Higher Education Research Articles

Access to Technology for Higher Education in Prison Programs: Implications from a Mixed-Methods Study

ABSTRACT In consideration of the challenges at the intersection of the digital divide and higher education, the challenges of prison libraries, and the persistence of inequality in correctional settings, the current study explores how instructors navigate and adapt to these challenges when teaching for higher education in prison programs. The current study utilizes an online survey questionnaire (n = 156) along with a set of semi-structured interviews (n = 41) to explore these questions. Findings support prior research, as the pervasive issues surrounding digital equity and the digital divide for higher education in prison programs continue to persist, especially with the modifications to distance learning forced by the global pandemic . Implications for higher education in prison programs are discussed, which calls for additional research on how programs are functioning now that COVID-19 restrictions have eased.

Construction of an Evaluation Index System for Enhancing College Students' Innovation and Entrepreneurship Abilities Based on Academic Competitions

With the rapid development of the global economy, innovation and entrepreneurship have become vital components of national competitiveness. Academic competitions, as an effective educational approach, can foster college students' innovation and entrepreneurship abilities. This paper aims to provide a reference and practical tool for innovation and entrepreneurship education in higher education by constructing an evaluation index system for enhancing college students' innovation and entrepreneurship abilities based on academic competitions.

Factors influencing communication of virtual teams in times of pandemic: a case study in engineering education

ABSTRACT The COVID-19 pandemic has forced most universities to shift from traditional face-to-face teaching to remote learning. This sudden transition has presented numerous challenges for institutions that were unaccustomed to remote work, particularly in the context of senior design projects in engineering. Therefore, this study aimed to identify the influencing factors and their relative importance in affecting team communication in senior design projects during remote work. The study used the Analytical Hierarchy Process (AHP) approach to measure the level of importance of each factor using pairwise comparison in a structured questionnaire. The survey was distributed among group leaders of senior engineering design projects and faculty members who supervised these projects. The study identified five influencing factors: interaction and relations, trust, technology, time, and working environment. The pairwise comparison revealed that interaction and relations were the most important factor in influencing the communication process during remote work. Based on the identified influencing factors, strategies to improve the effectiveness and collaboration of remote meetings were established, providing a roadmap for universities to better prepare for future disruptions and maintain effective communication within student teams during remote work. Furthermore, these findings could have implications for other areas of higher education and the broader workplace.

Eurocentrism and the constraints in alternative knowledge production: the case of Pakistani international relations

This article addresses the persistent Eurocentrism in the national IR academies within the Global South, notwithstanding continued appeals for pluralization of the global field of IR. Focusing on the discipline of IR in Pakistan, the study explores the implications of Western intellectual dominance through in-depth interviews with local IR academics. The findings demonstrate a marked dependence on realist ideas (the classical strand in particular), which emphasize state-centric and security-focused views of world politics. This restricted approach corresponds with realpolitik because of its pragmatic focus on state security and interests, while ignoring broader theoretical assumptions. These realist ideas are sustained through academic norms, establishing a pattern which perpetuates Eurocentric perspectives in the Pakistani IR community. The article recognizes Western intellectual gatekeeping practices, and the national higher education system of Pakistan, as notable hindrances to the advancement of the discipline in Pakistan. Additionally, lax academic standards in local knowledge production, tied to professional progression, confine Pakistani IR academics to domestic publishing platforms. This discursive environment incentivizes state and security-oriented research, leading to IR scholarship in Pakistan that lacks originality and quality, remains predominantly Eurocentric, and primarily supports state security policies. The study underscores the necessity for a more diverse and contextually relevant approach to IR in Pakistan, which would better capture the country’s unique realities and contribute to a richer global discourse.

Profiling feedback antecedents in higher education students: a person-oriented perspective

The ability to give, receive and process feedback is essential for higher education students not only during their studies, but also for their future work life. Despite the extensive amount of research on feedback in education, there is limited research on feedback skills as collaborative skills and on what might influence these skills. Through surveying a large sample of 2,907 university students who worked in self-managed project teams, this study explores how individual characteristics as antecedents relate to students’ perceived feedback skills. We use a person-oriented approach to examine how these antecedents relate within students and how these profiles relate to perceived feedback skills. In addition to reliability, confirmatory factor analysis provided evidence for the structural validity of a newly developed feedback skills instrument. Five scales were used from existing feedback instruments as antecedents of feedback skills, and these were also found to be valid and reliable. Through a person-oriented approach, we applied a hierarchical and a k-means cluster analysis to create student profiles or groups based on feedback antecedents. We identified five distinct groups of students with common feedback antecedents. The results indicate that the five groups also had different levels of perceived feedback skills. The study contributes to the limited research on the dynamics of giving and receiving feedback from the perspective of students in the context of collaborative learning. It has implications for researchers and practitioners to better understand individual differences and to consider these differences when designing collaborative learning activities and facilitating student teams.

Effect of Electronic Cigarettes on the Change of Fagerstrom Test for Nicotine Dependence Scores during 1-Year Follow-up.

The use of e-cigarettes is increasing globally, particularly among young adults. Although several use them to quit smoking, their effects are controversial. The Fagerstrom Test for Nicotine Dependence (FTND) was used to assess nicotine dependence in the smoking cessation process. This study examined changes in FTND scores among young adults using different types of cigarettes over a 1-year period. Prospective cohort data were collected from cigarette users at higher education institutions in the lower northern region of Thailand to analyze changes in FTND scores over a 1-year period. E-cigarette users and combined users were compared with conventional cigarette users. A marginal structural model (MSM) with an inverse probability of weighting (IPW) was used to adjust for time-dependent and time-independent confounders. Of the 133 participants, 58 were e-cigarette users (43.6%), 33 were combined cigarette users (24.8%), and 42 were conventional cigarette users (31.6%). The results revealed that when both time-dependent and time-independent confounders were adjusted using MSM with IPW, e-cigarette users had a 0.20 decrease in the mean FTND score, and combined users had a 0.47 decrease in the mean FTND score compared to conventional cigarette users. However, the difference was not statistically significant. The use of e-cigarettes or combined cigarettes did not significantly affect nicotine dependence levels in young adults over a 1-year period. Consequently, e-cigarettes should not be recommended to reduce nicotine dependence among young adult cigarette users. Further studies are required to determine whether e-cigarettes affect smoking cessation rates.

Improving Access to Higher Education with Open Educational Resources (OER)

Improving Access to Higher Education with Open Educational Resources (OER)

Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment

ABSTRACT This paper reports a longitudinal study, organized around national surveys and institution-based case studies, of ‘enrichment’ in post-16 colleges across England and Wales. These institutions transect general and vocational education pathways, whose curricula are organized respectively around subject disciplines and employment skills. Drawing on social justice perspectives and understandings of curriculum theory and cultural reproduction, the study initially analysed enrichment practices positioned as additional to subject-based curricula. However, extending thematic analysis through cross-case comparison, the study uncovered an additional, complementary role of enrichment: in some specialist/general education settings, teacher-led, practice-based extensions of subject curricula, complemented by agentic networking opportunities, facilitated middle-class higher education transitions; vocational enrichment, responding instead to ‘learner support’ imperatives and socializing young people into employment routines, sustained the normative transitions to work that characterize vocational pathways. These distinctive complementary logics mirror the inequalities of epistemic access identified by curriculum theory, suggesting that these extend beyond formal curricula. On the other hand, some marginal practices, including broader, more critical preparation for adulthood and work, suggest possibilities to advance social justice, transgressing the academic/vocational divide. Whilst unequal societies persistently sustain this divide, activities outside formal curricula may support more agentic and socially just transitions to adulthood and working life.

HYPERCONTENT DEVELOPMENT TRAINING FOR RICH AND RENEWABLE LEARNING RESOURCES AT STATE SENIOR HIGH SCHOOL 1 DRIYOREJO, GRESIK

This community service activity aims to provide Hypercontent Development Training for Rich and Renewable Learning Resources. at SMA Negeri 1 Driyorejo, Gresik as a good researcher for teachers. Specifically, this activity aims to Bind Interaction in Learning at SMA Negeri 1 Driyorejo, Gresik smoothly and in accordance with the even semester period of the 2023-2024 academic year. The methods used in this PPM activity include lectures or counseling containing the delivery of information for general and theoretical materials, in this case the material (1) Application of Hypercontent Development Training for Rich and Renewable Learning Resources, (2) Excavation Hypercontent Development Training for Rich and Renewable Learning Resources. The PPM activities that have been implemented have run smoothly in accordance with the expected goals of this program, and have obtained good results. The lecturers who presented received knowledge sharing on how to practice Hypercontent Development Training for Rich and Renewable Learning Resources at SMA Negeri 1 Driyorejo, Gresik. The high school teachers received additional knowledge about Hypercontent Development Training for Learning Resources. The Hypercontent Development Training Program for Learning Resources in addition to receiving positive responses from teachers of SMA Negeri 1 Driyorejo, Gresik, also received responses from supervisors in the Driyorejo District Education Office Branch, Gresik Regency. The training participants hope that the Hypercontent Development Training for Learning Resources can be continued in the future considering the benefits of this program. Furthermore, the institutional cooperation that has been well established between UNIPA Postgraduate School, especially the Department of Educational Technology with the Driyorejo District Education Office Branch, Gresik Regency is expected to continue in the future as part of the Tri Dharma of Higher Education.

Creating a Broader Impacts Culture

Minority-serving institutions (MSIs), historically Black colleges and universities, and Tribal colleges and universities play a pivotal role in championing inclusivity and diversity within higher education systems across the nation. As catalysts for social change, they regularly engage in Broader Impacts (BI) work. However, these institutions often face challenges in resource allocation and a dearth of human capital to sustain vital operations, which hinders their capacity building efforts. This article explores how MSIs, exemplified by the City College of the City University of New York (CUNY), can empower faculty, staff, and trainees engaged in BI work to extend their influence beyond their institutions by adopting a community of practice and engagement (COPE) approach. By leveraging collective strengths of knowledge, expertise, and diversity, CUNY’s MSI campuses endeavor to foster a transformative ripple effect, shaping a more inclusive and equitable future through research and innovation. Beginning in Spring 2023, the City College of New York, in partnership with the Advancing Research Impact in Society (ARIS) National Science Foundation–funded center, embarked on initiatives to understand the existing BI culture, knowledge, and challenges to enhance BI and research development capacity across the CUNY system. This article discusses the pilot efforts and lessons learned from these endeavors.

The Influence of Job Level and Work Stress on Learning Motivation of Master's Students at Harapan Bangsa Business School Class of 2023-2024

The demands of balancing professional and academic responsibilities present unique challenges for Master’s students who work while pursuing higher education, often resulting in increased job stress and varied impacts on learning motivation. This study investigates how job level and job stress influence the learning motivation of Master's students in Management at Harapan Bangsa Business School, focusing on students from the 2023-2024 cohort. A quantitative approach was used, employing structured questionnaires to collect data from a sample of 120 students in Bandung between July and November 2024. The analysis, conducted through multiple regression, revealed that job level significantly positively affects learning motivation, with students in higher positions exhibiting greater motivation to succeed academically. In contrast, job stress did not show a statistically significant effect on learning motivation, indicating that its impact may vary based on individual resilience and role-specific factors. These results suggest that learning motivation is more closely tied to job level than job stress. The study provides valuable insights for educational institutions aiming to enhance motivation among working students by promoting autonomy and competency support, aligning with Deci and Ryan’s self-determination theory. Institutions can better support students' academic success across different job levels by focusing on strategies that increase student autonomy and skill-building opportunities.

Sustainable innovations through project partnerships at higher education institutions: challenges and implications for stakeholder engagement

PurposeThe purpose of this study is to identify challenges and derive options for stakeholder engagement of project partnerships for sustainable innovations in higher education institutions (HEIs).Design/methodology/approachGuided by Donabedian’s structure-process-outcome (SPO) model, our conceptual exploration focuses on understanding stakeholder experience and identifying stakeholder engagement options in different project phases. This research includes empirical data on sustainability expectations towards HEIs collected from 239 business students from the USA and Germany. The Kano method and factor analysis were used for data analysis.FindingsThis research suggests that balancing differences in stakeholder types and priorities, identifying and fulfilling key stakeholder expectations and addressing their resource limitations play a crucial role in the partnership’s structure stage. Adjustments for timing and forms of engagement, based on the stakeholder types and their expectations, are necessary during the process stage. Attaining stakeholder consensus on goal achievement and fostering trust and long-term commitment for sustainability are vital tasks in the outcome stage.Practical implicationsHEIs are advised to identify and assess stakeholders according to their anticipated inputs and contributions to the expected project outputs. They should consider adopting minimal thresholds of involvement and actively engaging key stakeholders, students, by demonstrating direct sustainability impacts.Originality/valueThis conceptual study adds value by enhancing the understanding of sustainable project partnerships in HEIs through the adoption of concepts from open innovation, service management and relationship management research. It illuminates the significance of stakeholder engagement and experience, including the management of expectations, thereby supporting HEIs in effectively implementing sustainability initiatives.

Participatory science and course-based undergraduate research experience to improve research-informed teaching of evolution and palaeontology

AbstractThis study introduces a participatory science-inspired approach to teaching and curriculum design, involving undergraduate students directly in active research. Using a case study on dinosaur eye size, integrated into a first-year undergraduate course in Geology and Palaeontology at a UK university, this study presents the advantages and disadvantages of this approach for both teachers and learners. As part of the study, 22 undergraduate students were involved in data collection, analysis, and the subsequent publication processes, emphasizing active student participation in research. A subsequent survey demonstrated high student engagement and perceived relevance of this participatory science-style teaching approach. Results indicate that students found the approach appealing, engaging, and beneficial for understanding scientific concepts and methods. The case study shows that a participatory science approach through a course-based research experience can enhance student engagement and learning by providing meaningful, hands-on research experiences. This approach allowed students to apply theoretical knowledge in a realistic context, fostering their understanding of evolutionary theory through active data collection and analysis. However, care should be taken concerning data accuracy and ethical aspects, such as exploitation of labour and the recognition of knowledge creators and participants. Despite these challenges, the benefits of integrating such approaches into higher education curricula can be substantial, offering a valuable model for teaching evolutionary theory and related topics.

"Communities Don't Want Us to Roll In and Roll Out":  Beyond the Baseline to Sustainable and Mutually Beneficial University-Community Partnerships for Societal Impacts.

This article features a case study conducted by University of Oklahoma’s Center for Faculty Excellence (CFE) of faculty National Science Foundation CAREER research grant proposals. Specifically, of interest to us is how the Broader Impacts sections of our faculty’s applications might be strengthened with the help of the Advancing Research in Society (ARIS) rubric. We are also concerned with key principles of community engagement and how the ARIS rubric can lead faculty to develop mutually beneficial collaborations that increase community capacity and science literacy. Our study is described in the larger context of our mission and work at CFE and the nationwide imperative to orient higher education and research toward a larger societal good.

DA SENZALA À ACADEMIA UNIVERSITÁRIA

This article will discuss the transition from "slave quarters" to "university academy", analyzing the persistent inequalities, prejudices and racism faced by black people in Brazil in the context of higher education. Despite the paradigmatic changes that have occurred over time, academia still reflects structures of exclusion and privilege, often masked by the idea of neutrality and meritocracy. The research seeks to demonstrate what it was like during slavery, how slave quarters worked, what they were like. What happened after slavery was abolished, what were the consequences after abolition. What were the measures adopted after the slave quarters doors were opened so that slaves could experience their freedoms? If the applications of affirmative actions are managing to fulfill their social function, if the government has adopted measures so that affirmative actions continue to be implemented in society. By exploring the historical roots of these inequalities, the study contextualizes contemporary challenges and proposes the need to reformulate educational policies to promote true inclusion and diversity in academic institutions, aligning with the principles and objectives of a free, fair and egalitarian society, as established by the Federal Constitution of 1988.

The Role of the Glass Ceiling on Organizational Commitment of Female Academic Staff in Jordanian Higher Education Institutions

The current study examined the role of the glass ceiling on the organizational commitment of female academic staff in Jordanian Higher Education Institutions. Workplaces dominated by gender discrimination and a glass ceiling tend to have employees with less organizational commitment and lose experienced, and knowledgeable female talent. 245 participants were included in the study and asked to rate their level of agreement using a Likert scale on multiple statements regarding their perspectives/beliefs on two questionnaires (glass ceiling and organizational Commitment). Our findings indicated that there is a negative correlation between three dimensions of the glass ceiling; family barriers (r= - 0.68), social barriers (r= - 0.51) organizational barriers (r= - 0.77) and organizational commitment were significant. Among the dimensions of the glass ceiling, family barriers and organizational barriers were the best predictors of organizational commitment.

The impact of cyberbullying on mental health outcomes amongst university students: A systematic review

Cyberbullying is increasingly prevalent globally, particularly among young individuals. Cybervictims may be at an increased risk of adverse psychological outcomes. This systematic review aims to summarize the mental health effects of cyberbullying among college and university students. A systematic search of PubMed, Cochrane, and Embase databases was performed to identify studies reporting mental health effects of cybervictimization among college/university students until April 15, 2023. Risk of bias assessment was conducted using the National Institute of Health (NIH) tool. The review is registered on PROSPERO (CRD42023429187). Thirty-two studies involving 29,593 students were included. Depression showed a significant association with cyber-victimization in 16/20 studies (prevalence: 15–73%). Anxiety was significant in 12/15 studies (27–84.1%), stress in 3/3 studies (32–75.2%), and suicidal behavior in 4/9 studies (2–29.9%). Cybervictimization weakly but significantly correlated with lower self-esteem in 4 out of 6 studies (r = -0.152 to -0.399). Fear of perpetrators was reported in 2 out of 2 studies (12.8–16%), while decreased academic concentration/productivity was found in two studies (9–18%). Cybervictims were more likely to engage in substance abuse (adjusted odds ratio: 2.37 [95% confidence interval: 1.02–5.49]; p = 0.044). The majority of articles were of good quality (22/32). This review demonstrates a high prevalence of adverse mental health outcomes among cybervictims, including depression, anxiety, stress, and suicidal behavior. Based on these findings, we recommend that institutions of higher education worldwide introduce zero tolerance policies against cyberbullying, implement screening processes to identify affected students, and provide psychological therapy within their institutions.

Digital financial literacy and financial well-being – evidence from India

PurposeThis study aims to examine the influence of digital financial literacy (DFL) on the financial well-being (FWB) of students in Andhra Pradesh, specifically exploring the factors of impulsivity and self-control. Both DFL and FWB are treated as multi-dimensional constructs in the study. The research delves into the impact of DFL dimensions, viz. digital financial knowledge, digital financial experience and digital financial skills, on both impulsivity and self-control. Subsequently, the study assesses the effects of impulsivity and self-control on financial well-being.Design/methodology/approachTo gather data, a questionnaire-based survey method was employed, reaching 475 university students through purposive sampling. The study utilizes confirmatory factor analysis for scale validation and structural equation modeling for hypothesis testing.FindingsThe results reveal a significantly negative influence of digital financial knowledge (DFK), digital financial experience (DFE) and digital financial skills (DFS) on impulsivity, while demonstrating a significantly positive impact on self-control. Additionally, the study finds that impulsivity negatively affects financial well-being, whereas self-control has a positive impact. Focusing on higher education institutions in Andhra Pradesh, the research highlights students’ limited concern for long-term financial planning.Originality/valueThis study underscores the relevance of understanding the crucial role of digital financial literacy in enhancing their financial well-being. The implications of these research findings are substantial and can be utilized to shape educational programs for students in higher education institutions. Such programs can guide institutions in imparting knowledge and skills related to personal finance management, particularly in the context of the increasing digitalization of financial transactions.

Sharing the Power of the ARIS BI Toolkit: The Development and Evolution of a Consulting Protocol for BI Professionals

The ARIS Broader Impacts (BI) Toolkit Consultation Protocol (BITCoP) was designed to help BI professionals deliver foundational knowledge and resources to support higher education staff and faculty in developing BI plans for their NSF proposals. Beyond the scope of the National Science Foundation’s Proposal and Award Policies and Procedures Guide, BITCoP was designed to address key terminology, valuable resources, and the usefulness of the ARIS BI Toolkit. Goals of the BITCoP include to give BI professionals nationwide a mechanism for delivering consultations that result in robust BI plans and gain insight into the evolving needs of the research community.

Review of "Educating the Top 100 Percent: Policy Pathways for Public Higher Education," by S. G. Katsinas et al.

Review of "Educating the Top 100 Percent: Policy Pathways for Public Higher Education," by S. G. Katsinas et al.