Higher Education Population Research Articles

Entre Chiapas y la Ciudad de México: patrones de la educación superior entre la población indígena

This article is an effort to highlight the new enrollment patterns of the indigenous population in higher education in Chiapas and Mexico City, corresponding to the period 2017-2023. Descriptive statistics are used as a quantitative method, and the comparative analysis by maximum variation is applied as an analytical tool to present the selected cases. It is mainly concluded that in recent years, there has been a process of feminization in the enrollment of this population in Mexico and, specifically, in Chiapas and Mexico City; in addition, there is a considerable increase in the percentage of this population in the educational institutions of Mexico City, unlike Chiapas, which suffers from a continuous decrease. There are also differences in the formation fields in this population, such as Chiapas being more traditional than Mexico City. This implies that the different patterns regarding the enrollment of the indigenous population between both subnational entities are due to socioeconomic inequalities.

“It’s not like we go and chat just because we see each other’s name on the screen”: online students’ experiences of social and academic community

Online students are becoming an increasingly big part of the student population in higher education. Interaction and collaboration is beneficial for academic performance and well-being, but can be challenging to facilitate in the online context. Through individual in-depth interviews, we have investigated online students’ experiences of academic and social community, as well as the role study flexibility can play in their participation in such communities. The thematic analysis resulted in four themes. Theme 1, Expectations of being self-sufficient, shows that many participants made good use of the flexibility of the studies by being organised and independent. However, the expectation of independence became a potential barrier to participation. Theme 2, Collaboration if valuable and flexible, describes how most participants desired increased collaboration with their peers, given that it was flexible and of academic value. Theme 3, Study groups as important but fragile communities, illustrates study groups as the participants’ primary learning communities, but finds that maintaining them over time could be challenging. Theme 4, Digital distance, depicts many participants’ challenges with connecting digitally with others. We discuss these findings in the light of self-determination theory, showing how flexibility can become both a facilitator and a barrier for basic need satisfaction in online education, and that participation and collaboration seemed to be more closely connected to the need for competence than for relatedness. The main implication of the study is that online studies should strive to create a need-supportive environment that facilitates academic community while acknowledging many online students’ necessity for flexibility.

Student parents and carers need graduate employability support: Recommendations for employability practitioners

Universities and their employability-related staff must address the inequities that claim diversity as a disadvantage and a barrier to securing work integrated learning and graduate employment. With increases in equity groups enrolling at university there is a need to ensure access to employability opportunities. Graduate employability should be an accolade for students however it is not accessible, and ubiquitous for all. Student parents and carers are an invisible cohort that needs to be identified, and supported with their employability as they are a significantly growing population in higher education. This provocation will present the current landscape at university and offer three recommendations: the integration of career development learning and work experiences; data-informed systems and procedures; and collaboration and research into ‘employability for inclusion.’ This is required to build staff capability and organisational capacity and prepare our future workforce that is representative of today’s society.

Using Duoethnography to Connect the Disability Justice Principles to Education Research about Disabled Populations on Campus

The terms disability inclusion, disability rights, and disability justice are often used somewhat interchangeably, but have distinct meanings within academe more broadly and academic research contexts. The purpose of this investigation was to explore these concepts in relation to our research and present the way in which we (as education researchers) grappled with what a critical, disability justice-informed research methodology involves. We used a qualitative, duoethnographic research approach as it is both a reflection of social justice and a method to advance it (Sawyer & Norris, 2013). We engaged in virtual, asynchronous and synchronous dialogues in writing and audio formats to reflect, critique, question, and eventually, generate new ideas and ways of moving forward. In the paper, we first consider how the Disability Justice Principles from Sins Invalid (2019) could be connected to our current research practices using two questions about ethical considerations as well as research methodologies and frameworks. We then theorize how education researchers can intentionally incorporate activism throughout each stage of the research process. A Disability Justice-informed education research framework is proposed for use with research about disabled populations in higher education. This framework addresses the relationship between stages of the research process, disability inclusion, and disability justice, which was the ongoing debate throughout our dialogues.

Bridging the gap for underserved populations: Personalized AI solutions for college access and learning support

AbstractThe evolution of artificial intelligence (AI) technology offers promising solutions to underserved populations in the United States. AI tools can reduce college access and academic barriers for low‐income students, first‐generation college students, racial and ethnic minorities, individuals with disabilities, and students living in rural areas. While AI tools offer support to college students from all demographics, they offer uniquely individualized assistance to underserved students to overcome the complex postsecondary schooling challenges they face. Examples of the nuanced, often complex, obstacles faced by these vulnerable students are discussed along with brief descriptions of AI tools that can help. AI tools leverage the power of high‐speed computing, expansive access to information, machine learning capabilities, and natural language processing. Utilizing the power of AI tools, vulnerable learners can increase their access to financial, academic, and social resources needed to attend and be successful in postsecondary education. AI tools also help close opportunity gaps as they provide means by which college students gain increased independence and control over their educational and career journeys. Note that the AI tools referenced in this article are included as examples only. We encourage ongoing discussion of AI‐powered tools and solutions to help underserved students gain more access to higher education and get individualized support for vulnerable learners.Practical Takeaways Highlighting the potential of AI in addressing educational inequalities. Using AI in higher education settings for educators to better understand and respond to student needs. Implementing AI usage in higher education settings for underserved populations to reduce dropout rates. Leveraging technology to offer tailored guidance, bridging gaps, and fostering community among the underserved populations in higher education.

Professional and cultural identity performances in transnational, middle-class migrants: A sociolinguistic case study of the United Arab Emirates

ABSTRACT Previous studies on English language users in the United Arab Emirates have largely focused on the local, native populations in higher education and its K-12 school environments. While significant and necessary, a large piece of the puzzle, a focus on UAE’s burgeoning and transient, professional, multilingual, middle-class, expatriate population, has been overlooked, most likely due to issues of access. The current study addresses this research gap by investigating the professional identities, language use, and cultural selves of a segment of the middle-class migrant population. Drawing on survey data, the paper argues that due to their transient and impermanent status in the UAE, this population has a higher propensity towards transnationalism which in turn heightens their cultural, linguistic, transcultural, and translinguistic flows and ways of being. In addition, this study calls for further and continued investigations of migrant populations to widen our understanding of the ever-changing sociolinguistic complexities of the UAE.

Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data

Measuring Perception of College Welcome Provided to Foreign-Born Students: Validation with Pilot Data

Post-Pandemic Support for Special Populations in Higher Education through Generative Artificial Intelligence

The sudden closure of schools in response to the COVID-19 pandemic prompted education authorities to quickly explore new teaching and learning methods. This disruption to traditional classroom settings led to the implementation of innovative strategies that assist educators and students in developing abstract thinking skills. In the wake of the ongoing impact of the pandemic on education, one crucial innovative approach that educators should embrace is generative Artificial Intelligence (AI). Generative AI represents a significant transformation in the education sector, offering human-like content tailored to meet the individual needs of students, educators, and institutions. While the integration of generative AI post-pandemic is inevitable, this chapter highlights the myriad opportunities it presents for the education industry, particularly in terms of the strategies it provides for colleges and universities to recruit and engage diverse student populations through personalized instruction and equal access to opportunities. In the evolving landscape of post-pandemic education, technology that supports collaboration, critical thinking, and real-world educational connections is no longer considered a futuristic concept. While educational practices continue to evolve, the substantial entry of generative artificial intelligence into education is both distinct and unavoidable. With technological advancements come questions of digital equity and effective implementation. This chapter underscores how generative artificial intelligence can bridge these gaps by creating customized learning experiences that benefit educators and enhance access to knowledge. The emergence of generative artificial intelligence as a technological support tool is poised to bring about significant changes in education. Generative AI has the potential to drive the necessary shift towards personalized instruction and meaningful student interactions. This chapter seeks to provide a comprehensive overview of the importance of exploring generative AI strategies as the education sector grapples with the repercussions of the COVID-19 pandemic. It presents insights into current and future opportunities offered by generative artificial intelligence to support innovative teaching practices, foster equitable growth, and facilitate the transition to educational systems on a global scale.

GENDER EMPOWERMENT: INTERFACE WITH GEOGRAPHIC SPACE AND SUSTAINABILITY

The objective of this work is to analyze empowerment based on gender and racial equality in Brazilian society. We have performed documental and quantitative research using data extracted from the Brazilian Institute of Geography and Statistics, Center of Educational, Cultural and Community Action Studies and Research and Union Socioeconomic Statistics and Studies Department databases. The data indicates that girls present greater age-grade distortion than boys, and the black population is at a disadvantage compared to the white population in higher education from ages 18 to 24. Black women are at a disadvantage in relation to black men, as white women are with white men in terms of inclusion in the Brazilian workforce and average salaries. In addition, they are under-represented in managerial positions, and there is a disadvantage in terms of gender in every state in Brazil. Black women suffer the most social inequality in the workforce. This study considers the criterion of race, because black people make up more than half of the Brazilian population. The female and racial geography, it points out that social and racial inequality is a compromising factor for achieving the goal of the 2030 Agenda.

University pathway teachers’ salient beliefs of inclusive education: an elicitation study of the Theory of Planned Behaviour

ABSTRACT The Theory of Planned Behaviour (TPB) has been increasingly used in the field of inclusive education to develop instruments that predict teachers’ inclusive behaviour. To ensure the instrument developed to measure the constructs of the TPB is closely aligned to the theory, an elicitation study should be conducted as the first step. However, they are often omitted or rarely reported in the literature, particularly in the literature surrounding inclusive education. This study extends the use of the TPB to an under-researched population in higher education, university pathway teachers (UPTs), who work in programs that provide alternative access to university education. Semi-structured interviews were conducted with ten UPTs from New South Wales, Australia to elicit their salient behavioural, normative, and control beliefs on inclusive education. Directed content analysis results showed that UPTs view inclusive education positively but are concerned with the extra time and work involved. In addition, UPTs believed that students without disability would be potentially opposing inclusive education. UPTs also revealed various essential facilitators and hindrances of inclusive education. These findings have implications for extending understandings of inclusive education to university pathway programs as well as for the importance of elicitation studies when using TPB with new populations.

When massified higher education meets shrinking birth rates: the case of South Korea

AbstractMost discussions of higher education research in the last four decades have focused on expanding higher education, including increasing access, equity, and quality. However, the growth of higher education enrolment has slowed in many advanced higher education systems since the achievement of massification, with enrolment declining more dramatically in some systems than in others. South Korea (hereafter Korea), which has experienced one of the most dynamic evolutions in higher education, was recently reported to have the lowest birth rate among OECD countries, and its drastic demographic changes are significantly affecting all aspects of higher education. This paper describes Korea’s shrinking youth population and its impact on different stakeholders in Korean higher education. It also reviews and evaluates Korea’s policies in reaction to the declining population in higher education. The findings of this paper provide policy implications for countries that will experience similar challenges associated with declining enrolment in the years to come, including institutional closures, mergers, and strategies to maintain competitiveness.

When Filling the Research Gap Is Personal: Autoethnography and New Majority Students

Given pandemic restrictions on learning and research, autoethnography has recently garnered renewed attention as a potential alternative. Drawing on our experiences as instructor and student, we make the case that autoethnography is not only relevant to pandemic-era teaching but could also offer an effective pedagogical tool to critically engage the lived experiences of an increasingly diverse student population in higher education that includes first-generation students and those of other minoritized backgrounds. We specifically outline the kinds of implications autoethnography can have on students at a personal level, in their understanding of research, and in terms of their overall well-being. Additionally, we discuss challenges with the method, provide examples of autoethnographic excerpts, and incorporate examples of learning exercises.

Análise Psicométrica e Validação da Job Insecurity Scale em Universidades

Abstract There are some instruments in the literature to measure job insecurity, including the Job Insecurity Scale (JIS). The article's objective is to present the JIS psychometric properties and the validation of the scale for the Brazilian and Portuguese populations in higher education. 335 workers from public universities participated, 171 of which were technicians and 164 were professors. Confirmatory analysis, group comparisons, and reliability estimates were used. The results indicate an acceptable fit for the JIS and prove that Portuguese and Brazilian workers have statistically significant differences in the quantitative dimension of the JIS. The instrument is a valid measure for assessing the perception of insecurity among workers at public universities but requires care when using it in comparative studies between countries.

Exploring the implications of university campuses as intercultural spaces through the lens of social justice

The internationalisation of higher education presents an increasingly urgent need to explore how universities can become more welcoming places for all students. Top-down implementation of widening participation and the inclusion of a more diverse and less prepared student population in higher education have led to social and academic exclusion, with systems failing to accommodate this change to support the less prepared intakes. Academic and social/cultural drivers are the key areas for bottom-up implementation of internationalisation strategies to support this influx and change in student profile. However, institutionalised separation of home and international students for academic support and language development provision, and separation of this support from subject disciplines, have increased the obstacles that block inclusive practice. An internationalised campus involves both top-down institutionalised intervention and bottom-up intervention of the academic self, enabling the potential for intercultural construction within and between communities, and promoting agency of the self in connection with others to enact change. Viewing university campuses as intercultural spaces that all students and staff need to navigate and inhabit has implications that this article explores through the lens of social justice and from the bottom-up perspective of language development provision, within the field of English for Academic Purposes, in an arts-based university.

Dietary inflammatory index, genetic susceptibility and risk of incident dementia: a prospective cohort study from UK biobank.

Genetic factors, diet and inflammation are associated with the development of dementia. In this study, we aimed at evaluating the impact of the dietary inflammatory index (DII) scores and genetic susceptibility on the development of dementia. This prospective study involved 207,301 participants aged between 39 and 72years from UK biobank. A web-based 24-h dietary questionnaire was collected at least once from participants between 2006 and 2012. The DII was calculated based on inflammatory effect score of nutrients. Individual AD-GRS (Alzheimer's disease genetic risk score) was calculated. Incident dementia was ascertained through hospital or death records. Of all 207,301 participants, 468 incident cases of all-cause dementia (165 AD, 91 VD and 26 FTD) were reported during a follow-up period of 11.4years. The participants in the highest quintile (Q) of DII scores reported a higher risk for all-cause dementia (Q5 vs. Q3, hazard ratio (HR) = 1.702; 95% CI: 1.285-2.255) and VD (Q5 vs. Q3, HR = 2.266, 95% CI: 1.133-4.531) compared to participants in the Q3. Besides, when compared with the Q1, there was a higher risk for AD in the subjects of Q5 (Q5 vs. Q1, HR = 1.590; 95% CI: 1.004-2.519). There was a non-linear relationship between DII score and all-cause incidence (P for non-linear = 0.038) by restricted cubic splines. Subgroup analysis found that the increased risk for all-cause dementia and AD was more pronounced in the elderly, women, and higher educated population. Cox regression models indicated that compared with the participants who had a low AD-GRS risk and in the lowest tertile of DII, participants had a high AD-GRS and the highest tertile of DII were associated with a higher risk of AD (HR = 1.757, 95% CI: 1.082-2.855, P = 0.023). The DII scores were independently associated with an augmented risk for all-cause dementia, AD and VD. Additionally, high AD-GRS with higher DII scores was significantly associated with ahigher risk of AD.

Using Critical Race Theory to Inform a Multi‐Session Information Literacy Workshop Series for First‐Year Students of Color

ABSTRACTThis research investigates individualized information literacy instruction (ILI) for different student populations in higher education and its impact on engagement and student learning outcomes (SLOs), specifically first‐year students of color. The study is designed as a QUAL+quan convergent mixed‐methods study, and utilizes critical race theory as its theoretical framework, as well as a participatory action research approach. It is designed as a multi‐session IL workshop series delivered outside of the traditional classroom, and is comprised of six one‐hour sessions: an initial focus group, four IL sessions focusing on specific aspects of the research process, and semi‐structured interviews. Data collected through discussions, open‐ended worksheets with rubrics, and pre‐ and post‐surveys are analyzed to measure whether the instructional series impacted SLOs, and is significant as it's the first to specifically address the systemic racial achievement gap coupled with a multi‐session IL workshop series, and can serve as a model for other institutions.

Financial, Social, and Health Impacts from the COVID-19 Pandemic: Findings from the Healthy Chicago Survey.

This study examines self-reported impacts of the COVID-19 pandemic among Chicago residents and disparities of these impacts across demographic characteristics. Six logistic regression models were developed to identify demographic and socioeconomic factors associated with each COVID-19 impact. The study used de-identified and weighted data from the 2020 Healthy Chicago Survey (HCS). HCS is an annual survey using an address-based random sampling method administered by the Chicago Department of Public Health (CDPH) across the city of Chicago on adults aged 18 or older living between July 17 and November 11, 2020, and received 4517 responses. Chicago residents with lower socioeconomic status had a higher likelihood of food and housing insecurity. Non-Hispanic (NH) Black residents were more likely to report being unable to obtain food (OR: 2.996; 95% CI: 2.268-2.324); being unable to pay for rent, mortgage, or bills (OR: 2.352; 95% CI: 2.325-2.380); and grief from a loss of someone to COVID-19 (OR: 2.037; 95% CI: 2.013-2.061) compared to NH White residents. NH White residents were more likely than other racial/ethnic groups to report loss of social connections, worsened mental health, and canceling or postponing medical care. The analysis showed higher odds of social contact loss and worsened mental health from COVID-19 in NH White and higher education populations. By implementing strategies to address specific challenges faced by different racial groups, Chicago may effectively mitigate pandemic's adverse effects. These strategies can promote a more inclusive approach to distributing COVID investments for programs and policies.

Developmental trajectories during doctoral study: identifying heterogeneity in psychosocial factor’s development

ABSTRACT Despite their importance to the research enterprise, doctoral students are an underexamined population in higher education. Several studies have emphasized the importance of psychosocial characteristics in academic success and scholarly identity formation. However, few studies have explored their developmental trajectories across a range of disciplines to give an overall perspective of the scholarly identity formation process and its nuances. We argue that doctoral education is a socialization process that, if successful, helps doctoral students to develop a disciplinary identity. We propose that this identity development process is mediated by how students internalize their socialization experiences. Therefore, we integrate concepts from self-determination and identity development theory into socialization theory. Using a three-year longitudinal sample at a single institution (n = 1264), we identify doctoral students’ developmental trajectories in perceptions of competence, autonomy, relatedness, knowledge, and recognition. We identify six different developmental groups according to baseline levels and developmental trajectories during the first two years of doctoral studies. Further, we find that sex, family income background, and anticipatory socialization experiences are associated with membership in these groups. Lastly, we observe that these trajectories are associated with socialization outcomes. Findings highlight a non-monolithic socialization process that calls for a systematic approach to measure these psychosocial characteristics over time. Implications for theory, research, and practice are discussed.

Enhancing the online student experience through the application of Universal Design for Learning (UDL) to research methods learning and teaching

This paper documents the process and outcomes of redesigning an online research methods module for taught postgraduate students using Universal Design for Learning (UDL). It also explores the effectiveness of UDL-informed design and practice to support the development of social, cognitive and teacher presence as defined under the Community of Inquiry (CoI) framework. The paper is based on findings from an online survey with students taking a research methods module as part of their Master of Arts (MA) programme. The findings point to a number of UDL-informed structures and practices that supported students’ engagement on the module. These include (a) accessibility of the online learning resources (b) weekly structure and signposting (c) online peer connection and collaboration and (d) lecturer communication. It was also established that UDL, as applied in the redesign of this module, supported the development of cognitive, teaching and social presence. The conclusion of this paper is that UDL-informed design and practice has the potential to influence online learning in multiple and interdependent ways; in its own right and through its application in developing cognitive, social and teaching presence. The findings highlight the benefits of adopting UDL for wider application, particularly in the context of growing diversity in student populations in higher education.

Assessment of well-being using Fitbit technology in college students, faculty and staff completing breathing meditation during COVID-19: A pilot study

This pilot study aimed to explore the intersection of mindfulness, physical activity, and mental well-being within higher education populations during the COVID-19 pandemic. College students, faculty, and staff (n = 34) from a public university participated in the study during spring, summer, and fall 2021. All participants wore a Fitbit for two weeks and were assigned to a treatment group (n = 17), who completed a daily five-minute breathing meditation during the second week, and a control group (n = 17), who did not complete breathing meditation. Amount of sleep and physical activity were measured with the Fitbit. Surveys assessed feasibility and acceptability of the intervention, along with perceived anxiety, depression, well-being, worry, and mindfulness at baseline and after the two-week study. Results demonstrated that the intervention was feasible, and that daily breathing meditation may help reduce anxiety and may lead to greater physical activity and rapid eye movement (REM) sleep. This pilot study lays the foundation for further research into mindfulness, physical activity, and mental health, which may have important implications for promoting mental well-being in college populations following the COVID-19 pandemic.