Success In Higher Education Research Articles

Kontihahanorónhstha’: The Maternal Essence of Indigenous Women’s Literatures

This article begins by offering a personal narrative to showcase the experiences of Indigenous women in higher education. My own narrative is grounded in my cultural identity as a Haudenosaunee scholar, and I open by sharing the contemporary lessons of the Haudenosaunee Creation Story. By sharing Indigenous maternal knowledge as gleaned from creation stories and connections to our grandmothers’ stories, I highlight the intergenerational support of Indigenous academic success. As an overarching framework, scholarship on Indigenous maternal praxis is interwoven throughout this article to showcase the need for culturally relevant curriculum for Indigenous women. By sharing narratives of Indigenous women who participated in my graduate research, I highlight the Maternal Essence of Indigenous women’s literatures as community narratives of strength. I write about Indigenous women’s journeys into higher education and present Indigenous women’s visions of academic success that are connected to family and community relations. Bringing the article full circle, I present Maternal Essence in Indigenous women’s literatures as a theoretical orientation and contextualize it within intergenerational visions of kinship that support Indigenous women’s success in higher education.

Unraveling Misconceptions: A Study of First-Year University Students’ Understanding of Basic Mathematical Concepts

This study investigated the misconceptions held by first-year university students regarding basic mathematical concepts, with a focus on integer operations, fractions, and elementary algebra. Conducted at a private university in Aceh, Indonesia, the research involved 26 students enrolled in the Elementary Algebra course. A diagnostic test consisting of five open-ended questions was administered, followed by structured interviews with 6 students who exhibited notable errors. The findings revealed persistent misconceptions, including misapplication of integer rules, incorrect fraction operations (e.g., adding numerators and denominators directly), and flawed algebraic reasoning. These issues indicate a reliance on procedural knowledge rather than conceptual understanding, often rooted in prior learning experiences. The results highlight the importance of early diagnostic assessments and concept-focused instruction in bridging the gap between school and university mathematics. Addressing these misconceptions is essential to support students’ mathematical development and academic success in higher education.

Exploring the Role of Epistemic Cognition in Reading Comprehension: A Phenomenological Investigation

This study examined the role of epistemic cognition in college students’ reading comprehension across diverse academic fields using a mixed-methods approach. The research integrated statistical analysis of survey responses with qualitative insights from interviews. Quantitative data were analyzed using descriptive statistics to summarize demographic information, while inferential techniques such as factor analysis, MANOVA, correlation, regression, and structural equation modeling were employed to explore relationships between epistemic cognition, reading strategies, and academic achievement. Qualitative data from interviews and focus groups were analyzed using Braun and Clarke’s six-phase thematic analysis, supported by Quirkos software for coding and theme development. The study included 155 students from various disciplines, with 83.9% aged 18–20. Findings revealed how individual theories of reading influence comprehension, the interaction between reading determinants, and the role of gender. These insights contribute to understanding cognitive and affective factors impacting reading success in higher education.

The effectiveness of blackboard wikis and the KWL strategy in promoting analytical, creative thinking and academic success in higher education

This Paper aims to assess the impact of the Wikis tool within the Blackboard Learning Management System (LMS), in conjunction with the Know-Want-Learn (KWL) strategy, on students’ academic achievement and cognitive development. Through a detailed analysis of student responses, the study seeks to determine whether this combined approach promotes critical thinking, creativity, and a deeper understanding of course material. The sample is chosen to ensure the diversity of the learning backgrounds with participants from different levels of prior academic achievement. The study employs both qualitative and quantitative methods, including an electronic survey administered to the study sample which consisted of (38) female students in the leadership entrepreneurship and innovation course at Lusail University, the age average of the participants is (26.5) years. The study results revealed the role and effectiveness of the WIKI Tool and KWL Strategy in achieving educational goals and output in a developed and innovative manner, contributing to raising academic achievement among students, as reflected in the strong positive correlation between using technological tools in the educational process, making them stimulating for learning and developing analytical and creative thinking skills, and the effectiveness of the tool in achieving the required outputs.

Perspektif Mahasiswa terhadap Pengunaan Medsos dan Prestasi Belajar Mahasiswa

The digital era has significantly transformed how university students access and manage academic information, with social media becoming an increasingly dominant platform. This study aims to examine the relationship between the frequency of social media usage and students’ academic achievement. Adopting a quantitative approach, the research utilized a survey method involving 100 students from various study programs selected through simple random sampling. Data were collected using a structured questionnaire measuring the intensity of social media use (Instagram, WhatsApp, TikTok, and Facebook) alongside students' Grade Point Average (GPA) as an academic performance indicator. The Pearson correlation test was employed to analyze the relationship between variables. Findings reveal a statistically significant correlation between social media usage and academic achievement, with the strength and direction of the relationship varying depending on the platform and usage intensity. Moderately directed use of social media contributes positively to information access and collaborative learning, while excessive use negatively impacts concentration and academic outcomes. This study underscores the importance of promoting digital literacy and effective time management among students. The results suggest the need for adaptive, technology-integrated learning strategies and institutional policies that support the positive integration of digital platforms into educational practices. These insights offer valuable contributions to the discourse on optimizing digital behavior for academic success in higher education.

Preferred Learning Style of Undergraduate Medical Students of a Medical College in Jammu and Kashmir India

Background: Learning style is a term that refers to the different ways in which we learn, process and retain information. Learning style is considered as an important factor for success in higher education. Method: Convenient sampling was used to select the participants from three different years of MBBS course. Data was collected using VARK Questionnaire in a Google Form. Descriptive and analytic statistics was used to analyse result. Conclusion: The most favoured learning style was kinaesthetic. The most preferred teaching method was interactive lectures. There was no association between learning styles and gender.

An Examination Regarding The Academic Performance Of University Students In Relation To Their Parents' Socioeconomic Status In China

The purpose of this research is to look at how parents' socioeconomic status (SES) affects their children's success in higher education. Examining how factors including students' socioeconomic status, degree of education, work status, and family history relate to their academic success in college is the main goal of this study. Using a mixed-methods approach, data was gathered from a diverse group of parents and students from different institutions in China. Grade point averages were used to measure academic achievement, whereas factors including family income, parental education level, and employment type were utilised to indicate socioeconomic class. In order to have a better grasp of how students felt their parents' socioeconomic situation affected their academic performance, qualitative interviews were carried out with them. In general, pupils from more affluent backgrounds outperform their less well-off classmates, and the results show that parental education level and family income are strong predictors of student accomplishment. Financial and emotional support from parents have a significant impact on their children's academic success, according to the research. The findings demonstrate that factors other than financial position, such as innate drive and institutional support, have a significant role in determining academic achievement. The research sheds light on how one's family's financial situation affects their academic performance and provides suggestions for policies that might help lower educational disparity and provide assistance to students from low-income families in China's higher education system.

Effects of the COVID-19 pandemic on academic success in higher education

Effects of the COVID-19 pandemic on academic success in higher education

Quality of higher education and self-determination for Deaf and hard-of-hearing students in Saudi Arabia.

Quality of higher education and self-determination for Deaf and hard-of-hearing students in Saudi Arabia.

To be or not

In this paper, we investigate the pervasive sense of meaninglessness among Chinese undergraduates, examining the multifaceted influences of educational models, social media pressures, peer competition, and family dynamics. Through qualitative interviews, the research reveals how these factors shape students’ well-being and academic experiences, highlighting the need for comprehensive support systems to address existential crises. The findings reveal the complex interplay between external pressures and internal values, emphasizing the importance of integrating practical experiences, enhancing digital literacy, and promoting student-centered learning to foster a more meaningful university experience. This study contributes novel insights to the discourse on student mental health and academic success in higher education.

Educational inequality and equitable transformation: Combining Bourdieu’s relational theory and the ‘conduct of everyday life’ concept to illuminate underrepresented students’ experiences and success in higher education

Current transformations in higher education—such as increasing diversity within the student population—and their impact on the participation of underrepresented groups call for theoretical perspectives that are able to take into account the interplay between the reproduction of educational inequalities and the transformation of parental heritage. In this paper, I present a novel combination of Pierre Bourdieu’s theoretical concepts and the ‘conduct of everyday life’ concept to illuminate the complexities students from underrepresented groups can face along their educational journeys. I argue that such a combination can link students’ study-related experiences to their broader life contexts and can bring attention to how other life domains impact the organisation and experience of university life for students from underrepresented groups. This theoretical perspective can also shed more light on the invisible and subtle ways in which inequalities play out. This paper contributes to opening up future discussions about how we can adequately grasp the experiences of students from underrepresent groups to successfully tackle the inequities these students can face and how to move forward to a more equitable higher education system for all.

Social Integration in Higher Education is Predicted by Big Five Personality Dimensions

Tinto’s Student Integration Theory (1993) predicts that students who connect with each other are more likely to succeeded in higher education. This study investigated how personality and contextual factors predict social integration. Agreeableness, extraversion, and conscientiousness were found to predict social integration. The comparison of two teacher training programmes revealed no differences with regard to integration. Social integration had a differential effect on the use of learning strategies in higher education. Social integration as a complex process depends on individual characteristics and acts as and a resource for success in higher education.

Developing a multilevel framework for AI integration in technical and engineering higher education: insights from bibliometric analysis and ethnographic research

Purpose The rapid integration of artificial intelligence (AI) in technical and engineering higher education presents both unprecedented opportunities and significant challenges. This study investigates how disciplinary characteristics, cultural contexts and institutional readiness influence AI implementation success in higher education. Design/methodology/approach This study analyzes AI integration in higher education through a dual methodological approach combining systematic literature review and ethnographic observations across different institutes and then proposes a multilevel integration framework that addresses implementation challenges across institutional, departmental and course-specific levels. Findings The study identifies three distinct approaches to AI integration in assessment: AI-inclusive assessment design, case study-based resistance strategies and hybrid examination models. The bibliometric analysis reveals ChatGPT as the dominant focus in current AI education research. The analysis identifies critical dialectical tensions that shape the integration of AI within higher education assessment practices – namely, the Authenticity–Innovation Paradox (balancing authentic assessment with AI-driven innovation), the Competency–Augmentation Dilemma (preserving core skills amid AI support) and the Scale–Customization Conflict (reconciling scalable models with personalized learning needs). The findings suggest that effective AI integration necessitates a shift from isolated individual innovations to coordinated, institution-wide strategies, conceptualized as “structured flexibility frameworks,” while acknowledging significant regional and cultural variations in implementation approaches worldwide. Originality/value This study makes several significant contributions to AI integration in technical and engineering higher education. First, it develops a comprehensive multilevel framework that links institutional strategy, departmental approaches and classroom practices, addressing the complex dynamics of AI implementation. Through ethnographic observations across multiple Australian universities, the study provides empirical evidence of successful adaptation strategies, documenting real-world outcomes. Finally, the research establishes a theoretical foundation for understanding how disciplinary and cultural factors influence AI implementation success, providing insights into why certain approaches succeed or fail in different educational contexts. This work advances both theoretical understanding and practical strategies for AI integration in diverse higher education settings.

Explicating collegiality and change management in neoliberalism during the dynamics of higher education institutions: A Systematic Literature Review using PRISMA Checklist

Background The neoliberal approach to higher education management has significantly transformed collegiality and university governance. This study identifies and analyzes how and where these changes have occurred, as well as their impact on the efficiency and competitiveness of universities. It addresses existing research gaps and provides new insights for adaptation strategies. Methods We selected all retrieved sources based on the keywords and analyzed all the documents we obtained. This study obtained data from Scopus retrieved on October 27, 2023. There are 416 sources were retrieved in Scopus Database within 1971 to 2023 publication year, then 662 documents were obtained. This study utilized bibliometric analysis to ensure a structured review of the literature on collegiality, change management, and neoliberalism in higher education. Results The findings show that organizational management, leadership, education, technology, curriculum, innovation, organizational change, decision-making, and human beings are significant trajectories of neoliberalism in higher education. Conclusions This study offers other constructs for accelerating leadership success in higher education. This relates to how change leadership can navigate changes resulting from neoliberal ideology.

Analisis Dampak Pemanfaatan Teknologi Digital terhadap Keberhasilan Pembelajaran dengan Menggunakan Model Pembelajaran Terbalik di Pendidikan Tinggi

This study aims to analyze the impact of digital technology utilization on learning success in higher education using the flipped learning model. The flipped learning model shifts content delivery outside the classroom through digital media, allowing in-class time to be focused on active discussions and problem-solving. This research uses a quantitative approach with a survey method involving students from various study programs at a higher education institution. Data were collected through questionnaires measuring students' perceptions of the effectiveness of digital technology, participation levels, and learning outcomes. The analysis results indicate that the use of digital technology significantly enhances student engagement and understanding of the material, positively impacting learning success. These findings highlight the importance of integrating technology into innovative learning strategies to support the transformation of higher education.

Assessing the Research Skills of Bachelor of Elementary Education Students at Apayao State College: A Needs-Based Approach

In today’s academic landscape, research competency is a foundational requirement for student success in higher education and lifelong learning. This study aimed to assess the research skills of Bachelor of Elementary Education (BEEd) students at Apayao State College using a contextualized, researcher-developed self-assessment tool grounded in the Philippine Professional Standards for Teachers (PPST). Specifically, the study evaluated student proficiency in seven core research domains: conceptualizing research titles, formulating the statement of the problem, developing the research paradigm, identifying the research design, analyzing data, interpreting and discussing results, and writing conclusions and recommendations. A descriptive-evaluative research design was employed, involving a total enumeration of 78 first-, second-, and third-year BEEd students. Quantitative data were collected through a 35-item Likert-type instrument, validated by a panel of faculty experts. Statistical analysis was conducted using mean scores to identify skill levels, with descriptors anchored on PPST-based standards. Findings revealed that the respondents’ overall research competence was at the “Developing” level with a grand mean of 2.12, indicating foundational awareness but limited independent application of research processes. The highest-rated skill area was Identifying the Research Design with a mean of 2.57, while the lowest were Developing the Research Paradigm (1.95), Analyzing Data (1.93), and Interpreting Results (1.96). The study identified key skill gaps in higher-order reasoning, synthesis, and data interpretation. Based on these, a needs-based intervention matrix was proposed, including workshops, mentoring, and faculty-led research support strategies. This study highlights the necessity of structured, contextualized interventions to elevate student research capabilities and strengthen institutional research culture in higher education institutions.

Learners’ preparedness for higher education in South Africa: developing a sense of academic belonging through the selective learning approach

IntroductionThe high drop-out rates at South African universities have raised concerns regarding the Curriculum Assessment Policy Statements’ (CAPS) ability to prepare learners for the world beyond secondary education. This study sought to investigate teachers’ perceptions of how the Selective Learning Approach (SLA), based on Multiple Intelligences Theory, can enable learners to transition to higher education and find academic belonging seamlessly. Specifically, the focus was on the suitability of transitional processes, including the curriculum programmes in secondary education to prepare learners for higher education.MethodsTo conduct this investigation, a qualitative methodological approach was adopted which employed semi-structured interviews as a means of data collection. The study’s purposively selected sample consisted of eight teachers in the Motheo Education District, Mangaung. A thematic analysis method was utilized to analyze the data.ResultsThe findings indicated that the Selective Learning Approach can foster a sense of belonging among learners transitioning from secondary to higher education in South Africa which is crucial for their academic success in higher education. This includes a deliberate focus on vertical articulation (continuous learning) in basic education, higher education programme choices, and workload management.DiscussionFurthermore, the study provided recommendations on mitigating measures for factors that affect effective academic belonging in South African schools. The emphasis on vertical articulation in the findings supports the conceptual framework’s proposition that curriculum continuity is essential for successful higher education transitions.

Online teaching success in higher education: insights from bibliometrics and content analysis

PurposeThis study investigates the research landscape concerning online teaching success in higher education.Design/methodology/approachWe utilize bibliometric and content analysis methods on a dataset consisting of 115 documents, indexed in both Scopus and Web of Science, and published between 2008 and 2023.FindingsThe findings reveal a notable surge in publication output coinciding with the COVID-19 pandemic, suggesting a rapid expansion of the research community during this period. However, despite this growth, collaborative efforts among researchers remain limited. The United States, Germany and China have emerged as the most influential contributors to this field, although a restricted collaboration network persists. Current sources predominantly focus on scopes related to digital technology, while pedagogical issues remain underrepresented. This study also identifies nine key themes and outlines potential avenues for future research within each.Originality/valueThe research findings map a knowledge base for the success of online teaching in higher education and suggest potential future research directions that balance technological advancement with pedagogical efficacy and the involvement of stakeholders.

Beyond the classroom: How CSR fosters teacher well-being and institutional success in higher education.

Beyond the classroom: How CSR fosters teacher well-being and institutional success in higher education.

Beyond access: Intersectional challenges for Higher Education success in South Africa

In South Africa, children of single-headed households (70% of whom are Black) have significantly worse educational outcomes than any other demographic. While the impact of family structures has been scrutinised in pre-18 education, it remains understudied concerning access and success in Higher Education. Based on semi-structured interviews with students and alumni raised in single-headed households, this article explores the interplay of family milieu and Higher Education. Using a Bourdieusian framework, authors identify three key configurations between family and Higher Education fields (alignment, fraught (mis)alignment, and parallel fields), which have a long-lasting impact on individual educational trajectories and the fabric of South African society. Black women remain disproportionately disadvantaged in the post-apartheid university, and the family milieu as a key site of intersectional inequalities remains under-researched. This article reveals the structural impact of transgenerational social reproduction in post-colonial societies and argues for a policy shift away from discourses of individual resilience.