Practice In Higher Education Research Articles

Increasing Confidence to Implement Culturally Responsive Teaching Practices in Higher Education: Investigating the Impacts of a Book Study for STEM Educators

Increasing Confidence to Implement Culturally Responsive Teaching Practices in Higher Education: Investigating the Impacts of a Book Study for STEM Educators

Inclusive education in an institution of higher education: realities and possibilities of education of war veterans with special needs

Implementing the principles of inclusive education in institutions of higher education is not an easy task. Before its application in institutions of higher education, inclusive education was initially developed for younger schoolchildren. As many students with disabilities successfully complete their schooling, the need to move towards inclusive education in higher education has increased. The war in Ukraine caused the appearance of new, previously unknown challenges for our society. One of the main challenges for Ukrainian society caused by the war is the full adaptation of veterans to civilian life, especially, disabled veterans, and among them there are many very young people. The world's leading countries have long paid great attention to people with special needs and the disabled. The most developed countries spend significant resources to involve people with disabilities in public life, education, science, sports, arts, etc. Unfortunately, during and after the war, Ukraine will face the problem of employment for the disabled and people with special needs. Tens of thousands of people who have become "persons with disabilities" are returning home from the front and will continue to return. This is already a big problem, which, unfortunately, is traditionally overlooked by our state. Military with disabilities are willing to work and have the potential to successfully acquire job skills through education services and, of course, individualized employment support. The opportunity to work for this group of people is of great importance from the material point of view, and social integration and serves as an effective method of self-realization and rehabilitation. The approach to the implementation of the principles of inclusive education in practice is closely related to two problems: the elimination of possible barriers as a process and the achievement of accessibility of educational services and the program of financing educational services for disabled veterans. Inclusive education can reorient higher education to the needs of the market, which is generally relevant for Ukrainian higher education and is repeatedly noted in the studies of many scientists and the comments of stakeholders. The purpose of this article is to provide insights into inclusive practices in higher education that require a contemporary discussion of how to move the university toward an inclusive environment, developing policies, strategies, processes, and actions that will contribute to the success of all students.

From Philosophy to Praxis: A Framework for Investigating Equality, Diversity and Inclusion Manifestation in Higher Education Institutions

This paper outlines the development of a comprehensive Equality, Diversity and Inclusion (EDI) manifestation framework for higher education institutions (HEIs). Following a comprehensive and broad literature review, which included philosophical EDI antecedents and emergent EDI practices in higher education in Ireland, a focus group methodology was adopted to induce a cogent EDI manifestation framework. The highly structured framework can be used to systematically and critically assess EDI manifestation in HEIs across two major dimensions or axes: locus (from global to local) and manifestation (from philosophy to praxis). Future work will seek to apply and validate the framework in HEIs to determine the nature of EDI manifestation in practice.

Cinema as a pedagogical practice in higher education: a case study applied to labour law*

The aim of this article is to discuss the use of cinema as a pedagogical resource in higher education in the legal field and, more specifically, in the teaching of labour law. It emphasises the importance of multimedia resources, focused on art and aesthetics, as an aggregating element for the formation of a humanist conscience that is essential in legal training. The purpose of this pedagogical practice is to use cinema as a means of reflecting on labour relations, starting from the reality portrayed and grasping the reality of each era. By watching and analyzing films, the objective is to study labour law and encourage social reflection (Russell, 2009). There are two general objectives: to provide a reflection on the evolution of Labour Law and to raise awareness of the reality of labour relations. The specific objectives are to use cinema as a teaching tool and to discuss film narrative and its different components.

Empowering Communities of Practice in Higher Education: Leveraging Mentoring and Coaching for Strategic Advancement

Empowering Communities of Practice in Higher Education: Leveraging Mentoring and Coaching for Strategic Advancement

On ‘Becoming’ Contemplative Academic Development Practitioners: Reflections through Collaborative Autoethnography

The onslaught of COVID-19 heralded a turn in higher education as society has begun to question the purpose, values and practices of higher education. COVID-19 presented the unique opportunity to re-imagine and re-envision how one conceptualises the roles and responsibilities of academic development practitioners. How are they responding to their own evolving selves, their environmental cues, and shaping the shifts of redirection within higher education? In this article, we draw from two research traditions to examine the processes of re-imagining academic developers’ becoming: contemplative pedagogy and collective autoethnography. In our data collection, we use the concurrent model in autoethnography as we draw on personal memory data, archival materials, self-observation, self-reflection, self-analysis and interviews with each other. This contributed to a thick description of our personal and professional lives and practices. We show how these collective research traditions and approaches provided nuanced understandings of the role of place and space in evolving academic development in higher education. This article argues for the value of a contemplative autoethnography as an approach to transforming academic development practices, particularly in providing insight into professional development, identity and personal experience.

"Exploring the Impact of Online Learning on Student Academic Performance in Higher Education"

This research investigates the impact of online learning on student engagement and academic performance in the higher education landscape. In a sample of 300 students from public sector universities in Punjab, Pakistan, the researcher examined online learning experiences, demographic factors, and academic performance. The descriptive statistics revealed moderately positive online learning experiences and moderately favorable academic performance on average, accompanied by significant variability within the sample. Correlation analysis, however, unveiled very weak and often statistically insignificant relationships between these variables, suggesting complex and non-linear dynamics at play. Consequently, we advocate for personalized support, adaptable pedagogical approaches, inclusivity, accessibility, and interdisciplinary collaboration as essential components to enhance online learning. Moreover, this study calls for continued research to unearth the intricate dynamics of online education's influence on student outcomes, driving the evolution of evidence-based practices in higher education. The study underlines the necessity for continued research into online education's complex dynamics and student outcomes. This includes studying new technology, learning analytics, and pedagogical methods to inform evidence-based practices in higher education.

“Students Feel More Dignified": Alternative Grading and Self-Assessment in Online Courses

Judging, marking, and ranking students is a common practice in higher education, though the pervasive dependence upon grades to dictate a student’s success or failure has come under increased scrutiny. While “ungrading” and alternative grading practices are endorsed by progressive educators, there are few systematic, empirical studies of student responses to nontraditional grading. This study analyzed student reports of the benefits, challenges, and suggested improvements for “ungrading” using peer and self-assessment in two fourth-year undergraduate courses (N = 87). Student responses were overwhelmingly positive; notable positive effects of ungrading include increased motivation, decreased stress, and improved connection with peers. Challenges included being too self-critical and needing the guidance of a rubric for a gauge of where students stand in the course. Implications of this study include suggestions for freedom from the restriction, stress, and competition associated with grades, and the potential to move toward a postsecondary experience characterized by authenticity and intrinsic motivation.

Experience of Knowledge Sharing Among the Teachers in Higher Education

Knowledge sharing experience among teachers in higher education practice is important now a days. This study aims at exploring the experiences of the knowledge-sharing process among teachers in a higher education institution. It highlights teachers' professional experience professionally in knowledge sharing. Social-constructivist perspectives and phenomenological study frameworks are used. Data was collected by conducting in-depth interviews with two people from a college under Tribhuvan University, an institution of higher education. Data were analyzed by coding, creating themes, showing interrelationships, and reasoning. Results show that institutional culture and politics, teacher rewards, beliefs, status, and professional ethics and standards influence decisions to share or withhold knowledge with some teacher colleagues. The outcomes focus on professional conditions, political influences, and incentives all have a significant impact on knowledge sharing, with institutionalized processes and hierarchies affecting the willingness of educators to share expertise. Trust and ethical considerations are also important, with trust and perceptions of ethical standards affecting active involvement and cooperation. This study recommends that knowledge sharing is a productive topic to carry out research in the future.

About This Issue: From the Editor

Welcome to Volume 27, Number 2 of the Journal of the International Society for Teacher Education. In this issue, we present a collection of articles organized under the theme: Education and Teaching Practices: Enhancing Learning and Support for Diverse Student Needs. Some of these papers were presented at the Annual ISfTE Seminar in Bhutan in 2023. Together, the articles in this issue cover various aspects of education and teaching, including pre-service teacher self-efficacy, teacher feedback, self-determination for students with disabilities, student perceptions in health education and continuity of teaching practices in higher education in our post-Covid context. This compilation of articles presents research carried out in Bhutan, Norway, Nigeria, and the USA. It underscores the diversity of educational research and its relevance to improving teaching and learning practices across different settings.

INVESTIGATING HIGHER EDUCATION COURSE LEADERSHIP PRACTICE – AN ARGUMENT FOR USING GROUNDED THEORY

The study of course leadership in higher education focusses on an understudied area of research, with a limited number of publications discussing the role of the course leader in higher education, and a distinct lack of research on how course leaders in higher education undertake their professional practice. This lack of a pre-existing theory points the researcher towards grounded theory to investigate and generate a new theory on course leaders’ experiences. Since leadership, and therefore course leadership, is an inherent complex social process, selection of grounded theory as a research methodology to explain how course leaders in higher education practice seems a logical choice. Grounded theory has been successfully used to investigate phenomena in education and in leadership practice in other disciplines. We therefore argue that grounded theory is an appropriate selection for research in education and higher education settings for areas of research where no theory currently exists. Moreover, grounded theories focussing on professional practice have been published in various contexts demonstrating that it is an appropriate method for investigating course leaders’ professional practice. Finally, this paper outlines some perceived weaknesses of using a grounded theory approach for researching course leadership, and offers means to navigate these.

Leadership and Innovation in Higher Education: a Characterization of Managerial Activities in the University

Purpose: The research focuses on identifying managerial practices in higher education and their connection to innovation in order to establish diagnostic and reflective elements regarding managerial activities in the university. Finally, it is crucial to interpret the results within the specific context and the value that managers bring to academic activities. Theoretical Framework: There are not enough studies associated with managerial practice in higher education, let alone focused on innovation. The main references in managerial practice refer to Mintzberg. In terms of innovation management, various models and alternatives are presented in both the management and education domains. Design/Methodology/Approach: The research has a qualitative descriptive hermeneutic approach and used a non-probabilistic sample of 20 executives from 5 higher education institutions, who were provided with a self-administered questionnaire. Additionally, observation processes and dialogue with 6 executives were conducted to delve deeper into the obtained information and carry out a more detailed hermeneutic process. Findings: The managerial practice in higher education institutions is far from consistently incorporating innovation into their activities. The analyzed institutions show a low presence of innovation management methods, indicating that they do not have a clear development path. Among some of the needs prevailing in the studied organizations is the incorporation of innovation in the design of managerial positions and functions, as well as the ability to allocate specific periods of time to address innovation. Research, Practical & Social Implications: The research proposes elements to evaluate within the organization and projects elements to strengthen managerial activity in higher education, as well as to improve decision-making. Originality/Value: Research on managerial practice is not abundant, and even less so within the framework of higher education. Therefore, it is essential to replicate this type of work to understand the reality of organizations

EMPOWERING STUDENTS AS COMMUNITY CATALYSTS: A DIVE INTO SYNERGIZED ACADEMIC ACTIVITIES AT THE DEPARTMENT OF ARABIC LANGUAGE AND LITERATURE

This paper explores the transformative potential of synergized academic activities in nurturing students to become solution-providers for community challenges. With an ever-increasing emphasis on social responsibility and community engagement in higher education, this paper introduces a novel pedagogical framework that integrates and aligns academic activities—such as coursework, research projects, and service-learning—with community-based problem-solving initiatives. The paper begins with a thorough examination of the existing literature on community engagement, service-learning, and experiential education, arguing for the need for a more unified and purpose-driven approach. In response to this need, we propose the Synergized Academic-Community Engagement Model (SACE Model). This model is designed to scaffold students’ progression from theoretical understanding to the practical application of knowledge and skills in real-world community contexts. It does so by intertwining traditional academic activities with targeted, sustainable community service projects that are co-designed with community partners. The central part of the paper presents a series of case studies that demonstrate the successful application of the SACE Model across various disciplines and institutional contexts. These cases illustrate how synergized academic activities can enable students to apply their skills and knowledge directly towards addressing pressing community issues. The case studies highlight not only the benefits accrued to the community but also the profound learning outcomes and personal growth experienced by the students. The findings reveal significant enhancements in students’ critical thinking, problem-solving abilities, civic engagement, and sense of social responsibility. Additionally, our analysis shows that community partners perceive the students’ contributions as valuable and that the projects lead to meaningful, sustainable change. In conclusion, this paper argues that synergized academic activities, designed with a focus on community engagement and problem-solving, offer a powerful strategy for preparing students to become active, solution-oriented members of society. We contend that this approach represents not just an educational strategy but a profound shift in the purpose and practice of higher education towards a model of mutual benefit between institutions of learning and the communities they serve. The paper ends with practical recommendations for educators, administrators, and community partners interested in adopting the SACE Model and contributing to its ongoing refinement and dissemination. This paper contributes significantly to the growing body of literature advocating for the deeper integration of community engagement within the fabric of higher education, and it provides a replicable and scalable model for achieving this integration effectively and sustainably.

Exploring Social Justice Issues That Inform the 21st-Century Curriculum in Higher Education: Lecturers’ Voices and Experiences

Higher education systems across the globally have adopted policies to provide a curriculum which is underpinned by the fundamental values of equality, inclusivity, and diversity. However, owing to lack of transformation and the practical implementation of these policies, higher education is still significantly entrenched in Eurocentric epistemologies which expose students to a learning environment which does not represent their social identities. This has led to the intensification of discourses on decolonisation epistemologies. At the centre of these decolonisation epistemologies is their advocacy for the recognition of indigenous epistemologies and ontologies in the learning environment. Of importance to these discourses is social justice issues that influence the 21st-century curriculum. Guided by the Critical Theory of Education, this study explored social justice issues that inform the 21st-century curriculum from a lecturers’ perspective. Data was collected from thirty-two purposefully selected lecturers from all universities in South Africa using a questionnaire with a Likert scale. The findings demonstrate that academic imperialism, language equity, equality, inclusivity, and diversity are the major issues of social justice that influence the 21st-century curriculum. To promote these social justice issues, this study advocates for radical transformation in language policies and pedagogical practices in higher education. The study further calls for the practical dismantling of the current dispensation in higher education which perpetuates social injustice and inequality. Educational policies need to respond purposefully to calls to decolonise the 21st-century curriculum holistically and create an education system which works for every student on these social justice issues.

Message from the Editor-in-Chief

To all our Journal’s readers and followers, an acknowledgement of how quickly a year passes, and a warm welcome to the final issue of 2023! This year has provided many events for us to contemplate and take into consideration when formulating research proposals responding to gaps in higher education. The ramifications of reduced funding allocations, time restrictions and the unspoken expectation to do ‘more with less,’ presents challenges to us all. I congratulate those who were successful in securing research funding in such competitive times and encourage those contemplating applying for funding to persevere with confidence. It is through our collective research efforts that we are able to disseminate best practices through our journal. In this issue, 14 papers on higher education practices by authors from the United States of America, Thailand, Belgium, Oman, China and Israel, share their focus on teaching, learning and assessment in education, and issues of training and human resources in industry and learning institutions.

From black screens to mediating means

The paper reports on an empirical case study that explores innovative teaching practices in higher education, including digital, physical, and blended learning activities. The study followed the Master’s course ‘Experts in Teamwork’, where the students worked with practical assignments based on real-life challenges formulated by an external collaboration partner, which included actors from the health care department, the school management, and the ICT management in the local municipality. The students also gained experience with creative media production and worked with various digital tools and software.
 The findings show that the students experienced the project as motivating, highly educational and relevant to working life. It seems that digital tools contributed to flexibility, particularly for interactivity with the external partners and for group work. Both for students and the teachers the use of screens and software like Zoom and Teams opened for new ways of thinking about collaboration and provided an extended learning space and increased learning potential. However, screens also imply limitations, for example in terms of communication noise, possible passive forms of participation or even withdrawal from some of the students. Moreover, practices that include digital, physical and hybrid learning activities are highly complex, which require that the activities are particularly well planned and thoughtfully organized. The learning situation is therefore characterized by increased demands and expectations - for both students, teachers, and the institutions.

Comparison of problem-based and team-based learning strategies: a multi-institutional investigation

ObjectivesOver time, pedagogical practices in higher education have evolved significantly, which has led to the development of collaborative learning strategies. The study aims to compare the two most prominent ones – problem-based learning (PBL) and team-based learning (TBL). The comparison, integrated with Virtual Scenarios (VSs), involves student cohorts from various European institutions, specifically focusing on both PBL and TBL methods. The study is distinctive in its use of a consistent PBL/TBL methodology, ensured via joint staff training, and explores the perspectives of students and educators on these learning techniques. The overarching aim is to examine how PBL and TBL, coupled with VSs, influence problem-solving skills, independent learning, and student engagement.MethodsThe examination was made using feedback from 399 students and 11 tutors collected in four trials held in three institutions based in Czechia, the United Kingdom and Romania. The data gathered from surveys and a focus group discussion contained qualitative as well as quantitative data, such as Likert scale questions. To analyse the overall trends in learners’ satisfaction with PBL and TBL sessions, the mean score calculated from the transformed Likert scale questions was compared between sessions and among institutions using multivariate ANOVA.ResultsThe students’ satisfaction and learning experience are heavily influenced by specific conditions, primarily their prior experience, room and technical set-up, group composition and especially the personality of a tutor. Overall, both strategies were found to be well-received by students used to traditional teaching methods. Students accustomed to PBL did not find TBL more engaging or useful. The identified advantages of TBL over PBL were the presence of a content expert, readiness tests, acquiring the same knowledge ensured through the collective presence of all students in one session and unified pre-class materials. However, TBL is more demanding on room set-up and teaching staff coordination.ConclusionBoth strategies have been found to have pros and cons and neither showed clear superiority over the other one. An institution newly implementing PBL or TBL needs to focus on different aspects than an institution planning to switch from PBL to TBL.

Anti-racist, anti-oppressive curriculum development: a different entry point into work on racism and bias in higher education

ABSTRACTI argue that curriculum as an entry point into anti-racist, anti-oppressive practice in higher education has the potential to foster transformation more quickly and with less resistance than ‘business as usual’ approaches that focus on individual and system-level bias. This paper describes a novel approach to anti-racist curriculum development: a syllabus analysis rubric and its underlying principles. Over the past two-and-a-half years, faculty and instructors have participated in seminars and workshops using the rubric I developed to support reflection on, evaluation of, and revision of syllabi with the goal of decolonizing curriculum to be more anti-racist. Syllabus analysis and revision involves changing practices in ways that have real potential to change beliefs and pedagogy, something that has been the focus of huge amounts of time, resources, and energy, with mixed results.

Trauma-Informed Practices in Higher Education: A Comprehensive Literature Review (2015–2023)

The impact of trauma extends across various aspects of individual development, emotional regulation, and social behaviours, subsequently influencing academic performance, classroom engagement, and overall achievements in educational settings. Recognizing higher education as a pivotal stage in the educational system, it is imperative to address the development of trauma-informed practices at this level. This article aims to contribute to this discourse by systematically collecting and reviewing relevant literature pertaining to higher education and trauma-informed practices. Its objective is to organize and analyze the existing literature from 2015 to 2023 on the evolution of trauma-informed practices in higher education, elucidate its current developmental status, underscore its significance, and engage in a discussion regarding the implications and future directions for research in the field of trauma-informed higher education.

Weaknesses in Emergency Remote Teaching in Higher Education Within the Context of the ODL Learning Component in Turkey

In critical situations caused by crises such as a pandemic, emergency remote teaching (ERT) practices might not be effective because they depend mostly on on-the-spot decision-making. On the other hand, open and distance learning (ODL) has its own dynamics and is a well-planned system. In order to put quality ODL plans into practice in crisis situations, contingency plans, created before any crises, are required. Past crises ought to be examined in order to cope with future crises effectively. This study aims to identify weaknesses in ERT practices in higher education within the context of the learning component of ODL system by focusing on COVID-19 and using it as an example of a past crisis. Exploratory case study was the method used. The study group consisted of 14 faculty and 14 learners from 14 higher education institutions. Qualitative data were collected via semi-structured interviews and documents. The data were analyzed using descriptive and content analysis. Research findings revealed that ERT has many weaknesses in several themes within the context of the learning component of the ODL system; these include teaching method, course structuring, and e-learning materials, among others. In light of the findings, it can be concluded that many factors influence challenges in ERT. Accordingly, to be able to move from ERT to ODL in the next crisis, these weaknesses need to transform into solutions in advance.