Journal Of Higher Education Research Articles

Critical Race Mixed Methodology (CRMM) as a transformative method: The benefits and challenges

Critical Race Mixed Methodology (CRMM) is a transformative mixed methods approach that combines CRT within a mixed methods design. In this article, we reflect upon our experience using and publishing a CRMM explanatory mixed methods study in a higher education journal's special issue focused on mixed methods research. We discuss the benefits of using CRMM as a transformative method. Then, we share the challenges of using CRMM. We also provide recommendations for engaging in CRMM research within psychology.

Bibliometric Analysis of Studies on Academic Freedom in the Field of Educational Sciences

This study aims to analyze and interpret academic publications related to “academic freedom” indexed in the Web of Science database using bibliometric analysis methods. A bibliometric analysis was conducted to evaluate the academic publications on the topic of academic freedom in the field of education and educational sciences, which are indexed in the WoS database. Additionally, scientific field mapping techniques were employed. A total of 579 studies on academic freedom were identified within the field of education sciences. The various maps were analyzed in terms of specific usage types, authors, works, years of publication, and authors. The research findings indicate that Philip Altbach is the most frequently cited author. The most frequently cited research is that of African Higher Education: The Challenges for the 21st Century," The most effective source is the Higher Education Journal. The most frequently cited institution is Boston College. The United States of America is the country with the highest number of citations. To contribute to the field, it is recommended to increase the research on "academic freedom" indexed in the WoS database. Increasing the number of bibliometric analysis studies in different fields will contribute to the literature.

HIV/AIDS-related research in U.S. higher education journals: A content analysis.

HIV/AIDS-related research in U.S. higher education journals: A content analysis.

Systematic Review of International Student Mobility in Higher Education

The objective of this study is to conduct a comprehensive review of the educational sciences and social sciences literature about international student mobility that was published in the Web of Science database between 1997 and 2023. In the research, 550 publications that had been scanned by the WOS database were examined concerning their yearly publication counts, citation counts, publishing journals, cited authors, publishing and cited nations, fields of application, keywords employed, and article themes. Every article was analyzed using the Vosviewer software. It was found that 530 articles were published in the English language in terms of language of publication. The most cited articles dealt with equal chances and Erasmus student mobility. Higher education, educational mobility, and international students are the most frequently used terms in the publications, whereas distinction is the least frequently used keyword. The majority of articles on the topic are published in the Journal of Higher Education. The field of educational research published the majority of the articles. The evaluation of international student mobility in the fields of sociology, psychology, and educational administration has been rather restricted. The concept of international student mobility encompasses not only educational mobility but also movements related to social justice, inequality reduction, risk group management, and educational prestige.

Systematic Review of Theoretical Perspectives Guiding the Study of Race and Racism in Higher Education Journals

Systematic Review of Theoretical Perspectives Guiding the Study of Race and Racism in Higher Education Journals

Bibliometric Analysis of the Studies on Critical Thinking in Educational Research: An Insight from the Last Four Decades (1980-2022)

In this bibliometric analysis study, it was aimed to systematically review and analyze the existing CT literature and provide an overall outlook and current status of research on CT using the publication and citation data extracted from the WoS database. For this purpose, 5064 articles and reviews on CT published in journals indexed in the WoS database were included in the bibliometric analysis. It was found that research on CT is an emerging area of inquiry and the interest in CT has grown exponentially in the last two decades. Also, publications are mostly published in higher education journals and the journals related to psychology, sociology, and philosophy as well as education technology journals. The USA absolutely leads the production and dissemination of scientific research on CT with other predominantly English-speaking countries as well as some other countries in Asia. Besides, the authors who work on higher education, psychology, and educational technology come to the fore in productivity and number of citations. Although scientific collaboration exists among the institutions and countries in the field of CT, this scientific collaboration occurs mostly among the institutions or countries which are close to each other either geographically or culturally. Five major clusters emerged in the co-word analysis: higher education, 21st century literacy skills, educational psychology and assessment and evaluation, educational technology, the effect of student-centered teaching/learning strategies on the CT, and work life, civic responsibility and social life of individuals.

It's Not Because She's a Woman: Gender‐Blind Sexism in Higher Education

Women in Higher EducationVolume 32, Issue 6 p. 12-15 Gender-Blind Sexism It's Not Because She's a Woman: Gender-Blind Sexism in Higher Education Jill Channing Ph.D., Jill Channing Ph.D.Search for more papers by this author Jill Channing Ph.D., Jill Channing Ph.D.Search for more papers by this author First published: 21 June 2023 https://doi.org/10.1002/whe.21289Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. References Allen, S. S., Gappa, J. M., & Glenn, D. E. (2009). “You have to be tough”: A qualitative study of administrator work/life. The Journal of Higher Education, 80(1), 86– 112. https://doi.org/10.1353/jhe.0.0057 Broido, E. M., Park, J. J., & Hovanesian, J. M. (2015). Intersectionality and student affairs: Foundations and intersections. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations ( 2nd ed., pp. 597– 611). Routledge. Channing, J. (2020). “What about your kids and your husband?”: Gender-blind sexism in women higher education administrators’ narratives. Education Leadership Review, 21(1). Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573– 598. National Science Foundation. (2021). Women, minorities, and persons with disabilities in science and engineering. https://www.nsf.gov/statistics/women/ National Women's Law Center. (2019). The gender wage gap: 2018. https://nwlc.org/wp-content/uploads/2019/04/2018GenderWageGap_final.pdf Schultheis, M. T., & Blustein, D. L.. (2019). Decent work for women in academic settings: A framework for promoting well-being and reducing inequality. Journal of Career Development, 46(6), 607– 622. Stoll, K., Duffy, R. D., Kordsmeier, C., & Kraner, M. (2016). Gender-blind ideology and women in academia: A collaborative autoethnography. The Journal of Higher Education, 87(1), 1– 25. Sturm, S. (2001). Second-generation employment discrimination: A structural approach. Columbia Law Review, 101(3), 458– 568. Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271– 286. Volume32, Issue6June 2023Pages 12-15 ReferencesRelatedInformation

Researching higher education leadership and management in Arab countries: A systematic review

The present study aims to review higher education leadership and management (HELM) research in the Arab region. The study employed systematic review methods to analyze 77 articles published in educational leadership and management journals, higher education journals, and journals indexed in the Scopus database between 2000 and 2020. The analysis focused on identifying the main features and trends found in the articles including the development of publication volume over time, geographical distribution, types of studies, research topics, and research methods. Quantitative methods were used to analyze the data. The features identified echoed those reported for the broader educational leadership and management literature in Arab societies such as the relatively small size of the knowledge base, uneven geographical distribution, the predominance of empirical, quantitative studies, and high emphasis on leadership as a research topic. The findings are discussed in the light of relevant literature, and recommendations are provided to improve future HELM research in the region.

The effectiveness of innovative pedagogy in the industry 4.0: Educational ecosystem perspective

Higher education institutions have been aware of the mutually beneficial interaction between Higher Education 4.0 (HE4.0), Industry 4.0 (I4.0), and Work 4.0 (W4.0). Teaching and learning (T&L) are best accomplished through the novel and blended approaches in today's smart manufacturing, services, and labor processes. The traditional T&L methods no longer complement the fourth industrial revolution and the future of work skills. Little research has focused on innovative pedagogies in Higher Education Institutions (HEIs) globally and especially in South Africa from the Learning Ecosystem Framework perspective. This paper begins to address this void via a review of academic literature, aiming to understand new pedagogies of teaching and learning in HEIs and their effectiveness as we move into HE4.0. The emphasis of higher education research worldwide should be on reviewing and synthesizing current research outputs rather than performing new studies since there are fewer systematic literature reviews and a blend of systematic-narrative literature review approaches published in higher education journals. In light of this, exhaustive systematic-narrative literature reviews have been conducted to aggregate research findings within the context of global higher education pedagogy. Combined, this encompasses an analysis of 138 papers across different academic databases. We concluded that integrating teaching and learning methodologies such as flipped classroom, SCALE-UP, and blended teaching and learning are the most effective, sustainable, and student-centered pedagogy. Combining these teaching and learning approaches will ensure that students receive dynamic support, hands-on activities, practical assessments, active collaboration, and inquiry-based learning. Overall, our findings revealed that we need all parts of the learning ecosystem to work together toward teaching and learning that is transgressive, innovative, transformative, diverse, and inclusive with the I4.0, HE4.0, and W4.0 in mind – that is, if we aim to achieve effective blended teaching and learning, and sustainable student-centered academic output. Here, we point out where these discoveries might take us in research and what policies should be revised.

Do Journals Have Preferences? Insights from The Journal of Higher Education

Using five years of publishing data from the Journal of Higher Education, we describe the publication pipeline at the journal, explore trends with respect to topic, the geographic distribution of authors, and each paper's methodological approach. Following the presentation of these trends, we discuss implications for the field of higher education and those publishing within it.

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 11, No. 7, 2022

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 11, No. 7, 2022

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 11, No. 1, 2022

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 11, No. 1, 2022

JHEA, Volume 2, n°2, 2004 - Full Issue

Journal of Higher Education in Africa, Volume 2, n°2, 2004

JHEA, Volume 2, n°1, 2004 - Full Issue

Journal of Higher Education in Africa, Volume 2, n°1, 2004

JHEA, Volume 6, n° 2 & 3, 2008 - Full Issue

Journal of Higher Education in Africa, Volume 6, n° 2 & 3, 2008

JHEA, Volume 1, n°1, 2003 - Full Issue

Journal of Higher Education in Africa, Volume 1, n°1, 2003

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 10, No. 6, 2021

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 10, No. 6, 2021

A methodological review of systematic literature reviews in higher education: Heterogeneity and homogeneity

The field of higher education research has bourgeoned in the past decades, addressing a wide range of topics. Being in a rapidly expanding and interdisciplinary field of research, higher education scholars have demonstrated exigency for aggregating research findings to map the research landscape, identify future research directions, and bridge the research-practice divide. In this connection, systematic literature reviews have been carried out to consolidate research findings. With a proliferation of systematic literature reviews in higher education, the aim of this meta, methodological review is to provide a state-of-the-art systematic literature review methodologies in the field of higher education. Adhering to the exploratory nature of this study, this review analyses systematic literature reviews published in 16 top-tiered international journals in higher education (n = 160). Through qualitative research synthesis using thematic analysis and informed by grounded theory, a methodological framework comprising six stages and 20 steps is developed, which might help to instigate methodological dialogue between researchers when it comes to conducting systematic literature reviews. A handy checklist for conducting and evaluating systematic literature reviews in higher education is created.

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 10, No. 5, 2021

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 10, No. 5, 2021

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 10, No. 7, 2021

Reviewer Acknowledgements for International Journal of Higher Education, Vol. 10, No. 7, 2021