Practice In Higher Education Research Articles

Decolonial Practices in Higher Education from the Global South: A Systematic Literature Review

Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.

Exploring alternative invigilated assessments in higher education

The use of educational technologies in course development, assessment, and delivery has undergone significant transformations in higher education institutions due to the Covid-19 pandemic. With universities worldwide offering an unprecedented number of online courses, the landscape of higher education has experienced both opportunities and challenges for learning designers, academics, and students. Among the challenges faced, proctoring online examinations has emerged as a pressing concern. Focusing on the context of a school where accreditation requirements demand invigilated assessments, this paper explores and proposes alternative invigilated assessment approaches across various modes of course delivery. This work-in-progress report provides insights into different alternative invigilated assessment options, offering practical instructions for implementing these assessment methods. By exploring these options, this paper aims to contribute to the broader discussion on assessment practices in higher education and better align with the needs of our students and academic programs as well as that of the accrediting bodies.

Factors impacting the ability of ‘EdAdvisors’ to support and enhance technology-enhanced learning and teaching in Australian Higher Education

Technology-enhanced learning and teaching practice in Higher Education is facilitated in different ways by ‘Third Space’ support staff including Learning Designers, Education Technologists and Academic Developers, broadly defined as ‘EdAdvisors’ – educator/advisors. EdAdvisors offer rich experience and expertise across both pedagogy and technology can be hampered by workplace factors that diminish their ability to have meaningful impact. The work that EdAdvisors do is increasingly represented in existing research but there less is known of the barriers to their practice, particularly across different role-types. This doctoral research uses a Practice Theory lens and mixed methods to examine the complex web of factors in Australian Higher Education that shape the practices of EdAdvisors, including cultural, epistemic, material, organisational and relational, in an attempt to identify problems and suggest solutions. One significant problem is that EdAdvisor roles are often poorly defined. This work adds clarity to the understanding of these roles by comparing core activities and knowledge areas associated with them and using this analysis to find distinguishing characteristics and areas of overlap. It contributes to deeper understanding of the ways that teaching is and should be supported in Australian Higher Education. Feedback is sought on the theoretical lenses and methodology

Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development

PurposeThe faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.Design/methodology/approachThis study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.FindingsFaculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.Practical implicationsThis research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.Originality/valueThe study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

Faculty – Graduate teaching assistant mentoring model: Chaos theory in action

AbstractIn this study, collaboration has been revisited between an American faculty member and an international graduate teaching assistant during a unique faculty‐student mentoring model within principles of chaos theory. The role of culture, beliefs about language learning and teaching had been studied closely to improve faculty/international students’ cooperation in academic settings. The research focused on the nature of the collaborative experience of a faculty member and a graduate teaching assistant in designing and implementing an authentic language learning experience into a graduate level linguistic course and the role of dynamism and chaos theory evident in this mentoring model. Participants engaged in collaborative planning of a language learning experience embedded into a graduate level linguistic course. Reflective journals of participants and assignments were analyzed to better understand the experiences of the collaborators and the ways their culture, beliefs, and mentoring model impacted andragogical choices for instruction and learning of participants and students. Through self‐study, the researchers explored their professional identity and their academic flexibility within the organizational boundaries. The results of the study unveiled the complexity and chaos of each phase of cooperation and how the participants applied flexibility to achieve a more linear teaching/learning process. The collaboration between American faculty and international GTA under the shadow of chaos twisted by culture, beliefs, and hierarchy could still generate novice andragogical practices in higher education to contribute implications for collaborative work across cultures and hierarchies.

Sustainable Development in Higher Education Practices

In summary, this article emphasizes the importance of education for sustainable development in higher education practices. By addressing the challenges and proposing strategies to integrate sustainable development into all disciplines, higher education institutions can take the lead in promoting sustainability and preparing students for a sustainable future.

Understanding Writing Habit in College: A Survey of Higher Education Students

This research investigates the writing habits of students in higher education, employing a case study approach to attain a comprehensive understanding of these practices. The case study methodology is utilized to delve deeply into the intricate writing behaviors, motivations, and challenges faced by individual college students. Through a sample of 232 students from diverse faculties, insights are gathered via a meticulously designed survey that covers aspects such as writing frequency, time allocation, methodologies employed, and encountered difficulties. The findings underscore that, despite the diversity of academic disciplines, expected trends in writing habits emerge among students. While the initiation of writing may seem straightforward, challenges arise during the process, often leading to task-driven completion rather than the cultivation of consistent writing habits. The findings highlight the value of personalized interventions that identify the unique obstacles and motivations inherent in each field, allowing educators to fine-tune writing support programs. This research contributes to a nuanced understanding of writing practices in higher education, shedding light on students' attitudes toward writing. By acknowledging the diverse motivations and challenges faced, educators can strategically enhance writing support initiatives, fostering an environment where effective writing habits can flourish. The insights gleaned from this study not only inform academic discourse but also offer practical implications for educators seeking to empower students on their writing journey

A Holistic Perspective: Investigating the Links between Workplace Spirituality, Organizational Commitment, and Well-Being among Higher Education Professionals

This comprehensive review paper investigates the intricate relationships among workplace spirituality, organizational commitment, and well-being in the distinctive context of higher education institutions. With the overarching goal of cultivating a supportive and spiritually nurturing workplace environment, this study rigorously explores the presence and impact of spiritual support practices in higher education. Employing a systematic research methodology, 25 pertinent articles were meticulously selected from an initial pool of 130 publications, sourced from platforms such as “Google Scholar,” “Scopus,” “Web of Science,” and “Research Gate.” The discussion section critically examines the interplay between workplace spirituality and organizational commitment, underscoring the crucial distinction between organizational and personal spirituality. It further delves into the implications of workplace spirituality on the well-being of higher education professionals, particularly in light of the evolving challenges and opportunities within academia. Notably, the COVID-19 pandemic is acknowledged as a transformative force that has highlighted the pivotal role of academic staff in distinguishing educational institutions. In conclusion, this review paper accentuates the transformative potential of workplace spirituality within the competitive academic landscape. It posits that workplace spirituality engenders positive outcomes for individuals, groups, and organizations, playing a pivotal role in enhancing overall effectiveness. The paper underscores the imperative for higher education institutions to nurture agile and motivated teaching staff, prioritizing their well-being and professional growth. By integrating spirituality into the academic milieu, institutions can foster healthier workspaces, attract and retain top-tier talent, and contribute significantly to the holistic development of their faculty members. In summary, this review paper offers a holistic perspective on optimizing the academic work environment by exploring the complex dynamics of workplace spirituality, organizational commitment, and well-being within higher education institutions.

Immersion and Implosion: Enabling Social Spaces through the Design of Interactivity at Scale

The didactic lecture is a well-established but contentious practice in higher education. It is an essentially mono-directional experience delivered in purposefully designed spaces that entrench modes of learning and expected behaviours by both staff and students. This paper will challenge the ongoing primacy of the didactic lecture in higher education and posit a dialogical alternative that supports students to interact and connect at scale through the creation of social spaces. A case study of a program at the University of Sydney Business School will interrogate the role of technology in simulating an immersive hyperreality for students in large-group teaching settings that blurs the boundaries of disciplinary knowledge and the abstractions and realties of their work, life, play and learning.

Monikieliseksi osaajaksi: korkeakoulutaustaisten maahanmuuttaneiden koulutus- ja työelämäpolkuja ja kokemuksia kielestä

This study explores the educational and professional trajectories of three skilled migrants in Finland. The aim is to investigate how language-related issues intertwine with the migrants’ individual trajectories to gain a deeper understanding of the kinds of challenges migrants may face in Finnish society. Drawing on the theoretical underpinnings of nexus analysis and the concept of linguistic repertoire, the study focuses on the participants’ lived experiences of language along their trajectories. The longitudinal data, consisting of interviews over the period of 4.5 years, are analysed using the nexus analytic framework. The findings show that although the participants knew English and studied Finnish successfully, their individual lived experiences of language varied, and their non-straight-forward trajectories were shaped by multiple factors. To support migrants’ agency and their possibilities to participate, we thus need more flexible language policies and practices in higher education as well as a more nuanced understanding of linguistic repertoires.

Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19

Following the disruptions to in-person schooling during COVID-19 and the need for emergency remote teaching, this study explored the assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach, purposive criterion sampling was used to select 25 teacher educators from 15 teacher training institutions in Ghana who participated in online teaching during COVID-19 school closure. The findings show that teacher-centered approaches to assessment dominate emergency remote assessment practices of teacher educators. Hodgepodge grading and general feedback were more prevalent during remote assessment. Teachers were also found to randomly select a few students to provide individualized feedback due to the large class size. Challenges including limited knowledge of the use of the online teaching platform for assessment, inadequate professional training and access to technological resources, and concerns about academic dishonesty were reported. However, teachers reported that their involvement in abrupt remote teaching and assessment has been a learning opportunity for them to develop new skills, which is imperative for their professional development.

Addressing the Barriers to Design-Thinking Driven Problem Solving in Higher Education

The Higher Education structure was believed to be established to protect itself from either internally or externally motivated change. As time has progressed, ‘change’ has begun to trickle into Higher Education Institutions, with the belief that individuals with characteristics synonymous with ‘innovators’ have spurred change in this space. For Design Thinking to become the primary mode for problem-solving in relation to curriculum and learning design, we must first understand current staff members’ experiences of making changes within Higher Education, and identify the behaviours, attitudes and structural processes involved in making change. This paper will address the following research questions: Through understanding the barriers to making change currently experienced by Higher Educations staff, what can we do to create an environment where the principles of Design and Design Thinking can be fully embraced by members of the Higher Education community? This paper presents the findings from a qualitative research project conducted by the authors, where 32 members of staff in a selected Higher Education Institution were interviewed to understand their experiences of making changes to their teaching and working practices. Emphasis is placed on understanding the barriers to making change, namely: the embedded conservatism in Higher Education and associated fear of change; committee structures; energy; the current institutional understanding of ‘collaboration,’ and; the Institution’s commitment to making change. Drawing on the findings of this research, three actionable insights will be presented which will help Design and Design Thinking methods become embraced in terms of further developing teaching, learning, and working practices in Higher Education.

Investigating the relationship between participation in the building infrastructure leading to diversity (BUILD) initiative and intent to pursue a science career: A cross-sectional analysis

This paper presents an analysis of survey data to examine the association between supervised structured mentoring and students’ intent to pursue a career in science. Data were collected from students in the 10 Building Infrastructure Leading to Diversity (BUILD) research training programs, developed through grants from the National Institutes of Health. Propensity score matching and multinomial logistic regression demonstrated that exposure to BUILD programs—meaning participation in undergraduate research, receipt of mentoring from a primary mentor, and/or participation as a funded scholar and/or associate of each BUILD site’s training program—was associated with increased intent to pursue a science career. These findings have implications for STEM program evaluation and practice in higher education.

Degrees of change: the promise of anti-racist assessment.

Assessment practices in Higher Education remain beholden to the twin pillars of neoliberal economic orthodoxy and White supremacy. The former has given rise to the modularization and commodification of education, wherein student performance is measured according to narrow and often meaningless metrics that foster and maintain ineffective assessment mechanisms. The latter imbues those metrics with a deference to, and valorization of, "Whiteness" as a marker of success, and this manifests in persistent awarding gaps across the sector. Critical Race Theory elucidates the ways in which the "banking model" of education and assessment is implicated in a history of colonial oppression that underpins contemporary experiences of marginalization for racially minoritized students. Furthermore, the rapid proliferation of Artificial Intelligence programs is now throwing into sharp relief the fact that traditional forms of assessment are no longer functional even on their own flawed terms. The authors argue that, at this critical juncture, Anti-Racist assessment, which not only exposes and problematizes racism itself but also embeds formative feedback, drafting, collaboration, and creativity into assessment practices, offers a practical solution that can reconceptualize 'academic excellence' and help to identify and support a different kind of 'good student', reshaping the employability agenda as a force for good and reclaiming the democratizing potential of Higher Education.

Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

Abstract In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project “Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)”, focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.

Pedagogical Trends in Librarian Support for Open Science Practices in Higher Education

Librarians have an opportunity to collaborate with faculty and students in supporting and teaching transparency in research. Much of the focus in librarianship has been on supporting research practices, for instance, open access publishing, research data management and guidance on pre-registration of studies (Sayre & Riegelman, 2018; Sayre & Riegelman, 2019) or finding and using open access resources for instance, demonstration of Open Educational Resources (OER). However, there is a shift to embed the research practices of open science (OS) and transparency into teaching in higher education. Since open science practices focus on making research processes and data open accessible to the public, librarians can help to educate students and faculty on the benefits of OS practices and provide resources on how to incorporate OS into teaching.
 This poster describes the results of an exploratory study focusing on the trends in librarian teaching support for OS practices in higher education. A mixed methods sequential exploratory design was used where a semi-structured interview and survey were administered to describe the current trends in librarian support for teaching OS at higher education institutions. The results indicate that academic librarians have varied approaches to teaching OS and different opportunities to collaborate within institutions. There were common pedagogical OS topics and perspectives on teaching OS practices in higher education.

A scoping review protocol of anti-racism programs and practices in higher education: Implications for developing interventions to advance equity

BackgroundIn the United States and Canada, racism continues to persist in higher education systems. Hate violence and racial trauma on campuses are significant barriers to health and well-being, particularly for Black, Indigenous and People of Color (BIPOC). Additionally, higher education systems often fail to successfully bridge achievement gaps to facilitate the success of BIPOC. This protocol describes a scoping review of anti-racism efforts through higher education programs and practices from 1950 to 2022. No previous scoping reviews have been identified that illustrate anti-racist organizational programs and practices in higher education settings. MethodThis scoping review protocol aims to identify and map the characteristics of anti-racism programs and practices (occurring at the organizational level) in higher education settings throughout the United States and Canada. A systematic search will be conducted using nine electronic databases, with date limits from 1950 to 2022: Academic Search Ultimate (Ebscohost), ERIC (Ebscohost), APA PsycINFO (Ebscohost), Medline (OVID), Dissertations & Theses Global (ProQuest), Social Services Abstracts (ProQuest), Social Work Abstracts (Ebscohost), Sociological Abstracts (ProQuest) and Scopus (Elsevier). Reference lists of documents included in data charting will be searched. The scoping review will follow guidance from the most recent 2020 version of the JBI Manual for Evidence Synthesis and PRISMA reporting guidelines for scoping reviews (PRISMA-ScR). Two reviewers will perform full-text screening of preselected studies independently to select studies according to inclusion criteria. Covidence will be used to upload search results, screen abstracts and full text study reports. Data will be extracted, and findings and characteristics synthesized in a narrative summary. Additionally, frequency counts of concepts, populations, and characteristics will be presented. DiscussionOur scoping review will be the first to map anti-racism programs and practices in higher education. It is anticipated the findings will interest policymakers, researchers, and higher education practitioners concerned about creating interventions aimed at improving social, economic, and environmental factors which shape health equity and empower underrepresented communities towards increased educational attainment.

Privacy governance not included: analysis of third parties in learning management systems

PurposeThis paper aims to address research gaps around third party data flows in education by investigating governance practices in higher education with respect to learning management system (LMS) ecosystems. The authors answer the following research questions: how are LMS and plugins/learning tools interoperability (LTI) governed at higher education institutions? Who is responsible for data governance activities around LMS? What is the current state of governance over LMS? What is the current state of governance over LMS plugins, LTI, etc.? What governance issues are unresolved in this domain? How are issues of privacy and governance regarding LMS and plugins/LTIs documented or communicated to the public and/or community members?Design/methodology/approachThis study involved three components: (1) An online questionnaire about LMS, plugin and LTI governance practices from information technology professionals at seven universities in the USA (n = 4) and Canada (n = 3). The responses from these individuals helped us frame and design the interview schedule. (2) A review of public data from 112 universities about LMS plugin and LTI governance. Eighteen of these universities provide additional documentation, which we analyze in further depth. (3) A series of extensive interviews with 25 university data governance officers with responsibilities for LMS, plugin and/or LTI governance, representing 14 different universities.FindingsThe results indicate a portrait of fragmented and unobtrusive, unnoticed student information flows to third parties. From coordination problems on individual college campuses to disparate distributions of authority across campuses, as well as from significant data collection via individual LTIs to a shared problem of scope across many LTIs, the authors see that increased and intentional governance is needed to improve the state of student privacy and provide transparency in the complex environment around LMSs. Yet, the authors also see that there are logical paths forward based on successful governance and leveraging existing collaborative networks among data governance professionals in higher education.Originality/valueSubstantial prior work has examined issues of privacy in the education context, although little research has directly examined higher education institutions’ governance practices of LMS, plugin and LTI ecosystems. The tight integration of first and third-party tools in this ecosystem raises concerns that student data may be accessed and shared without sufficient transparency or oversight and in violation of established education privacy norms. However, these technologies and the university governance practices that could check inappropriate data handling remain under-scrutinized. This paper addresses this gap by investigating the governance practices of higher education institutions with respect to LMS ecosystems.

Experiential Learning Practices and Career Courses: Predictors of First Destination Outcomes

This study examined connections between experiential learning practices, mandatory career courses, and positive first destination outcomes of graduates from a large public institution prior to and during the COVID-19 pandemic. The rising cost of education and competition among universities has led to consumer demands for information pertaining to their return on investment. Universities have been encouraged to provide first-destination outcomes for graduates as a way to show the value of their degree programs. To strengthen these outcomes, many programs encourage or mandate experiential learning known as high-impact practices (HIPs) and career courses to prepare emerging adult learners for the transition to employment or further education. However, little is known as to the impact these practices have on the first-destination outcomes of these graduating students. This study identified specific experiential practices which proved beneficial to securing employment or acceptance to continued education, with an important caveat that career courses added only limited benefit for some respondents. These findings will better inform the allocation of university teaching resources and are a basis for further study of career practices in higher education.

Artificial intelligence and changes in information practices in higher education

Artificial intelligence and changes in information practices in higher education