Practice In Higher Education Research Articles

How we care? Exploring experiences of developing caring relationships with mature students in an online learning environment

ABSTRACT The study applies the lens of the ethics of care to understanding pedagogical practice in higher education. It addresses the dilemmas of building and maintaining caring relationships between academic staff and mature students transitioning from further education to a university programme delivered online. Teacher care is considered an important factor in students’ outcomes, experiences, and well-being. The role of care is even more significant for students who find studying challenging, who may be academically unprepared, affected by lack of confidence, struggle with technical skills or grapple with personal and societal issues. The purpose of this study was to conduct a phenomenological inquiry into academic staff’s perceptions and lived experiences of caring relationships with their students. Seven participants wrote reflective texts which were analysed, and the preliminary findings were discussed in a focus group with three participants. The data from the reflective texts and the focus group discussion was converged and led to identification of four themes which describe the phenomenon of caring relations as situated, individualised, reciprocal and demanding. These themes inform recommendations to provide support to the academic staff and students at the organisational level, which would lead to more effective relationships and improve the learning environment for all.

Generative artificial intelligence as an enabler of student feedback engagement: a framework

ABSTRACT Despite the recognised importance of feedback in enhancing student learning, feedback practices in higher education have not achieved the expected effects. A primary issue lies in student disengagement, exacerbated by contextual constraints such as large classes and limited curriculum space and time. The advent of Generative Artificial Intelligence (GenAI) may help overcome these contextual constraints. However, GenAI also poses substantial challenges and ethical dilemmas during the feedback process. Meanwhile, it is essential to recognise that the feedback environment created by GenAI inevitably interacts with students’ personal factors, especially their feedback literacy, to jointly influence feedback engagement. Therefore, a question remains whether GenAI can be an effective enabler of student feedback engagement. To answer the question, based on a literature review and theoretical synthesis, we scrutinise student engagement with GenAI in three stages of the feedback process and discuss the interplay of student feedback literacy and the GenAI context. We suggest that the extent to which students are engaged with feedback depends on their degree of feedback literacy as orchestrated in the GenAI context. Finally, we propose a cyclical feedback framework consisting of feedback forethought, feedback control and feedback retrospect to enable student feedback engagement in a GenAI world.

Development of a Teaching Model for Cultivating Applied Arts Talent in Universities in the Digital Media Era

This paper aims to revolutionize teaching and learning practices in higher education by optimizing prediction accuracy through recommendation system methods in applied art education. The study explores advanced machine learning techniques, particularly intuitive fuzzy C-means clustering and user interest collaborative filtering (IFCM-UIR-CF). Quantitative analysis reveals significant performance differences among three methods: FCM-CF, IFCM-CF, and IFCM-UIR-CF. FCM-CF starts with a Mean Absolute Error (MAE) of 0.845, improving to 0.750 with 150 neighbors. IFCM-CF starts at 0.810 and decreases to 0.700. IFCM-UIR-CF outperforms both, starting at 0.800 and reaching a minimum MAE of 0.658. These results show that increasing the number of nearest neighbors enhances prediction accuracy, with IFCM-UIR-CF providing the most accurate recommendations. The study emphasizes the significance of user-commodity relationships and decomposition processes in improving recommendation accuracy, offering insights for future research.

Message from the Editor-in-Chief

To all our Journal’s readers and followers, a warm welcome to our first issue of 2025! I hope this year promises to be more fulfilling, enjoyable and productive for us all.In this issue we have papers on higher education practices by authors from the USA, China, Uganda, South Sudan, South Africa and Canada, who share their focus on teaching, learning and assessment in education, and issues of training and human resources in industry and learning institutions.

The Evolution of Emergency Planning at Kent State University, 1970–2020

ABSTRACTThe shootings at Kent State on May 4, 1970, shocked people all over the world and were a disaster for the university. To resume operations and rebuild its reputation, Kent State University turned to emergency planning decades before it was standard practice in higher education. Scholars of emergency management assert that innovation in the field often arises in response to disasters (Rubin, 2020) and that examining its history offers valuable insights (Butler, 2020; Phillips et al. 2012). The Kent State shootings served as a focusing event (Rubin, 2020) that opened a policy window (Kingdon, 1995) within the institution. Drawing on archival documents and oral histories, this historical case study examines how Kent State created their emergency plan through the lens of Kingdon's multiple streams framework. It presents a rare glimpse of an early example of emergency planning in higher education. This paper situates Kent State's actions within the broader context of emergency planning in higher education, explains how its first plan was developed and what it contained, and concludes with a brief description of recent emergency planning at Kent State.

Characterization of the Dropout Student Profile Using Data Mining Techniques

Objective: One of the primary concerns in Educational Data Mining is student dropout rates. This study aims to investigate student dropout rates in higher education by identifying and analyzing the demographic and academic characteristics of university students who discontinue their studies. Theoretical Framework: Based on Educational Data Mining with clustering techniques, this study utilizes pattern recognition and data segmentation models to analyze dropout behavior within Informatics programs. Method: Data mining techniques were applied to a dataset that contained demographic and academic records. Three clustering algorithms, K-means, DBSCAN, and Agglomerative Hierarchical Clustering, were employed, and their performance was evaluated. Results and Discussion: The K-means algorithm produced three distinct clusters with a silhouette score of 0.575, indicating well-defined groups. These clusters revealed significant patterns, such as a predominance of male, single students from Cusco enrolled under the 2013 curriculum. DBSCAN identified four clusters (score: 0.120), while Agglomerative Hierarchical Clustering produced three clusters (score: 0.564), offering a balance between granularity and clarity. The findings highlight the effectiveness of K-means in profiling dropout students and offer insights into their academic trajectories. Research Implications: The findings suggest that tailored interventions addressing the specific needs of identified student clusters may reduce dropout rates, relying on informed policy and practice in higher education. Originality/Value: This study contributes to the literature by introducing an innovative comparative analysis of clustering methods for dropout profiling, offering practical implications for educational data analysis and intervention strategies.

Editorial: The difference in practice papers and scholarship: We publish the latter

The differences between regularly published practice papers and evidence-based Scholarship of Teaching and Learning (SoTL) manuscripts as preferred publications are outlined and discussed in this editorial. By examining the literature and backstory of SoTL, clear guidelines for well-designed research studies supported by evidence provide compelling reasons for SoTL papers to contribute to international knowledge, change thinking, advance practice in higher education and meet the aims of scholarly academic journal. The types of evidence that can be used are described, and a practical checklist for authors to benchmark their manuscript against SoTL principles is also offered as a hands-on tool for improving manuscript submissions. Studies based on evidence and scholarship establish credible, valid, and current knowledge through defensible theoretical frameworks and systematic methodology. Scholarly studies not only contribute to knowledge, improve practice, advance pedagogy, and inform policy but also drive significant change in international higher education contexts

INOVAÇÃO TECNOLÓGICA: CONSTRUÇÃO DE SIMULADORES DIDÁTICOS SUBSTITUTOS DE ANIMAIS PARA O ENSINO DO EXAME DO SISTEMA GENITURINÁRIO DA ESPÉCIE CANINA E FELINA - RELATO TÉCNICO

The use of live animals in higher education practices is being discouraged. For this, alternatives in the use of animal substitutes are motivated by the National Council for the Control of Animal Experimentation for the Production, Maintenance or Use of Animals and Teaching or Scientific Research Activities. In this scenario, teaching practices become challenging in the professional disciplines of the undergraduate veterinary medicine course. With technological innovation and advanced research resources, the profile of today's university students differs from previous decades. In addition, the demand of the labor market, professional qualification and the ability to solve problems are also important factors in the training of veterinarians. Considering the above, the objective was to present a technical report of the use of the Keller teaching methodology in the proposal of technological innovation in the construction of didactic simulators of the genitourinary system of the canine and feline species for the purposes of higher education and extension practices. For this, five undergraduate students of a veterinary medicine course were invited to build models of the aforementioned simulators, using the Keller methodology, under the supervision of a professor. As final products, for the teaching of the urogenital system of the feline and canine species, the following were built: a bitch simulator with mammary glands; a cat simulator for evaluation of the mammary glands; a fertile male dog simulator; a neutered male dog simulator and a fertile cat simulator. The aforementioned simulators allowed the learning of urethral probing of dogs, cats and, as well as the evaluation of the mammary glands. In higher education practices, the simulators were used by 229 students in the professional disciplines of a veterinary medicine course and 440 popular visitors to exhibitions appreciated the direction in tumor prevention in the Pink October Pet and Blue November Pet campaigns. The Keller teaching methodology used proved to be satisfactory and motivating to the studies of the students involved. The commitment and enthusiasm of the students who participated in the proposal was notorious. The contemplation and satisfaction of the students in the use of the simulators they created, in extension practices in the community, was also evident.

Enhancing Social and Academic Success for High-Functioning Autism Spectrum Disorder Students in Tertiary Education

This review examines integrating social thinking principles and Theory of Mind development to support high-functioning autism spectrum disorder (ASD) students in tertiary education. We present an evidence-based framework for enhancing social and academic outcomes, drawing from developmental research, cognitive psychology, and higher education practices. The paper highlights social cognition's crucial role in academic success, providing implementation strategies for university settings while addressing unique challenges and opportunities for adult ASD learners.

Practising in an evaluative culture: an autoethnographic study of pedagogical practice in higher education

ABSTRACT The prevailing culture in UK higher education is one of evaluation and performativity (Ball 2012). This study uses an autoethnographic approach to explore how working in an evaluative culture influences the pedagogical practices of a teaching-focussed lecturer. Data were generated in the form of memory data, self-observation/reflections and professional conversations with three colleagues. Social practice theory is used as a theoretical and analytical framework. Findings suggest that overtime, my academic identity has become characterised by resistance, a desire to be creative and work with autonomy to counteract the evaluative culture of higher education. I suggest that academic identity is significant in understanding and shaping pedagogical practice in university settings.

Research on Aesthetic Education Practice in Higher Education

Research on Aesthetic Education Practice in Higher Education

A BIBLIOMETRIC ANALYSIS OF VIDEO-BASED FEEDBACK IN HIGHER EDUCATION (2003-2022): TRENDS, GAPS AND FUTURE DIRECTIONS

Purpose – Video-based feedback presents a unique approach characterised by a conversational narrative and instructor screen captures, enriching students' learning experiences and fostering stronger instructor-student connections. While this innovative methodology has the potential to revolutionise feedback practices in higher education, its full benefits and practical implications for improving learning outcomes remain unexplored. Methodology – This study employs a bibliographic analysis to examine the emerging landscape of video-based feedback research in higher education from 2003 to 2022. Data was systematically curated from the Dimensions database. Out of an initial 25,747 publications, 1,532 publications were selected for final analysis after refining the keyword search to ensure relevance to the subject. VOSviewer was used for bibliographic coupling, keyword co-occurrence, clustering, and co-citation analysis of countries. Findings – The bibliometric analysis reveals a significant increase in publications on video-based feedback in higher education, peaking at 286 publications in 2022. The United States, Germany, and the United Kingdom are identified as leading contributors, with China emerging as a prominent player in Asia. Keyword analysis uncovers potential research gaps, including the need to extend studies beyond medical education, address the specific requirements of adult learners, and investigate the socio-emotional dimensions of video-based feedback. Significance – This study provides a significant contribution to understanding video-based feedback in higher education, positioning it as a dynamic and rapidly evolving field driven by the proliferation of online learning. The insights from this analysis offer valuable guidance for future research directions and practical applications, such as developing evidence-based best practices for creating effective video feedback and exploring its impact on student engagement, motivation, and academic achievement.

Supporting english speaking practice in higher education: the impact of AI chatbot-integrated mobile-assisted blended learning framework

Supporting english speaking practice in higher education: the impact of AI chatbot-integrated mobile-assisted blended learning framework

Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher education

Much has been written about the diverse roles, responsibilities, and competencies of third space professionals working in education and learning design. While these debates are important, this paper begins with the premise that, regardless of title or exact role description, all designers are competent; they bring professional expertise to learning design which contributes to quality teaching and learning in their institutions. With that premise in mind, the purpose of this paper is to outline a possible Framework for designers to measure and evidence their competence and contributions either to use for future engagements and collaborations, to show impact of their practice on quality learning and teaching, to intentionally plan for design engagements, and/or to support applications for promotion or career progression. This paper is a response to what Williams et al. (2011) suggest is a need to know more about the challenges facing education and learning designers so that relevant scholarship can be produced, and to provide a vehicle for designers to clarify their professional identity and promote the importance of their position in the higher education ecosystem. While the authors work in the Australian context, we believe this response has global relevance.

Bridging the gap: inclusive practitioners in the third space and the embedding of universal design

This opinion piece considers the third space from an inclusive practice, disability, and accessibility services perspective, an area largely unexplored thus far in third space studies. Higher Education Institutions (HEIs) are becoming more responsible for accommodating an increasingly diverse student and staff population. Staff working in areas of inclusive practice are being organically drawn into the third space in a changing higher education landscape that is struggling to respond to rapidly increasing numbers, funding concerns, legislative developments, and the call for mainstreaming supports. Drawing on key research on the third space including Whitchurch (2008), McIntosh and Nutt (2022), Veles and Carter (2016), and higher education research and data from the Association for Higher Education Access and Disability (AHEAD) and the Higher Education Authority (HEA), this piece establishes the current challenges for embedding inclusive practice in higher education in Ireland. The profile and role of the inclusive practitioner in the higher education setting is especially complex; they come from varied employment and educational backgrounds and operate across academic boundaries, having gleaned expansive experience and tacit knowledge of the area. Using Homi Bhabha’s (2004) third space theory of the hybrid subject as a site for transformation as a conceptual framework, we argue that the inclusive practitioner’s hybrid, integrated, and autonomous role within the third space can bridge the gap between individual accommodations and the embedding of a whole institution approach to UDL.

Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching

Quality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teaching, motivation, and beliefs about researching and developing teaching. Using data from the Teaching in Higher Education (THE) Survey that was subjected to factor and regression analyses, we found that participants (n = 56) preferred alternative and personal sources of teaching knowledge over formal sources and those offered by academic developers. On the whole, the participants were motivated to teach. Relations were found between beliefs about sources of teaching knowledge and motivation, respectively, and beliefs about research and development of teaching. Implications in terms of the Scholarship of Teaching and Learning and academic development, including the need for increased focus on teacher beliefs and evidence-based practice in higher education, are discussed.

Mental Health and Moral Education in the Digital Age

The rapid integration of internet technology into higher education has transformed the learning landscape, presenting both opportunities and challenges. This study focuses on the critical role of moral education in addressing college students' mental health needs within this digital context. The exposure to diverse and complex online content can significantly impact students' psychological well-being. Moral education is highlighted as a fundamental facilitator for enhancing psychological resilience and emotional stability, equipping students with the necessary skills to navigate the digital world. The research aims to assess the current state of mental health education, identify key issues, and forecast future trends, while also providing an analysis of effective moral education implementation. It seeks to offer theoretical insights and practical recommendations to improve mental health and moral education practices in higher education, ultimately fostering well-rounded individuals prepared for the 21st-century challenges.

Inclusive policies and practices in higher education: A systematic literature review

Inclusive policies and practices in higher education: A systematic literature review

Graduates’ career choices: an empirically derived process model

AbstractCareer decision-making models, devised to help career decision-makers to make better choices, are not well-used in practice in higher education (HE), perhaps because they are too far removed from natural decision-making approaches. This study examines the career decision-making processes of 30 employed recent UK graduates. Data were collected through semi-structured interviews and analyzed with a reflexive thematic analysis. The findings identified three processes: generating an idea, exploring in-depth, and choosing. The discussion identifies differences between this model and existing prescriptive models: ideas are identified and analyzed singly, self-exploration takes place after idea generation, and chance plays a significant part throughout.

Analyzing the effectivity of evidence-based practice in health science higher education: a narrative review.

Although multiple strategies have been suggested for evidence-based practice educational interventions, few studies have focused on the development of abilities for evidence-based practice implementation. To explore the effectiveness of evidence-based practice in higher education and understand its teaching methods. Narrative review was conducted at the Universidade Municipal de São Caetano do Sul, Brazil. Narrative review included research studies that measured any type of evidence-based practice teaching method and its effectiveness. Searches included publications from inception to June 2022, conducted on MEDLINE, EMBASE, CINAHL, CENTRAL, ERIC, and the Cochrane Library. Two independent authors descriptively extracted and analyzed the data. The methodological quality of the studies was also analyzed. The results determined that 79.2% of the studies proved their effectiveness. Teaching methods varied according to the time period, format, and types of questionnaire. Most studies demonstrated the effectiveness of the chosen teaching methods. This study shows the importance of health professionals using evidence-based practice to ensure effective patient treatment.