Post-secondary Educational Institutions Research Articles

Engaging BIPOC Out-Of-School Youth With Disabilities Through Interagency Collaborations: Lessons Learned From Centers for Independent Living

This study explored partnerships that Centers for Independent Living (CILs) engaged in to deliver services for out-of-school youth (OSY) with disabilities who identify as Black, Indigenous, or people of color (BIPOC), a historically under-resourced group. The research team conducted semi-structured qualitative interviews with executive directors or staff at seven CILs that serve large populations of BIPOC OSY with disabilities. CILs that participated in this study formed collaborations to support youth with disabilities, including BIPOC OSY. CIL respondents discussed the partnerships they established with vocational rehabilitation agencies, community-based organizations, secondary schools, and institutions of postsecondary education, to provide bidirectional and one-way referrals and connect youth to volunteering, employment, and peer group opportunities. CILs and other organizations that serve transition-age youth might create similar partnerships, particularly with vocational rehabilitation agencies, to reach and engage their minority OSY consumers.

The Efficacy of GenAI Tools in Postsecondary Education

In postsecondary education institutions, where innovative technologies continually reshape research and pedagogical approaches, the integration of generative artificial intelligence (GenAI) tools presents promising avenues for enhancing student learning experiences. This study assesses the efficacy of integrating GenAI tools, specifically chatbots, to ameliorate learning outcomes and mitigate test anxiety among postsecondary students. Within the context of an introductory psychology course, 40 participants engaged with chatbots as supplementary “study confidantes” for exam preparation and as facilitators for an essay grading task. The results from surveys administered to the participants indicated that most students found the chatbots helpful in aiding comprehension of course materials. Moreover, a substantial proportion of respondents reported an enhanced understanding of how to structure an academic paper because of their essay grading activity. Despite the favourable perception of chatbot assistance with learning course material and fostering insights into structuring scholarly essays, no discernible alterations in the levels of test anxiety among students were observed. Overall, this research underscores the latent potential of chatbots as pedagogical adjuncts, furnishing instructive insights for educators aiming to innovate instructional methodologies and optimize student learning paradigms within the domain of postsecondary education. Keywords: GenAI tools, assessments, learning outcomes

Analysis of Skills Needed by Unemployed Fresh Graduates in Business Administration: Evidence from Oman

The authors consider the increasing unemployment rate for fresh graduates from business administration majors in developing countries, such as Oman. The abilities and skills students need to obtain employment after graduating from postsecondary education institutions are the subject of this study. The aim of this study was to identify the skills required by the Omani labor market as well as the employability skills gap among recent business administration graduates. The relevance of this study relies on proposing an evaluation model to assess the skills required by employers, specifically in the private sector, from fresh graduates of business schools. The authors adopted a quantitative research method to achieve the study’s objectives. The data were collected through a survey which was distributed to 101 fresh graduates from two higher education institutions. The findings reveal that soft skills, such as problem-solving, teamwork, dedication to work, a positive attitude, leadership, communication, critical thinking, negotiation, and pursuit of learning, are the most needed by graduates in all aspects. The study concluded that there is a demand for different types of soft and technical skills that are important for future jobs in the private sector. The study recommends more collaboration between universities and various stakeholders to review current academic programs and design more professional and vocational training programs. Furthermore, the study emphasizes the promotion of an entrepreneurial mindset to prepare graduates to develop creative business ideas and innovation to create their jobs.

An empirical investigation of student online learning continuance intention in the post-COVID-19 pandemic era

PurposeThe purpose of this paper is to investigate students’ viewpoint regarding continuation of using online learning in the post-COVID-19 pandemic world. While during the pandemic years predominantly all formal learning was forced to move online, in the postpandemic environment traditional postsecondary education institutions generally resumed in-person (or face-to-face) learning. Nonetheless, it is possible that some students would like to continue using online learning after using such a system during COVID-19 restrictions. Therefore, it is important for postsecondary institutions to understand students’ views on continuing with online learning so that these institutions can better adapt their offerings to learners’ preferences.Design/methodology/approachThis study uses a cross-sectional online survey-based approach grounded on an innovative theoretical framework blending the unified theory of acceptance and use of technology 2 into the expectation-confirmation model of information systems continuance. Data were collected from 247 students in Canada in Fall 2022 and were analyzed with partial least squares structural equation modeling techniques.FindingsPerceptions of usefulness and of monetary benefits relative to costs together with developing positive habits regarding online learning are the most significant beliefs motivating students to want to continue with online learning. Furthermore, positive disconfirmation of initial expectations and satisfaction relying on previous use together with a favorable attitude with respect to online learning strongly influence the intention to continue with online education.Originality/valueThe study opens the door for similar research in other cultural contexts (e.g. with a different individualistic-collectivistic pattern) and for other domains that moved totally online during the COVID-19 pandemic (e.g. primary health care) to maximize people satisfaction while minimizing societal costs.

Transforming Online Teaching Through Relational Ways of Being

We explore the need for educators to design, implement, and assess online education for Indigenous students with intention and in a good way. As more Indigenous learners access online programs, it is essential to amplify the discussion on how post-secondary education institutions can better design educational programs and support learners through intentionally engaging in relational ways of being. Drawing from our experience delivering the Professional Project Administrator Program, we examine the significance of partnership building in enhancing cultural learning within the online space. We highlight the need for intentional faculty development initiatives and discuss the challenges that became an avenue for unlearning and educational innovation. Furthermore, we delve into the design and implementation of a holistic rubric tailored specifically to support the implementation of relational pedagogies. We hope that these learnings offer useful lessons for online teaching, emphasizing the need to foster culturally responsive environments where learners can thrive.

Defining social innovation for post-secondary educational institutions: a concept analysis

Education, research, and contribution to society through innovation are the three missions of post-secondary educational institutions. There is a gap in understanding the concept of social innovation for post-second educational institutions. A clear definition would: (a) guide institutional strategic direction and supports, (b) recognize and reward academic research in social innovation, and (c) enable accurate measurement of outcomes and impact of social innovation activities. To redress the definitional imprecision, Walker and Avant’s method was used to conduct a concept analysis of social innovation. Four multi-disciplinary databases were searched to identify 1830 records. Antecedents, defining attributes, and consequences of social innovation were extracted from 272 of these articles. Defining attributes were reconstructed to develop a new definition. For post-secondary educational institutions, social innovation was defined as the intentional implementation of a transdisciplinary initiative to address a social challenge enabled through collaborative action leading to new or improved capabilities and relationships with community to generate evidence-informed solutions that are more effective, efficient, just, and sustainable. With greater clarity about the definition of social innovation, post-secondary educational institutions can create strategic plans and allocate resources to fulfil the Third Mission. With an evidence-informed definition, post-secondary educational institutions can develop a measurement framework to demonstrate outcomes and impacts of social innovation.

COMPREHENSIVE EXAMINATION ON INTENTIONS OF STUDENTS IN SOCIAL ENTREPRENEURSHIP

The capacity to affect change on a local and global scale about a range of political, social, environmental, and economic challenges is known as social entrepreneurship (SE). Young exposure to theory and practice of social entrepreneurship at postsecondary educational institutions is thought to influence this change. In this study, we examine the intentions of students in social entrepreneurship. This study's objective is to assess the degrees of social and entrepreneurial entrepreneurship. For the study, 150 college students served as the sample. This study examines empathy, moral duty, social support, self-efficacy, social impact, and educational level as principal motivators for social entrepreneurship intentions. The SPSS is a software program used to analyse the data and perform statistical analyses. The findings indicate that the only factors that were statistically correlated with the desire to engage in social entrepreneurship were empathy, self-efficacy, and psychological support. The association between social support and the ambitions for social entrepreneurship was shown to be unfavourable. In conclusion, the study provides insightful information for practitioners and educators who aim to foster a vibrant environment for student social entrepreneurship.

Department of Education issues guidance for students with diabetes

In February 2024, the United States Department of Education Office for Civil Rights issued guidance pursuant to Section 504 of the Rehabilitation Act to assist colleges and universities for students with diabetes (https://www.ed.gov/news/press‐releases/us‐department‐educations‐office‐ civil‐rights‐releases‐new‐resources‐students‐disabilities). Section 504 applies to postsecondary educational institutions receiving federal financial assistance.

The Teacher Training Institute in Burgas: А Time-Honoured Productive Tradition

The opening of the Teacher Training Institute in Burgas in 1943 as the first post secondary educational institution was logical and decisive for the prospects and future trends in education on a regional scale. During its 57 years of existence, Hristo Botev Teacher Training Institute became a centre for training, qualification and retraining of teachers, a cultural and educational hub. Its history was traced using archival sources, published memories and personal documents that have been put in scientific circulation for the first time. For the purpose of analysis, the historical and pedagogical approach, cultural and historical retrospection, and historical comparative analysis have been applied. The collected facts and their scientific interpretation lead to the conclusion that, chronologically, the Teacher Training Institute was the first step towards making Burgas a university city. Its establishment marked the beginning of a tradition that today allows us to talk about Burgas as the training centre for pedagogical staff in Southeastern Bulgaria

The Effect of Postsecondary Educational Institutions on Local Economies: A Bird's-Eye View

The Effect of Postsecondary Educational Institutions on Local Economies: A Bird's-Eye View

The Effect of Postsecondary Educational Institutions on Local Economies: A Bird’s-Eye View

The Effect of Postsecondary Educational Institutions on Local Economies: A Bird’s-Eye View

Driving the career readiness agenda in Hong Kong higher education

The concept of “career readiness” can trace its origin to earlier studies about learning and employability in higher education as well as management of student life cycle. Since then, career readiness has evolved into a major concern for public funders and regulators of higher education. Policy researchers contend that following the expansion of higher education and subsequent institutional commitment to ensuring student success, the current stage is about emphasizing employability as the primary indicator of graduate outcomes. This policy shift projects the university-employer interface into the spotlight and creates a favorable condition for promoting work-based experiential learning in higher education. While all postsecondary education institutions in Hong Kong give due regard to graduate employment as a measure of successful “university to work transition,” most of them however do not offer structured courses to train their students in skills for lifetime employability. This leads to the question of whether the status quo is desirable and what would be an effective lever for effecting change. Should coaching students for career readiness remain the responsibility of career development office or can academic staff also have a role to play in supporting it? What are the different approaches for teaching about “work life” in the crowded undergraduate curriculum space? Answers to the above would depend on how much the higher education sector in Hong Kong is prepared to embark on a “whole-of-life” approach to develop “work conscious” and not just “work ready” graduates. The new direction will help to generate a positive effect on higher education institutions in Hong Kong for them to compete through curricular and pedagogical innovations in support of the career-readiness agenda.

Community involvement in addressing the antibiotic crisis.

Increasing student interest and success in STEM education is a top priority for many postsecondary educational institutions. One well-documented approach to both priorities is to have students participate in a Course Undergraduate Research Experience (CURE). Faculty from several technical colleges and universities in Wisconsin teamed up with the Tiny Earth organization to offer a CURE to address the search for new antibiotics. Students enrolled in undergraduate microbiology courses engaged in research and participated in community outreach. To involve the community, faculty from various institutions joined an NFL team, the Green Bay Packers, and created the Tiny Earth in Titletown symposium. Here, students presented their work via scientific posters, to community and industry members, and networked with other scientists from around the region. The Tiny Earth in Titletown symposium started in 2018, was held again in 2019, and returned in 2022 following a 2-year hiatus due to the COVID-19 pandemic. Record attendance in 2022 suggests that community outreach and education may be helping restore trust in science that was lost during the pandemic.

Perceptions of the dental education-wide climate: Analysis of the 2022 ADEA climate study focus groups.

Climate assessments in higher and postsecondary education institutions are essential in landscaping inclusiveness and belonging for students, faculty, and staff. Although some climate assessments in dental education have been conducted either as part of their own campus or parent university climate assessment, a dental education-wide climate study has not been conducted across dental schools and allied dental education programs in the United States and Canada. As integral part of the 2022 ADEA Climate Survey in Dental Education, focus groups were conducted from March to April 2022 to ascertain the perceptions of students, faculty, and staff in dental education. A phenomenological study on 85 focus group participants comprised of students, faculty, and staff at U.S. and Canadian dental schools and allied dental education programs was conducted. Thematic analyses were structured on four overarching categories: (1) belonging, (2). bias, (3) challenges and barriers, and (4) future recommendations. Several themes emerged across all groups. The lack of inclusion and belonging on campuses, deficit of faculty of color, microaggressions and differential treatment of students of color, and the need to enhance recruitment of diverse students and faculty of color were among themes identified. Exclusive to U.S. allied dental education programs, exposure to unique community and clinical opportunities for students was identified as an important theme to enhance diversity, equity, inclusion, and belonging (DEIB). The first-ever dental education-wide climate study exposes the need to undertake this initiative in academic dentistry. The ongoing challenges unveiled in this study offer an opportunity to identify solutions that are meaningful, inclusive, impactful, and that foster humanistic learning environments for students, faculty, and staff in dental education.

Risk factors of food insecurity among students at diverse post-secondary education institutions: a cross-sectional examination.

Identify the prevalence of food insecurity (FI) and compare sociodemographic, mental, physical, behavioral, and environmental risk factors for FI among students at a private university, community college, and historically black college or university (HBCU). Adult students attending a private university, community college, or HBCU (n = 4,140) located within the southeastern United States. Using an online survey (2017-2019), FI, sociodemographic, mental, physical, behavioral, and environmental data were collected to understand their association with FI. Up to 37.1% of students experienced FI. Identifying as black, other/multi-racial, having poor sleep, federal loans, depressive symptoms, high stress, social isolation, or a chronic condition were associated with FI. These associations varied by institution. FI is prevalent within diverse post-secondary institutions that serve traditional and nontraditional students with risk factors varying between institutions. The prevalence of FI and risk factors can inform institutional policy responses to ameliorate the effects of FI.

Igniting Pathways for Land-Based Healing: Possibilities for Institutional Accountability

U.S. based post-secondary educational institutions usually have violent origin stories that include land theft, genocide, and the participation in slavery. Schools of social work are no exception. In recent years, colleges and universities, including schools of social work, have started to confront their histories of and participation in racial-settler colonialism. The severance of land as kinship, and land theft, have been a significant part of the harms of racial-settler colonialism. Colleges and universities have benefited from land theft, primarily through land-grants. Still, institutional accountability has been minimal, including limited acknowledgment of harm and modest changes in curriculum and staff. This paper expands the terrain of institutional accountability in social work higher education to consider land-based healing initiatives as a critical remedy for the harms of racial settler colonialism. This paper provides a historical review and decolonial analysis of the connection between social work higher education and land-grant institutions. Building on social cartography literature, a mapping framework for decolonizing higher education is examined in relation to questions of institutional accountability by land-grant universities. This framework is offered in conjunction with contemporary examples of struggles for institutional accountability in and outside of higher education. The paper concludes with future recommendations for research related to institutional accountability and the implications of land-based healing as an approach.

Disaster Education in the Context of Postsecondary Education: A Systematic Literature Review

The upward tendency of global disasters and associated losses urgently calls for enhancing disaster education (DE) and professional training. Although postsecondary education institutions (PSEIs) play an essential role in this educational mission, a comprehensive understanding of DE development in PSEIs remains unclear. In response to this knowledge deficit, this article employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach to explore the current development of DE in PSEIs through reviewing 76 publications from 2011 to 2022 through a mixed-method analysis process (univariate analysis and thematic inquiry). The quantitative analysis outcomes illustrate that the studies were unevenly distributed globally. The qualitative findings demonstrate the following fourfold characteristics of DE in PSEIs: (1) in terms of pedagogical characteristics of DE, there is a call for a radical shift in pedagogical strategies because the conventional teaching approaches are inadequate in tackling the potential risks and emerging hazards; (2) disciplinary and interdisciplinary perspectives have been integrated into DE, addressing diverse disasters and their differential influences; (3) through community-based partnerships, PSEIs can provide informal and nonformal education to affected individuals and communities; and (4) interconnections between DE and other educational approaches that broadly address global climate change have been recognized, contributing to resilience and sustainability. Based on these outcomes, this study recommends future DE-specific research could focus on (1) exploring potential radical pedagogical approaches to respond to emerging risks and hazards, (2) stimulating cross-disciplinary collaboration to address the full spectrum of disasters’ societal impacts, and (3) increasing collaboration between PSEIs and nonacademic organizations to raise grassroots awareness through informal DE.

Adapting Criminology Field Placements during a Global Pandemic: Communication, Flexibility, and Contingency Plans in Experiential Learning

The COVID-19 pandemic impacted the world in ways never imagined. Post-secondary education was no exception. When post-secondary educational institutions switched to online teaching almost overnight, experiential learning programs scrambled to adjust. Research conducted during the pandemic reports on the importance of contingency plans for crises, flexibility, and creativity to ensure students completed their experiential learning terms. Drawing on interviews with 9 students, reflective journals from 20 students, and online surveys completed by 13 community partners, this study explores the impact of the pandemic on field placements that are part of an undergraduate Criminology program at a Canadian university. Findings indicate that the pandemic presented unique challenges to students working in criminal justice system and related agencies and that communication, ongoing support, and flexibility helped mitigate some of the stress these students experienced. Unexpected benefits are also discussed. We offer recommendations for experiential learning in Criminology programs based on these experiences.

Student Transfer Mobility within Indigenous Programs: Pathways of Access or Appropriation?

Mobility pathways to and from Indigenous programs is one strategy post-secondary education (PSE) institutions employ to support reconciliation, yet data is limited on the status or impact of these pathways. The current study examined program pathways of Indigenous and non-Indigenous learners within Indigenous programming. Fifty-three students were recruited from across PSE institutions in Ontario. Chi squared tests indicated that the majority of students transferring to an Indigenous program were Indigenous, however the study also found that non-Indigenous learners were frequent users of pathways. Results of this study provide cause for consideration about how settler normativity may permeate in pathway development and delivery and recommendations are provided on how PSE can centre Indigenous students in mobility program development.

Controlling Quality Standards to Enhance Higher Educational Quality Assurance

Most Somali educational institutions need to set up more structured and clearly defined curriculum plans due to the need for a body to control quality education or create standards that help regulate educational settings. Furthermore, educators need to be aware of the importance of curriculum in their institutions. They should have clearly defined objectives or goals for what educational institutions want to achieve in educating society. A curriculum serves as a roadmap for an institution's educational objectives. It reviews how a learning organisation establishes such objectives and guides how teachers plan instructions and assess learners. It refers to the strategies and tools educational institutions use to lay out a course for students to fulfil a curriculum's goals. It is also intended to help institution administrators manage teachers and hold them accountable for their actions. An institution which can help with higher educational quality assurance is the Higher Education Commission (HEC). HEC is the appropriate organisation tasked with developing uniform educational programs. An HEC can also act as a body that oversees postsecondary and higher educational institutions. The importance of curriculum creation will be highlighted in this paper with examples of situations when HEC has authority and has established rules that educational institutions must follow. Finally, the paper will try to address the following questions: How can HEC establish criteria and requirements for educational institutions to develop high-quality curricula? How can HEC monitor and evaluate the performance of educational institutions? How can HEC advise institutions on how to design curricula that strike a balance between teaching and learning?