Transition To Higher Education Research Articles

Service-Learning and Digital Empowerment: The Potential for the Digital Education Transition in Higher Education

In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, virtual service-learning merges the possibilities of technology with the principles of experiential education in a powerful blend. Service-learning (SL) is an educational proposal that has been recognized by UNESCO as an innovative educational tool through which to address the complex challenges of our society. The Sustainable Development Goals provide a framework around which to structure the SL projects and thus develop the skills needed to act on the full range of goals. Embedding digital service-learning means opening a debate on the intricate relationship between technology, education, and societal impact. This study aims to explore the perspectives of students, faculty and community partners on the combination of SL and digital empowerment (DE) under the sustainability education principles. The study adopted a qualitative approach. Data were gathered through two focus groups involving faculty, students and community partners. The focus group participants discussed the opportunities for innovation, the expected impact on them and on society as a whole, their needs, the pre-conditions for making SL and DE successful, and limitations or undesirable outcomes. The results are presented according to the six principles of sustainability education in the university environment, highlighting the transformative potential of combining these principles within SL and DE.

Online education and learning management system usage in a South African Economic and management faculty during COVID-19

The COVID-19 pandemic forced the rapid move of Higher Education from face-to-face to online formats worldwide; initially referred to as emergency remote teaching. As Higher Education transitions into a “new normal” of online and blended education, how educators had transitioned to online spaces at an historically Black and disadvantaged university in South Africa was explored; more specifically, how educators were using the Sakai learning management system (LMS)/virtual learning environment (VLE). This study investigated the instructional design and educational-soundness of online pedagogical practices. To this end, forty-eight (48) online undergraduate course sites from an Ecnomic and Management Sciences faculty were reviewed from nine departments and programmes, according to socio-constructivist and Universal Design of Learning (UDL) principles. It was found that Sakai LMS/VLE tool usage was skewed towards administrative, evaluative and management functions over pedagogical functions: communication (83%), evaluation (83%), content (71%), monitoring (67%), and collaboration (52%). While most courses included varied types of learning activities, they were dominated by traditional and passive approaches, and less inter/active approaches: acquisition (89%), practice (71%), production (64%), discussion (35%), collaboration (31%), and investigation (8%). The results from this study will guide future staff development initiatives to improve LMS/VLE instructional design and online educational practice. Future research includes qualitative exploration of both staff and student experiences. Implications for equity, social justice and transformation in South African Higher Education, and related contexts, are emphasised.

Inclusive learning in higher education: anthropology and critical consciousness lens

Higher education institutions have come under fire for their perceived restrictive tactics and lack of diversity among students and faculty. This article dives into the possible synergy between anthropology and critical consciousness, drawing inspiration from Paulo Freire's seminal contributions. The major goal is to create a revolutionary transition in higher education toward a more inclusive educational paradigm. Furthermore, this study investigates the influence of political landscapes on educational curriculum, emphasizing the need for a revolutionary pedagogical framework that fosters critical consciousness in both students and instructors. The prospect of developing a more equitable and inclusive learning environment within higher education becomes reachable via the harmonic integration of different pedagogical techniques, one that is sensitive to the diverse requirements of all learners. This attempt, however, is not without difficulties, such as opposition to change and the political terrain's intricacies. Professional development opportunities and coordinated efforts between educators, administrators, and policymakers are required for successful implementation. To summarize, the priority of social responsibility in higher education is evident, and adopting transformational pedagogy is critical for tackling the multiple issues inherent in the twenty-first century.

Science to practice – networked governance of sustainability transitions in an African university

PurposeThis paper aims to present insights on the governance of sustainability transitions in higher education in Africa. The authors interrogate the research literatures on the governance of socio-technical transitions in water, electricity, transport and waste management, and identify barriers and enabling factors that enhance transformative practices in universities.Design/methodology/approachThe analytical framework proposed in this paper combines the elements of governance network theory (GNT) and transition topology. The framework of this study is grounded in an actor-centric approach using GNT to understand networks conducive to sustainability transitions. Events and governance networks were mapped on a transition topology to visualise organisational and institutional changes over time. The study engaged students, management, academic and administrative staff in building a community of practice towards sustainability. This research is based on qualitative content analysis grounded in interview data, focus group discussions, workshops, webinars and secondary data analysis.FindingsThe findings show that the university has consolidated a sustainability vision and targets, but several factors prevent the community from achieving these targets, including hierarchical decision-making processes, a multitude of disjointed committees and fragmentation in the campus community.Originality/valueThis research adds to an emerging body of literature in the field of sustainability in higher education with two contributions. Firstly, the study presents a novel perspective(s) on the governance of sustainability transitions by combining the literatures on governance and sustainability transitions using a new methodological approach of transition topology to show organisational and institutional changes. Secondly, the study presents new empirical evidence for improving the governance of sustainability transitions in a diverse and highly unequal African university community in the process of (de)colonisation of knowledge and governance.

Research for Change: Reflections on Online Collective Activism Against Accelerated Policies of University Privatization during covid-19 Restrictions in Hungary

Abstract This article delves into the dynamics of the “model change” within the Hungarian higher education during the covid-19 crisis, focusing on grassroots reactions in the University of Pécs. Amid pandemic-related restrictions, the study reveals how online platforms fostered collective action, allowing stakeholders discuss and voice concerns this change. The analysis uncovers a pattern where representative leadership sidelined democratic decision-making, indicating a disconnection between representation and accountability. Rooted in historical relational patterns and prevailing political culture, this detachment highlights the need for improved mechanisms of accountability. By presenting a participatory action research, the study underscores the transformative role of grassroots communities and trade unions in advocating collective interests and values. The paper emphasizes that online platforms, while promoting accessibility and pluralism, need to address the quality of participation. Overall, the research contributes to the complexities of decision-making in higher education transitions and the challenges of representation and accountability.

An Interventive Collaborative Scaffolded Approach with a Writing Center On ESL Students’ Academic Writing

The expected transition in higher education from students’ school-level assignments to university-level assignments provides challenges and development prospects for students and the academic world. Academic support programs have been introduced in South African higher universities to assist under-prepared university students to benefit from lectures, writing centers, and tutorials. However, the problem of poor academic writing by university students persists. The study aimed to examine students’ academic writing difficulties. English Second Language (ESL) students’ university-level writing experience, and the impact of a collaborative approach between a lecturer and a South African university writing center, to support ESL students with their academic writing, was explored. The study used the Scaffolding theory as a lens. The mixed methods approach was used, with data collected in three phases, comprising a pretest, posttest, and questionnaire. A sample of 216 first-year Senior Phase and FET students were chosen. Findings revealed that ESL students experienced challenges in academic writing skills such as structure, organization, coherence, table of contents, paraphrasing, referencing, and in-text citations. The collaborative intervention between a lecturer and the writing center assisted students to progress in their academic writing. The paper recommends exploring more collaborative strategies between lecturers and writing centers, to optimally support students.

Inner transitions in higher education in Sweden: incorporating intra-personal skills in education for sustainable development

PurposeHumanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.Design/methodology/approachThis case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data collection was designed around semi-structured qualitative interviews, to investigate the barriers to and drivers for intra-personal skills and mindfulness in education for sustainable development at all institutional levels of the university.FindingsThe results indicate that education for sustainable development already includes elements of introspection, albeit informally. However, there is a lack in a fundamental understanding of intra-personal skills and how they relate to other key competences for sustainable development. To make intra-personal skills training a formal component of the education, it must receive the full support from all levels of the university.Originality/valueThe study outlines general recommendations for universities to challenge existing policies while also finding ways to work around them. In the meantime, universities should make intra-personal skills training an informal learning activity. Recognizing that the students’ prior knowledge in this area is a potential asset, universities should collaborate with their students to support student-led intra-personal skills training.

Digital Transitions in Higher Education: European Dimension

In the article, the trends and approaches to digital transitions in higher education in the context of quality assurance are revealed based on the analysis and synthesis of the strategies of the global and European dimension, presented in the documents of the UN and the European Commission, as well as in the analytical and guiding documents of the EHEA. The global social development goals of the UN and the European Education Area are agreed primarily in terms of equal access to quality higher education for vulnerable populations, modernization of higher education institutions to create an inclusive educational environment, and are required the introduction of digitalization in higher education in order to achieve them. A trend towards the spread of digitally enhanced learning and teaching (DELT) in the EHEA covering both the traditional format of providing higher education and distance education has been revealed. The main approaches to providing digital higher education have been determined. A partnership approach to assuring high-quality and inclusive digital higher education requires the consolidation of public efforts based on the partnership of various stakeholders, and national policies and legislation should provide for such partnership and mechanisms for its implementation. The investment approach to financing the resource provision of quality digital higher education involves attracting appropriate investments in connectivity, equipment, and organizational potential and skills for successful digital transition in higher education. Digitally competency approach to the development of professional standards for University teachers and their professional development, re-training and professional excellence in the context of digital transition. An open approach to creating digital courses on platforms available for obtaining degree qualifications, partial qualifications and micro-credentials. A systematic approach to the creation and development of digital study programmes, which provides for high-quality educational content and quality assurance of digital higher education, in particular digital teaching, learning and assessment. It is emphasized that national strategic and other documents in higher education should be harmonized with international documents and strategies regarding digital transition in higher education to effectively introduce high-quality digital higher education in Ukraine and overcome the challenges of the state of war.

On enhancing students' cognitive abilities in online learning using brain activity and eye movements.

The COVID-19 pandemic has interrupted education institutions in over 150 nations, affecting billions of students. Many governments have forced a transition in higher education from in-person to remote learning. After this abrupt, worldwide transition away from the classroom, some question whether online education will continue to grow in acceptance in post-pandemic times. However, new technology, such as the brain-computer interface and eye-tracking, have the potential to improve the remote learning environment, which currently faces several obstacles and deficiencies. Cognitive brain computer interfaces can help us develop a better understanding of brain functions, allowing for the development of more effective learning methodologies and the enhancement of brain-based skills. We carried out a systematic literature review of research on the use of brain computer interfaces and eye-tracking to measure students’ cognitive skills during online learning. We found that, because many experimental tasks depend on recorded rather than real-time video, students don’t have direct and real-time interaction with their teacher. Further, we found no evidence in any of the reviewed papers for brain-to-brain synchronization during remote learning. This points to a potentially fruitful future application of brain computer interfaces in education, investigating whether the brains of student-teacher pairs who interact with the same course content have increasingly similar brain patterns.

Higher Education Interdisciplinarity: Addressing the Complexity of Sustainable Energies and the Green Economy

Universities play a strategic role towards a sustainable future, as they address the complex scientific research on green transition and enable students from diverse backgrounds to acquire different skills, integrate multiple perspectives, and handle the sustainability of the ongoing and future renewable energy sector. In this paper, we describe a collaborative project between multiple HEIs (European and African) and local institutions, which promotes an interdisciplinary approach to address climate change and green energy transitions in the curricula of universities, used in the context of the ERASMUS+ program (DALILA-Development of new Academic curricuLa on sustaInabLe energies and green economy in Africa). The project recognizes and values different kinds of knowledge in renewable energy and green economy to address the energy transition in higher education in African countries as a prerequisite for climate change mitigation and sustainable development.

Unsung Heroes on Campus: Minority Veterans’ Transition Experiences by Race

ABSTRACT This study explored the impact of race on the higher education transition experiences of three groups of male student veterans: Black, Hispanic/Latinx, and Asian. Grounded in the premise of Critical Race Theory, especially Cabrera’s Hegemonic Whiteness and Yosso’s Cultural Capital, we collected and analyzed 17 student veterans’ in-depth interviews centering the voices of the participants marginalized due to race, age, and veteran status. Findings confirm that student veterans of color face acute cultural alienation and racism on college campuses and enact various cultural capitals and strands of resiliency to cope, while also ascribing to beliefs of meritocracy and colorblindness inherited from their military service. Future research on student veterans should continue to examine the heterogeneity among student veterans, especially those located at the intersection of multiple marginalities, to provide an anti-racist portrayal of student veterans as a diverse population.

The New Progression Model of Entrepreneurial Education—Guideline for the Development of an Entrepreneurial University with a Sustainability Approach

Entrepreneurship is becoming understood as a set of competencies needed for many professions and, as a result, requires to be integrated into higher education even in such seemingly distant areas as, e.g., public administration, sport, agriculture, tourism, etc. Therefore, there is a need for research-based guidance on how to introduce and develop entrepreneurial education as an enabling approach to the transition in higher education that could serve as an integral part of a paradigm shift towards an entrepreneurial university. This paper aims to support that transition and to address related challenges by the presentation of a new progression model, which provides guidelines for the development of courses at the tertiary level with an entrepreneurial university approach. The construction of the new applicable model is central to the purpose of this study and based on a systematized literature review. Additionally, the input–process–output–outcome framework, originally constructed for the evaluation of educational programs, was adapted to the incorporation of an overall framework into the new model. In the results, the paper redefines some of the relevant core terms, such as “entrepreneurial education” and its “progression model”. The research outcomes offer broad practical and theoretical applicability to a range of stakeholders—educators, students/learners, industry/business, policy makers, and researchers.

Life is not always linear: expanding the notion of transitions in higher education to challenge structural, static and linear processes facing Indigenous and older adult students

ABSTRACT This article draws on the concept of structural lag to expand the notion of transitions in higher education contexts beyond linear and age-differentiated. Research reported here responds to scholars who are taking theories of transition into conceptually new landscapes. Using a rhizomic data analysis of a doctoral research project, the idea of assemblage is reconsidered as dis-assemblage for its value in conceptualizing transition. This article demonstrates benefits for theorizing transitions as non-linear, ongoing, dynamic, fluid, and continuous to better understand the reciprocal interplay among contextual influences on students’ lived experiences. A proposition is given for higher educators to transform outdated structural lag-based practices and consider benefits of expanding theory and practice of transition towards transition as being-becoming.

Institutional conditions of internationalisation of higher education: Mass higher school

Introduction. Currently, internationalisation is a priority for the development of higher education, as an institutional component of its academic functioning, both in terms of ensuring the quality of education, and in connection with the implementation of a multi-level integration agenda, in which a modern university is involved. In order to increase the effectiveness of the international dimension of higher education, it remains necessary to clarify a number of theoretical and fundamental questions, among them one of the most important is the problem of the institutional conditions of the academic environment that contribute to the emergence of internationalisation. Mass higher education can be found as fundamental condition and in that relation the clarification of the interrelations between massification and internationalisation of higher education can expand the theoretical understanding of current processes in higher education, providing the necessary theoretical framework for further applied research.The aim of the present article is to investigate the interrelations between the massification and internationalisation of higher education in order to clarify the institutional conditions that contribute to the development of the international dimension of the modern university.Methodology and research methods. The methodological framework of this research involves socio-philosophical tools. In particular, the research is based on a retrospective analysis and philosophical deconstruction of the socio-historical transition of higher education from elite to mass model. Both statistical data and analytical materials on the national conditions of transition to mass higher education are used to investigate the issue.Results. The massification of the higher school became reality due to the historical development of social systems, representing the further evolution of global higher education. Acting as a source of society's emancipation and democratisation, the massification of higher education ensured the reorientation of universities from upbringing needs (ideology) to professional competence (economics). Meanwhile, mass higher education is considered to be the reason of destruction of the imperialist agenda, including the problem of alienated labour. Institutionally, the massification of higher education has become possible due the state-private cooperation. The implementation of this cooperation requires two options: 1) via government subsidies to private higher education, 2) via private investments into public higher education. Mass higher education is an institutional factor of internationalisation development: 1) it creates a need to improve the quality of education; 2) it acts as an instrument of the international integration.Scientific novelty. The connection between mass education and internationalisation of higher education has been found. Mass higher education acts as an institutional factor in the formation of academic demand for the development of internationalisation processes: 1) forming the need to improve the quality of education; 2) acting as one of the tools for implementing the integration agenda. The absence of processes of massification and internationalisation in the modern system of higher education may indicate on fundamental barriers in the national development of a particular state.Practical significance. The results obtained will contribute to further fundamental research in the fields of philosophy and sociology of education. Moreover, the present findings could be applied as a theoretical basis for further practical research on modern processes of higher education development.

PSYCHOLOGICAL AND PEDAGOGICAL COMPONENT IN THE PERSONALITY STRUCTURE OF A NON-PEDAGOGICAL UNIVERSITY TEACHER

The article actualizes the problem of training teachers of higher educational institutions of non-pedagogical profile. The authors substantiate the role and significance of the psychological and pedagogical component in the structure of their personality as an important condition for improving the quality of the educational process. The main idea implemented in this work: the transition of higher education in Kazakhstan from an informative system of education to a problem-based, creatively developing system without serious psychological and pedagogical training of higher education teachers, without mastering the mechanisms of personal and professional growth is impossible. As a result of the analysis of foreign experience and literature sources, the authors conclude that it is necessary to strengthen the psychological and pedagogical training of teachers of Kazakhstan higher school of non-pedagogical profile through updating the content of advanced training courses for University teachers, modernization of educational programs of postgraduate education. In this context, the authors consider the introduction of an additional specialty "higher education Teacher", an assistant to a University teacher, to be a promising direction.

Effectively Navigating Leadership Transitions in a Higher Education Context

Leadership transition in higher education is inevitable and critically important. This article seeks to describe a successful leadership transition that has occurred in a doctoral program director position of a religious graduate school, written by the outgoing director, the incoming director, and the director of the department in which this transition took place. Considerations of a leadership transition as articulated in the literature are examined. The authors offer key principles and recommendations for higher education institutions approaching or undergoing a leadership change with the aim to encourage a smooth and stable transition. Keywords: leadership transition, succession plan, higher education, faculty, leadership, religious institutions, Christian colleges

Alina Schartner, Tony J. Young: Intercultural transitions in higher education: international student adjustment and adaptation

Alina Schartner, Tony J. Young: Intercultural transitions in higher education: international student adjustment and adaptation

Development of the Entrepreneurial University – A Solution to Promote University and Business Cooperation

The cooperation between universities and businesses can bring many benefits for each party as well as for the socio-economic development in general. This relationship is motivated by the needs, capacities, conditions of each entity, and the level of institution constructivism. In Vietnam, although there have been policies of encouragement, the engagement between universities and businesses is still at a limited level due to different reasons. Along with the transition of higher education in the world from first generation universities to third generation universities, with the nature of an open academic environment, with multidimensional and multi-form cooperative exchanges, the model of entrepreneuprial university, or innovation-oriented university, has become popular. This research focuses on identifying the nature and characteristics of the entrepreneuprial university and proposing the development of an entrepreneuprial university model as a solution to promote cooperation between universities and businesses. The research shows that on the one side, an entrepreneuprial university has a need to be more business-oriented in itself to narrow the basin of challenges that exists between the two stakeholders. On the other side, the entrepreneuprial university model brings more trust to business and minimizes investment risks, thus creating more attraction for business to cooperate with universities.

Understanding the pedagogical practices of biochemistry and molecular biology academics

As higher education transitions from an exclusivist to a more accessible endeavour, class sizes are continuously increasing, prompting academics to explore different strategies to facilitate quality learning. In this paper, we explore the current practices of Australian biochemistry and molecular biology academics to understand how academics cope with the mass education context, and whether there are specific blocks to the introduction of active learning into these classrooms. We utilised inductive thematic analysis to identify the themes underpinning the pedagogical practices of a selection of academics in biochemistry and molecular biology. These data indicated that these academics: (1) consider themselves to be, and are, traditional teachers; (2) believe that their students will learn better the way that they were taught at university; (3) are trying to shift their teaching from traditional to non-traditional; and (4) practice reflective teaching. These findings suggest that these pedagogical practices are primarily influenced by the academics’ own presumptions and educational beliefs on how the specific discipline should be taught. Engagement in professional development appears to be influencing some academics to shift their teaching towards a more active and student-centred focus, but still, a lack of formal education qualification is holding many academics back from fully engaging with current pedagogical best practice. The findings in this study are broadly applicable to many higher education disciplines.

Smaller Classes Promote Equitable Student Participation in STEM

AbstractAs science, technology, engineering, and mathematics (STEM) classrooms in higher education transition from lecturing to active learning, the frequency of student interactions in class increases. Previous research documents a gender bias in participation, with women participating less than would be expected on the basis of their numeric proportions. In the present study, we asked which attributes of the learning environment contribute to decreased female participation: the abundance of in-class interactions, the diversity of interactions, the proportion of women in class, the instructor's gender, the class size, and whether the course targeted lower division (first and second year) or upper division (third or fourth year) students. We calculated likelihood ratios of female participation from over 5300 student–instructor interactions observed across multiple institutions. We falsified several alternative hypotheses and demonstrate that increasing class size has the largest negative effect. We also found that when the instructors used a diverse range of teaching strategies, the women were more likely to participate after small-group discussions.