Higher Education Perspective Research Articles

Assessing the transition from environmental education to education for sustainable development: a global perspective in higher education

Abstract Education for sustainable development (ESD) is an official commitment driven by the United Nations (UN). In contrast, environmental education (EE) emphasizes environmental protection more. This analysis aims to assess the effectiveness and acceptance of the transition from EE to ESD, particularly among researchers in higher education institutions. This way, A global overview can be provided, highlighting the regions that adopt each educational model. The methods used include a systematic review for literature selection and meta-analysis parameters for data analysis. From the 7.439 papers analyzed, ESD’s progress and EE’s state by geographical area can be identified. Research findings show that certain regions adopt one of the two schools. It should be noted that ESD has become increasingly accepted globally since the decade promoted by UNESCO. Nonetheless, EE has played a more significant role in shaping the history of environmental education in certain regions. Additionally, more literature is needed to discuss the design and revision of economics curricula in the context of ESD. The originality of this paper lies in separating regions that adopt EE from those that adopt ESD, as well as explaining exceptional cases in the context of economic education involving ESD.

An Overview of Historical Development and Emerging Challenges of Vocational Education: A China’s Higher Education Perspective

An Overview of Historical Development and Emerging Challenges of Vocational Education: A China’s Higher Education Perspective

Universal design principles for emergency remote teaching: educators’ perspective in higher education

The COVID-19 pandemic and the war in Ukraine have forced a shift towards emergency remote teaching (ERT), highlighting the need for inclusive and accessible learning environments. This study explores the application of Universal Design for Learning (UDL) principles in ERT, focusing on educators' perspectives in higher education institutions. A mixed-methods approach was used, involving 129 educators from two major Ukrainian universities. Quantitative data from a 5-point Likert scale questionnaire and qualitative data from open-ended responses were analyzed. Findings indicate a positive perception of UDL principles among educators, particularly in promoting student motivation, engagement, and autonomy. However, challenges remain in providing multiple means of representation and ensuring equitable access to technology. This study provides valuable insights into the potential of UDL to enhance ERT quality, emphasizing the need for ongoing faculty development and support.

Exploring user adaptation behaviors toward mobile technology: a higher education perspective

PurposeGrounded in coping model of user adaptation (CMUA), this research aims to provide insights into understanding the social mechanism influencing faculty’s adoption and adaptation of mobile technology (MT). An extensive review of the literature highlights a significant gap in empirical research regarding the adoption of MT and faculty adaptation when viewed through the lens of group dynamics.Design/methodology/approachThis study is based on an exploratory study conducted at two engineering universities in France. A qualitative method enabled a comprehensive examination of faculty members using multiple field-based observations and semi-directive interviews at both University A and University B.FindingsWhile extant research tends to prioritize individual-level approaches, the integration of MT within higher education inherently involves social dynamics. Our results reveal that faculty’s perceived control and their initial perception over adoption of MT play an important role in shaping their adaptation behavior. The findings suggest that the adoption of MT among faculty members is influenced by various organizational factors. Specifically, the organizational logic of adoption affects their primary appraisal of MT, while group norms and social influence shape their adaptation acts. Furthermore, the organization’s continuous commitment to supporting faculty members also impacts their coping activities, ultimately influencing their overall adoption and utilization of MT.Originality/valueThis study builds upon the limited yet growing body of literature on a theme highly relevant for practitioners, scholars as well as MT users in a higher education environment. The paper extends the CMUA by exploring the relationship between MT adoption and continuous user adaptation at both group and organizational levels. Our proposed framework assists universities in articulating their MT adoption and implementation strategy in harmony with a clear vision of their users’ adaptation activities before, during and after the implementation.

Exploring the Implementation of Artificial Intelligence (AI) Writing Tools in Teaching and Learning: Faculty and Students’ Perspectives in Higher Education

Artificial Intelligence (AI) has emerged as a transformative tool in the field of education, with its potential to revolutionize teaching and learning in higher education institutions. People are exploring ways to connect its power and reform traditional educational practices. This paper explores the implementation of five different AI writing tools in teaching and learning in Higher Education, focusing on the perspectives of faculty and students. By examining their perspectives and identifying the challenges that can be encountered, the study seeks to gain a better understanding of the benefits and limitations of integrating AI writing tools in higher education. There are limited studies that seek to determine the perspectives of faculty and students in higher education regarding AI writing tools. The method used for the study is literature review, particularly hand-searching journal, and books approach. The study's findings have revealed that AI writing tools perform a multitude of functions, yet they also possess certain limitations

Fostering self‐directed learning in blended learning environments: A constructivist perspective in Higher Education

AbstractHigher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self‐motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self‐directed learning (SDL) capacities needed for blended learning (BL), this article advance and propose the use of the constructivist framework to foster SDL to ensure that students develop their own understanding of learning, its meaning according to the context, and the ways to acquire it using BL as a mediator. Using the constructivist theory as a theoretical lens, we proposed the use of a three‐ring‐drag‐in approach as a model to fostering SDL among students in various institutions of higher learning. We, therefore encourage the adoption or adaptability of the three‐ring‐drag‐in approach as it promise to address and resolve the concerns and agitation of enthronement of SDL among students within the HE spaces.

Virtual Teaching for Online Learning from the Perspective of Higher Education: A Bibliometric Analysis

Virtual Teaching for Online Learning from the Perspective of Higher Education: A Bibliometric Analysis

Analysis of Public Budgets with a Gender Perspective in Higher Education

Analysis of Public Budgets with a Gender Perspective in Higher Education

Role of leadership styles in connecting quality culture and university performance: a higher education perspective from Saudi Arabia

PurposeThis study examines the influence of quality culture (QC) on university performance (UP) within the higher education (HE) context of Saudi Arabia, exploring the mediating roles of transformational (TFL) and transactional leadership (TNL) styles.Design/methodology/approachThe study utilizes a cross-sectional survey approach, collecting data through online surveys from administrators representing public and private universities in Saudi Arabia. Data analysis is conducted using PLS-SEM.FindingsThe findings indicate that QC exerts a notable direct influence on UP, along with an indirect effect mediated by TFL and TNL. Additionally, the influences of TFL and TNL on UP are statistically significant. However, the effect of TNL on UP and its role as a mediator in the QC-UP relationship demonstrate partial significance.Research limitations/implicationsThis study enriches the theoretical comprehension of quality assurance in HE by incorporating QC as a dynamic capability within Dynamic Capability Theory and TL and TFL as valuable resources within Resource-Based View theory. However, limitations such as a cross-sectional design and reliance on input solely from university administrators must be acknowledged.Practical implicationsThe study offers practical insights for policymakers, administrators, and quality managers, emphasizing the economic benefits of robust QC in universities. It highlights QC's impact on policy, curriculum development, and public trust, advocating tailored strategies to improve efficiency and collaboration, crucial for overcoming bureaucratic barriers, especially in public universities.Originality/valueThe originality of this study lies in introducing TFL and TNL as mediators between QC and UP within a university setting.

Bridging the Healthcare Skill Gap: A Higher Education Perspective: A Data Base Research.

There is a rising demand for highly qualified workers in today's ever-changing healthcare job environment. Recognizing higher education's critical role in closing the healthcare skill gap is critical for the long-term growth and prosperity of individuals, healthcare organizations, and the larger economy. Within the healthcare sector, education emerges as a pivotal mechanism to address the prevailing skill gap. Universities and colleges offer a wide range of academic programs meticulously designed to cultivate critical thinking, problem-solving capabilities, effective communication, and collaborative teamwork among students. Furthermore, higher education institutions actively collaborate with healthcare employers to tailor specialized programs that precisely align with the requirements of various healthcare roles. This paper delves into the multi-faceted ways in which universities and colleges can significantly contribute to mitigating the healthcare skills gap. The author emphasizes the critical role played by education in bridging this gap, ensuring that the healthcare workforce is suitably equipped to navigate the swiftly changing job market. By promoting partnerships with industry stakeholders, developing pertinent academic curricula, and offering continuous professional development opportunities, educational institutions empower individuals and healthcare organizations to excel within the dynamic landscape of healthcare delivery.

Translanguaging: Connecting Diverse Perspectives in Higher Education

Translanguaging: Connecting Diverse Perspectives in Higher Education

Editorial: Education and innovative perspectives in higher education

Editorial: Education and innovative perspectives in higher education

Internal Marketing, Faculty Engagement, and Innovative Behavior: An Empirical Study in Higher Education

The current research study investigated the significance of internal marketing (IM) to enhance faculty innovative behavior (FIB) and faculty engagement (FE) in higher education (HE). Furthermore, the mediation of FE in the association between IM and FIB has been investigated. Three hundred teachers from three major public sector universities in union territory (Jammu and Kashmir) in India have been contacted to gather responses. The study contributes in numerous ways to the literature—dimensions of IM have a significant and positive impact on FIB in the HE sector. FE significantly mediated the effect of IM and its dimensions on FIB. This study also enlarged the scope of social exchange theory by using it from faculty perspectives in HE. Furthermore, the study has made an attempt to modify the scale to measure constructs for making them suitable in the HE sectors. Research findings offer numerous suggestions for administrators in HE institutions.

A conceptual review of the higher education system based on open innovation (OI) perspectives

The open innovation paradigm has evolved from its incipient form, namely Schumpeter’s new production function from 1912, to the current context of a global network of societies, including virtual communities that produce innovative ideas and industry applications through knowledge transfer. The role of industry-university cooperation and networks is widely recognized within the current academic approach. However, the context of higher education, its characteristics, and business application are not thoroughly explained from the Open Innovation (OI) perspective. The debate and further understanding of OI, industry-university cooperation, and the accurate application of academic knowledge to the business world and society are academics’ main concerns nowadays, our research being a beginning step. The research objective is to present the evolution of the innovation concept from the higher education perspective through a qualitative review of existing studies. The contribution of this paper is linked to the proposed higher education service life cycle framework for academics based on the current needs for innovation, accessibility, and global integration.

Determinants of students’ satisfaction: Higher education perspective

The intention of this paper is to verify students’ satisfaction through service quality, institutional image, and intake quality from a higher education perspective. To satisfy this objective, the study collected 303 data points randomly from North South University, Brac University, and United International University, the top three non-government institutions in Bangladesh. Results exhibited that service quality, institutional image, and the intake quality of students are statistically significant predictors of student satisfaction. As a result, these factors are appropriate for explaining student satisfaction. From a practical point of view, academicians, scholars, and practitioners should emphasize service quality, intake quality of students, and institutional image as major determinants of student satisfaction. It is challenging to maintain student satisfaction in institutes of higher learning. University administrators will have a great deal of opportunity to make useful judgments for boosting student satisfaction by comprehending this point of view and this study's conceptual model. Additionally, this research would have a big impact on both policymakers and academics. This study concentrated on aspects of higher education that students highly value. To fortify this conceptual model, the study incorporated "intake quality of student" as an independent variable for determining student satisfaction, which is a fairly extraordinary effort to expose a theoretical gap.

Sustainable entrepreneurial culture in promoting innovation: a higher education perspective

<span lang="EN-US">This research aimed to build a quadruple-helix partnership model between universities, government, industry, and community from the higher education (HE) perspective in creating various innovations to support sustainable regional socio-economic development. This study used exploratory quantitative research to develop, predict the model, and explain the empirical evidence. In addition to the model, this study found that institutional sustainable entrepreneurial culture (SEC) could be developed by transforming the university into an entrepreneurial university (EU) and applying sustainable development goals (SDGs) principles to teaching-researching-community service activities, management and governance, and institutional leadership. This study also confirmed that universities with an SEC cannot directly affect the emergence of various innovations sourced from knowledge and research results but must be mediated by internal consensus within academia and external consensus among partnership actors. The research contributions are aimed at: i) HE policymakers who will transform their institutions into EU as a first step in carrying out the university’s third mission; ii) HE will build quadruple helix partnerships; and iii) Micro, small, and medium enterprise (MSME) which will take advantage of the innovations offered in the quadruple-helix. In addition, this research deepens the Etzkowitz partnership path model in which HE, a source of knowledge for innovation, becomes more focused in the form of SDGs-based EU.</span>

Navigating 'race' and challenging racisms in the Academy: the career geographies of a German UK sociologist

ABSTRACT This article reflects critically on growing societal controversies about the role of racism in Western society and discusses why and how racism and white normativity should be addressed and challenged more prominently in higher education. Reflecting on my own career geography in universities in the UK and Ireland and my positionality as a white German researcher in the UK, I draw on a conceptual frame of Critical Whiteness Studies, historical sociology and racism analysis, postcolonialism and intersectionality to set out the epistemic and ethical gains to be had of a historically grounded intersectional analysis of racism. I show how key discussions and historical insights in the field can help us to more fully grasp and challenge the foundations of racism, and that of racialised inequalities in Western society. I argue that we need to develop a broader understanding of the problematic historical legacy of Western racism and more critical, global perspectives in higher education (and beyond) accounting for and reaching beyond Eurocentric white normative accounts of modern history. A critically informed education is key to achieve this.

Perceptions of Primary School Teacher Education Students to the Use of ChatGPT to Support Learning in the Digital Era

Technology advancements like Chat Generative Pre-Trained Transformer (ChatGPT) have given the educational sector new advantages as well as difficulties and demands. Academics often differ on the benefits and effectiveness of implementing ChatGPT in the classroom. It is important for students who use ChatGPT in classroom learning to express their views on the use of ChatGPT. Therefore, this study aims to explore students’ perspectives in higher education towards utilizing ChatGPT as support for learning in the digital era. A mixed-methods—quantitative and qualitative research design is being used in this study. Forty-five University of Mataram Indonesia students studying elementary school teacher education participated in the research. Interviews and the distribution of questionnaires were used to collect research data. The conclusion of this study states that students find it easy to use ChatGPT. The use of ChatGPT is considered to increase their knowledge, provide fast and accurate answers to questions, and is able to increase the efficiency and effectiveness of learning time. In addition, students stated that the use of ChatGPT can provide additional motivation in the learning process. However, they have not been able to become more motivated to learn by using ChatGPT. They worry about unjust evaluations and the possibility of plagiarism, which can weaken one’s capacity for critical thought. Based on the study’s findings, experts recommend more investigation into ChatGPT’s potential to improve student motivation in the classroom.

Research on the Measurement and Practical Paths of Common Prosperity in Zhejiang from the Perspective of Higher Education

Research on the Measurement and Practical Paths of Common Prosperity in Zhejiang from the Perspective of Higher Education

A Study of Teachers’ Adaptability Towards Digital Education System: An Empirical Study in Higher Education Perspective.

A Study of Teachers’ Adaptability Towards Digital Education System: An Empirical Study in Higher Education Perspective.