evaluation of the implementation of the training was also dominant in the “Good” and “Very Good” categories. The training learning achievements that participants have obtained will help prepare higher-quality VHESP-PU proposals for each fiscal year to optimize training sustainability.Research limitations/implicationsThe fact that only 15 universities participated in the training underscores the urgent need for ongoing training using the ADDIE model. This will ensure that more participants from private universities in North Sumatra can benefit from this practical approach to proposal preparation.Practical implicationsUsing the ADDIE model to prepare VHESP-PU proposals is an innovative approach that can inspire similar applications in other fields. This research demonstrates that the ADDIE model, usually associated with instructional design, curriculum or learning materials, can also effectively prepare funding proposals using a competition scheme.Originality/valueThe use of the ADDIE model in preparing VHESP-PU proposals is an innovation because ADDIE is usually more related to developing instructional design, curriculum or learning materials rather than funding proposals using a competition scheme.

Does Peer Socialization Within Cohorts Foster Political Attitudes? A Longitudinal Study of Elite Business Students

AbstractThe association between higher education and political attitudes is well-recognized, and research suggests that socialization amongst peers is one of the most probable mechanisms explaining a possible attitudinal change. However, identifying a socialization effect is difficult due to self-selection mechanisms and limitations in data availability. This article empirically investigates the underlying peer socialization by employing a longitudinal network study of undergraduate students in Swedish and Finnish top-ranked business schools (N = 2651). The study tests the hypotheses that (1) attitudes within a cohort converge over time, and (2) socially embedded students experience more attitudinal change during their studies than students who do not engage with their peers. The paper leverages the Covid-19 pandemic as an exogenous shock that severely affected the networking dynamics of specific cohorts since it moved their education off campus. It is thereby among the first studies to directly test the relationship between socializing behaviors within higher education and political attitudes using both subjective and objective measurements. Contrary to previous conjectures, the findings challenge a general socialization mechanism to foster political attitudes. Instead, they point toward the importance of self-selection mechanisms in studies of higher education and for the specific student composition.

Demographic influences on students’ self-efficacy for LGBTQ+ inclusion: a quantitative study in higher education in Sri Lanka

ABSTRACT The increasing demand for LGBTQ+ inclusive education has made it a significant area of contemporary higher education research. Understanding self-efficacy and its complexities is pivotal for effectively planning and executing LGBTQ+ inclusion initiatives in higher education settings. This study aims to assess the level of self-efficacy among students within a selected faculty of a state university in Sri Lanka regarding fostering LGBTQ+ inclusion. Additionally, this research explores whether demographic factors significantly influence undergraduates’ self-efficacy in promoting LGBTQ+ inclusion. Inspired by the positivist paradigm, the study employed a survey strategy to gather quantitative data on students’ self-efficacy to foster LGBTQ+ inclusion across various demographic factors. Conducted at the faculty level, researchers administered a structured questionnaire to collect responses from 324 participants. The findings revealed a moderate level of self-efficacy among undergraduates in interacting with LGBTQ+ peers. Moreover, students’ gender, sexual orientation, English language proficiency, and educational upbringing significantly impacted students’ self-efficacy in promoting LGBTQ+ inclusion. Conversely, ethnicity and religion showed no significant influence on self-efficacy in this context. These results underscore the critical role that universities can play in fostering inclusivity and support for LGBTQ+ individuals in Sri Lanka. The results suggest that universities can enhance the self-efficacy of undergraduates through the implementation of targeted interventions, supportive policies, and comprehensive training programs. Accordingly, this research promotes LGBTQ+ inclusion and contributes to the development of a more inclusive and equitable educational environment for everyone.

Demystifying Higher Education: An Analysis of Competing Perspectives in Institutional Theory

Abstract This paper scrutinises and interprets the competing perspectives arising from institutional analysis in higher education studies. Contradictory views in this field include the perception of converging trends versus escalating diversification, and the view of universities as entities resisting change contrasted with those characterised by continual evolution or innovation. These different viewpoints are methodically examined, informed by a wide range of literature on institutional theory and institutional analysis in higher education. In endeavouring to reconcile these divergent perspectives, this paper illuminates the intricacies of institutional behaviour in higher education. The theoretical discussions also pave the way for developing a holistic approach to institutional analysis in the field of higher education research.

A contextual approach to decolonising IR: Interrogating knowledge production hierarchies

Abstract Although calls to decolonise International Relations (IR) have become more prominent, the endeavour becomes infinitely more complex when searching for concrete approaches to decolonise IR knowledge production. We posit that decolonising IR, a global counter-hegemonic political project to dismantle and transform dominant knowledge production practices, must be enacted according to context-specific particularities. Contexts shape practices of epistemological decolonisation, since knowledge hierarchies are enacted and experienced – and must be challenged and dismantled – differently in different sites. Yet although acknowledged as important, contexts are understudied and under-theorised. This raises several questions: how do contexts matter to IR knowledge production, in what ways, and with what effects? This article disaggregates six contexts in IR knowledge production – material, spatial, disciplinary, political, embodied, and temporal – and explores how they impact academic practices. We bring together hitherto-disparate insights into the role of contexts in knowledge production from Global IR, Political Sociology, Feminist Studies, Higher Education Studies, and Critical Geopolitics, illustrating them with empirical evidence from 30 interviews with IR scholars across a variety of countries and academic institutions. We argue that an interrogation of the inequalities produced through these contexts brings us closer towards developing concrete tools to dismantle entrenched hierarchies in IR knowledge production.

Factors Affecting Students’ Likelihood to Access Feedback

Previous studies in higher education have found that a considerable number of students do not access feedback. Here, we use assessment system data on nearly 300,000 assignment submissions to statistically analyze demographic and timing factors leading to lower likelihood of feedback collection. The most significant factors were student performance, gender, course level, assignment number, and timeliness relative to the next assessment date. Deprivation was not found to be significant once other factors were accounted for. The insights gained from this study suggest dedicated time for reviewing feedback in course design and consideration of demographics in engagement interventions are needed.

European credit transfer and accumulation system as a time-based predictor of student workload

ABSTRACT Delivering an appropriate student workload is important for quality higher education, especially for curriculum design, student well-being and success in studies. Academic credit systems are being increasingly used to determine workload for higher education studies. However, they rely on presumptions about workload, which educational theory and research do not always substantiate. A key example is the European Credit Transfer and Accumulation System (ECTS), which awards credits to students for their academic achievements and the related workload that is measured in study time. This article examines the ECTS from the perspective of its conceptualisation of workload and compares it to earlier research on student workload. Based on a literature review and conceptual analysis, a student workload model is presented and compared to the operating principles of ECTS. In conclusion, ECTS relies on a misleading conceptualisation of student workload with far-reaching implications for higher education research, policy and practice. Recommendations for informed applications and further development of ECTS are presented.

Healing Love: Toward a Theory of Communion for Black Men

ABSTRACT Guided by the three core tenets of a Black feminist love-politic, this article offers a framework of communion for Black men within higher education. Emanating from the embodied experiences of Black men in academe participating in the “site” of communion (i.e. The Gathering) through an Association for the Study of Higher Education (ASHE) virtual symposium session, four core dimensions of theory emerged: spiritual, relational, material, and political. Life-notes from each session participant are used to capture each dimension of communion. Implications for praxis related to the spiritual and material well-being of Black men within higher education are offered.

The Skill of Analysis and Synthesis for Teaching Research Competence: A Study in Higher Education

The ability to analyze and synthesize is a crucial cognitive skill in teachers' initial research training. This competence involves various mental actions for processing both theoretical and empirical information. It enables students to accurately present and understand their investigative experiences, fostering new knowledge from their interpretations. This research aims to evaluate student and teacher assessments during the research training regarding analysis and synthesis skill development. A mixed-method approach was used, with a qualitative focus through case studies. Results indicate that students engaged effectively in analysis and synthesis activities during training, demonstrating skill achievement. This success is linked to a supportive learning environment with participatory teaching methods and positive interactions among educators. Challenges encountered were addressed effectively, providing valuable insights for enhancing future training experiences in developing analytical and synthesis skills in teaching and research contexts.

Exploring the integration and utilisation of generative AI in formative e-assessments: A case study in higher education

Exploring the integration and utilisation of generative AI in formative e-assessments: A case study in higher education

From Tradition to Innovation: Navigating Challenges, Seizing Opportunities to Promote Catholic Studies in Higher Education

From Tradition to Innovation: Navigating Challenges, Seizing Opportunities to Promote Catholic Studies in Higher Education

Communication Skills Assessments and Rubrics In The Higher Education: A Meta-Analysis

Effective communication skills are crucial in the higher education system. Consequently, there is a growing concern about how higher education institutions can better equip students with the communication skills required for success in both academic and professional settings. The assessment of communication skills, especially in higher education, is complex and can have a substantial impact on students' academic achievements, preparedness for their careers, and overall professional growth. Due to this disparities and assessment challenges, this meta-analysis sought to answer the following research questions: (a) What are the assessments employed for communication skills in multi-discipline studies in higher education? (b) What are the “key findings” contributing to the issues of communication skills assessment in higher education? In this article, a meta-analysis was conducted to determine the types of communication skill assessments and other key findings concerning the assessment issues in this area. Sources were identified using Scopus, Web of Science, Wiley Online Library, Taylor & Francis Online and Springerlink, and, after inclusion criteria were applied, 21 samples of articles were included in the meta-analysis. The findings demonstrate the existence of issues from the aspects of audience, mode, and purpose of the assessments, which mainly are: (1) impact of language proficiency and ICT competency; (2) communication skills approach to non-scientific audience; (3) blended assessment and feedback communication; (4) use of explicit and direct teaching assessment; (5) critical thinking and opportunity for justifying scientific ideas; and (6) benefit of early and continuous communication tasks. The review finds an extensive gap on the communication skills assessment related to higher-order thinking and problem-solving abilities in junior students. This meta-analysis may be of great interest to university policymakers, language lecturers, and academic lecturers from other disciplines who are searching for the best assessments strategies to measure students' communication skills.

Reviewer Acknowledgements for Higher Education Studies, Vol. 14, No. 3

Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 14, Number 3 Agnese Lastovska, University of Latvia, Latvia Alaa Aladini , Dhofar University, Oman Alina Mag, University Lucian Blaga of Sibiu, Romania Anna Liduma, University of Latvia, Latvia Antonina Lukenchuk, National Louis University, USA Arbabisarjou Azizollah, Zahedan University of Medical Sciences, Iran Ariadna Llorens, Business Department, Spain Chia Jung Yeh, East Carolina University, USA Cristina Dumitru, The National University of Science and Technology, Romania Dede Salim Nahdi, Universitas Majalengka, Indonesia Ercan Tomakin, Ordu University, Turkey Ezgi Pelin Yildiz, Kafkas University in KARS, Turkey Fatma Elhassan, University of Hafr Al Batin, Saudi Arabia Firouzeh Sepehrianazar, Orumieh university, Iran Hadiyanto, Universitas Jambi, Indonesia Halupa Colleen, East Texas Baptist University Marshall, USA Hongyan Wang, Binghamton University, USA Isaiah M. Makhetha, National University of Lesotho, Lesotho Jacquelyn Benchik-Osborne, Chicago State University, USA Jayanti Dutta, Panjab University, India Laid Fekih, University of Tlemcen Algeria, Algeria Lalith Edirisinghe, CINEC Campus, Sri Lanka Lung-Tan Lu, Fo Guang University, Taiwan Miguel Flores, National College of Ireland, Ireland Nayereh Shahmohammadi, Academic Staff in Organization for Educational Research and Planning, Iran Pedro Tadeu, Centre for Studies in Education and Innovation CI&DEI-ESECD-IPG, Portugal Qing Xie, Jiangnan University, China Rafizah Mohd Rawian, Universiti Utara Malaysia, Malaysia Ranjit Kaur Gurdial Singh, The Kilmore International School, Australia Rebecca Cacho, De La Salle University, Philippines Sadeeqa Saleha, Lahore College for Women University Lahore, Pakistan Salwa Mohamed, Manchester Metropolitan University, UK Sarasa-Cabezuelo Antonio, Universidad Complutense de Madrid, Spain Sharmila Sivalingam, Maryville University of St.Louis, USA Tony Patrick George, Njala University, Sierra Leone Zahra Shahsavar, Shiraz University of Medical Sciences, Iran

Causes of Abroad Study in Higher Education from Nepal

This study explores the factors that motivate Nepali students to study abroad as well as the obstacles they face in order to understand this phenomenon. Every year, the number of students going to study abroad from Nepal is increasing. Considering this situation, this study tries to find out why Nepali students choose to pursue their higher education overseas. A quantitative approach using surveys was used to acquire opinions from one hundred Nepali students. The findings indicate a significant propensity to study overseas in order to advance professionally, advance personally and obtain better employment prospects. Concerns regarding Nepal’s political unrest and lack of employment opportunities also play a role in decision-making for abroad study. These results highlight the complex interplay between socio-political, economic and personal factors when influencing decisions about educational migration. In order to meet the various needs of Nepali students and improve the regional educational system, policymakers and educational institutions must have a thorough understanding of these dynamics. Considering all things, the study adds to the conversation about globalization, educational mobility and the goals of young people in Nepal in an increasingly interconnected world.

Research in Transnational Higher Education: Mixed Methods, Mixed Locations, and Mixed Assumptions

AbstractTransnational education (TNE) occurs when higher education institutions traverse borders to provide educational experiences outside their home countries. Such mobility creates several research challenges, as such institutions exist between worlds. They must balance home and host country legal requirements, navigate home and branch administrative norms, adjust to differing cultural and learning expectations, and even serve different student populations. To understand this complexity, researchers must employ mixed-method approaches, which are currently limited in higher education studies. In this paper, we explore TNE as a unique setting for conducting research. We outline our design choices and the challenges we faced in conducting research on TNE institutions. For the paper’s central focus, we unpack a cross-cultural case study, which employs multi- and mixed-methods research, to assess the role of labor market outcomes at critical junctures of the student lifecycle at a binational university. By incorporating perspectives from the institution, alumni, and current and prospective students, we present a holistic view of perceived and actual graduate outcomes. This case vividly illustrates the limitations of mono-method studies. Furthermore, it demonstrates how mixed-method studies are useful for generating more meaningful outcomes in TNE research.

The Transformative Potential of Gender Equality Plans to Expand Women’s, Gender, and Feminist Studies in Higher Education: Grounds for Vigilant Optimism

The Transformative Potential of Gender Equality Plans to Expand Women’s, Gender, and Feminist Studies in Higher Education: Grounds for Vigilant Optimism

Conditions for higher education study: the perspectives of prospective students from rural areas

ABSTRACT Background Access to higher education in rural areas has been a recurring theme of debates and government inquiries in many countries in recent decades. Previous research is relatively unequivocal regarding the importance of higher education for regional or national development, identifying the local presence of highly educated individuals in a municipality as crucial for its prosperity and development. Purpose This study aims to contribute to the development of scientific knowledge regarding linguistic discursive representations by rurally located prospective university students in Sweden, of the conditions for further study at university level. Method A total of 23 qualitative interviews and/or discussion groups were held with 34 prospective university students in three rural municipalities in Sweden. Data were collected and analysed to answer the research question: How do prospective university students in rural areas describe the conditions for further study at the university level? Findings Prospective university students created and reproduced a series of linguistic representations in two discursive categories: (1) proximity/distance to study; and (2) education offerings. In the first category, narratives related to the physical distance to study; commuting by public transport or private car; and moving to the home city of a higher education institution. In the second category, narratives focused around the importance of location; remote learning; and doubts about pursuing higher education and/or making the right choice. Conclusion Linguistic representations in both categories were tense, balancing depictions of conflict and consensus. This balancing act represents a linguistic means of creating and re-creating cohesion, involvement, integration, participation, unity, and normality in the discourse and can be interpreted as a form of social pedagogical recognition that is important for the individual’s success in the context that the narratives reflect.

Understanding the Growth of Artificial Intelligence in Educational Research through Bibliometric Analysis

The purpose of this study was to investigate research trends in artificial intelligence studies related to education that were published in the Web of Science database. This review conducted a bibliometric analysis of 4673 articles published between 1975 and 2023 and explored trends in several areas, including the annual distribution of publications, frequently studied topics, top authors, top countries, top universities/departments, top journals and publishers, and top funders. The findings highlighted that the number of studies increased exponentially after 2010. The most often used terms in artificial intelligence research in education were machine learning, deep learning, and data mining. Studies in higher education have been more prevalent than studies in elementary and secondary education. The USA, mainland China, and Australia were the three most productive nations. Most productive authors were connected to academic institutions in Taiwan, Hong Kong, or mainland China. Furthermore, there was little cooperation among the most productive authors andcountries. In addition to the abundance of journals on educational technology, it is crucial to emphasize the dearth of publications on education across different disciplines. To understand how artificial intelligence can support new practices in educational research, interdisciplinary interest and support are needed.