Impact In Higher Education Research Articles

Service-Learning And Community Partnerships With High Societal Impact

ABSTRACT Service-Learning (SL) is a teaching method utilizing experiential learning and meaningful community service. Although SL is proven to be an effective high-impact teaching strategy, more research is needed to illustrate how SL marketing courses can provide high societal impact. Based on student reflection activities and in-depth interviews with 20 community partners, this paper offers a means for maximizing societal impact. The findings identify seven core components of SL pedagogy: commitment, customized offerings, clear and consistent communication, collaboration and transformation, community compassion, critical reflection, and continuous improvement. Building upon these “7 Cs of SL,” two additional Cs of service learning deliver high societal impact: (1) co-creation of value for all constituents and (2) cyclical partnerships. The findings are discussed with specific applications for marketing courses.

ENHANCING MANUSCRIPT QUALITY: COMMON MISTAKES AND BEST PRACTICES FOR EDUCATIONAL RESEARCH PAPERS

This editorial offers a comprehensive guide for researchers planning to publish in high-impact education journals. It identifies common pitfalls in manuscript submissions and provides practical recommendations to overcome them. The paper emphasizes the importance of aligning with a journal's aims and scope, adhering to submission guidelines, and effectively structuring the manuscript using the IMRAD model. It also addresses weaknesses in various manuscript sections and underlines the significance of citing up-to-date sources, detailed methodological descriptions, ethical considerations, and a logical flow between sections. It concludes that respectful communication in response letters to reviewers significantly impacts the publication decision. Additionally, it offers valuable strategies to improve publication success in high-impact education journals.

Unleashing ChatGPT's impact in higher education: Student and faculty perspectives

As Chat Generative Pre-trained Transformer (ChatGPT) gains traction, its impact on post-secondary education is increasingly being debated. This qualitative study explores the perception of students and faculty members at a research university in Canada regarding ChatGPT's use in a post-secondary setting, focusing on how it could be incorporated and what ways instructors can respond to this technology. We present the summary of a discussion that took place in a 2-hour focus group session with 40 participants from the computer science and engineering departments, and highlight issues surrounding plagiarism, assessment methods, and the appropriate use of ChatGPT. Findings suggest that students are likely to use ChatGPT, but there is a need for specific guidelines, more classroom assessments, and mandatory reporting of ChatGPT use. The study contributes to the emergent research on ChatGPT in higher education and emphasizes the importance of proactively addressing challenges and opportunities associated with ChatGPT adoption and use. The novelty of the study involves capturing the perspectives of students and faculty members. This paper aims to provide a more refined understanding of the complex interplay between AI chatbots and higher education that will help educators navigate the rapidly evolving landscape of AI-driven education.

Utilizing learning communities to enhance classroom and clinical synergy across the curriculum

There is evidence that nursing students do not perceive themselves to be engaged in learner-centric environments. High-impact educational practices are effective pedagogies that are embraced in nursing education. This paper describes the implementation of one high impact education practice, curriculum-based learning communities, within a cohort of undergraduate nursing students. Student feedback and perceptions of the program were assessed using focus groups and analyzed for themes. Curriculum-based learning communities were regarded positively by student participants. Through program participation, students were able to articulate a professional identity and described being able to connect issues in population and systems-based care to patients across a variety of clinical settings. Outcomes of program participation are discussed with implications for future research.

Measuring University Staff Mobility Impact in Higher Education

The paper addresses an issue within the field of higher education that has been discussed since the inception of the Erasmus mobility programme in 1987 - how to properly measure the impact of the staff mobility (academic and administrative). Students have a clear roadmap when it comes to the mobility practice and impact assessment but when it comes to staff mobility, impact assessment is less clear. For academic staff mobility, certain metrics can be used to objectively assess outcomes, but when it comes to the administrative staff, matters become more abstract as there are no widely used common metrics. This paper proposes a tool – the Mobility Matrix, that allows to measure the staff mobility impact using quantitative and qualitative data. The Mobility Matrix offers 10 characteristics of the mobility period that can be assessed at 3 levels for the quantitative part and three text fields for the qualitative part. This tool was tested at Riga Technical University (2023) for the assessment of the staff mobility impact. If the staff member provides credible and accurate data, the Mobility Matrix has the potential to become a common practice in higher education, allowing for new recognition mechanisms of staff mobility to emerge.

Effectiveness of PBL in Improving Managerial Psychology Learning

Effectiveness of PBL in Improving Managerial Psychology Learning

The Effect of High Impact Teaching Practices on Student Comprehension

Despite a large number of published studies on high-impact teaching practices (HIP), there is little consistency in design or measurable outcomes and few quantitative studies, which leads to a lack of information on how specific HIPs improve learning outcomes. Therefore, the research questions for this study are a) does the same HIP have similar results across sections and, b) does a HIP in one section result in a different learning outcome than in another section that does not have a HIP? The hypothesis for the first question is there is no difference in student comprehension between sections when all sections have the same HIP. The hypothesis for the second question is there will be a difference in student comprehension between sections, with students exhibiting greater comprehension in the section with the HIP. For several years we have been using a variety of HIPs in our classes without measuring their impact. This is a preliminary study designed to measure the impact of HIPs on two different sections of Human Anatomy and Physiology II, taught by the same professor. The design of the study is as follows: [Formula: see text] We will analyze our data for two attributes, average and variability of pre-tests and post-tests. For the first attribute, we will study mean distribution. T-test analysis of the mean will be used to measure differences between sections for the pre-test and each post-test. Similarly, T-test analysis of the means will be used within each section to analyze differences between the pre-test and each post-test. For the second attribute, we will use F-test analysis of variance. Tests of normality of grade distribution for three assignments or tests in two sections of a typical biology class were conducted. Our analyses showed that all skewness and kurtosis values were between -2 to 2, and the median and mean were very close. Thus, it is reasonable to assume that the data are from normally distributed populations. Therefore, the approach we have outlined to measure HIP impact is appropriate for our classes. The results from this preliminary study will be used to identify specific HIPs that result in higher learning outcomes and will assist us in refining our pedagogical approach. Funding was provided by Lincoln University's Offce of Title III; Award #P031E200019-HBCU Title III, Part F Program. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

高影响力教学在大学英语课堂中的应用

With the acceleration of globalization and the increasing demand for cross-cultural communication, the teaching methods of college English classes need to be constantly innovative. High-impact teaching is a studentcentered teaching method, which aims to stimulate students’ learning enthusiasm and initiative through diversified teaching activities and teaching resources, and cultivate students’ comprehensive quality and ability. This paper aims to explore the application of high-impact teaching in college English classes and puts forward some specific application strategies and suggestions through analyzing the theoretical basis and characteristics of high-impact teaching and combining with the actual situation of college English classrooms. This paper holds that high-impact teaching can effectively improve students’ learning motivation and interest, promote students’ active learning and cooperative learning, improve students’ comprehensive English application ability and cross-cultural communication ability, and also improve teaching quality and effect. This paper also looks forward to the future research direction, hoping to provide more in-depth theoretical and practical support for the application of highimpact teaching in college English classes.

Inclusiveness of citizens' roles in its development through Merdeka Belajar Kampus Merdeka curriculum in higher education

Education is the main key to human resource development, enabling individuals to improve their abilities and skills in the formal and non-formal domains, compete, and develop potential in the world of work. However, significant challenges arise for higher education graduates, where some of them experience open unemployment because they have not been fully absorbed in the labor market. This research is focused on the concept of human resource development inclusiveness in the Merdeka Belajar-Kampus Merdeka Curriculum in Indonesian Higher Education. This study used a literature study approach, referring to previously published research. The analysis was conducted to explore the extent of higher education's impact on the open unemployment rate and how changes in curriculum and learning methods could help overcome these challenges. It was hoped that the results of this study could contribute to further understanding of the relationship between higher education and open unemployment, as well as provide insights into solutions that can be implemented to improve the employability of graduates in the labor market.

Study on Learning Assurance of High-Impact Teaching in Consumer Behavior Course

High-impact teaching philosophy helps students to expand their learning, exercise their critical thinking skills and apply the professional knowledge they have learned, which not only promotes the learning effect during the school year, but also focuses on the career development of students. However, less research has focused on learning security under high-impact teaching concepts. Therefore, the purpose of this paper is to explore the assurance of high impact teaching in consumer behavior in the learning effect, and put forward suggestions. This study obtained data through course summary and office hour records, and concluded which measures were more effective through text analysis. The research finds that students' text analysis shows that practical training programs can best promote theoretical knowledge learning and ability training, and office hour can indeed help students establish career goals. Finally, it is suggested that schools should put forward an incentive scheme for high-impact teaching.

Influence of School Administrators’ Transformational Leadership on the Innovation Ability of University Teachers

With the development of higher education, the improvement of teachers' innovation ability has become an important issue. This article aims to explore the impact of transformational leadership of school administrators on the innovative ability of college teachers. Through literature review and empirical research, we analyze the difficulties and challenges faced by school administrators in improving teachers' innovation capabilities and propose effective countermeasures. The results show that transformational leadership demonstrates significant value and positive impact in higher education. Its core characteristics include being visionary, inspiring, focusing on individual and team growth, and driving organizational change. Transformational leadership plays a role in stimulating teachers' innovative thinking, promoting organizational changes, creating a positive organizational culture, and establishing effective communication mechanisms, which effectively promotes the improvement of university teachers' innovative capabilities. The composition of teachers' innovative ability involves three aspects: teaching, scientific research and practice, and is affected by multiple factors such as individuals, organizations and society. In order to improve teachers' innovation ability, these factors need to be comprehensively considered and targeted measures and support need to be adopted. There are differences in the perception and identification of transformational leadership among university teachers, which may be related to factors such as personal background, organizational culture and external environment. Strengthening communication and exchanges with teachers, establishing a fair and transparent incentive mechanism and evaluation system, providing sufficient resources and support, and advocating an open and inclusive organizational culture are key measures to enhance perception and recognition. In different subject areas and types of universities, the application of transformational leadership needs to be tailored to local conditions. Develop targeted change strategies based on the different characteristics of science and engineering, humanities and social sciences, and the differences between research-oriented and teaching-oriented universities. Finally, transformational leadership has a positive impact on teachers’ professional development, including promoting professional growth, increasing career satisfaction, and increasing intention to stay. However, during implementation, attention should be paid to possible differences in effects due to differences in context and conditions. Therefore, higher education institutions should strengthen the cultivation and introduction of transformational leadership to help teachers achieve better development and satisfaction at different levels.

High-Impact Teaching Practices in Higher Education: Understanding Barriers, Concerns, and Obstacles to Their Adoption

This research explores the barriers, concerns, and obstacles undergraduate STEM educators face when implementing high-impact teaching practices (HIPs), the application of which may improve student learning outcomes. Because our study took place during the COVID-19 pandemic, our results also shed light on the unique challenges of utilizing HIPs in asynchronous online-learning environments. Thirteen undergraduate instructors were interviewed about their current teaching practices in order to identify barriers to or support for adopting HIPs. Data collected through semi-structured interviews revealed administrative and financial restraints as barriers to effective teaching which have been found in previous research. A number of new and unique obstacles emerged out of teaching remotely or online during the pandemic, including a heightened concern over the instructor’s ability to connect with students and engage in the best teaching practices. This research extends our current understanding of barriers and concerns about adopting HIPs in undergraduate STEM courses because of the unique perceived threats that emerged during the pandemic. We identify strategies to equip faculty with the support they need to provide equitable learning experiences, including access to consultants who support curriculum development and implementation in the classroom, ongoing educational coaching, and increased access to professional-development opportunities and a community of inquiry to discuss teaching strategies.

Striking gold: navigating the education massification maze for work readiness

PurposeThis study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.Design/methodology/approachThe research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.FindingsThis study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.Originality/valueThis manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.

Research on the Applications of High-impact Teaching Practice in Management Course

Higher education plays an important role in the cultivation of talents in our country, which requires colleges and universities to continuously explore the effect of education and teaching. High-impact teaching has changed the former “Teacher-centered” teaching model to “Student-centered”. Through pre-class, in-class, after-class teaching arrangements, teachers help students become independent learners by individual and group learning. This paper explores the high-impact teaching model in the context of management from three aspects: learning goal, learning guarantees and learning evaluation, it is a useful exploration for the teaching reform of Management Course in colleges and universities under the new situation.

Maximizing Research Impact in Higher Education: An Approach to Identify Essential Stakeholders and Ensure Use-Inspired Outcomes

A growing consensus suggests that scientific research should be use-inspired, thereby addressing the contemporary needs of society. Various studies and perspectives from different disciplines and industries underscore stakeholder engagement as essential to facilitate that objective. A structured process is presented that includes defining goals, identifying key stakeholders, brainstorming, consulting experts, stakeholder mapping, engaging with stakeholders, and adjusting plans to reflect stakeholder feedback. Involving stakeholders early in an initiative facilitates numerous benefits, including improved decision-making, greater stakeholder buy-in, improved problem identification, tailored solutions, risk mitigation, transparency, credibility, faster implementation, and potential for innovative ideas. An example of a stakeholder identification process is provided to strengthen research proposal development. This article is for researchers, practitioners, or businesses seeking guidance to better integrate stakeholders in their work or organization. The article is also intended for professionals entering the workforce who wish to include stakeholders to ensure tangible outcomes. Effective stakeholder prioritization requires a balanced and adaptive strategy that considers environmental resource, economic, and societal factors, ensuring solutions meet critical concerns within each industry's unique ecosystem and human needs. This article provides a decision-making framework to enhance research credibility by identifying essential stakeholder perspectives, making research outcomes more effective and impactful.

The Need for Occupational Therapy Evidence-Based Education

Knowledge of evidence-based-education principles is essential for occupational therapy academics and fieldwork supervisors to ensure the teaching and learning methods and strategies being used are informed, targeted, cost effective, contemporary, and worthwhile. This paper defines evidence-based-education is and how it can be applied in the context of occupational therapy student academic and fieldwork education. The factors that impact occupational therapy evidence-based education in the university sector are introduced which have the potential to ensure that students obtain a quality, meaningful, value-for-money, and high impact education in both academic and fieldwork environments. It is recommended that university faculty and fieldwork supervisors use, create, support, and disseminate evidence-based-education related findings with continued debate and investigation are recommended.

High-Impact Teaching Designs for Effective Higher Educational Practices

Teaching design is a concept that helps teachers to identify the learning purposes. It is not about timekeeping or scheduling class norms only rather a plan that equips learners to learn the required concepts. It is a strategy that supports teachers to maintain effective higher educational practices. This qualitative study analyzed the high-impact teaching designs that can help in the effectiveness of higher education practices. The high-impactteaching designs are Inward design (module material), Backward design (module delivery planning), and Forward design (module outcomes). The educational institutions have aligned most of the programs as per the requirements of modern corporations. This study is based on the authors’ priori interest and knowledge in the field and has offered three teaching designs related to inward design, backward design, and forward design. The readers will have exposure to the designs and learn to apply them to implement effective higher educational practices. The study organized the teaching designs and proposed the sequential flows from input (course modules), process (delivery mode), and output (program outcomes). The purpose of such proposed flows is to list the effective educational practices that can help in achieving the learning and program outcomes.

Operationalizing “Substantive Faculty Interaction” for online courses: identifying high impact teaching practices

Operationalizing “Substantive Faculty Interaction” for online courses: identifying high impact teaching practices

What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level

AbstractIn the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second‐level education. This systematic literature review of n = 15 empirical studies selected from a wide‐ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self‐regulation and self‐assessment, and on technology‐mediated communication and collaboration. The paper highlights the potential for future cross‐pollination of research in educational technology with UDL. Practitioner NotesWhat is already known about this topic Universal Design for Learning has been extensively researched in higher education and special education contexts but much less so at K‐12, in particular at second level. Technology offers many affordances that can provide choice and variation in the learning process, which can be harnessed in a UDL approach. The transformative potential of technology in educational contexts was not fully realised pre‐COVID. The COVID pandemic saw an acceleration in technology adoption for learning, but it remains to be seen whether technology is being deployed to complement or transform existing practices. What this paper adds This paper clearly identifies which affordances of technology are commonly deployed in UDL implementations, particularly noting the provision of choice through multi‐media options for Representation and expression. There is a clear gap in UDL research on the use of technologies to support self‐regulation and self‐assessment, (eg, peer, teacher and automated feedback tools) and on technology‐mediated communication and collaboration. The UDL literature does not address the potential negative impacts of technology within the learning context or the short‐lived nature of positive impacts (novelty effect). Implications for practice and/or policy While technology affords great opportunities for choice and Engagement, the design of the learning experience must take priority, availing of technology as needed. There are great opportunities for cross‐pollination of research at the forefront of educational technology and universal design to address any gaps in technology use in UDL implementations.

Perspectives on cyberlearning: A case study by students, about students.

This paper reports on a study conducted by college students at a private university in Saudi Arabia. The research examines the online learning experiences of their peers during the first wave of the coronavirus covid-19 pandemic. Many assumptions exist about online learning and its impact in higher education, but these are mainly based on the views of instructors and leaders of institutions. Hitherto, the perspectives of those meant to be beneficiaries of digital technologies have been given little consideration even though students use cyberspace for academic work and beyond. To address this silence, a group of student-researchers conducted a case study to examine students' views of cyberlearning. The research used a qualitative analysis approach to address the following questions: (1) What were the cyberlearning experiences of students at our university during the first two semesters of lockdown? (2) What are students' understandings of cyberlearning? (3) What are their aspirations for cyberlearning? Data were collected through an online survey administered to the entire student body at the university. Responses were received from 3574 students. The data were analysed using thematic analysis. The research participants perceive cyberlearning to be the same as online learning and see it as a viable educational option. They reported that the dominant mode of instruction in online classrooms is instructors delivering information. Respondents also highlighted the need for improved online teaching pedagogies and curbing academic dishonesty in online classrooms. Students' aspirations for cyberlearning were clearly articulated. Respondents suggested that increasing online learning opportunities would have a positive impact on their academic progress. Through this research students demonstrate a sense of agency and provide opportunities for equity strategies at their university. The results show that serious attempts should be made to include cyberlearning as part of everyday educational activity in an attempt to increase student engagement.