Productivity In Higher Education Research Articles

Evaluation of scientific production in higher education using Scopus and Scimago: An analysis of the visibility and impact of educational publications

This study investigates the effectiveness of the Scopus and Scimago platforms. Analysis of the evaluation of university scientific production at the National University of Chimborazo (UNACH). A focus study was applied to improve the visibility and impact of educational publications. The perceptions and experiences of 25 teachers were analyzed through qualitative interviews. The main objective was to generate a theoretical approach that conceptualizes the effective use of the Scopus and Scimago platforms for the evaluation of scientific production, identifying their advantages, disadvantages and challenges in the context of UNACH. Semi-structured interviews were applied to 25 UNACH professors. The data were coded and analyzed using Atlas.ti version 24 software. Categories, codes, dimensions and subdimensions emerging from the testimonies were identified. The results revealed three main categories: "Visibility of Publications", "Technical and Training Challenges" and "Impact on Research". The professors highlighted that Scopus offers greater visibility and academic recognition, while Scimago has limitations in the analysis of citations and access. Technical and training barriers were identified, as well as a need for greater training and institutional support. The study concluded that, although Scopus and Scimago are valuable tools for the evaluation of scientific production. Improved training and institutional support are essential to maximize their effectiveness. In addition, it is recommended to consider Scopus Preview for up-to-date analyses and comparative studies to get a more complete view of studies.

Modelling the influence of antecedents of artificial intelligence on academic productivity in higher education: a mixed method approach

Modelling the influence of antecedents of artificial intelligence on academic productivity in higher education: a mixed method approach

Algorithmic Performance Management in Higher Education: Viva! 365 Ways of Surveillance

This paper maps the emergence and consequences of automated Algorithmic Performance Management (APM) in the context of higher education. After reviewing the evolution of productivity management in academia, it argues that surveillance via APM shifts expectations not just about effectiveness at work but also about how work, and the good worker, come to be defined. In our paradigmatic case study of Office 365, we specify how the automated surveillance of workforce practices are deployed to redefine productivity in higher education: productive workers become good data subjects as well as producers of papers, grants, and other traditional outputs of success. Our analysis suggests performing well at work is managed in and by the platform via logics of the surveillance of wellness, time-regulation, and social connectivity to influence, manage, and control workers. We critique these automated performance measures in terms of platform capitalism, noting Office 365’s Viva Insights function as a telematic device of surveillance. The final section of the paper places these trends in Australia’s socio-legal context by showing how Viva is insufficient for considering performance given the range of practices that constitute “academic work,” including but not limited to the need for unmonitored activity. Yet, we observe that currently little can be done about Office 365’s surveillant presence given a regulatory regime that by and large excludes productivity surveillance from the scope of regulated surveillance activities.

Impact production in higher education: shaping future change makers through film education

This article considers impact production (using film and other forms of storytelling as the core of a social change strategy) as an important component of well-rounded film education programmes that seek to shape a new generation of socially and environmentally conscious film-makers. Through desk research, interviews and a survey, we found that opportunities to learn about impact production at higher education institutions are limited and expensive, while open-access resources are numerous, but can be overwhelming for those new to the field. We interview practitioners who specialise in: (1) raising awareness about what impact production entails; (2) practically implementing impact production strategies; and (3) educating film-makers in how to design impact campaigns. We analyse two case studies from Majority World countries to demonstrate strengths and weaknesses of existing impact teaching and training. The data gathered inform a theorisation of how impact production can be incorporated into formal educational practices worldwide. The article conceptualises what ‘impact production film education’ entails in a higher education context. This includes unpacking the interdisciplinary and practice-based nature of impact production. The intention is to shine light on the pedagogical value of impact production for shaping a new generation of film-makers who are technically equipped to tell compelling stories, and intellectually committed to using film as a tool for change.

The Influence of Workplace Spirituality on the Performance of Lecturers and Employees at Universitas Pelita Bangsa Cikarang, Indonesia

A person's spirituality at work may be described as their understanding and practice of religious beliefs in a manner conducive to and consistent with the job. This allows them to excel professionally while also cultivating healthy relationships with colleagues. Since the university is a gathering place for students and teachers to share knowledge, university employees also play an important role in helping students. If the University's staff and lecturers are to carry out their duties effectively, raise the bar for classroom teaching, and attend to the needs of their students, it is essential that they operate in an atmosphere that is more spiritual. This study aims to investigate the effect of spirituality on productivity in the workplace. In order to measure spirituality at work and job performance, this quantitative research surveyed 100 workers. We analyzed the collected data using SPSS for basic regression. The findings showed a computed t-value of 5.859 at a 0.001 level of significance. Considering that the computed t-value (5.859>1.196) is more than the table t-value and the significance threshold is less than 0.05 (0.001<0.05), it may be concluded that spirituality in the workplace significantly impacts performance. This research contributes to the expanding literature on academic human resource management by illuminating the relationship between spirituality at work and productivity in higher education. The study has practical implications for leaders and managers at other institutions. By creating a more spiritual work environment, students' learning is enhanced because of the increased awareness and support for spirituality in the workplace.

Embodiment and aesthetics in teaching and examinations

In a democratic society, knowledge and research grounding play central roles. To support students' learning, it is necessary for teachers to be able to motivate and create challenging and stimulating learning opportunities. Questions regarding academic literacy often lack embodied and aesthetic perspectives (Carlgren, 2015), leading to challenges in bridging the gap between knowledge and teaching. Studies have shown that traditionally academic teaching methods and dualistic conceptions of learning can be identified within certain higher education contexts (Pastorek et al., 2021; Østern et al., 2021). The aim of this paper is to highlight and discuss the potential of embodiment and aesthetics in teaching and examinations in higher education. To enhance student engagement, a more holistic approach to education is required, where individuals are touched and given space in various ways (Østern, et al., 2019). By paying attention to students' bodily communication, contact, and presence, the quality of the learning processes can improve (Winther, 2018). Based on research in preschool teacher education (Pastorek et al., 2021), a picture emerges where academic values, such as writing and speaking, take up a significant space in content, goals, and assessments at the expense of aesthetic and bodily perspectives. Instead, embodiment and aesthetic perspectives on knowledge and knowledge production in higher education can be a contribution to varied forms of teaching and examinations and a way to further develop in the discussion around Artificial Intelligence (AI).

New Productivity in Higher Education: Enhancing University PE Teacher Growth and Development

New Productivity in Higher Education: Enhancing University PE Teacher Growth and Development

The implications of generative AI for creative composition in higher education and initial teacher education

This position paper explores the impact of generative AI on creativity and creative production in higher education, with focus also on initial teacher education. Creative outputs are an essential part of the business of higher education across different disciplinary areas, along with pedagogical and assessment practices matched to these outputs. However, the advent of generative AI has sparked a reconsideration of how we think about creativity, creative output, and the hybridity of relationships between generative AI and humans in creative endeavours. This emergent technology also has significant implications for teacher education and for the develop of new teachers who need confidence with using AI in learning contexts. We suggest that new thinking and critical dialogue are essential in developing educational futures in which generative AI is understood for its affordances, limitations, and dangers.

Let's Talk About Decolonial Internationalization

There is increasing pressure on higher education institutions (HEIs) to adopt internationalization strategies. The phenomenon of internationalization of higher education is described as “the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society” (De Wit et al., 2015, p.281). In higher education, we face a central problem. While universities promote internationalization strategies, they spread Eurocentric ways of knowing, standards, and norms as global. International mobility is predominantly a student and faculty movement from the East to the West. This mobility disseminates the colonial global educational engagement where the West seems to be the ultimate knowledge producer. The challenge of HEIs is to interrupt the colonial patterns in international education. This position paper examines the hierarchy of knowledge production in higher education through a decolonizing framework. Subsequently, it proposes a decolonial internationalization in the case of Canadian Universities.

How Latino anti-Blackness upholds racism in the United States: A counterstory book review of Tanya Katerí Hernández’s Racial Innocence

In this piece, the author uses counterstorytelling as a research method to write a book review of Tanya Katerí Hernández’s recently published book, Racial Innocence: Unmasking Latino Anti-Black Bias and the Struggle for Equality. Specifically, in this counterstory, the author created two composite characters, Alberto and his mother, Lola, made up of arguments from the book to engage in a real and critical dialogue about the anti-Blackness amongst Latinos in the United States. Drawing on Hernández’s argument that Latino anti-Blackness upholds racism, the author uses this counterstory to illustrate the various ways Latinos enact anti-Black ideologies and practices to deny Black people good experiences in public spaces, a quality education, work opportunities, housing, and physical and psychological safety. The author argues that counterstorytelling allows him to make research accessible—digestible and understandable— to his community and other Communities of Color who continue to be systematically excluded from academia and knowledge production in higher education.

Analysing the Role of ChatGPT in Improving Student Productivity in Higher Education

Student productivity in higher education is still a problem. In the digital era, technology is increasingly developing and provides convenience for doing various things, including in terms of learning. The purpose of this study will be an analysis of the role of ChatGPT in helping to improve the quality of student productivity. This research is qualitative in nature. Data collection techniques include listening and recording important information to conduct data analysis through data reduction, data display, and conclusion drawing. This study concludes that ChatGPT can make a significant contribution in improving the quality of student productivity. This language model can help students in various ways, such as providing useful information and resources, helping to improve language skills, facilitating collaboration, increasing time efficiency and effectiveness, and providing support and motivation.

Editorial Introduction: Toward Care, Healing, and Justice

Editorial Introduction:Toward Care, Healing, and Justice Patti Duncan As we near the end of 2022, I'm delighted to introduce this latest issue of Feminist Formations. A special highlight of this issue is a Dossier featuring writings about Hil Malatino's influential text, Trans Care, curated by Jack Jen Gieseking and David A. Rubin. This exciting body of work features essays by Jules Gill-Peterson, Andrea J. Pitts, Jack Jen Gieseking, Rox Samer, Cameron Awkward-Rich, David A. Rubin, Davy Knittle, and Elliott Fukui and Christoph Hanssmann. In their introduction to the Dossier, Gieseking and Rubin describe Trans Care as a central text in the emerging field of trans studies, describing the way the book engages trans care webs, and the writers of the dossier essays respond to the text expressing their own forms of trans care. About the pieces in the dossier, Gieseking and Rubin write: "Each reading offers manifold insights for trans scholarship, trans teaching, trans collegiality, and even everyday trans lives. We structure the dossier to begin from our own geography: the academy. Then we wander across positions and disciplinary boundaries, fuzzy and otherwise, which Malatino perspicuously deems a form of 'sprawl' in his reply . . . [until we] finally arrive where so many us inevitably wind up for our survival: community-engaged activism." This movement and relation between the academy and community-engaged activism animates the dossier in important ways that help bring the ideas of trans care to life, and illuminate the many generative possibilities of theorizing and practicing trans care. Preceding the Dossier are five articles highlighting feminist themes including contemporary attacks on feminist and anti-racist research in higher education, decolonial practices in art and literature, responses to collective grief and trauma, and the gendered effects of the US-NATO withdrawal from Afghanistan. We begin with Liz Montegary's "Anti-Gender, Anti-University: 'Gender Ideology' and the Future of US Higher Education," in which Montegary critically examines the figure of Robert Oscar Lopez, a conservative "pro-family" former professor at a California public university. Through an analysis of the ways far right discourses such as those disseminated by Lopez increasingly attack feminist, queer, and anti-racist knowledge production in higher education, Montegary is attentive to both the "form and function" of conservative hostility toward the US academy. "To fully apprehend contemporary rightwing hostility toward the [End Page vii] academy," she writes, "we need to situate attacks on gender/sexuality and race/ ethnic studies with respect to the broader offensive on university-based research, particularly around migration, climate science, vaccinations, stem cells, and evolutionary theory." Needless to say, Montegary's article offers a timely response to current attacks on justice-based knowledge production, reminding us that such assaults—occurring in more and more places around the world—are both systemic and interconnected. Then, in "Earth Bodies as Re-Existence: Ana Mendieta's Siluetas Beyond the Limits of Ecofeminism," Jessica E. Jones considers Cuban-American artist Ana Mendieta's relationship to ecofeminism through an analysis of her self-portraits in her 1973–1980 series, Siluetas. In the series Mendieta explored nonwestern cosmologies, centering Indigenous and African figures in her work. Jones draws on decolonial and postcolonial theories as well as critical race feminisms to give what she refers to as ontological weight to Mendieta's divergence from and interventions into white, mainstream feminisms. Relying on Adolfo Albán Achinte's notion of "re-existence," a concept underscoring the ways art can function as "a re-humanizing practice for the colonized," Jones reads Mendieta as "enacting an aesthetics of re-existence, working to decolonize her own being through art by 're-member[ing]' the negated—female, Black, Indigenous, and earthly—dimensions of her existence in the Americas through her Siluetas." In "Communicating Felt Knowledge to Decolonize #MeToo: A Native Feminist Approach to the Sherman Alexie Allegations," Cortney Smith intervenes into dominant narratives of the #MeToo movement by delving into the sexual harassment allegations leveled against Sherman Alexie through a close textual reading of two essays by Indigenous feminist authors. Through an analysis of Deborah A. Miranda's "Inmate #A-93223: In the San Quentin of My Mind" and Tracy Rector's "Best of 2018: Female Native Authors...

Resilience of Female Academics in Rural South African Higher Education amid the COVID-19 Pandemic

Abstract The aim of the study was to explore how female academics in rural South African higher education developed resilience by balancing the pressures caused by the COVID-19 pandemic, work, and house chores; and rose above the harsh situations. Some people in Africa and across the globe argue that females do not enjoy the same privileges and opportunities at home and work because of patriarchy and societal norms that reinforce family and organisational practices favouring the male counterparts. The study adopted a qualitative research approach and a case study design. A purposive sampling technique was used to choose nine participants from three rural universities. Telephonic interviews were used for data collection, and the data were thematically analysed. This study found that female academicians were faced with a myriad of challenges, but influences from within the self helped them to build resilience. The study concluded that no matter what hurdles are along the way, women have learnt to fight for their space. The implication drawn from the study’s findings is that failure to address the challenges faced by female academics, especially regarding the workload policy, impacts negatively on the quality of work done and slows down knowledge production. Consequently, the study recommended that employers in higher education should come up with a workload policy/model that allows female academics to work more efficiently and effectively contributing constructively to knowledge production in higher education.

EXTERNAL ENVIRONMENT OF UNIVERSITY VALUES: CULTURE ECONOMY

The article substantiates the influence of the external environment on the development of a higher educational institution’s value system. There are four main groups of values in higher education: internal values of higher education; external values of higher education; instrumental values of higher education; values that are the product of higher education. The article focuses on the second group of values (economic values of higher education), whose source of formation is the social order of the state and society. It has been established that such values can be organically implemented or openly imposed on universities from the outside, but they are no less important, because it is through them that universities ensure the ability of functioning of the society’s socio-professional structure. The mechanisms of change management caused by the promotion of a system of values by a higher educational institution have been studied. The article has revealed that changes in the university’s external value environment (for example, changes in the values of the city where the university operates) and its manifestations in the form of a phenomenon of culture economy, indirectly affect the development of university values.

Development and Validation of Student’s MOOC-efficacy Scale: Exploratory Factor Analysis

Abstract: Massive Open Online Courses (MOOCs), the fast developing teaching and learning platforms of global interest, are the product of higher education's expanded usage of e-learning. MOOCs have been heralded as the potential educational breakthrough for the 21st century. A positive attitude toward self-efficacy is essential for successful MOOC implementation. However, only a few studies have been conducted to ascertain a student's MOOC efficacy level, and a very limited scale for assessing a student's MOOC efficacy has been identified in the context of Malaysia. This study aims to develop and validate a student’s MOOC-efficacy scale for higher institutions. In this study, students’ MOOC-efficacy was conceived in four ways (i.e. information searching, making queries, MOOC learning, and MOOC usability). A descriptive research design with a scale was employed to collect information from 289 students enrolled in higher institutions. The Educational and Psychological Testing Standards were adapted to develop a scale to gauge students’ MOOC-efficacy. The scale's appropriate items, as well as its validity and reliability, were determined using Exploratory Factor Analysis (EFA). Significant levels of validity and reliability for the developed scale were found. The scale comprised four dimensions, i.e., information searching (three items), making queries (seven items), MOOC learning (six items) and MOOC usability (seven items), amounting to a total of 23 items. This scale was then used to determine the efficacy of higher institution students in using MOOCs. The eigenvalues of the four MOOC efficacy dimensions were within the range of 1.39 to 8.49. The factor structures explained 63.9% of the total variance. The scores of reliability varied in the range of 0.822 to 0.890. This work produced a psychometrically sound scale to measure students’ MOOC efficacy. Students, educators, administrators, and other individuals may benefit from the application of the verified MOOC efficacy scale. The information generated from the scale can be utilized to determine the training needs of students, educators and MOOC developers.
 
 Keywords: Exploratory Factor Analysis (EFA), Massive Open Online Course (MOOC), student’s MOOC-efficacy, scale development, higher institutions.

An Exploratory Analysis of the Role of Higher Educationin Developing Knowledge Economy in Pakistan

Knowledge is the key for growth and development of any country. Historically, only those countries succeeded and advanced which based their economies on knowledge. Higher education authorities in Pakistan are trying to promote the notion of knowledge economy in the country. This paper provides an exploratory analysis of various factors and indicators which disclose relationship between the higher education products and economic indicators of the country. There are four main pillars of knowledge economy i.e. education and training, information infrastructure, economic incentive &institutional regime, and innovation systems. Progress on different economic indicators is analyzed and concluded that investment in higher education is not supporting a shift in the nature of economy in Pakistan. Spontaneous and temporary steps may further deteriorate the situation. The paper urges on an overall restructuring of higher education policy and procedure of its implementation in contemporary economic and financial scenario of the country and globe.

Increased Employee Productivity with The Application of e-HRM

This research examines the role of e-HRM (electronic Human Resources Management) in improving employee productivity in higher education. The goal of this empirical study is to confirm and examine this e-HRM usage in higher education. Adaptive structuration theory (AST) is used, to understand the role of e-HRM in improving employee productivity. social factors and technological characteristics interact to affect group outcomes. AST argues that technology usage provides social structures to engage employees in social interaction that both enable and constrain human action within the firm. Research models are analyzed using linear regression and the result is indeed finding a positive effect of e-HRM usage on employee productivity that supports AST. E-HRM can help to streamline operational HRM activities; accelerate HR processes; improve communication between stakeholders include existed employees, potential employees, and management; reduce administrative tasks and HR staff headcount; and capture, create and transfer some HR knowledge more accurately and speedily for employee training and development. These advantages can help to increase employee productivity.

Are Universities Becoming Relics? Boosting Productivity in Higher Education

Are Universities Becoming Relics? Boosting Productivity in Higher Education

Impact of ethics on research productivity in higher education

Impact of ethics on research productivity in higher education

Need to Broad-Base Higher Education

Establishment of human intellect and expertise necessitates wide scope of knowledge and understanding. Post qualification, many practical jobs wherein the required expertise includes social understanding and abilities which are not included in STEM subjects. Organization needs civic sense, team work, understanding, compassion and good communication. In reality, the market needs that the product of higher education being employed has these abilities so as to be able to get well within the organizational work forces.
 A well-developed human package is hardly complete without appropriate knowledge and insight of, for example, philosophy, anthropology, economics, law, psychology, belief system/religions, geography , history and politics, amongst others. Without these, the very purpose of one's role within an organization, and the society at large, remains very incomplete.
 Obtaining passing marks in merely a few science specific subjects as usually defined in narrowly defined curricular stop way short of meeting the market demands. Inclusion of some knowledge of social sciences, humanities and arts would help create higher educated people with better understanding of the human condition and the society. Better understanding is the essential prerequisite for being comfortable with oneself and one's society.
 
 On the same account, integrative education and research needs to be put in place to bridge knowledge, modes of inquiring and pedagogies from multiple disciplines, within every higher education program.