Tertiary Education Sector Research Articles

Critical roles of leadership and management to the suffocation of tertiary education sector during the Covid-19 pandemic: A critique of human migration

This research explores the coping mechanisms of the tertiary education sector during the Covid-19 pandemic from the point of view of the restricted human migration. The research is conceptual and empirical in nature within the qualitative research paradigm. Interviewing technique and narrative enquiry were employed to generate data pertaining to the restricted human mobility during the Covid-19 pandemic. Out of the population of 25 public higher education institutions, in South Africa, only 2 were conveniently sampled for intensive study on restricted human migration of their employees during the Covid-19 lockdown. This paper is therefore, a case study of 2 public higher education institutions. Research findings revealed that firstly, organisational efficacy took a nosedive during the Covid-19 pandemic. Secondly, there was a controversy of the mandatory immunizations within the migrants. Thirdly, the application of migration segregation aggravated the state of affairs. Fourthly, inhibition of the already planned face-to-face conference attendance crippled the education sector. Lastly, compromising of quality assessment practices particularly at institutions of higher learning was a disservice and disruptions to the education sector. Exemption of the education sector from the suffocation of restrictive health protocols in case of similar Covid-19 pandemics in future is recommended.

Effect of Physical Work Conditions on the Work Performance of Academic Staff in Private Universities in Kenya

The working conditions (physical and psychological) in an organization have key linkage with and work performance including academic institutions. The aim of this paper was to examine the effect of physical working conditions and performance of academic staff in private universities in Kenya. The study is informed by Fredrick Herzberg’s two factor theory on motivation of employees and work performance. The study research design is descriptive that incorporates quantitative and qualitative methods. The target population for this study involved academic staff of selected private universities in Kenya. Considering the target population was high, a sample size was chosen who were selected using stratified and purposive sampling technique. The data has been collected using questionnaire. Data analysis has been undertaken using descriptive statistics and thematic content analysis. The study has found out that physical working conditions are a key determinant of employee performance in private universities in the country. Those universities with poor physical working conditions reported poor work performance amongst their academic staff compared to those that had conducive physical working conditions. The paper recommends that for private universities to remain competitive in the tertiary education sector, they have to ensure that the physical working conditions of school facilities are conducive for use by their members of staff. There is also need for the Commission for University Education in Kenya to regularly inspect universities physical infrastructure to ensure they are fit for use by both academic staff, non-academic staff and students. When all these recommendations are addressed, the academic staff productivity would significantly improve

Collaboration or competition? The value of sector-wide collaboration in educational technology research

Collaboration or competition? This question is at the centre of this editorial, which explores the importance of sector-wide approaches to research into educational technology. This has become particularly relevant in recent years in response to a range of significant challenges or disruptions the tertiary education sector has had to face, for example, responding to the COVID-19 pandemic or the emergence of new generative AI tools. To address these challenges, we have taken a collaborative approach to writing this editorial, with contributing authors from across the world responding to four key questions. The responses to those questions were then arranged into four key themes: collaboration in response to disruption, individual benefits from collaboration, communal benefits from collaboration, and ensuring collaborative wisdom. The editorial concludes with a section that situates the preceding discussion in a broader context and challenges us to consider our wider impact on the world as a sector and, in particular, as related to educational technology. We conclude that collaboration is a must and has the potential to empower us to push the boundaries of what is possible.

Towards co-creating the praxis of teaching design from decolonial, intersectional and pluriversal approaches1

Across Oceania, design courses within the tertiary education sector remain entrenched in Eurocentric narratives and pedagogical approaches, which omit place-specific contexts, cultural histories, knowledges and diverse ways of designing, including those of First Nations. This concern drove the four authors to create the InterDesigning Network, a supra-institutional network that aims at connecting like-minded educators, practitioners and students. This article reflects on the results of the InterDesigning Network’s first symposium, titled Co-Creating the Praxis of Teaching Decolonial, Intersectional and Pluriversal Design and Histories. As the core team behind the network, we listened and learned from a panel formed by First Nations people that discussed Indigenous design practice, local protocols, connection to place and land, common struggles and ways of integrating Indigenous knowledges into contemporary design education. We also listened and were inspired by the insights shared by another panel made of diverse design educators who discussed how their positionalities and experiences inform their teaching practices. By reflecting on these insights as well as on the rationale behind the formation of a design educators’ network, this article offers actionable suggestions on how to disrupt the status quo for a more diverse and inclusive design education future.

Evaluating geospatial education provision: a case study of Aotearoa New Zealand

ABSTRACT Geospatial technology is still a growth area and knowledge of these technologies remains essential for a skilled workforce. In higher education, geospatial curriculum design is predominantly determined by educators and is influenced by what educators believe should be taught. Knowledge of national or regional provision can support a richer understanding of expected provision and areas of over or under-provision to better support the needs of varied geospatial roles and identify possible programme specialisations. In this paper, we describe an approach for evaluating Aotearoa New Zealand’s provision of geospatial education in the tertiary education sector. First, we examine and compare current course offerings in New Zealand’s tertiary sector against selected institutions in five countries using the GIS&T Body of Knowledge and Geospatial Technology Competency Model as a framework for comparison. Second, we evaluate the results of a focus-group workshop of geospatial education providers and geospatial industry stakeholders about perceived needs in geospatial education in New Zealand. We find this approach works well to support a better understanding of what is provided for both educators and industry. By including industry geospatial professionals in identifying perceived gaps, educators’ knowledge of industry needs will grow as well as industry’s understanding of current provision.

Changing education landscapes and (in)equality in Wales: An exploration of barriers to tertiary education using linked UK Census and education data

ObjectiveThe Wales Commission for Tertiary Education and Research (CTER) was created in 2024 to oversee a complex system of training and education for adults and young people. The objective of our research was to examine demographic features that prevent or encourage engagement with education after formal schooling, that can be used to inform future CTER strategies. ApproachThis research considered the personal and family characteristics of learners, and evaluated differentials between characteristics in terms of enrolment, progression/exit and completion in different tertiary education settings (Sixth Forms, Further Education, and Higher Education). Using novel data linkages across 5 different data sources, we used household characteristics from the UK Census 2011 to help contextualise the experiences of learners and explore the manifestation of inequalities in the tertiary education system. ResultsThe results indicated that inequities were apparent. Gender, Special Education Needs (SEN) status, and household characteristics including disability, deprivation, socio-economic, occupational and education status’ created barriers to continued engagement in education post schooling. Conclusions and ImplicationsThe complex and disparate nature of data collections was highlighted by the research, whilst the findings offer areas and characteristics that CTER should consider when creating new initiatives or governance systems for the tertiary education sector in Wales in order to reduce persistent inequalities. Recommendations for CTER that were drawn from the research included: 1) a more cohesive approach to data collection across the tertiary sector, and 2) strategies should assess impacts for those experiencing multiple forms of disadvantage.

Transforming teaching through cooperative inquiry: meaningful research for university teachers

ABSTRACT In this article, seven participants from nursing, social work, accounting, fine arts, bioscience, and learning support disciplines share insights gained through participation in a transdisciplinary cooperative inquiry research group aimed at developing excellence in teaching. This Cooperative Inquiry for Reflection and Collaboration on Learning Effectiveness (CIRCLE) group promoted transformation of individual participants’ teaching as well as development of interdepartmental collaboration and camaraderie within the context of contemporary, performance-based academic environments. Collaborative, pedagogical, action research was undertaken through cooperative inquiry (CI) to explore transformative learning activities that increased teachers’ and students’ engagement while covering prescribed learning outcomes using creative approaches. The results are presented in a reflexive, collaborative autoethnography through seven authentic teacher stories. Reflections on the process and the impact of being in the research group provide evidence of the potential transdisciplinary, CI research groups offer to enhance research and teaching outcomes in higher education. These findings are significant internationally in light of the necessity to meet the increasing expectations of all stakeholders in the global tertiary education sector.

Project’s cost-benefit analysis for social infrastucture in tertiary education sector with sharia financing and the interest of waqifs: an Indonesia perspective

Project’s cost-benefit analysis for social infrastucture in tertiary education sector with sharia financing and the interest of waqifs: an Indonesia perspective

The use of elements of neuropedagogy in the creation of virtual simulators for in-depth study of chemistry in higher education

This study investigates the efficacy of incorporating neuropedagogical elements into virtual simulators for advanced chemistry education in universities. Utilizing a mixed-method approach, it uses questionnaires completed by 50 organic chemistry students. These questionnaires included both general and Likert scale questions, focusing on students' experiences with the PhET Interactive Simulation. The results highlight the positive impact of neuropedagogy on students' learning attitudes, cognitive abilities, and skill development, particularly in areas like critical thinking, analytical skills, and social competencies. A significant portion of students reported enhanced educational outcomes: 76% observed improved training effectiveness, 88% better understood the subject, and 96% found the virtual simulator-based learning more engaging. Furthermore, the study notes improvements in students' problem-solving abilities (68%), logical reasoning (92%), and comprehension of chemical processes (94%). These findings emphasize the value of integrating neuroscience principles in chemical education, potentially benefiting both tertiary and secondary education sectors. They indicate the necessity for educational adaptation in line with interdisciplinary research in cognitive and neurological sciences. This research not only serves as a valuable resource for chemistry teachers but also sets the stage for future empirical studies exploring neuroscience's role in teacher education. The study underscores the importance of further investigation into how teachers implement neuropedagogical techniques and the effectiveness of such applications, advocating for continuous development in educational methodologies.

Exploration of Multicultural Student Education on Ethical Issues in an Australian Undergraduate Nursing Curriculum

Background Australian undergraduate nursing courses and their student profiles vary greatly, and so does the class’s cultural and racial diversity. Student nurses will bring their own cultural identity, values, and opinions with them to class, both online and face-to-face. For the educator, there are many deliberations around being culturally considerate with such diverse groups, particularly when ethically centered topics can make cultural considerations challenging. This can contest both the students’ and educators’ beliefs and customs and may cause personal discomfort in some form. The purpose here is to explore the discomfort and potential issues the educator may face in delivering and managing such education forums. Methods This project uses an autoethnography narrative methodology with the implementation and analysis of a reflective journal and incorporates theories inclusive of the Pedagogy of Discomfort, Theory of Deontology, and Critical Resistance Pathways. Results The resulting journal spanned 3 months of the educators’ reflections on cultural interactions across a multicultural public health class of 290 students and from interactions with health and academic peers. Analysis of the entries found indications that a person’s cultural norms tended to form the core basis of responses and attitudes to culturally confronting topics, different perspectives from students and academics in health can lead to discomfort on discussion of ethically confronting topics, and racism was not always rebutted or acknowledged. Conclusion Practical implications for working safely across cultures have been presented with six core areas identified for tertiary education sectors and nursing educators to consider. These areas are focused on improving the educators’ ability to address culturally conflicting situations during education delivery, navigating course/unit content, and reflecting on their own cultural beliefs and norms and those of their students and peers.

Transformational learning and agency for professional identity development: first-year social work student retention and wellbeing

ABSTRACT Challenges relating to first-year student retention and learning outcomes are recognized as a multi-faceted issue in the tertiary education sector across many professional programs, including social work. Graduating students can find it difficult to establish themselves in the workplace. The researchers wanted to understand if fostering a sense of professional identity for social work students as part of the research experience might in and of itself enable retention because of improved opportunities for transformational learning, agency, and wellbeing as a student. The participatory action research project was designed around a community of practice of social work students facilitated by two recent graduates to undertake the collaborative design and creation of supportive educational resources. Student empowerment, connectedness, and wellbeing were improved by involvement in the collaborative professional task of doing research, with students reporting increased connection with the university and engagement in their learning. Implications for fostering professional identity development during social work education are explored.

Know your place: university chaplaincy in a large, secular university

ABSTRACT University chaplaincy has undergone significant change in recent times as universities have been impacted by global events as well as cultural shifts and forces in the tertiary education sector. This article reflects on my experience as a Christian chaplain in two large civic universities in New Zealand and Scotland. It explores the disruptions and opportunities of this period of instability in those contexts and how these might concretely inform the practise of ministry with students and staff.

Curriculum across the great divide: exploring a key problem of Australian tertiary education

ABSTRACT Tertiary education in Australia is dominated by a division between two large systems of provision: vocational education and training (VET) and higher education (HE). Over time, these tertiary education sectors have become distinct in several respects, including the way curriculum is conceived and practiced. In VET, competency-based training operates as a system-wide curriculum model. In HE, different professions and disciplines, in addition to university requirements, directly influence and shape curriculum design. The Australian competency-based model has been politicised over the last few decades, leading to fetishisation of the standards used to guide learning and teaching in VET and fostering distinct approaches to curriculum in the two systems. Schwab’s notion of curriculum commonplaces can be used to examine teaching and learning in VET to highlight ways in which an expanded concept of curriculum could lead to a renewal of VET and simultaneously promote generative articulation between the two tertiary systems.

AJET in 2023: Reflections on educational technology, people, and bibliometrics

In this editorial we reflect on the last three years of AJET achievements, challenges, and opportunities as we reach a time of transition in the lead editorial team. We also reflect on the key themes of 2023, especially the impact that the growing availability of generative artificial intelligence has had on research and practice in the tertiary education sector. We present our annual round up of bibliometrics, thank our hardworking editorial team, and acknowledge the contributions of those who are ending their service with AJET in 2023. In conclusion, we look ahead by outlining our goals for 2024 and discussing the themes and technologies that will be a focus for AJET in the new year.

Student-centered Learning Approaches in The State Universities of Sri Lanka: Exploring Socio-cultural Impacts through A Conceptual Analysis

This article provides a comprehensive examination of student-centered learning (SCL) in Sri Lanka's state tertiary education sector, focusing on its socio-cultural influences. The study explores the intricate relationship between pedagogical methods and societal dynamics, highlighting how SCL enhances student engagement and independent thinking. Using a literature review of theoretical frameworks and empirical studies, this paper delves into the complex interplay between SCL and socio-cultural factors, including cultural values, social norms, and educational traditions unique to Sri Lanka. The research investigates the impact of SCL on key stakeholders and analyses various aspects of SCL, considering its principles, practices, and outcomes. It also addresses how these align with traditional Sri Lankan values, such as respect for authority, collectivism, and communal harmony, which have historically influenced education in the country. This paper emphasises the need for a pedagogical shift and concrete action plans. It advocates for faculty development programmes and institutional support to effectively implement SCL in Sri Lankan state universities. Additionally, the study anticipates and addresses potential challenges in adopting this modern learning approach in Sri Lanka.The findings have practical implications for policymakers, educational institutions, and educators. They highlight the importance of considering support mechanisms, curriculum design, teacher training, and cultural sensitivities to promote student engagement, empowerment, and holistic development in Sri Lanka's educational landscape.

What's love got to do with it? Exploring the role of universities and third places in supporting human mate choice

PurposeThe growing cost and difficulty related to “finding someone” suggests that the role of service organisations in explicitly supporting and designing opportunities for love between customers merits further attention. This study employs a multidisciplinary approach of both services marketing and the economics of mate choice to understand how service organisations can exercise the third place effect and facilitate human mate choice (love) opportunities for consumers in extended service encounters.Design/methodology/approachThree qualitative co-design workshops were conducted with actors (students, casual and professional staff) from the Australian university ecosystem (n = 36) to identify consumer expectations related to mate selection in third place service contexts. A quantitative online survey of (n = 1207) current Australian university students was used to rank the importance of core and enhancing service elements.FindingsThe authors find that love holds a status in the minds of some consumers as an implicitly expected by-product of participation within the core service consumption experience in third places. For service providers to facilitate mate choice opportunities in third places, the results suggest that the design of the connective mechanism(s) should maximise opportunities for informal consumer-to-consumer interaction to allow prospective partners to ascertain compatibility. Further, consumers expect the organisational facilitation of engagement in order to clarify expected etiquette and support goal congruence. In the tertiary education marketplace for love, there is an increased preference for interpersonal engagement by those studying on campus (compared to externally), and a positive relationship between duration of enrolment and increased priority for mate choice service provision.Originality/valueThis research makes a novel theoretical and empirical contribution by being the first exploration of the economics of third place love in the tertiary education sector, also being a research primer for the field of services marketing to consider service design in third places to support mate choice.

Food waste initiatives in the tertiary sector in Aotearoa New Zealand

Food waste is a global issue; 30 to 40% of all food is wasted. Despite a growing body of research, information on food waste in the tertiary education sector is lacking. The variety and size of foodservice operations at tertiary institutes provides an opportunity to address food waste and work towards Sustainable Development Goal Target 12.3. We investigated food waste initiatives at 13 tertiary institutes in Aotearoa and identified challenges to further initiative implementation. Semi-structured interviews were conducted with staff working in sustainability at each institute. The most common initiatives included worm farms (n=11), solutions for leftover foods (n=11), and composting (n=9). Challenges to the initiatives included: the Covid-19 pandemic; contamination of organic food waste destined for composting; attitudes of individuals and institutes; and funding and resources. Although a range of initiatives are in place, these approaches are near the bottom of the waste hierarchy. New initiatives should be developed to reduce the volume of excess food, focusing on prevention and avoidance rather than recycling and recovery. Tertiary institutes in Aotearoa should also adopt the “Target, Measure, Act” approach to tackle food waste, through setting formal goals, regularly measuring food waste, and acting by implementing a wide variety of initiatives.

How does the COVID-19 pandemic influence students’ academic activities? An explorative study in a public university in Bangladesh

The global impact of the novel coronavirus (COVID-19) has spared no sector, causing significant socioeconomic, demographic, and particularly noteworthy educational repercussions. Among the areas significantly affected, the education systems worldwide have experienced profound changes, especially in countries like Bangladesh. In this context, numerous educational institutions in Bangladesh decided to temporarily suspend classes in situations where a higher risk of infection was perceived. Nevertheless, the tertiary education sector, including public universities, encountered substantial challenges when establishing and maintaining effective online education systems. This research uses a qualitative approach to explore the ways in which the COVID-19 pandemic has influenced the academic pursuits of students enrolled in public universities in Bangladesh. The study involved the participation of 30 students from a public university, who were interviewed in-depth using semi-structured interviews. Data analysis was conducted using thematic analysis. The findings of this study reveal unforeseen disruptions in students’ learning processes (e.g., the closure of libraries, seminars, and dormitories, and the postponement of academic and administrative activities), highlighting the complications associated with online education, particularly the limitations it presents for practical and laboratory-based learning. Additionally, a decline in both energy levels and study hours has been observed, along with an array of physical, mental, and financial challenges that directly correlate with educational activities. These outcomes emphasize the need for a hybrid academic approach within tertiary educational institutions in Bangladesh and other developing nations facing similar sociocultural and socioeconomic contexts.

A Critical Review of the Demola Framework and Its Applicability in a Low-Income Economy: A Case Study of The Gambia

This paper critically reviews the appropriateness of the Demola Framework for adoption in a low-level income country. According to the World Bank, Low-income countries are developing countries with emerging markets or newly industrialized countries (Abubakar et al., 2019). The Demola framework has been developed and used in some European countries such as Finland, Germany, and Spain as a curriculum delivery approach for entrepreneurship education courses (De Carolis, 2019). The framework has been widely used in bridging the gap between the academia and industry, for example in an impact study conducted in Finland, it was established that due to the frameworks’ responsiveness to building synergies between students and industry, 7 polytechnics and other universities have adopted it as part of their curricula delivery approach (Catalá-Pérez et al., 2020). Based on these, its concepts are being tested in The Gambia, a country in West Africa where for the first time in the tertiary and higher education sector, a new policy decision has been rolled out to embed entrepreneurship training as part of the science, technology, and engineering education programme. This programme forms the first stage of a national development initiative to transform one of the public technical training institutions into a University of Applied Science Engineering and Technology that will be entrepreneurial and will be producing business minded graduates.

Victoria’s change-model to TAFE: building a framework for tertiary education

ABSTRACT This thesis presents the findings of research into institutional change and how structural re-modelling of TAFEs in Victoria may be assessed as fit-for-purpose for institutions operating in tertiary education. Technical and Further Education (‘TAFE’) in Australia developed a distinctive identity during the twentieth century, yet institutional arrangements were not static: this involved the reorientation of vocational education in Australia to be funded and regulated under the auspice of micro-economic reform national policy. This institutional change triggered incremental transformation across Australia’s complex federalism and shared institutional structures and ultimately impacted TAFEs as state organisations. The thesis applies gradual change theoretical modelling to these TAFE Institutes, adopting an empirical research method that records the insights and reflections of that leadership through this change. This intra-organisational analysis seeks to explore the challenges of organisational leaders through changing institutional dynamics and the extent (or otherwise) of strategic change modelling while also reviewing outcomes including suitability of TAFE governance. The research question is to explore if, or to what extent, does the conceptual framework of gradual institutional change assist to explain (and model) the policy changes at the Victorian TAFEs during this changing environment. The thesis contends that this may be a viable framework that may enable predictive modelling of change for TVET institutions, as public and private sector organisations manage their sustainability in a broader competitive tertiary education sector.