Implications For Institutional Policy Research Articles

Exploring Influencing Factors and Strategies for Enhancing Self-Efficacy in Higher Education Teachers: A Case Study of a College in Changzhou

This paper explores the influencing factors and proposes strategies for enhancing self-efficacy among higher education teachers, with a specific focus on one college in Changzhou, Jiangsu, China. Drawing on Bandura's self-efficacy theory, the paper examines personal, institutional, and environmental factors that contribute to teachers' self-efficacy. It also reviews existing literature on effective strategies such as professional development, mentorship programs, and feedback systems. The findings suggest that enhancing self-efficacy through tailored professional growth opportunities, peer mentorship, and constructive feedback can significantly improve teaching quality and outcomes. The paper concludes with implications for institutional policies at the case study college, emphasizing the need for comprehensive support systems to foster teacher self-efficacy in China's evolving educational landscape. Future research should empirically validate the proposed conceptual framework to further inform educational practices.

ExaFEL: extreme-scale real-time data processing for X-ray free electron laser science

ExaFEL is an HPC-capable X-ray Free Electron Laser (XFEL) data analysis software suite for both Serial Femtosecond Crystallography (SFX) and Single Particle Imaging (SPI) developed in collaboration with the Linac Coherent Lightsource (LCLS), Lawrence Berkeley National Laboratory (LBNL) and Los Alamos National Laboratory. ExaFEL supports real-time data analysis via a cross-facility workflow spanning LCLS and HPC centers such as NERSC and OLCF. Our work therefore constitutes initial path-finding for the US Department of Energy's (DOE) Integrated Research Infrastructure (IRI) program. We present the ExaFEL team's 7 years of experience in developing real-time XFEL data analysis software for the DOE's exascale supercomputers. We present our experiences and lessons learned with the Perlmutter and Frontier supercomputers. Furthermore we outline essential data center services (and the implications for institutional policy) required for real-time data analysis. Finally we summarize our software and performance engineering approaches and our experiences with NERSC's Perlmutter and OLCF's Frontier systems. This work is intended to be a practical blueprint for similar efforts in integrating exascale compute resources into other cross-facility workflows.

Negotiating Meaning with Machines: AI's Role in Doctoral Writing Pedagogy

AbstractThis paper examines the integration of generative artificial intelligence (AI) in doctoral writing pedagogy. It explores how AI augments traditional teaching and composition processes, fosters a new paradigm of cognitive engagement and collaborative academic writing, and the broader ethical and social implications of human-AI writing in doctoral writing pedagogy. A community-engaged participatory research methodology was employed within a Doctor of Healthcare Administration program. Data were collected through discussion board messages, self-assessment papers, student reflections, and a focus group interview, and analyzed using thematic analysis. The research unearthed a hybrid human-AI writing process characterized by dynamic brainstorming, continuous negotiation of meaning, and comparative evaluation. These practices enhanced students' cognitive and metacognitive engagement, confidence, and learner agency, signifying a shift toward a collaborative approach to academic writing. The findings highlight the need for academic institutions to adapt policies and curricula to incorporate AI technologies ethically and responsibly. Emphasis on AI literacy and academic integrity is crucial for preparing graduates for an AI-integrated workforce. This study contributes to the understanding of AI's role in doctoral education, specifically doctoral writing development, presenting a novel perspective on the synergistic collaboration between students and AI in academic writing and its implications for institutional policies and writing pedagogy.

The antecedents and consequences of university brand: a systematic review

University brand is becoming a research topic that is increasingly of interest to researchers and university administrators because of its great role in the context of the strong development of higher education. This research aims to review and synthesize current studies on definitions, antecedents and consequences of university brand. The study applied a systematic synthesis method of 76 articles from reputable database sources in the period 2000-2023. The research findings indicate that the antecedents of university brand are divided into tangible group and intangible group with 08 factors including brand design, facilities and equipment, human resources, training programs, financial policies, communication activities, reputation and brand personality. Furthermore, from the standpoint of approaching university stakeholders, the consequences of university brand are highlighted in this study. Finally, the study points out some policy implications for institutions and suggests some future research directions.

Burnout, Personal, and Occupational Factors as Predictors of Physician Assistant Faculty Intent to Leave After the COVID-19 Pandemic.

This study addressed whether burnout, personal, or occupational factors predicted physician assistant (PA) faculty intent to leave and established a new postpandemic national benchmark for PA faculty burnout and intent to leave. In spring 2023, a nonexperimental, cross-sectional survey was emailed to 2031 PA faculty drawn from program faculty listings and the PA Education Association member database. Descriptive statistics were used to describe the sample, and a multiple regression analysis was conducted to analyze the predictive ability of the independent variables on intent to leave. The response rate was 30% (609 of 2031), with 496 responses (24.4%) included in the analysis. The sample reflected the population of PA faculty. The regression model significantly predicted intent leave ( P < .001). The adjusted R2 was 0.46, indicating the combination of independent variables predicted 46% of the variance in PA faculty intent to leave. Significant predictors included emotional exhaustion and identifying as multiracial ( P < .001), control and values ( P < .01), and depersonalization, fairness, rewards, and clinical year faculty role ( P < .05). The sample had moderate levels of burnout and experienced burnout at higher rates than in prepandemic studies. Physician assistant faculty in administrative leadership roles had the highest levels of burnout and intent to leave. Despite this, PA faculty intent to leave measures were similar to prepandemic levels. Several of the predictive variables were related to well-being and social-emotional aspects of the workplace. These findings have implications for institutional policies and practices that support faculty well-being and workplace culture to enhance retention.

Meta-Analysis of Appreciative Inquiry into Timely Completion of Research Work at PhD Level

Completing research work at the PhD level is a significant milestone in academic and professional growth, contributing to the advancement of knowledge and societal development. This Appreciative Inquiry systematically examined the factors that influenced delays in research work at the PhD level in higher education institutions. Ten research articles published between 2020 and 2023 were analyzed to synthesize the findings. The study identified key factors that contributed to delays, including inadequate research guidance experiences, challenges in postgraduate research supervision, and barriers at the institutional level. Additionally, the impact of research topic selection and distance learning on research progress was explored. The analysis highlighted the significance of effective research guidance, supportive supervision practices, and adequate resources in minimizing delays. Furthermore, implications for institutional policies and recommendations for fostering a conducive research environment were discussed. Overall, this Appreciative Inquiry offered valuable insights for policymakers, educational institutions, and researchers to address delays in research work at the PhD level. Our findings suggested the need to foster a conducive research environment, provide adequate resources, and promote effective communication between students and supervisors. By implementing evidence-based interventions, we could enhance the research experiences of doctoral candidates, promote timely completion of research work, and advance the quality of research in higher education.

Leadership in Canadian and French high security prisons expectations and perceptions

The literature has yet to study the ideal type of prison leadership in the eyes of frontline staff. Methodologically, most studies draw upon written questionnaires distributed to governors, not to their staff and analyse their data without using management or human needs theories. This study contrasts with the extant literature inasmuch as it is comparative (France/Canada) and draws upon Appreciative Inquiry interviews. It also draws upon three strands of literature and their variables: the general theory of management, self-determination theory and legitimacy of justice-procedural justice theories. The study finds that French and Canadian prison officers have needs in areas uncovered in this literature: competence, relatedness, autonomy, general fairness, respect/dignity and care. Our samples have mixed feelings about their local hierarchy; they are very critical regarding their national hierarchies. Prison officers describe their managers as being essentially either laissez-faire or as transactional. Limitations and institutional policy implications are explored.

Generation Z, sustainability orientation and higher education implications: An ecopedagogical conceptual framework

Generation Zs (hereafter Gen Zs) are the new generation of adults entering the workforce and becoming key stakeholders and leaders in the new century. Relatedly, this is also the generation posited to reorient the paradigm in business, leadership, and governance back towards stronger sustainable development agendas. Consequently, exploring the sustainability orientations and educational outcomes of the evolving Gen Z cohort is beneficial. Whilst there has been significant extant discourse on various research dimensions concerning the preceding generations (e.g., Gen Y/Millennials, Gen X and Boomers), research on the Gen Zs is at a nascent stage. Specifically, there has been no known study to date exploring the collective thematic dimensions of (1) ecopedagogy and sustainability education, (2) Gen Z generational characteristics and perceptions, and (3) governmental and institutional policy implications in higher education. This paper is conceptual in nature and aims to critically review the literature characterising Gen Zs and advance the conceptual and contextual understanding of this generational cohort within the above thematic dimensions. An ecopedagogical conceptual framework is also developed and proposed for further empirical research.&nbsp;&nbsp;&nbsp;&nbsp;

Relationship between ‘employability’ and ‘higher education’ from global ranker and accreditor’s perspectives—does a gap exist between institutional policy making and implementation in taiwan higher education?

ABSTRACT Driven by global rankings and national quality assurance (QA) initiatives, Taiwan’s higher education institutions were encouraged to develop strategic plans and initiatives, in order to improve graduate student employability. The purpose of this study is to explore the polices and strategies adopted by Taiwanese higher education institutions, with a particular focus on ‘employability’, in terms of standards and indicators of QS ranking and Higher Education Evaluation & Accreditation Council of Taiwan (HEEACT) programme accreditation in 2017. This paper analysed strategic plans and self-assessments reports from 20 Taiwanese universities in order to determine the impact of ranking and QA on employability initiatives and associated implications for institutional policy. The study presents three major findings. First, the emergence of global ranking and national quality assurance systems pressured Taiwanese universities to situate several employability initiatives within their institutional strategic plans. Second, Taiwanese universities applied varying approaches to the integration of graduate employability into institutional policies and strategic plans, according to ranking and national accreditation standards. Third, the gap between institutional policy making and actual implementation of employability initiatives exists in the Taiwanese context.

Nuanced navigation: narratives of the experiences of Black ‘All but Dissertation’ (ABD) women in the academy

In this article, the authors examine the experiences that contribute to the delayed completion of doctoral programs among Black women. Building upon prevailing applications of doctoral student socialization, this study explores the ways race and gender intersect to shape the graduate school experiences of Black women pursuing EdD and PhD degrees. Semi-structured interviews with current graduate students and doctoral degree recipients reveal that the intersecting identities held by Black women are largely ignored during interactions with graduate faculty and peers, complicating the graduate school socialization process. Gendered priorities constrained time available to dedicate to studies, particularly during the writing stage. Black women described efforts to navigate dominant culture communication styles and the necessity to create networks of their own to overcome these challenges and move towards degree attainment. Implications for institutional policy and practice are shared.

College Students with Disabilities: Factors Influencing Growth in Academic Ability and Confidence

Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities attending 4-year colleges and universities. Informed by Astin’s Input-Environment-Outcome model and the interactional model of disability, this study investigated the effect of student characteristics (i.e., disability type, gender, mother’s education level) and environmental factors (i.e., faculty encouragement and engagement in political discussion) on the development of academic ability and intellectual confidence in students’ senior year of college. The comparison between two outcome models for students with learning disabilities and those with physical or sensory disabilities provided important educational implications. Results from the multiple regression analyses revealed that both student characteristics and environmental factors significantly affect student development, accounting for students’ academic ability and intellectual confidence upon entering college. Institutional policy implications and educational interventions for college students with disabilities were also discussed.

Shaping College Students’ Civic Attitudes Through Faculty Teaching Practices and Student-Faculty Interactions

Using data from the Wabash National Study of Liberal Arts Education, this study examined the relationship between several faculty practices and interactions with students and students’ civic engagement attitudes. Several faculty practices were associated with positive civic attitudes, including frequency of student–faculty contact, use of cooperative learning classroom activities, use of course content that helps students see connections between intended careers and how they affect society, and use of course content that helps students understand the historical, political, and social connections of past events. Implications for institutional policy and practice are discussed.

The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence

UK higher education institutions have widely adopted intensive pre‐sessional programmes (PSPs) encompassing English for academic purposes provision to enhance their attractiveness in the intense global competition for higher fee‐paying international students whose proficiency in English falls below standard entry requirements. Nevertheless, opening up tertiary education participation to linguistically weaker candidates has attracted controversy, with reports in the UK media and academic journals that institutions have been engaged in linguistic corner‐cutting for financial gain. This paper critically reviews research investigating the extent pre‐sessional courses ‘work’ to remedy deficits in international non‐native English‐speaking students’ language proficiency in the UK higher education context. This paper synthesises the findings and methodological facets of 18 diverse studies investigating pre‐sessional effectiveness, organised according to Lynch's (1996) quantitative/qualitative language programme evaluation typology. The findings revealed that (a) most students were able to successfully complete pre‐sessional programmes, demonstrating tangible, if unremarkable language proficiency gains; (b) where post‐PSP measures were included, it was revealed many alumni undertook their tertiary programme with borderline proficiency, sometimes resulting in delayed degree completion, lower academic outcomes compared with direct entry students, or failure, often by thesis non‐(re)submission (in time); (c) PSP alumni perceived value and reward in undertaking the programme, though enhanced self‐effectiveness beliefs did not always translate into academic results. Suggestions are made for enhancing research into PSP effectiveness, while gaps in the literature are identified for future complementary investigations. Policy implications for institutions are also discussed.

To Be Black Women and Contingent Faculty: Four Scholarly Personal Narratives

ABSTRACT This study utilized scholarly personal narratives to explore the experiences and perceptions of four Black women who served as full-time contingent faculty members in higher education and student affairs graduate preparation programs. Authors drew upon Black feminist thought and intersectionality to frame this study. Specifically, authors extended Collin’s outsider-within status to outsider-outsider-within status to describe the unique experiences of Black women in contingent faculty appointments. Specific findings included: (1) marginalization of contingent faculty, (2) intersections of identities inextricably linked to teaching, and (3) devaluation of scholarly pursuits. Implications for institutional policy and practice are discussed.

“Cutting Edge” or “Ridiculously Isolated”?: Charting the Identities, Experiences and Perspectives of Full-Time, Non-Tenure Track Faculty Engaged in Service-Learning

This article discusses a phenomenological study that investigated the complexity of identities and experiences of 11 full-time, non-tenure-track faculty in five different career tracks engaged in service-learning at a large public research university in the southeastern United States. The study employed interviews and focus groups from which key themes and findings emerged. Non-tenure-track faculty participants reported: feelings of uniqueness/isolation based on their roles but also enhanced flexibility to incorporate service-learning from intrinsic motivations; difficulty carrying out scholarship on service-learning, despite an interest in doing so; lack of recognition compared to tenure-track colleagues; the acquisition of expertise around the pedagogy; and finding particular value in the support and professional development offered by the institution’s service-learning office. The authors discuss the findings in the context of prior research on non-tenure-track faculty roles and settings, service-learning faculty involvement and motivation, and implications for institutional policy.

Assessment of and Response to Data Needs of Clinical and Translational Science Researchers and Beyond

Objective and Setting: As universities and libraries grapple with data management and “big data,” the need for data management solutions across disciplines is particularly relevant in clinical and translational science (CTS) research, which is designed to traverse disciplinary and institutional boundaries. At the University of Florida Health Science Center Library, a team of librarians undertook an assessment of the research data management needs of CTS researchers, including an online assessment and follow-up one-on-one interviews. Design and Methods: The 20-question online assessment was distributed to all investigators affiliated with UF’s Clinical and Translational Science Institute (CTSI) and 59 investigators responded. Follow-up in-depth interviews were conducted with nine faculty and staff members. Results: Results indicate that UF’s CTS researchers have diverse data management needs that are often specific to their discipline or current research project and span the data lifecycle. A common theme in responses was the need for consistent data management training, particularly for graduate students; this led to localized training within the Health Science Center and CTSI, as well as campus-wide training. Another campus-wide outcome was the creation of an action-oriented Data Management/Curation Task Force, led by the libraries and with participation from Research Computing and the Office of Research. Conclusions: Initiating conversations with affected stakeholders and campus leadership about best practices in data management and implications for institutional policy shows the library’s proactive leadership and furthers our goal to provide concrete guidance to our users in this area.

Searching for ‘a third space’: a creative pathway towards international PhD students’ academic acculturation

ABSTRACTUndertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner's bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey.

Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking

Abstract This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experiences as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.

Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking

Abstract This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experiences as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.

Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking: Which Works, and Who Benefits?

This study is grounded in the theoretical and conceptual frameworks that postulate diversity and collegiate experiences as triggers for the cognitive disequilibrium that fosters critical thinking (CT). With the assumption that CT is both a general and a discipline-specific facility, this longitudinal, single-institution study of 447 students examines the effects of both diversity and collegiate experiences on self-perceived gains in critical thinking among white and ethnic minority students. Implications for institutional policy and further empirical research are discussed.