Higher Education Studies Research Articles

Peningkatan Status Akreditasi 'Unggul' untuk Program Studi Bahasa: Analisis Dokumen Kinerja Program Studi (DKPS)

Accreditation is a form of external quality assurance for higher education study programmes to the community and a reference for improving the level. The main objective of the research is to analyse the study programme performance document (DKPS) to evaluate the readiness of the language study programme in achieving superior accreditation status. This research method uses a mixed method type. Data were collected through the Study Programme Performance Document (DKPS), and Book 4 of LAMDIK. The population of quantitative data totalled 89 items. While the sample consisted of 27 items, purposive sampling focused on standards 5 to 9. This study concluded that based on quantitative data and the contents of the study programme performance document (DKPS) in the form of 6 DTPS, 120 Active Students, and the number of graduates each year (6/10/15/10/20), an average score of 4 and an initial value of 194.80 were obtained. To achieve a superior score (NA ≥ 361), the initial score must still be added with several other scores, such as a) the scores obtained from standards 1 to 4, b) the value of the Self Evaluation Report (LED), c) the value of the field assessment (AL) and practicum, (d) the combined score between two assessors and (e) the final score by the accreditation panel. This research contributes to knowledge on how to improve accreditation scores and grades to be superior along with the formulation of strategies and recommendations to improve accreditation status with four quality dimensions (1) leadership and governance performance, (2) inputs, (3) processes and (4) outputs and outcomes.

Authentic assessment as relational pedagogy

ABSTRACT This article troubles a pervasive concept within higher education studies: authentic assessment. Authentic assessment is well-established within higher education, and yet its common usage leaves it limited in possibility. Often understood as a practice focused on tasks, where assessments represent a ‘reality’ beyond universities, authentic assessment praxis has missed engaging with wider literature exploring authenticity as an emergent quality connected with being and becoming. In this article, I first consider the utility of concepts in education, and then spotlight a change in how authentic assessment is being understood. I then move to explore how relational pedagogies might offer further insights into how assessment can be conceptualised and enacted, sketching shapes for thinking differently about authenticity in assessment. Extending the exciting conversation that is redirecting praxis, I argue that thinking with theory can help us think and enact assessment in a more meaningful mode, where assessment becomes a relational, ethical, act.

Procedural fairness during university education and students’ trust in science and scientists

ABSTRACT Procedural fairness encourages numerous beneficial organizational behaviors across many institutional settings, including schools. However, little research has explored the consequences of fair treatment in the higher education context. To address this gap, we conducted three studies exploring whether students’ experience of procedural (un)fairness during university education predicts their trust in scientists in particular and trust in science, generally. The participants were university students from Poland (N = 240), the UK (N = 500), and the US (N = 501) recruited through online panels. In all three studies, we administered a questionnaire about students’ experiences of treatment during university studies. We used regression analysis (Studies 1 and 2) and Structural Equation Modelling (Study 3) for data analysis. We found that students’ experience of procedural justice was positively correlated with their trust in science, and negatively linked with their belief in conspiracy theories about COVID-19 vaccines. This effect was partially mediated by students’ trust in scientists in Study 2 and fully mediated in Study 3. In other words, interacting with fair academic teachers leads students to trust scientists initially and ultimately develop trust in science in general. The experience of fairness also reduces conspiracy beliefs, a finding especially salient in the light of the recent pandemic. Our research supports the understanding that trust is relational and interpersonal rather than an abstract and generalized attitude. We also contribute to the study of higher education by highlighting the significance of quality academic experience for shaping students’ broader attitudes.

Higher education, gender, and job opportunities of engineering graduates in Ethiopia: An exploratory study

This study investigates the relationship between higher education and entry into the labor market in Ethiopia, with a focus on gender and job opportunities for engineering graduates. It uses a tracer study design to collect and analyze quantitative and qualitative data from 158 engineering graduates, 18 employers, and 16 higher education teachers. The findings suggest that higher education study conditions, curriculum relevance, and acquisition of employment skills influenced opportunities for engineering graduates to find employment shortly after graduation. In contrast to much of the existing research, our small sample of 31 female engineering graduates were not disadvantaged in comparison to males when they moved into employment immediately following graduation. Recommendations are suggested for improving the quality and relevance of engineering education to address gender gaps and challenges in higher education and employment. Future research to substantiate the findings in this exploratory study is also needed.

SUPPORT OF STUDENT MANAGEMENT IN PROMOTING ACADEMIC ACHIEVEMENT: A CASE STUDY IN HIGHER EDUCATION

This research aims to identify whether or not student management is present in promoting academic achievement in case studies in higher education. This research uses a quantitative method by collecting primary data through a questionnaire with a Likert Scale as an instrument distributed to active students. Then the respondents' answers that were obtained were processed using IBM SPSS 25 software. Based on testing the hypothesis in this research, the research results show that student management has a significant positive influence on student achievement at the Faculty of Economics, Jakarta State University. These findings show that universities that implement good student management tend to have higher learning achievement. This is indicated by the R Square value of 0.472. The results of this statistical calculation state that the ability of variable X (student management) to explain changes in variable Y (learning achievement) is 47.2%, the remaining 52.8% is explained by other variables. Furthermore, it can be proven from the T test results that student management has a value of 5.004 > t-table 1.701 with a Sig level. equal to 0.000 < 0.05, then Ha can be accepted and Ho is rejected.

Major Writing Difficulties Faced by Kurdish Learners of EFL in Academic Writing Classes

Writing in EFL (English as a Foreign Language) contexts has been claimed to be one of the most challenging tasks required from EFL learners. Many Kurdish learners of EFL face difficulties producing well-developed paragraphs and essays in their courses of study in higher education. This study aims at investigating such difficulties that could hinder students’ overall progress and success. A mixed-method research design was used to explore the issue under investigation fully. The data collection tools used is a (5-point Likert Scale) questionnaire and semi-structured in-depth interviews. Two hundred English major students from four public universities of Kurdistan Region of Iraq answered the questionnaire. Also, ten EFL university instructors were interviewed. Analysis of the findings revealed that Kurdish learners of EFL faced various difficulties such as writing anxiety, mechanics of writing (grammar, punctuation, spelling), word choice, and negative language transfer in their writing courses. Discussions and implications of these findings are presented.

The Influence of Employee Involvement in Analytical Decision Making on Employee Creativity: A Case Study of Higher Education in Oman

To better prepare students for the workforce, Oman's private higher education sector is experiencing a transition to keep up with global trends and industry collaborations. This is with the goal of better-preparing students for the workforce. In a landscape currently defined by fierce competition, this underscores the importance of differentiating oneself from the competition. In the private higher education sector in Oman, this study aims to investigate the relationship between employee engagement, analytical decision-making, and employee innovation. Specifically, the study will focus on the private sector. The total number of questionnaire responses is 308, which is the final analysis. We can conclude that analytical decision-making acts as a mediator between employee involvement and creativity based on the facts that we have uncovered. To add insult to injury, each and every one of the ideas that were put out was discovered to be supported. The findings of this study contribute to a better knowledge of the creative potential of personnel working in the private higher education industry. Additionally, the findings provide suggestions for improvements to regulations that are currently in place.

Integration of Islamic Studies on Reproductive Physiology at UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

The aim of this research is to analyze the integration of Islamic studies in the study of the biology of the human reproductive system at the Syekh Ali Hasan Ahmad Addary Padangsidimpuan National Islamic University. This research uses a qualitative descriptive approach through field research, using an integrated scientific and Islamic approach through verses from the Al-Qur’an about reproductive physiology.The results and discussion of this research show that the learning process implemented has not fully achieved the integration of science and Islam in biology learning. This can be seen from the results of a questionnaire conducted by the Whatss group of 20 students which was distributed to the 6th semester biology student group, that every sub-discussion of material related to the reproductive system previously had not fully integrated uluhiyah learning. information contained in the Koran. The process has not been completely perfected. This research recommends the integration of science and Islam in Islamic higher education studies. The moral message instilled in students is not only about learning biology as a secular science, but can also increase awareness about the integration of scientific research in the world and the future.

Стан стресостійкості та вияву морфофункціональних показників дівчат протягом першого року навчання у закладі вищої освіти

The analysis of functional indicators of the physical condition of students of the first year of study in higher education during the period of martial law is very important from the point of view of health, namely, increasing its adaptive capacity and readiness of students for various challenges of life. The purpose of the study is to determine the stress resistance and the state of functioning of the body of students during the first year of study during martial law. Research methods – to analyze the stress resistance of students, questionnaire diagnosis was used according to the method of V. Shcherbatykh. In assessing the functional state of female students, anthropometric measurements (height, body weight) and pulse measurements using standard methods were used. When determining the functional state of the cardiovascular system and the respiratory, muscular system of the body, movement parameters were used, namely the Ruffier index (RI), the Strength Index (SI), the Life Index (LI). The obtained experimental data were processed using mathematical statistics. The results of the study found that the majority of 79 % of applicants are stressed and need special methods and professional advice to remove it, and only 4.6 % of applicants have no obvious signs of stress. They found that morphological indicators correspond to the norm, but other functional indicators were not found at a sufficient level to form a protective mechanism, and especially during stressful conditions. So the Ruffier index (RI) (11.5 ± 0.5) corresponds to a “satisfactory level,” the SI index (46 ± 1.2) was at the “below average” level, the LI index (50 ± 1.2) at the “average level”. Conclusion – the mental and physical state of the considered indicators of students does not correspond to the required level, which can negatively affect their health, and especially in conditions of increased stress as a result of hostilities in Ukraine, and requires a comprehensive solution.

Quality factors of an English as a Medium of Instruction program associated with students’ satisfaction

This study examines the association between key quality factors of an English as a Medium of Instruction (EMI) program delivered at a Spanish university with the students’ satisfaction. The significant growth of demand and offer of bilingual and plurilingual studies in Higher Education in the last decade in many non-Anglo-Saxon countries, recommends conducting more evaluation research studies aimed at measuring quality and impact of EMI programs on students’ performance and satisfaction. To respond to that need, this ex-post facto research study included a sample of 131 self-selected students. The dependent variable student satisfaction was measured with a questionnaire (α=0.82 and a ω= 0.85) delivered through a computer-assisted web interviewing technique. Nonparametric regression analysis results confirm partially two out of the four hypotheses tested with an average of the mean estimate of 3.7 (on a 5 points scale) and the (only) average marginal significant effect of teachers teaching practices estimated to be 0.7, p < 0.01. The model (M6) with all predictions and controls explains 40.69% of the variation of the dependent variable. Finally, some conclusions and recommendations are drawn to increase future students’ satisfaction about this type of Higher Education.

Sociology of the University and Sociology of Professions: Conceptual Articulation and Current Issues

The purpose of this article is to present the elements necessary to understand the current relationship between the sociology of higher education and the sociology of the professions. First, the relevance of a sociological study of higher education is made clear in view of the problems raised by knowledge society. Secondly, Emile Durkheim and Max Weber conceptual contributions to the tradition of sociology are outlined to further the understanding of Universities and professions as pursued by higher education graduates. Next, a presentation is made of the model of the sociology of science and of higher education based on the contributions of structural functionalism, focusing on the contributions of Robert K. Merton and Burton Clark. Thirdly, an articulation between the sociology of higher education and the sociology of the professions is introduced and supported by the elucidation of the relationship between the sociology of higher education, different modalities of knowledge production and distinct types of professional habits: science as a career, liberal professions and the new innovative entrepreneurship. It is intended to make it apparent how these various professional profiles perform differently in connection with the triangle of coordination in higher education system. Finally discussed will be the emerging issues of trends in professions and careers in the labor market.

Subjective well-being of international students

Students’ adjustment and well-being in a cross-cultural context have become important topics in international higher education studies. This study explored the psychological mechanism underlying the impact of perceived discrimination and perceived health status on the subjective well-being of international students. The responses of 358 international students were analyzed using the survey datasets. The results indicated that the perceived health status of international students had a significantly positive impact on their subjective well-being. Conversely, perceived discrimination had a negative impact on subjective well-being and community satisfaction. Notably, community satisfaction mediated the relationship between perceived discrimination and subjective well-being. Furthermore, the results revealed that the effect of community satisfaction on subjective well-being varied between the Asian and non-Asian students. These findings can assist higher education program providers in developing a community-oriented support system for students striving to adjust to cross-cultural environments.

Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy

In this study, we evaluate how ChatGPT complements and enriches the traditional flipped learning strategy in higher education, particularly in engineering courses. Using an experimental design involving 356 students from basic programming courses in undergraduate engineering programs, we compared the normalized learning gain between groups that used the ChatGPT-assisted flipped learning strategy (focus groups) and those that followed a traditional video-based flipped learning methodology (control groups). The intervention lasted ten weeks, with two sessions of two hours each week. A pre-test–post-test analysis revealed that the focus groups showed significant improvement in normalized learning gain values compared to the control groups. These results confirm that incorporating ChatGPT into the flipped learning strategy can significantly enhance student performance by providing a more active, interactive, and personalized approach during the teaching–learning process. We conclude that the flipped learning strategy, upgraded with the assistance of ChatGPT, provides an effective means to improve understanding and application of complex concepts in programming courses, with potential to be extended to other areas of study in higher education. This study opens routes for future research on the integration of artificial intelligence into innovative pedagogical strategies with the goal of scaffolding the learning experience and improving educational outcomes.

Practice-Integrated Study Programs in Agriculture Sciences for A Better School to Work Transition in Albania and Kosovo: A Stakeholders Overview

The quality of study programs in higher education plays a crucial role in helping graduates transition from university to the labor market. There is a risk of losing qualified human resources in a knowledge-based society and economy if the education provided does not meet the needs of the labor market. This has led governments and higher education institutions in Albania and Kosovo to reconsider their academic offerings and study program curriculums to better integrate graduates into the labor market. This study examines how stakeholders, both private and public institutions, perceive the practical orientation of higher education study programs in agricultural sciences. A structured questionnaire with closed-ended questions using a Likert rating scale was used to analyze the views and expectations of employees in the public and private sectors about the practical skills that graduates in agricultural sciences should possess. The total number of analyzed questionnaires was 294. Employers in the labor market consider work-based placements, continuous training, and international training of students as "very important" to meet the demand for skills in the labor market. More than 91% of public institution executives stressed the importance of "practice" in reducing the practical skills gap for students, compared to 78% of private sector employees. The findings revealed that public employees are more aware than private sector employers that close cooperation between HEIs and work-life partners is crucial for producing a “university product” that meets future society's needs.

Echoes of social experience: tracing the link between a sense of belonging in school physics classes and physics students’ persistence in higher education

The present study investigates on an exploratory level the extent to which the sense of belonging that university physics students experienced in their physics classes in secondary school impacts their intention to drop out or alter their course of study in higher education. Analysing data collected between April and June 2022 among first-year physics students at 20 German universities (N = 263), we find a significant and negative effect on the part of participants’ (remembered) sense of belonging in school physics classes on their intention to drop out or change their studies. Parallel mediation analysis further reveals that this effect is fully mediated by students’ current sense of belonging to physics and their university. Notably, the indirect effect via participants’ current sense of belonging to physics is approximately four times as high as the indirect effect via university belonging. These results emphasise the importance of social embeddedness in early physics experiences on students’ academic development in higher education. Limitations of these results as well as implications regarding a potential improvement of persistence and satisfaction within physics-related higher-education programs are outlined at the end of this paper.

Stakeholder’s Perception of Dual Higher Education Implementation. Case Study: Academy of Economic Studies of Moldova

The purpose of this article is to analyse the implementation of dual education in higher degree studies at the Academy of Economic Studies of Moldova (ASEM), from the perspective of stakeholder management. The research focuses on assessing the perceptions and experiences of key stakeholders: students, business representatives and teachers. Starting with autumn 2022, ASEM initiated, for the first time in the Republic of Moldova, the organization of dual higher education studies within the Erasmus+ project, entitled “Integration of dual higher education in Moldova and Ukraine (COOPERA)”, reference code 617490-EPP-1-2020-1-MD-EPPKA2CBHE-SP. The research focuses on two dual undergraduate training programs: Business and Administration and Applied Informatics. The experience gained over these two years allows preliminary conclusions to be drawn on the efficiency and benefits of dual higher education, highlighting the importance of active and continuous involvement of all stakeholders for the success and sustainability of the programme.

Learning Through Case Studies in Higher Education

The use of case studies in the classroom offers an experiential and active approach to learning. Case studies increase student engagement by providing a foundation for applying theoretical concepts to real world situations. Students may achieve higher learning potential through reflection, discussion, and possible debate of various outcomes and solutions within a case study. Experiential learning through case studies allows students to take an active role in learning rather than a passive role. This paper will explain how case studies are effective in achieving learning goals in the classroom. Additionally, a detailed outline of a model that can be used to analyze a case in any discipline will be presented.

The University As Infrastructure of Becoming: Re-Activating Academic Freedom Through Humility in Times of Radical Uncertainty

ABSTRACT Traditionally, the field of science and technology studies (STS) considered the scientific laboratory as the central site of knowledge production and technological development. While providing rich analyses of the social construction of scientific knowledge and the role of non-human actors, STS scholars have often neglected the university – the very context in which laboratories themselves are embedded – as a relevant object of research. In this paper, we argue for re-introducing the university as a relevant category and object of analysis by using the notion of epistemic virtues to link epistemic culture – traditionally the focus of STS – and epistemic structure – traditionally the focus of higher education studies. Advancing this line of argumentation, we make three analytical moves. First, we explore academic freedom as a specific version of negative liberty that extends beyond disciplinary boundaries. We suggest that academics continuously negotiate academic freedom considering culturally and socially situated epistemic virtues such as objectivity and neutrality. Second, we introduce the notion of humility to revisit scientific knowledge production more generally and academic freedom in particular. Finally, we argue that practicing humility leads to enacting the university as an infrastructure of becoming otherwise, thereby enriching our understanding of universities as distinct and highly complex social spaces with a logic of their own.

Reviewer Acknowledgements for Higher Education Studies, Vol. 14, No. 2

Reviewer Acknowledgements for Higher Education Studies, Vol. 14, No. 2

Student perceptions of supports for managing study in higher education according to internal and external locus of control

ABSTRACT Higher education has seen a significant shift in the last two decades, with contemporary students representing more diverse cohorts who are increasingly balancing study alongside competing life-roles and responsibilities. Given the rise in student attrition and concerns regarding engagement, we saw a visible need to consider how our students could be better supported in managing their study requirements which might improve retention and engagement. We asked students what best helps them to manage their learning and time, and this study reports on responses from 430 students over 8 course offerings between 2019 and 2021. Responses were coded using inductive category development and grouped into internal and external locus of control. The findings reveal 52.6% students demonstrated an interplay of internal and external locus of control factors, while 29.5% identified fully internal and 17.9% indicated fully external LOC. The study highlights that flexible, multi-pronged strategies and institutional supports are fundamental in supporting diverse modern tertiary student populations. The paper concludes with considerations for educators and higher education institutions, drawing on the principles of Universal Design for Learning and pedagogical care that may address many aspects raised by students that are outside their locus of control, which may consequently benefit student retention and engagement.