Role Of Higher Education Research Articles

The Role of Higher Education in Developing Entrepreneurship: A Two-Country Study

The purpose of this paper was to investigate entrepreneurial intentions among university students in China and Mexico. Findings reveal that students’ perceptions of an entrepreneurship major, self-employment, and self-confidence levels influence their entrepreneurial intentions. In addition, we found that external structural support had a significant moderating effect on the self-confidence and entrepreneurial intent relationship. The aforementioned moderating relationship was mitigated by access to and availability of external support.

The Role of Higher Education in Shaping Global Talent Competitiveness and Talent Growth

The role of higher education in shaping global talent competitiveness and growth in the modern world is an excellent area of interest. To meet the growing demand for talented human capital in today's modern industries, HEIs must mobilize and standardize policies and develop programs for talent management among students as the future workforce. This study aimed to analyze the role of HEI in shaping talent competitiveness and growth. Selected higher education indicators that characterize the talent and growth development of at least 117 countries were analyzed using R version 4.1.3. The Global Talent Competitiveness Index (GTCI) was used to measure the talent competitiveness of the selected countries. To measure talent growth, we used the average annual change in the GTCI over the last five years; hence secondary data on the role of higher education in shaping talent competitiveness and growth were used. Various academic factors and skills that stimulate global talent competitiveness and growth are outlined in this study. Considering the factors that affect talent competitiveness and growth globally, colleges and universities place a strong emphasis on developing graduates' skill sets, advocating for, and organizing aspects in terms of mean years of schooling, including professional development, internet, and digital skills, and getting students ready for international co-invention and scientific publication.

Establishing Creativity as Key Skill for 21st Century - Role of Higher Education in Encouraging Students' Creative Potential

The paper provides an overview of various competency frameworks for the 21st century and points to establishing creativity as a key skill for the future. From this starting point, it discusses the relationship between higher education and labour market requirements as the key factors in interpreting employability, competitiveness, and productivity in the work setting. Creativity is emphasised as skill that is highly valued in the labour market but insufficiently represented and nurtured in the educational context, which is increasingly seen as slow to adapt to the new challenges of the future. In this regard, the paper points to the importance of encouraging creativity in higher education, reflecting on the learning process and curriculum, including the analyses of the most influential theories of creativity. Based on that, the possible drivers and inhibitors of creative potential development in students are analyzed, as well as the role of creative competence of university teachers.

What Does It Take to Lead: The Hidden Curriculum of Qualifications for Service on Public Boards of Higher Education

Background/Context: U.S. higher education governing boards have received enhanced public attention over the last decade in response to national media coverage and emerging governance scholarship. Despite the rise of attention on this topic and the maintained influence of board decisions, governing boards remain one of the least understood aspects of higher education. Purpose/Objective/Research Question/Focus of Study: The qualifications required for board member service in higher education are a particularly understudied aspect of boards. Given the limited knowledge of board qualifications, our study aimed to understand what (if any) were the known requirements for service on U.S. public boards of higher education. Setting: A total of 95 public board bylaws representing at least one institution from each state were examined for any mention of the requirements or qualifications for the trusteeship. Both standalone institutional boards and system boards were investigated to account for the diversity of board types. Altogether, the bylaws of 95 boards that govern 842 public institutions in the nation were reviewed. Research Design: The study used qualitative document and content analysis methods to examine board bylaws. Findings: We found that very few boards have any defined (and publicized) requirements for public trusteeship in higher education. We evaluate the findings using a Critical Race Theory and hidden curriculum framework of analysis and discuss the implicit and explicit messages of the board bylaws. This study brings to the forefront that there are either hidden, ambiguous, or little to no requisites for arguably one of the most influential roles in higher education. The lack of transparency in this area may help perpetuate inequity in board representation. Conclusion/Recommendations: If institutions desire to enhance transparency and accountability, it is crucial to elucidate standard practices for filling board seats (including qualifications for board service, who gets to decide on these qualifications, and the ramifications of these practices on equitable board member representation). Boards, governors, and other influential decision-makers should contemplate establishing and sharing requirements for board service so that (a) boards enter into this position with a better understanding of what is required of them, and (b) there are more explicit guidelines to support why and how some groups are overrepresented on the board while others have been historically excluded.

Digital Literacy in the Core: The Emerging Higher Education Landscape

Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.

Machine Learning-based Model for Talented Students Identification

Identifying the talented university students plays an important role in higher education. Special curriculum can be developed for these students as an outcome from the identification process. This curriculum can be compacted, clustered, and accelerated to match and exploit students’ abilities. Current methods for identifying talented students are based on simple identification test in the form of a questionnaire, which is developed for specific age. However, this method of identification cannot cover all aspects of student abilities and inaccurate as it not an iterative process. In this paper, a machine learning approach is proposed for identifying talented students based on their academic performance, which is evaluated repeatedly through their study. In this approach, we measure a set of features representing student abilities, then cluster them based on their features similarity. The proposed approach is applied on a set of 100 university students and shows promising results in identifying the talented group. To emphasize their talent, this group is guided to participate in national competitions that match their abilities, and they could achieve significant ranks.

The Role of Malaysian Higher Education in IR 4.0

Defining the 4th Industrial Revolution (IR4.0) as the “digital revolution” which combines human and technological capabilities in industry, this paper poses two questions. First, what is the country’s level of attainment of IR4.0 Second, in preparing the population to take advantage of IR4.0, what is the role of higher education and what challenges does this sector face in pursuit of this goal? In Malaysia, the government has rosy projections of IR4.0 adoption, but on-the-ground surveys do not concur. The answer to the second question lies in the preparedness of this sector in meeting the challenges of migration to IR4.0. And in terms of IR4.0 training, competency deficiencies existed among many higher education instructors. With industry still lagging behind IR4.0 adoption, teaching IR4.0 skills is still necessary.

Message for the Special Issue: Undergraduate Research, Scholarship, and Creative Inquiry

Academic and professional practice development is taking an ever-more dominant role in higher education and is evolving through undergraduate research, scholarship, and creative inquiry (URSCI) in the undergraduate curriculum, particularly in courses involving interdisciplinary and multidisciplinary modules/subjects. Such courses are critical to engaging students in more meaningful and deeper learning experiences and enabling them to experience real-world issues, all while developing various disciplinary and professional skills as part of both a specific content area and more general competencies. By developing and enhancing URSCI skills, graduates from higher education institutions gain the agility to adapt to changes in the world. Inter- and multi-disciplinary approaches are required to tackle global challenges such as climate change, food security, and public health. Such engagements and experiences are particularly important as employers increasingly expect graduates to have higher-order literacies and communication skills in addition to their discipline-specific knowledge. This special issue, therefore, presents original work and nuanced ways that faculties around the world actively engage students in URSCI.

Changes in the Social Positioning of Higher Education and the Emergence of New Great Divergence

The purpose of this study is to find the relationship between the growth of the Japanese economy and the role of higher education over a very long-term perspective. Using the results of very long-term GDP estimates, it demonstrates that Japan belatedly jumped onto the Great Divergence pointed out by Pomeranz. In addition, these open data show the beginning of the new great divergence in this modern time, and some advanced countries that fail to evolve their socio-economic systems are stagnant so that they cannot grow their economies. The study also identifies the evolution of countries' investment attitudes towards higher education by comparing the history of university establishment in medieval Europe and ancient Japan and the population that has received the equivalent of modern tertiary education. With the adoption of the SDGs at the United Nations Summit, a major challenge for each country is the continuation of sustainable growth. The restraint of economic growth with the sustainability demands has been tormenting the world, as if at the same point as the Great Divergence in the 19th century just before the gradual increase in GDP per capita began. Draw linear predictions from open data on changes in doctorate degree holders per million per capita and GDP per capita in major countries shows that countries with a higher percentage of doctorate degree holders tend to have higher economic growth rates. On the contrary, because the percentage of doctorate degree holders is too low, Japan has not been able to contribute to economic growth.

Transformation of Logisticians Professional Competences under the Influence of Pandemic and Military Restrictions and their Development in the Conditions of a Recovery Economy

Global and national trends in the development of the logistics services market, as well as the impact of pandemic and military operations on the stability of supply chains and the nature of the work of logistics personnel were analyzed. A conclusion was made about the emergence of new regularities, which, on the one hand, are associated with the complication of logistics tasks in conditions of uncertainty and increased risks of goods movement, and on the other hand, with the active use of digital and informational technologies that ensure visibility, transparency, security of global and regional supply chains. It has been proven that the biggest changes have taken place in the organization of the work of logistics personnel, providing for a combination of office and remote working formats. As a result, the organizational structures of logistics companies are changing by shifting the emphasis from the performance of a certain function (role) in the management hierarchy to a set of specialized critical skills that satisfy specific business needs and allow rapid adaptation to changes in supply chains. The set of competencies of logistics professionals has been determined and hypotheses about their significance in the conditions of pandemic and military restrictions have been formulated. The hypotheses testing proved that at all three levels of significance (1%, 5%, 10%) there is an increase in the proportion of the frequency distribution of the characteristic on the requirements provided by employers, in particular for work experience, foreign language skills and a range of extra-professional skills. At the same time, the role of higher education is decreasing, which is explained by the wide range of non-formal education programs. In general, the discovered latest trends in the development of logistics and supply chain management, regarding changes in logistics processes and the nature of the work of logistics personnel, a set of critical competencies of specialists capable of solving complex logistics tasks in conditions of uncertainty and increased risk, will be of great importance for the logistics support of modernization processes and restoration of the national economy after the end of the war. New digital technologies actively used by domestic logistics companies to automate warehouse and transport processes, their monitoring and tracking in real time, will be actively in demand in the development of logistics infrastructure, the formation of logistics clusters and logistics parks. Keywords pandemic restrictions, military actions, economic recovery, labor market, logistics clusters, logistics parks. information and communication technologies, hypothesis.

GLOBAL DIGITALIZATION AND TRANSFORMATION OF HUMANITIES EDUCATION

The authors believe that This problem is closely related to the implementation of innovations.. But it itself is faced with a huge number of problems, one of which is improving the quality of its functioning and guaranteeing the results of its activities. Role of higher education in this process is key. This problem is closely related to the implementation of innovations. The authors conceptually changing field of modern educational practices, aspirations and attempts to humanize and humanize education, taking into account the realities of the information society are favorable factors in creating and implementing the concept of humanities education, which allows different ways of implementation Based on a critical approach to reforming the current system of higher education the paper touches upon the need to change the process informatization of humanities education. Innovation in education should be understood as an innovation designed to resolve the current problem situation in order to optimize the educational process, improve its quality or organize favorable conditions for the assimilation of material by students. The analysis of the processes associated with the fact that the course of transferring the Ukrainian economy from a raw material development path to an innovative one is extremely important. The development of humanities education in the information society is aimed at implementing an interdisciplinary approach, i.e. should ensure the effectiveness of the development and application of humanities knowledge and form a conscious responsible choice in a variety of cultural meanings, cultural self-determination.

Implementing a project-based collaborative learning approach using PowerPoint to improve students’ 21st- century skills

In this industrial age, skills required in most jobs are 21st-century skills. The current study aimed to investigate whether there is a relationship between implementing project-based collaborative learning using PowerPoint and improving students’ 21st-century skills from the students’ perspectives. It also examines whether there is a significant relationship between students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills and their major. The participants of the study were 75 female students enrolled in an Educational Technology and Means course at Najran University. The findings revealed that there is a significant and positive relationship between implementing a project-based collaborative learning approach using PowerPoint and improving the students’ 21st-century skills, r (74) = 0.74 and p < 0.05. Additionally, the findings demonstrated that 21st-century skills improved the most through “actively collaborating with others” (M = 4.6, SD = 0.56). Additionally, there was no significant difference in students’ attitudes toward learning collaboratively using PowerPoint to improve their 21st-century skills in terms of human studies or scientific studies majors, t (37) = 1.97 and p > 0.05. The findings demonstrate that more research is required on the role of higher education in developing meaningful technology-based strategies to improve students’ 21st-century skills in learning environments.

Deskilling of Teaching and the Case for Intelligent Tutoring Systems

This essay describes trends in the organization of work that have laid the groundwork for the adoption of interactive AI-driven instruction tools, and the technological innovations that will make intelligent tutoring systems truly competitive with human teachers. Since the origin of occupational specialization, the collection and transmission of knowledge have been tied to individual careers and job roles, specifically doctors, teachers, clergy, and lawyers, the paradigmatic knowledge professionals. But these roles have also been tied to texts and organizations that can disseminate knowledge independently from professionals. Professionals and organizations turn knowledge into texts and tools that enable lay people to access knowledge without the intermediation of professionals or organizations. In the 21st century, one emerging tool for transmitting knowledge is the intelligent tutoring system. This paper examines how technological, epistemic, and economic trends in education are supporting the routinization, proletarianization, and automation of the occupation of teaching, leading to the increasing substitution of intelligent tutoring systems for human instruction.
 Some trends, such as standardized curricula and testing, both restrict teachers’ professional autonomy and facilitate the creation of pedagogical tools. Other trends reduce teachers’ ability to resist automation. The growth of adjunct teaching and paraprofessional roles in higher education allows organizations to take over and rationalize parts of the traditional teacher role. Faculty evaluations and learning outcomes assessment weaken professional claims to be the sole arbiters of instructional quality and student learning. The widespread use of intelligent tutoring systems also depends on the sophistication of software capable of performing the social-emotional and cognitive roles that educators perform. Eventually, pedagogical software will be able to interactively individualize curricula to the needs and interests of every learner, more cheaply, quickly, and accurately than any human teacher. Assessment of learning will be continuous, and certification of learning will be for specific skills instead of broad area competencies. Intelligent tutoring systems will help transition education from its medieval and industrial-era model to more accessible and flexible continuing education for employment and life enrichment.

Black, White, and Grey

This study seeks to extend wicked problems analysis within the context of a library’s support for virtual reality (VR) and the related extended reality (XR) emerging technologies. The researchers conducted 11 interviews with 13 librarians, embedded IT staff, and/or faculty members who were involved in administering, managing, or planning a virtual reality lab or classroom in a library (or similar unit) in a higher education setting. The qualitative analysis of the interviews identified clusters of challenges, which are categorized as either emergent (but solvable) such as portability and training; complicated (but possible) such as licensing and ethics: and/or wicked (but tameable). The respondents framed their role in supporting the wickedness of VR/XR in three basic ways: library as gateway, library as learning partner, and library as maker. Five taming strategies were suggested from this research to help librarians wrestle with these challenges of advocating for a vision of VR/XR on their respective campuses. This research also hints at a larger role for librarians in the research of technology diffusion and what that might mean to their role in higher education in the future.

Leveraging the Intersection between Age-friendly Universities and Age-Friendly Communities

Age-friendly Universities represent a growing contribution to the worldwide age-friendly movement. For universities, the international effort aims to highlight the role higher education plays in responding to the opportunities associated with an aging population. The initiative outlines ten principles to engage older adults via collegiate mission pertaining to research, education and service. Shared practices suggest diverse and unique application of the guiding tenets across participating colleges and universities. However Age-friendly Universities are also part of a broader ecosystem, situated in geographic locales reflecting actual or prospective age-friendly community status. The global Age-friendly Community movement is a decade-old effort to improve the environments in which we age via a cyclical process. This paper identifies the intersection between Age-friendly University principles and Age-Friendly Community processes and discusses reciprocal considerations for mutual advancement of the broader movement.

ON THE ESSENCE OF THE CRISIS IN HIGHER EDUCATION

In this work, the problem of the crisis of higher education in the world educational process is actualized. The significance of this problem demanded from the author a comprehensive analysis of the literature, which reveals the essence of the phenomenon under study. The paper speaks of the inappropriateness of the representation of the higher education system as being in deep crisis. The characteristic features of modern society are revealed, which testify to the opposite. The role of higher education is presented as the main source of the development of intelligence, the intellectual potential of a person, outside of which scientific and technological progress would be impossible. It is argued that there is no crisis in the higher education system, there are permanently arising contradictions (the driving forces of the development of nature, society and man) that require their systemic resolution. The need to improve the psychological, pedagogical and methodological culture of a teacher of higher education as significant components in the structure of their personality is noted.

Pivoting Open? Pandemic Pedagogy and the Search for Openness in the Viral Learning Environment

This paper is based on the authors’ experiences and reflections working in educational technology and design support roles in higher education during the COVID-19 pandemic. We retrace our lived experience from the beginning of the pandemic in the spring (from our vantage points in the UK and Canada) and the associated ‘pivot online’ enacted in education around the world, through to the autumn of 2020, when we appeared to be transitioning into a so-called ‘new normal’ of the mid-pandemic. As digital education practitioners, who are also educators, researchers, and also simply as humans and friends living through a global pandemic, we had turned to each other initially for support in terms of work, wellness, and sharing news, information and sense-making, during which we began to consider researching under-examined dimensions of the evolving situation. The experiences and issues we reference are drawn from our own work, as well as from our responses to popular narratives advanced by key voices who have encouraged certain interpretations of the pandemic and its educational effects. Using Schön’s (1983) reflection-in-action lens, we examine these experiences and narratives of pandemic pedagogy through the frame of our multiple identities. In particular, from our perspective as researchers and advocates of open education, we noted calls for openness (such as the use of open educational resources) in response to the online pivot, which did not appear to be cutting through the noise of the sudden deluge of information, advice and broadly negative coverage of online teaching. However, through our reflective narrative and synthesis, we offer an alternative interpretation, which is that openness was nonetheless flourishing, but that the ‘pivot open’ was to practices rather than resources. Open exchange, community building and support amongst educators were apparent in multiple contexts. While pandemic profiteering has highlighted the need for open resources and infrastructures, and we anticipate this case continuing to be made more strongly as we emerge from the emergency, it is the turn to open practices which has met the immediate needs of educators and learners through community, interactions, sharing and care.

Mobilizing Beyond Black and White: Coalition Building and Identity Formation among Students of Color at a Public and a Private University

Abstract Given the increasing importance of relations among non-White racial groups in contemporary US society, as well as the significant role of higher education and college students in shaping issues of race, this article examines coalition building between Black, Latinx, and Asian Pacific American students, as well as the construction of a pan-racial “people of color” identity, on two university campuses in California. Drawing on 36 in-depth interviews with students, staff, and administrators, as well as archival materials, the factors and circumstances that facilitate coalition building among students of color, the nature of these coalitions and their impact on students’ consciousness and collective identities, and the ways in which institutions of higher education respond to coalition building among students of color, are discussed. The findings of this study suggest that students of color will coalesce and build coalitions, as well as construct a people-of-color identity, when they have historical role models, feel that their positions on campus are threatened, and develop ideologies of anti-racism which characterize communities of color as having shared, fundamental, beliefs, interests, and concerns. Conversely, findings also suggest that an apathetic political climate on campus, lack of historical role models, and the institutionalization of student services delineated along racial lines that do not engage in cross-racial programming, work against coalition building and the creation of a shared identity among students of color.

Factors influence student satisfaction in pharm education program: a case study in private universities in Vietnam

In the Industrial Revolution 4.0 (IR 4.0), the role of higher education (HE) stays crucial for the development of highly skilled human resources in the multi-service sector. Indeed, the pharmaceutical education quality in higher education is significant for building a quality workforce in the healthcare service sectors. Additionally, the increasingly global education market required the ongoing increase of quality in higher education. This study investigates the driving factors of student satisfaction in Pharmacy education at private universities in Vietnam. Both qualitative and quantitative approaches are used in this study. For quantitative research, the surveyed questionnaire is developed and is the primary instrument. Besides, focus groups, semi-structured in-depth interviews with experts, and meta-analysis are applied instruments for qualitative research. The sample is 265 students from 3 private universities. The driving factors of student satisfaction are (1) Educational program, (2) University Reputation, (3) Business Interaction, (4) Extracurricular activities, and (5) Teaching facilitators activities. Eventually, the authors propose the suggestions for both academic and practical perspectives; simultaneously, the limitation is discussed for further research.

ON THE ESSENCE OF THE CRISIS IN HIGHER EDUCATION

In this work, the problem of the crisis of higher education in the world educational process is actualized. The significance of this problem demanded from the author a comprehensive analysis of the literature, which reveals the essence of the phenomenon under study. The paper speaks of the inappropriateness of the representation of the higher education system as being in deep crisis. The characteristic features of modern society are revealed, which testify to the opposite.
 The role of higher education is presented as the main source of the development of intelligence, the intellectual potential of a person, outside of which scientific and technological progress would be impossible. It is argued that there is no crisis in the higher education system, there are permanently arising contradictions (the driving forces of the development of nature, society and man) that require their systemic resolution. The need to improve the psychological, pedagogical and methodological culture of a teacher of higher education as significant components in the structure of their personality is noted