Higher Education Landscape Research Articles

Social network analysis and educational change: unravelling the role of innovative teaching staff in a higher education environment

ABSTRACT As the higher education landscape has shifted and calls for change and improvements have grown louder, researchers have turned to empirical investigations of what makes change possible in higher education. Recent studies on the impact of informal interactions for promoting change have given impetus to social network analysis as an approach to studying higher education change. However, the relationship between teachers’ social network characteristics and their disposition to adopt changes remains largely unknown. In this study, we describe the characteristics of teaching networks and explain the network characteristics of the most innovative teaching staff. By capturing whole teaching and research networks within a STEM discipline department at a Norwegian university, we show that teachers tend to speak to the same colleagues about both research and teaching, and that teaching communities are constrained by departmental sub-units (i.e. research groups). Furthermore, by combining the network data with a survey on diffusion of innovation, we find that the most innovative teachers (1) are central in the network, having the largest personal networks, (2) have a substantial reach to the rest of the network, and (3) are highly interconnected. This paper contributes to the understanding of change theories in higher education and discusses how these results can inform the practice of change agents and educational developers. In addition to confirming the presence of a research-teaching nexus, we discuss why leveraging the networks of the most innovative teaching staff would be a promising strategy for facilitating change in higher education.

The influence of AI text generators on critical thinking skills in UK business schools

ABSTRACT This study investigates the influence of generative artificial intelligence (GAI), specifically AI text generators (ChatGPT), on critical thinking skills in UK postgraduate business school students. Using Bloom’s taxonomy as theoretical underpinning, we adopt a mixed-method research employing a sample of 107 participants to investigate both the influence and challenges of these technologies in higher education. Our findings reveal that the most significant improvements occurred at the lower levels of Bloom’s taxonomy. We identify concerns relating to reliability, accuracy, and potential ethical implications of its application in higher education. The significance of this paper spans across, pedagogy, policy and practice, offering insights into the complex relationship between AI technologies and critical thinking skills. While highlighting the multifaceted aspects of the impact of AI in education, this article serves as a guide to educators and policymakers, stressing the importance of a comprehensive approach to fostering critical thinking and other transferable skills in the higher education landscape.

Incentivizing Student Participation in QAS Questionnaires: An Evaluation of a Guaranteed Prize System at the University of Malaga

This paper investigates the effects of a guaranteed prize incentive, in the form of an extra score, on student engagement in the quality assurance system (QAS) questionnaires employed for evaluating teaching performance at the University of Malaga. The incentive system aims to counteract declining participation rates and mitigate potential survey fatigue among students. Employing a comprehensive dataset spanning multiple academic years and subjects, the study utilized statistical analyses to evaluate the incentive’s effectiveness, considering its potential impact on both final grades and QAS questionnaire outcomes. The results demonstrate a substantial increase in participation rates, with over 85% of students acknowledging the motivating influence of the incentive. However, concerns regarding the compromise of anonymity arose among 40% of students, possibly linked to the physical presence of teachers during the verification process of the QAS questionnaire submission. The statistical analyses raise questions about the incentive’s influence on students’ final grades while indicating that the incentive system does not significantly affect the results of the QAS questionnaires. The study contributes valuable insights into the complexities of incentivizing student participation in teaching assessments within the higher education landscape. To the best of our knowledge, there are few publications that investigate the use of an additional score as an incentive for students’ participation in QAS questionnaires.

”When we speak faculty listen:” exploring potential spaces for students to support lecturer academic development

ABSTRACT Lecturers’ engagement in professional development activities to enhance their academic practice is firmly embedded within the landscape of higher education. Although enhancing the student learning experience underpins teaching-related continuing professional development (CPD), interestingly the role of students in supporting such activities has been underexplored. Drawing on data captured from eight student representatives interviewed in the context of an international impact evaluation, we examine student awareness of, and attitudes towards, lecturers’ CPD. Participants recognised the value of lecturers engaging in CPD but believed it to be an activity they were removed from, and had little opportunity to engage with. We consider how this perspective could be changed in two ways. Firstly, we reflect on the experiences of students at one university where their contributions to lecturers’ development were legitimised and valued. Secondly, we discuss the potential of integrative approaches, such as students as consultants or reverse mentoring. We argue that these approaches may challenge existing hierarchies that limit students engaging in lectures and create spaces through which students can positively contribute to lecturers’ CPD.

The influence of selected factors on perceived enjoyment of the online learning experience: lessons for post-COVID-19 classrooms

IntroductionSince digital transformation has become a priority in the higher education landscape, it is unlikely that higher education institutions will return to traditional face-to-face teaching and learning. Many higher education institutions have adopted a hybrid approach to teaching and learning in a post-Covid-19 setting. This unplanned forced change has raised concerns about the quality of online teaching and learning, as well as issues related to the student experience thereof. Therefore, it is necessary to consider possible factors that may influence students’ perceived enjoyment of the online teaching and learning experience. To date, very few studies have considered the antecedents of perceived enjoyment of online teaching and learning. The purpose of this paper was to determine the influence of selected factors of online teaching and learning on the perceived enjoyment of students.MethodsQuantitative data was collected, and the final sample consisted of 501 students enrolled at higher education institutions.ResultsThe findings showed that cognitive benefits, perceived usefulness and perceived ease of use are statistically significantly correlated with students’ perceived enjoyment of the online learning experience.DiscussionThe current study contributes to existing knowledge regarding the intention of continued use of online teaching and learning. The findings of this study are also practically relevant for enhancing students’ online learning experiences in a post-Covid-19 setting.

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

Implementation of Service Marketing Mix Strategy to the Formation of Service Value and its Implications for Student Trust

This study investigates the implementation of service marketing mix strategies and their implications for the formation of service value and student trust within educational institutions. As the higher education landscape becomes increasingly competitive, institutions are seeking innovative approaches to enhance the quality of their services and build enduring relationships with their students. This study aims to find out, analyze, and examine the implementation of service marketing mix strategies, service value, and student trust, as well as the effect of implementing the service marketing mix strategy on service value and its implications on good student trust. This study applies a descriptive qualitative design. Based on the analysis of the research results, the following findings were obtained: the implementation of the service marketing mix strategy is in the fairly good category, the service value is in the fairly good category, and student trust is in a good category. The service marketing mix strategy positively impacts the value of services and its application to student trust.
 Keywords: service, marketing mix strategy, service value,; student trust

Faculty Retention Dynamics: Investigating the Role of HR Climate, Trust, and Organizational Commitment in Higher Education Context

With economies and business becoming knowledge intensive, the role of education industry has immensely risen in significance. This has given rise to a highly competitive landscape in higher education, with faculty retention as a major challenge for the institutions leading to negative consequences in terms of education quality, stakeholder satisfaction and rankings. This paper discusses the factors influencing faculty retention in HEIs in India within the framework of Social Exchange Theory. The sub dimensions of HR climate were explored using Principal Components Analysis. The relative importance of sub dimensions in forming the overall climate was estimated and the effect of HR climate on faculty retention was studied with Organizational Commitment and Organizational Trust as mediators employing a hierarchical components model in the PLS-SEM analysis. The results indicate that HR climate has a significant positive effect on faculty retention through organizational commitment and organizational trust as partial complementary mediators. Findings have significant theoretical as well as practical implications in extending the present knowledge regarding the subdimensions and effect of HR climate on faculty retention and the suggested measures to be taken in implementing effective HR Management systems in the Higher Education Institutions.

A study on the impact of digital transformation on student empowerment in higher education of India

This study delves into the transformative influence of digital technologies on student empowerment within the landscape of higher education. As educational institutions increasingly integrate digital tools into teaching, learning, and administrative processes, it becomes imperative to scrutinize the ramifications of this digital transformation on student experiences. The research evaluates the extent of digital adoption in higher education, exploring its impact on student engagement, participation, and interaction. Through a comprehensive analysis of curriculum integration, learning management systems, and technology-enhanced teaching methods, the study aims to discern how digital initiatives contribute to student empowerment. Furthermore, the research investigates the influence of digital platforms on collaborative learning, real-time interaction, and adaptive learning experiences. By assessing the accessibility and inclusivity of these tools, the study explores their potential to bridge educational disparities. Additionally, the study scrutinizes the feedback from students and faculty, providing valuable insights into the perceived effectiveness and challenges associated with digital transformation. The findings of this study contribute to the scholarly discourse on the intersection of technology and education, offering recommendations for optimizing digital strategies to enhance student empowerment. This research not only sheds light on the current state of digital transformation in higher education but also serves as a guide for institutions seeking to create an inclusive, engaging, and empowering learning environment through effective technological integration.

Revolutionizing Higher Education: Role of Digital Initiatives in India for Tackling Challenges with Innovation and Technology

The landscape of higher education in India has undergone a remarkable transformation with the introduction of digital initiatives. The proliferation of cutting-edge technologies and widespread internet connectivity has facilitated a significant evolution in the traditional educational paradigm. This paper explores the pivotal role played by digital initiatives in addressing the challenges faced by higher education in India while fostering innovation and leveraging technology to enhance the overall learning experience. The challenges confronting the Indian higher education system are multifaceted, encompassing limited access to quality education, inadequate infrastructure, shortage of skilled educators, and the need for inclusivity to cater to diverse learners. Digital initiatives have emerged as powerful solutions to bridge these gaps and democratize education. Online learning platforms, Massive Open Online Courses (MOOCs), and virtual classrooms have effectively transcended geographical boundaries, making education accessible even in remote regions. Additionally, these initiatives have enabled personalized learning pathways, accommodating individual learning styles and paces, thereby promoting a more inclusive and diverse educational ecosystem. The integration of advanced technologies such as artificial intelligence (AI), machine learning (ML), virtual reality (VR), and augmented reality (AR) has further revolutionized higher education by fostering experiential and immersive learning. These technologies facilitate hands-on training, simulations, and practical skill development, significantly enhancing the employability of graduates and addressing the demand for industry-relevant skills. Furthermore, digital initiatives have empowered educators to employ innovative pedagogical approaches, creating engaging and interactive learning experiences that prioritize the needs of the students. However, the rapid adoption of digital initiatives also brings challenges that must be addressed, including the digital divide, concerns over data security, and the assurance of quality and credibility of online resources. Overcoming these challenges necessitates collaborative efforts between government bodies, educational institutions, and technology providers to establish robust infrastructure and effective policies. This paper presents a comprehensive analysis of the impact of digital initiatives on higher education in India, incorporating successful case studies and best practices. It emphasizes the transformative potential of technology in redefining educational paradigms and equipping higher education institutions to embrace innovation, catering to the evolving needs of learners and the job market. This abstract emphasizes the urgent need for India’s higher education system to embrace digital initiatives and innovative technologies to revolutionize the way knowledge is imparted, accessed, and utilized. By proactively tackling challenges and promoting a culture of innovation, Indian higher education can position itself as a global leader in the digital era, empowering learners to thrive in the 21st-century knowledge economy.

Educational triumphs in the face of crisis: The university of Jordan's e-learning satisfaction: Evidence from the pandemic time

The onset of the COVID-19 pandemic has wrought a profound transformation in the higher education landscape, compelling universities worldwide to pivot towards E-learning as the primary mode of instruction. This study, which was performed on a sample of 330 undergraduate students at The University of Jordan, undertook an in-depth exploration of student satisfaction with E-learning at The University of Jordan during this unprecedented shift, examining it through four demographic variables: gender, residence, faculty type, and academic year. The researchers employed rigorous statistical analyses, including calculations of mean and standard deviation, as well as one-way ANOVA tests, to thoroughly examine the data. The findings indicate a strong overall satisfaction level among students regarding E-learning, with discernible variations between items. There is a noteworthy correlation observed between students' academic faculty and their academic year in relation to their satisfaction level, with a p-value below 0.05, indicating statistical significance. This underscores the nuanced influence of these demographic factors in shaping students' perceptions and contentment levels as they navigate the evolving landscape of higher education during this extraordinary period. While the gender and the residence have no effect on the satisfaction level.

Establishment and Application of Evaluation System for Objective Management of Music and Aesthetic Education Teaching in Colleges and Universities

Abstract Addressing current challenges in music aesthetic education at colleges and universities, this study introduces an evaluation system rooted in hierarchical analysis to advance goal management in teaching. Expert consensus guided the selection and weighting of evaluation indices across a province’s higher education landscape. Implementing this system through information technology and data analysis software, our research analyzed teaching examples to gauge effectiveness. Results demonstrated improved teaching quality, with experimental and control groups showing average score increases of 1.24 and 1.03 points, respectively. This underscores the system’s potential to elevate the management and organization of music aesthetic education, contributing valuable insights to its evaluation theory and enhancing educational quality in Chinese colleges and universities.

Developing a customised learning design tool in support of curriculum design, professional development and institutional management within a South African military education context

Learning design at tertiary level is a challenging and complex task with many aspects to take into consideration (Bennett, Lockyer, Agostinho 2018; Bower and Vlachopoulos 2018, 975; Bates, 2019). Learning design is identified as a core aspect of a tertiary educator’s role, but often, little guidance is given to educators on this topic. Changes in the higher education landscape also bring about questions about ideal learning design. With changing times that require institutions to introduce other models like blended and online learning, more pedagogical guidance might be necessary to advise lecturers on best practices in terms of module design (Kebritchi, Lipschuetz, and Santiague 2017). To aid learning design thinking and to make the pedagogic structure of the design apparent, Laurillard and Ljubojevic (2011) and others have suggested the use of a learning design tool or aid. A learning design tool is a means which can provide analytical support for lecturers to evaluate their own practices (Bower et al. 2011). This study looks at the creation of a customised learning design tool (CLDT) and discusses whether it can serve as an Electronic Performance Support System, which is a tool that can guide and assist users in their roles in the workplace. This case study canvassed the experiences and opinions of faculty members in Military Education on the use of this CLDT. The tool is designed to capture and depict various features of a module’s design. This study made use of design-based research which is a methodology requiring a phased approach and aims to influence practice. Inputs from the participants revealed the perceived value and benefits along with the necessary amendments needed for the tool.

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The article discusses the significance and impact of accreditation criteria and standards on improving the educational system. It elaborates on the transformative role of accreditation criteria and standards in Armenia’s higher education landscape. The article evaluates the impact of recommendations on the use of accreditation criteria and standards within Armenia’s higher education system. It critically assesses how these recommendations, derived from expert panel reports and studies, have reshaped educational practices and become instrumental in enhancing the effectiveness of the higher education system in Armenia. The research shows that the implementation of these recommendations has significantly influenced the quality and competitiveness of Armenian higher education institutions. Moreover, the research highlights that Armenian universities not only understand but have proactively adapted these standards, showcasing a commitment to excellence and continuous improvement. It also notes the alignment of these practices with both national and international educational standards, fostering a more competitive environment. The study underscores the importance of transparency and accountability, as suggested in the recommendations, which have helped institutions meet increasing societal demands and align with global educational trends. Overall, the recommendations have played a crucial role in improving institutional performance and maintaining high educational standards within Armenia’s higher education system.

Why do Chinese High School Graduates Choose Sino-Foreign Cooperative Universities? A Grounded Theory Approach

Sino-foreign cooperative universities (SFCU) represent the advanced manifestation of transnational education in China and has profoundly shaped the country’s higher education landscape. Despite the tremendous development of SFCUs, there is limited research on the motivations and driving factors of students choosing to study at SFCUs. To bridge this research gap, this study employs the grounded theory approach to examine why Chinese high school graduates choose SFCUs as study destinations. This study reveals that Chinese students’ choice of SFCUs results from personal considerations, institution-level characteristics, and social contexts. A theoretical framework is further proposed to better understand Chinese students’ motivations behind their choice to SFCUs. We also draw theoretical contributions on students’ mobility and marketing strategies that attract Chinese students to study at SFCUs with the findings.

Balancing the equation: assessing the impact of management practices on staff and faculty wellbeing in Chinese higher education institutions.

The intersection of work-family dynamics and job contentment has become a pivotal area of investigation within the higher education landscape, drawing scholarly attention, especially in the Chinese context. This study delves into the intricate relationship between work-family culture and job satisfaction, with a particular spotlight on the mediating influence of perceptions of organizational fairness. The impetus behind this emphasis lies in the burgeoning acknowledgment of organizational justice as a pivotal force shaping employee attitudes and conduct within academic establishments. This research was conducted using two distinct groups. The first group consisted of 1,075 faculty members at Chinese universities, while the second group comprised 972 administrative and technical employees at these institutions. The mediational analyses provided in this study offer an enhanced comprehension of the intricate relationships under discussion. Significantly, the findings reveal that Work-Family Culture plays a crucial predictive role in influencing perceptions of Organizational Justice among both faculty and administrative staff. More importantly, the study uncovers that Work-Family Culture indirectly affects Job Satisfaction through its impact on Organizational Justice. This insight underscores the importance of harmonious work-family interactions as a determinant of job-related attitudes and satisfaction levels.

A Framework for Institution to Enhancing Cybersecurity in Higher Education: A Review

The increasing prevalence of cybersecurity threats has highlighted the urgent need for Higher Education Institutions (HEIs) to prioritize and enhance their cybersecurity measures. This research article presents a comprehensive framework aimed at guiding institutions in strengthening their cybersecurity posture within the higher education sector. The framework addresses the unique challenges faced by HEIs, taking into account the multifaceted nature of cybersecurity and the evolving threat landscape. The proposed framework incorporates a systematic approach that encompasses key components essential for effective cybersecurity management. These components include governance and leadership, risk assessment and management, technical controls, awareness and training, incident response, and collaboration with external stakeholders. The framework emphasizes the integration of these components to establish a robust and holistic cybersecurity strategy. The research article draws upon a thorough review of existing literature, best practices, and industry standards to provide practical insights for HEIs. The framework offers a structured approach that enables institutions to assess their current cybersecurity posture, identify gaps, and implement targeted measures to enhance their overall security resilience. By adopting this framework, institutions can proactively address cybersecurity challenges, mitigate risks, and protect sensitive data and systems. The framework serves as a valuable resource for HEI leaders, policymakers, and cybersecurity professionals seeking to enhance cybersecurity in the higher education landscape

ENHANCING HIGHER EDUCATION IN SRI LANKA: AN INVESTIGATION INTO THE FEASIBILITY OF IMPLEMENTING THE CONNECTED LEARNING MODEL IN PUBLIC UNIVERSITIES

In today's higher education landscape, integrating technology and innovative pedagogical approaches is essential for enhancing student engagement and learning outcomes. This studyinvestigatesthe potential of the Connected Learningmodel within Sri Lanka's public universities. Drawing on digital connectivity, collaboration, and informal learning principles, it explores the feasibility and challenges of its implementation. Utilizing a mixed-methods approach, including surveys, interviews, and document analysis, this research collects data from administrators, faculty, and students in select public universities. It evaluates the current state of Sri Lankanhigher education, identifies areas for improvement, and assesses the applicability of the Connected Learning model. Additionally, the study examines the technological infrastructure of public universities in Sri Lanka and analyzes pedagogical strategies to seamlessly integrate technology and informal learning into formal education, emphasizing student-centered experiences. Identifying potential adoption obstacles, this research proposes phased implementation strategies. Its contributions include valuable insights for policymakers and educators, fostering a dynamic, technology- enhancedlearning environment in Sri Lanka andaligningwith global higher education trends.

Embracing Mobile Learning: Exploring the Acceptance Among Undergraduates in Sri Lankan Universities

This research explores the emerging trend of mobile learning in the higher education sector, with a focus on identifying key factors influencing its adoption in Sri Lanka. In this study, a quantitative approach was employed, encompassing a participant pool of 323 undergraduates drawn from Sri Lankan national universities. The study scrutinizes the factors that influence the acceptance of mobile learning by investigating performance expectancy, effort expectancy, social influence, facilitating conditions, perceived playfulness, and self-management of learning employing mainly correlation and multiple regression data analysis techniques. A notable revelation emerges as the research highlights "self-management of learning" as the most influential factor, surpassing the conventional assumption regarding the significance of "performance expectancy," which surprisingly exhibits no direct impact on mobile learning acceptance. The model effectively explains an impressive almost sixty-eight percent of the variance in undergraduates' acceptance of mobile learning. Beyond the academic context, the insights that emerged from this study hold the potential to revolutionize educational practices in Sri Lanka, offering valuable guidance to educators, policymakers, and educational technology developers striving to seamlessly integrate mobile learning into the higher education landscape while contributing to the broader discourse on innovative pedagogical strategies.

"Exploring the Impact of Online Learning on Student Academic Performance in Higher Education"

This research investigates the impact of online learning on student engagement and academic performance in the higher education landscape. In a sample of 300 students from public sector universities in Punjab, Pakistan, the researcher examined online learning experiences, demographic factors, and academic performance. The descriptive statistics revealed moderately positive online learning experiences and moderately favorable academic performance on average, accompanied by significant variability within the sample. Correlation analysis, however, unveiled very weak and often statistically insignificant relationships between these variables, suggesting complex and non-linear dynamics at play. Consequently, we advocate for personalized support, adaptable pedagogical approaches, inclusivity, accessibility, and interdisciplinary collaboration as essential components to enhance online learning. Moreover, this study calls for continued research to unearth the intricate dynamics of online education's influence on student outcomes, driving the evolution of evidence-based practices in higher education. The study underlines the necessity for continued research into online education's complex dynamics and student outcomes. This includes studying new technology, learning analytics, and pedagogical methods to inform evidence-based practices in higher education.