Work In Higher Education Research Articles

Prahara Digital Labor dalam Bingkai Penafsiran Logika Waktu Pendek dan Kapitalisme Luwes

<p align="justify"><em>When the COVID-19 pandemic gradually subsided, digital disruption was considered a game changer for today's work, such as work from home (WFH). The prevalence of digital disruption in contemporary work has triggered the birth of a digital labor class, which broadly impacts intra- and inter-organizational communication, especially in dealing with work-related risks in an increasingly insecure labor market. In a macro context like this, digital labor within neoliberal higher education institutions became an interesting phenomenon, especially given the worsening conditions of intellectual workers and changes in academic behavior and practices. A recent study showed many practices violating academic integrity in Indonesian higher education institutions, such as plagiarism, data fabrication, improper claims of authorship, contract-cheating, and other violations of professional codes of ethics. To address these problems, the author employed a critical method of the political economy of communication and the sociology of work to analyze 'short-time logic' as an operational mechanism in flexible capitalism, commoditizing workers' time by blurring the boundaries between productive and leisure time and turning the illusion of worker autonomy into a 'sustained contestation.' The 'short time logic' of flexible capitalism deformed intellectual workers in higher education in Indonesia into digital labor because they were constantly conditioned to produce intellectual products with highly competitive metrics but lacking reflection and meaningfulness, which sharpened the gaps in competency-based inequalities and created a new hierarchy of social classes in higher education. </em><strong></strong></p>

Slovenian Higher Education in a Post-Pandemic World: Trends and Transformations

The COVID-19 pandemic has changed many aspects of work and daily life, with higher education being greatly affected, especially in remote teaching, work, and digital collaboration. Most of these changes are retained in the post-COVID-19 era, e.g., remote work has enabled greater access to educational opportunities and contributed to a more inclusive and diverse workforce. To investigate to what extent these changes impact higher education in the post-pandemic era, we have conducted qualitative research on a sample of 12 professors from Slovenia working in higher education, selected based on their extensive research, professional experience, and significant contributions to the field. The Delphi method was used for this study since its iterative process refines ideas in each round based on feedback from the previous one. Participants were given a five-day window to express their views and share their expertise. The responses to the open-ended questions were examined using qualitative content analysis. Research indicates that pedagogical and organisational characteristics such as the ability to adapt to changes, the capacity for resilience, and the willingness to embrace digital transformation are crucial for preserving long-term changes induced by pandemics.

Always on standby: acknowledging the psychosocial risk of our postdigital presence in online digital labour in higher education

ABSTRACT This paper focuses on our experiences as higher education workers and the changing work culture that has resulted in the move to online digital labour. The shift to online and remote teaching has had disastrous impacts on academics’ ability to both pursue research, and maintain a work–life balance. Examined in this paper is an understanding of how online digital labour has created an ontological shift that has inexorably blurred the boundaries between home and work. We theorize how forms of psychosocial risk in the academy has been normalized in both an intensification of digital labour and in part, an entire sector transformation away from physical campuses. Through a nomenclature of ‘postdigital presence’ we discuss how there has been a fundamental change in how we experience academic work, and narrate how it has (re)formed our working worlds. As future projections, we situate notions of the Slow University and Quiet Quitting as counter hegemonic tactics for policy makers to consider, by reflecting on three ‘interruptions’ around Remote and Isolated work, Job Demands, and Digital Fatigue. We conclude that there is a need to engage in critical questioning around digital labour as an emergent social, anthropological and technological phenomena, not only for improved academic well-being, but also due to the financial risk to institutions of academics being always ‘on standby’.

The pronunciation of students’ names in higher education: identity work by academics and professional services staff

ABSTRACT Changes in the national, linguistic and ethnic profiles of students in UK higher education mean that students’ names are also likely to have become increasingly culturally diverse. In this article, we develop new empirical and theoretical understandings about how student-facing staff working in higher education in England experience cultural diversity in students’ names and the accompanying uncertainty of how some names should be pronounced. Using data from our qualitative studies we show that staff typically framed the pronunciation of names as an equalities issue, including in terms of power relations between themselves and students. Drawing on theorisations of identities as social processes, we analyse the ‘front stage’ and ‘backstage’ activities used by staff to manage the pronunciation of students’ names. We argue that, through these equality-framed activities, staff are doing ‘identity work’ in relation to their own selves and, importantly, also for students whose named-linked identities are minoritised within the ‘whiteness’ and ‘Englishness’ of higher education institutions in England. We conclude that, to support the pioneering identity work already undertaken by individual staff, policymakers in higher education should develop and implement ‘whole institution’ initiatives in recognition of the pronunciation of students’ names as a key equality, diversity and inclusion issue.

Group cognitive characteristics of construction Workers’ unsafe behaviors from personalized management

Unsafe behavior management is an effective way to prevent construction safety accidents. However, unsafe behavior management lacks personalization and needs to incorporate cognitive factors. Therefore, this study explored the group cognitive characteristics of workers' unsafe behaviors under common individual factors. Firstly, the cognitive model of unsafe behavior was validated using structural equation modeling and bootstrap techniques. The results showed a distal mediating between the cognitive processes of unsafe behaviors. Second, the cognitive processes of workers’ unsafe behaviors were analyzed using multiple group analysis for three individual factors: age, work experience, and education. The results showed that age is not a significant individual factor in group cognitive characteristics, education and work experience are significant individual factors with group cognitive characteristics of unsafe behavior. Workers with shorter experience are prone to cognitive failure in risk identification, others' influence, self-efficacy, and work skills. Workers with longer experience are prone to cognitive failure in safety awareness, others' pressure, and execution ability. Low-education workers are prone to cognitive failure in risk identification and pursuing energy-saving. High-education workers are prone to cognitive failure in safety awareness, self-efficacy, and work skills. Finally, targeted measures are given for significant individual factors based on group cognitive characteristics of unsafe behavior in order to construct widely used personalized group cognitive management for unsafe behavior.

How boundaries work in higher education: an ethnographic account of Ph.D. students’ identity formation

ABSTRACT In this article, I argue that Ph.D. students’ construction of academic identity depends on the boundary-making process in academia. The presented ethnographic account of Ph.D. students at one of the research-intensive universities in Turkey is based on 15 months of fieldwork, including observations and 21 in-depth interviews with PhD students. This ethnographic study employs a two-headed approach: institution-based boundary-formation and Ph.D. students’ socialisation into academic habitus. The findings reveal that, first, the identity building process in doctoral education is constituted by the practices of institution-based boundaries, which enable Ph.D. students to accumulate symbolic and social capital; second, the practices of distinction through socialisation into academic life are developed, embodied, habituated, and integrated to academic identity and academic life as part of a habitus of doctoral education; third, identity formation is a social space of relational positions characterised by the supervisor-enforced social order, rooted in both authority and domination.

A study on work-family life imbalance among women administrators in UAE higher education institutions

The study explored the factors causing work-family imbalance among women administrators in higher education institutions in the UAE and how it affects their personal and organizational well-being. The research found that the existing literature doesn't give enough attention to the mismatch between women administrators' work and family goals. Furthermore, it provides little insight into the integration of work-family support systems. The study applied the Spillover theory to explain that women administrators face significant work-family imbalances that adversely impact their personal well-being and organizational effectiveness. The research also used Facilitation theory to examine how work-family support systems could reduce the adverse effects of work-family imbalances. The study surveyed 271 female administrators working in higher education institutions in the UAE. The findings, presented through structural equation modeling, showed that the demanding nature of research, teaching, and administrative work in higher education and women administrators' professional aspirations in socially demanding societies create work-life imbalance and work stress. The study proposed work-family support systems that could moderate the effect of work-family imbalances on work stress.

Features of scientific research work of future aviation specialists

The article presents the peculiarities of research work of future aviation specialists. It is noted that higher education institutions in the aviation field pay considerable attention to ensuring the scientific and research component of the use of modern educational technologies for the professional training of future specialists. The purpose of the study was the analysis and peculiarities of the research work of aviation institutions of higher education, aimed at the formation of research skills and professional skills. The methods of research were the analysis and generalization of scientific literature on the organization of research work in higher education, ICAO documents regulating the flight safety management system for air transport. Features of research work for students of higher education at aviation institutions are singled out, in particular: application of the problem-based learning method through the analysis of aviation regulatory documents and investigation materials of aviation events; simulation of real professional situations through a business game (imitation simulation), where the student is given the opportunity to be a pilot, air traffic controller, dispatcher-instructor, aviation shift leader, etc.; student conferences as an opportunity to present professional research work; simulator (practical) training; the practically oriented character of the educational program – the involvement and use of the work experience of aviation specialists-practitioners. The criteria for ensuring the effective organization and implementation of research work of future aviation specialists are summarized, which is the complexity, consistency and comprehensiveness of learning and use of methods and technologies of conducting scientific research, implementation of their results, the continuity of research work according to training courses, the logic of the complication of methods, types and forms of scientific creativity

A Call to Action: How Social Work Programs Can Respond to Student Food Insecurity.

The COVID-19 pandemic exacerbated student food insecurity on college campuses and exposed the vulnerability of institutions with no food emergency response. During the COVID-19 pandemic and for years to come, the need for social work to lead efforts on college campuses to address student food insecurity is even greater. The need will continue to be significant for social workers in higher education to support students with basic needs, including resources for food, housing, childcare, and transportation. As has been true after other pandemics and economic downturns, professionally trained social workers are critical to brokering resources for individuals in crisis. This article critically examines the role of social work education in addressing the issue of student food insecurity. Through a conceptual lens, it explores the many dimensions of this problem and highlights vital contributions that social work can make within a higher education setting to alleviate food insecurity, enhance student well-being, and promote equitable opportunities for academic success.

Perceptions of and attitudes toward the issue of ethical behavior in academic work in higher education and factors contributing to it: A review of studies

Relevance. Today, the topic of academic integrity is quite relevant among the scientific and educational communities, and it is based on the fact that ethical behavior in academic work in higher educational institutions is an effective tool that ensures the quality of higher education from the point of view of international standards. The issue of academic cheating in higher education institutions has become globalized, which has forced researchers to focus on the study of academic ethics from different perspectives.Purpose. The main purpose of this study is to investigate the perception and attitude of teachers and students toward the issue of ethical behavior in academic work, as well as factors that contribute to solving the problem of plagiarism.Methodology. The following scientific methods were used during the research: structural-functional method, method of synthesis, logical and comparative analysis, and method of generalization.Results. The study showed that students' attitudes toward the issue of ethical behavior in academic work are similar due to various institutional, socio-cultural, and personal factors, as well as the fact that some individuals have no idea about plagiarism. It has been shown that a number of factors can lead to a problem of ethical behavior in academic work, and no taxonomy can explain either all these factors, how they affect the problem, or how it manifests itself. The study shows that students do not feel guilty for missing classes and using other people's work on their own. Most people demand a tolerant attitude towards plagiarism and accept the practice of passing off other people's tasks and Internet sources as their own.Conclusions. The practical significance of the work is that all theoretical provisions, conclusions, and recommendations can be used in educational institutions by teachers and students to increase their level of knowledge about ethical behavior in academic work.

A Phenomenological Study on How University Employees Experienced Working From Home During a Pandemic

The purpose of this qualitative study was to explore how employees at a midsized public university in the U.S. South experienced working from home during the coronavirus pandemic of 2020–2021. Most employees in higher education settings were affected by the pandemic. Administrative and clerical and support staff had to determine how to provide the university with services while working from home. Now that we have experienced working from home, will that experience change the future of how staff work in higher education? For many, this was a first-time experience working from home, and it created a new set of challenges to completing everyday work tasks. Most participants found that working from home did not increase their overall productivity or job satisfaction, and few participants felt lonely or isolated when working from home. Overall, the negative aspects and benefits seemed to balance out in a series of trade-offs. The majority of participants would want to work from home again or at least be given the option to work from home part-time or on a hybrid schedule. Recommendations for further research include (a) developing scales of productivity and employee satisfaction among at-home employees, (2) interviewing the same participants from this study who were still working from home in the future to determine if their feelings about the experience changed, (c) asking more in-depth questions on the supervisors’ style during the work-from-home experience, (d) pursuing questions on worker engagement.

Assessment of the Perceived Mastery of Interdisciplinary Competences of Students in Education Degree Programmes

The importance of fostering interdisciplinary competences in students acquires a relevant value in the skills that must be developed throughout university studies. These enable them to tackle complex problems and apply knowledge in different contexts, promoting the construction of knowledge through the integration of different disciplines and collaboration between areas of knowledge. The study aims to analyse how university education students perceive their interdisciplinary competences, identifying areas where they feel more confident and those in which they need to improve, with consideration of gender differences and a possible measurement model. The study involves 1066 students from university education courses in Ecuador. The main results highlight the importance of strengthening training in interdisciplinary skills for future teachers, especially in reflective behaviour and the integration of knowledge from different disciplines to address complex problems. It also points to the need to promote interdisciplinary work in higher education and recognises that gender may influence students’ interdisciplinary perceptions and skills. Confirmatory factor analysis supports the validity of the model for measuring these competences.

Work Engagement in Higher Education Institutes of Pakistan: The Role of Skill, Motivation and Opportunity Enhancing HRM Practices

In the current business environment, organizations are giving a lot of attention to employee engagement. Therefore, the present study’s goal was to examine the connection between skill, motivation, and opportunity -enhancing HRM practices and employee engagement with respect to academic staff working in higher education, Sindh, Pakistan. The studyemploys a quantitative research design based on SPSS and Smart PLS. Data were gathered from 307 academician working in the staff working in higher education Sindh, Pakistan. The survey approach was used to gather the data for the cross-sectional research. The findings of the study show a connection between employee engagement and HRM practices. Organizations’ HRM practices gave employees more authority and engagement, which improved their performance in their jobs. The findings of the study suggest that for universities to succeed in the long run, skill, motivation, and opportunity enhancing HRM practices should be prioritized. Therefore, organizations should concentrate on and efficiently apply human resource management practices to increase employee commitment and engagement physically, cognitively, and emotionally with their work. This study extents social exchange theory, it also offers universities insight into the significance of having efficient HRM procedures to raise academicians' levels of commitment to their jobs.

Effectiveness of Learning Strategies in University Students: A Review of the Literature

Learning strategies are procedures that should be applied depending on the characteristics and needs of students in order to facilitate the transfer of learning. The purpose of the study is to evaluate the effectiveness of learning strategies in university students in order to identify the main strategies that are most effective in higher education work, providing predictive standards that contribute to the educational process. In this way, a contribution is given to the academic entities so that students have greater effectiveness and productivity in learning. For the study, the method of argumentative criticism was used through the compilation of different current articles on learning strategies that accredit relevant results. According to the review, it was evidenced that there are academic, methodological and attitudinal aspects that influence the effectiveness of learning strategies, providing a greater application in the educational organization. In this sense, learning strategies should be designed according to the spaces and priorities of the students. Likewise, technological tools should be involved in order to dynamize the educational challenges.

Learned words: how poetry can be used to reflect on staff belonging in higher education

ABSTRACT This research uses poetry as a form of data to explore a sense of ‘belonging’ for staff working in higher education. Poetic content analysis was explored as a research method and using poetry in this way has allowed for a nuanced exploration of questions of belonging in the context of individual intersectional identities. Following an analysis of eighteen poems submitted by staff working in higher education four major categories emerged: ‘Community’, ‘Exclusion’, ‘Transformation’, and ‘Self’. These emergent narratives led to several recommendations that institutions and individuals might consider implementing to create a more positive sense of belonging for all staff working in higher education. These recommendations and emergent narratives are centred around a willingness for higher education as a sector to better recognise and nurture the deep-rooted commitment that is shared by many staff to the potential of higher education both now and in the future.

Learning from coproducing digital courses in sexual health in higher education in Norway

Purpose Sexual health is insufficiently addressed in health care and higher education, which can lead to lower quality of life and negative health outcomes. To improve the situation, it is necessary to address both the needs of patients and professionals and collaboratively engage in finding sustainable solutions. The purpose of this paper is to explore the feasibility and value of large-scale digital coproduction in higher education. Design/methodology/approach A study of a project that developed seven interprofessional, digital master-level courses covering different topics related to sexual health. The project was performed through digital coproduction in higher education, with over 100 persons with various backgrounds working together online in designing content and novel digital learning activities. Findings Large-scale digital coproduction in higher education is feasible and valuable, but the process demands sensitive leadership, understanding of coproduction processes and willingness to learn from each other. To meet the demands from practice it is important to understand the complexity, ever-changing and unpredictable working life changes which, in turn, demands engagement in continuous learning, training activities and the need for formal education. Originality/value The study provides learning of the feasibility of the value of large-scale digital coproduction in higher education, which is a novel way of working in higher education.

The Role of the Teacher in Forming Interest in Military-Scientific Creativity of Cadets in Modern Conditions of the Military Education System

The article analyzes role of teacher in forming interest to the military-scientific work of cadets in modern conditions of the system of military education. The research studies the theoretical problems of scientific work in higher education and practice self-education of cadets of military establishments. Scientific work and self-education is considered as an important condition for the development of military-professional qualities of future officers.

Activist Scholarship and Borderland Feminism: Resisting Coloniality in Liminal Internationalization

Abstract: Using an international research center initiative, the purpose of this article is to illustrate how activist research can be fertile ground for academic theorization and provide a framework for those interested in activist scholarship, especially for women faculty of Latin American origins in U.S. institutions. I elaborate on how activist scholarship can resist coloniality through an example of critical internationalization work in higher education using borderland feminism as a lens. In doing so, I show the interconnections between borderland feminism, coloniality, and liminal internationalization. Finally, based on this theoretical development, I applied Davis et al.´s interpretive criteria (2019) to my activist scholarship in liminal internationalization.

Reform of educational management work in higher education based on departmental sociology in the context of intelligent technology

Abstract Based on Apriori algorithm and BP neural network technology, this paper deeply integrates association rules and data mining technology in education and informatization management, which provides a new method and a new way of thinking for reforming education management work in the context of intelligent technology. In real-life settings, education management is being managed using this new method. Taking the university district of DN201 as the research object, the allocation level of basic education resources in the university district is measured and optimized in a balanced way through indicator analysis. The parameter settings described allowed for the search of strong correlation rules for the mastery level of students in each course cluster. The results show that SN201 has the highest level of educational resource allocation at 8.32. SN215 is at the lowest level at 2.62. This shows that there is an imbalance in its resource allocation. The coefficient of variation of educational resource allocation of SN217 is 0.83 before optimization, and after optimization, the coefficient of variation is 0.65, and the variation becomes lower. The courses have a higher level of enhanced strong association than 4.

The experience of using artificial intelligence tools by students of higher medical education during the study of "Molecular Biology"

The relevance of using Artificial Intelligence (AI) in the educational process of higher education institutions in Ukraine creates new opportunities to ensure an effective learning experience. Specifically, the application of AI can serve as a means to enhance motivation and self-development for individuals pursuing education. However, it is important to note that the role of teachers and tutors must remain crucial, as the functioning of AI technologies cannot fully replace communication and interpersonal interaction. These aspects play a significant role in fostering critical thinking among applicants for higher education. The article conducted an analysis of the experience with the use of AI tools among students in higher medical education institutions during the study of the "Molecular Biology" discipline. The study of the experience of using AI tools among applicants for higher education in the medical field during the "Molecular Biology" course revealed that 70.3% of respondents utilize AI for learning. The participants' experience with AI was associated with audio visualization. However, the research results demonstrate that ChatGPT is the most prevalent AI tool among applicants for higher education in the medical field. The study identified several ways in which ChatGPT is utilized by students: searching for personally-oriented information during scientific work in higher education; checking and editing written assignments; developing schedules and class timings; seeking personalized recommendations for educational resources, and more. It is noted that uncontrolled use of AI by applicants for higher education in their academic activities may lead to certain educational risks. Specifically, the utilization of information provided by ChatGPT may violate principles of academic integrity; the "automatic" use of generated AI texts contradicts academic integrity principles as well; and education learners might risk losing critical thinking skills and the ability to analyze and compare acquired knowledge. In order to mitigate the mentioned educational risks, it is crucial to implement effective control strategies regarding the use of AI in the educational process. Additionally, applicants for higher education in the medical field should be taught to critically analyze information obtained through AI means. Avoiding these risks is also possible through the improvement of academic programs, diversification of multi-level individual assignments that require critical thinking skills, and fostering discussions on problematic and complex issues during classroom sessions.