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Copyright of Grafica: Journal of Graphic Design / Documents de Disseny Gràfic is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article argues that, despite cogent arguments to the contrary, teaching writing from sources (often referred to as "the research paper") is not only relevant to writing programs, but is central to the entire academic mission of the university. It draws on literature in writing studies, information literacy, activity theory and situated learning to illustrate both the importance of the task and the immense difficulties that many students experience when they attempt to build arguments based on sources. It concludes by arguing that the activity of writing from sources deserves a central rather than peripheral place in writing programs, and that teaching it requires not just traditional attention to locating and citing sources, but also deep engagement with rhetorical reading. [ABSTRACT FROM AUTHOR]

The article offers the author's insight on the reforms in higher education that focuses mainly on employment and the relationship between higher education and labor market. He states that sociologist Jűrgen Habermas criticized the idea of university as a unifying force which he based on idealistic sociology. He mentions that Habermas noted that the learning process in university is going beyond the academic career preparation which is to improve a person's socialization process.

This paper examines the shifting landscape of higher education in Turkey, highlighting a disconcerting trend of politically motivated appointments, coined as "parasailing." Departing from traditional merit-based norms, this practice of appointing professors without necessary approvals disrupts the academic environment, prompting concerns about the integrity of higher education institutions. The paper introduces the term "parasailing" to elucidate this phenomenon, emphasizing the connection between the appointed professor and their academic destination. In contrast to the widely used term "parachuting," in Turkish academia the proposed terminology offers a better understanding of the appointment process. The subsequent sections provide an overview of the Turkish academic landscape, explore the origin of the term "parachuting," review existing literature, define "parasailing," and connect it to different philosophical thoughts. Overall, this paper contributes to a broader comprehension of the challenges facing Turkish higher education, urging a reconsideration of appointment procedures. [ABSTRACT FROM AUTHOR]

Purpose: Official trip is one of the common business processes carried out by every organization, including educational institutions. However, in its implementation, there are various kinds of obstacles that have an impact on the lack of effectiveness and efficiency of the system, in terms of time, material and human resources. This study aims to evaluate existing business processes and design, and implement the results of business process re-engineering (BPR) in the official trip system which is supported by digitization and digitalization with a multi-unit integration approach at one of the private universities in Indonesia, Telkom University. Design/methodology/approach: This study uses a mixed-method with an embedded design approach. The quantitative method was carried out by calculating the performance of official trip procedures before and after the BPR. Meanwhile, the qualitative method was carried out by conducting interviews and Focus Group Discussions (FGD) with key informants in this study. Triangulation technique was used to validate the research results. Findings: The BPR process has resulted in radical changes to the official trip system at the university, namely from a mixed system of manual/offline & online to completely online, from a very centralized to decentralized decision process, and the availability of a transparent monitoring system. These changes provide significant results by increasing the effectiveness and efficiency of business processes so as to speed up time, save paper (reduce paper waste and reduce costs) and optimize employee assignments. Originality/value: This study adds new insights into the implementation of BPR to the official trip system in higher education. This research implies that BPR can produce radical changes in business processes in higher education to become more effective and efficient. In addition, this study proposes several practical and academically useful recommendations for further research in this area. [ABSTRACT FROM AUTHOR]

This study investigates how exposure to a field of study influences students’ major choices. If students have incomplete information, exposure potentially helps them to learn about the scope of a field as well as how well the field matches their interest and abilities. We exploit a natural experiment where university students have to write a research paper in business, economics, or law during their first year before they choose a major. Due to oversubscription of business papers, the field of the paper is assigned quasi-randomly. We find that writing in economics raises the probability of majoring in economics by 2.7 percentage points. We show further that this effect varies across subfields: the effect is driven by assignment to topics less typical of the public's perception of the field of economics, suggesting students learn through exposure that the field is broader than they thought. [ABSTRACT FROM AUTHOR]

The call for the intellectualisation of African languages has become a topical agenda towards their use as languages of teaching and learning in institutions of higher learning in Africa. In their enunciation of language policies, South African universities are guided by the Department of Higher Education and Training (DHET)'s Language Policy Framework for Public Higher Education Institutions (LPFPHEI). The thrust of this paper is to interrogate how the language policy of one university in South Africa enables the intellectualisation of African languages. The study deploys Ruiz's notion of language as a resource to examine the potential embedded within the university's language policy to foster the intellectualisation of Sesotho and Setswana for use as LoTLs in a variety of disciplines. The university is one of the institutions of higher learning with the most recently revised language policy approved in 2022, hence its selection as the case study. The paper concludes that an enabling language policy that speaks to the linguistic realities, coupled with a variety of support structures within the university and also spelling out the implementation plan is what will result in the fruitful re-intellectualisation of African languages. [ABSTRACT FROM AUTHOR]

Collecting feedback from students through course, program and other evaluation questionnaires has become a costly and time consuming process for most colleges. Converting to data collection through the internet, rather than completion on paper, can result in a cheaper and more efficient process. This article examines several research questions which need to be answered to establish that results collected by the two modes of administration are equivalent. Data were gathered for a program evaluation questionnaire from undergraduate students at a university in Hong Kong. Students were able to choose between completion on paper or through the internet. In six of the seven Faculties the number of responses through each mode was roughly the same. Students in the Engineering Faculty favored the internet. Scores on the 14 out of 18 scales in the instrument showed small differences by mode of response, which became smaller still with controls for pertinent demographic variables. The main response question addressed in the study was whether there was any difference in the way respondents to the two modes interpreted the questions. The study demonstrated the equivalence of the two data sets by showing that both could be fitted to a common model with structural equation modeling (SEM). Five levels of tests of invariance further confirmed the comparability of data by mode of administration. This study, therefore suggests that changing to internet collection for course and program evaluations will not affect the comparability of ratings. [ABSTRACT FROM AUTHOR]

In recent decades, neoliberal ideology has increasingly shaped the systems of science and higher education in many countries worldwide and is often the cause of professional alienation of academics (e.g., Gachago et al., 2023). Deriving from Seeman's theory (1959; 1976) according to which social conditions create one or more dimensions of alienation and related behaviours, this paper examines whether and in what ways academics in Croatia may be alienated from their profession. Therefore, group interviews were conducted in five focus groups with a total of twenty-one academics (employers at 5 scientific/higher education institutions that participated in this research). Participants in the study have various associate, scientific, teaching, and scientific-teaching titles in the social, humanistic, and interdisciplinary fields of science. Research findings indicate the presence of different dimensions of professional alienation of Croatian academics (powerlessness, meaninglessness, normlessness, and selfestrangement) but it also provides insights into the positive aspects of working in the field of science and higher education. Participants often emphasized the link between the features of academic capitalism and dimensions of professional alienation of academics in the field of social sciences and humanities. The possible long-term consequences of these trends are discussed herein. [ABSTRACT FROM AUTHOR]

In recent years, policymakers and academics have shown interest in understanding how universities could drive regional innovation. Universities are not solely focusing on research and education as their primary missions but are also asked to participate in the development of their regions. This has compelled universities to forge what is called a third mission, encompassing all social and economic activities of universities. Several attempts have been made to evaluate this concept, aiming to highlight the evolving role of universities and their relevance to policy and society. In this vein, this paper showcases existing attempts that aim to measure the impact of the third mission in European universities. This study consists of a systematic literature review studying journal articles published between 2001 and 2021. The purpose of this paper is to enumerate the existing measurements of the third mission and identify the different tensions related to it. This study shows that the literature encompasses three approaches for assessing the third mission. First, some studies incorporated the third mission into the overall evaluation of university performance. Second, other investigations aimed to capture this concept as a whole. Finally, several studies evaluated individual dimensions of the third mission independently. [ABSTRACT FROM AUTHOR]

Purpose: Through addressing female academics in four public universities in Egypt, the author of this paper aims to answer the question: How do female academics cope with the career shock resulting from the spread of COVID-19? Design/methodology/approach: The author used a qualitative research method through semi-structured interviews with 32 female academics from four public universities selected from among 26 public institutions of higher education in Egypt. Thematic analysis was subsequently used to determine the main ideas in the transcripts. Findings: The findings assert that the following three strategies: heroism, cronyism and temporalism are used by female academics in the Egyptian context to cope with the career shocks they feel during the time of COVID-19. The findings assert that female academics try to reassert their professionalism in their academic duties and familial obligations even after the spread of COVID-19. Moreover, they tend to use forms of cronyism behaviour to alleviate the effect of the career shock, mostly via hypocritical phrases. Furthermore, the thought that COVID-19 is a temporary stage helps female academics to actively accept their challenging new work conditions. Originality/value: This paper contributes by filling a gap in human resources management and higher education in which empirical studies on the career shock of female academics have been limited so far. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper is the first attempt to integrate microdata on universities and firms across most European countries in order to disentangle the impact of knowledge spillovers from human capital (graduates) and intellectual capital (codified research output) on the performance of firms. Data cover all Higher Education Institutions (HEIs) registered in the official European Tertiary Education Register (ETER). Data on performance of firms are from ORBIS and refer to change in the 2011–2015 period in turnover, total assets, intangible assets, and employment. Firms are georeferred and the spillovers from all HEIs located at a given distance are summed and integrated. The findings suggest that, among knowledge spillovers, the creation of human capital via education of students has a larger impact than the circulation of research knowledge. Moreover, the two factors seem to be complements rather than substitutes. Spatial proximity is important for embodied knowledge spillovers (i.e. educated people), while for codified and disembodied spillovers (citations to publications) the spatial dimension is less relevant. The findings have important managerial and policy-making consequences. [ABSTRACT FROM AUTHOR]

Chinese higher education institutions have adopted a US-style tenure track system since the 1990s. This is an important reform aimed at modernizing China's higher education system. In response, authors have begun to carry out close examination of the career system and analyse its implications in a national context (Republic of China). This study aims to present the key research themes, identify research gaps and offer recommendations from the increasing pool of Chinese-language literature on the tenure track system. A scoping review of Chinese language papers was conducted using the China National Knowledge Infrastructure (including the China Academic Journals Full-text Database, China Core Newspapers Full-text Database, China Doctoral Dissertations Full-text Database, China Masters' Thesis Full-text Database, and China Yearbooks Fulltext Database) (CNKI) database. Four major research themes were identified in Chinese discourse: (1) examining the tenure track system, (2) providing suggestions for better adaptation of the tenure track system in the Chinese context, (3) analysing the negative effects of the tenure track system, and (4) analysing the positive effects of the tenure track system. Generally, authors were concerned with the adaptation and cultivation of the US-originated tenure track system in the Chinese context and emphasized the importance of acknowledging its perceived negative influences on early-career scholars who have not received adequate attention. Overall, the authors demonstrate increasing interest in the tenure track system in China, and the literature is of variable quality. Further empirical studies are needed to analyse, evaluate and guide future improvement of the career system in the Chinese context in practice. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) is crucial for the development of employability skills and has an influence on employment outcomes. Given the significance of WIL pedagogies for graduate preparedness and transitions into work, concerns have been raised on the barriers to access and participation in WIL for some cohorts of learners. Equity and inclusion in WIL, that is, considerations for diverse learners once enrolled into a subject or course with varying WIL components, is not a new concept with some guidelines purported over a decade ago. Designing WIL to accommodate for equity and inclusion, however, has presented challenges with few studies offering navigation for curriculum design. This paper draws on empirically sound curriculum design principles for inclusion for learner variability through Universal Design for Learning (UDL), to offer the UDL for WIL design framework. The paper presents conceptual and practical contributions for educators of WIL experiences to reduce barriers and integrate student voice to support all graduates’ career transitions. [ABSTRACT FROM AUTHOR]

Open access policies and mandates can be a useful tool in persuading faculty at higher education institutions around the globe to produce and share open scholarship. But are such policies widely written, accepted, and adopted? Leveraging information found on the Registry of Open Access Repositories Mandatory Archiving Policies, this paper analyzes open access policies at higher education institutions worldwide. The data indicate that Europe holds the most policies, while fewer policies have been enacted in the Americas, Africa, Oceania, and Asia due to a myriad of barriers. Overall, better strategies to promote open access are needed, and such strategies may not necessarily take the form of an open access policy. My own investigation of global open access policies has informed my practices with respect to open access. In this paper, I demonstrate how librarians acting as policy entrepreneurs can assist with the promotion of open access at their institutions and then conclude with suggestions, solutions, and pathways beyond policy adoption to promote and advocate for open access. [ABSTRACT FROM AUTHOR]

This paper discusses why higher education professors are not retiring in due time and how economic programmes play a role in such a decision. We discuss public policies of higher education institutions to understand 1) why labour ageing occurs and 2) the challenges faced by professors and institutions. Our discussion focuses on showing how a series of policies and organisation-led rules can condition practices, thus contributing to labour ageing, by discussing the case of a country: Mexico. Due to public and university policies, labour ageing presents a challenge for university education. In that case, these policies must be accompanied by training processes for the lifelong productivity of professors. This paper shows the need to reevaluate practices to constantly address labour ageing in design academia, so that it might evolve and remain up-to-date with emerging trends and technologies. [ABSTRACT FROM AUTHOR]

This paper puts forward a conceptual framework to support the dual challenges of strategic and practical integrative action of Education for Sustainable Development (ESD) across Higher Education Institutions (HEIs). There are numerous existing resources and toolkits providing appropriate actions, guidance or approaches to monitor and measure ESD engagement. Our intended distinctive contribution in this paper is to complement these with heuristic ways of thinking that offer clarity on the context and evolution of progress on ESD at an institutional level. Our proposals were developed through structured comparative discussions by ESD practitioners from seven European universities, leading to a consensus view on key contextual influences across a range of environments, embodied in our proposed heuristic metaphors. The resulting proposed framework, built upon a systems-based visual metaphor of a forest ecosystem of HEIs, proposes the use of the dimensions of capacity and commitment, to define an integrative framework with four positional scenarios: "Pockets of Practice", "Emerging Agenda" to "Integrated Impact" and "Off the Agenda". To illustrate its application, it is used to contextualize relevant steps to progress ESD associated with each scenario in the areas of strategy, staff development, formal education and extra-curricular opportunities. We argue that the adoption of such a framework by HEI practitioners could support day-to-day decision-making and strategic planning towards an integrated approach to ESD that engages with all areas of university activity. [ABSTRACT FROM AUTHOR]

Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this case study research paper is to provide unique and in-depth data and understanding of Enterprise-Wide Risk Management within the real-world context of a private HEI. The research presented adoption of risk management practices within a UK higher education (HE) setting that demonstrates the evolution of processes towards enterprise-wide educational governance in support of a sustainable HE sector. Effectively managing enterprise wide risk ensures sustainability is on the governance agenda. Within this research paper a wide spectrum of risk management practices and theories is assessed and a case study review shows a mature adoption, over time, of a holistic approach to managing risk. This research paper therefore, provides valuable lessons learned and gives practical guidance for policy makers, governors and senior management in Higher Education Institutions (HEIs). The case study organisation provides a best practice view of enterprise-wide risk management system taking guidance from global standards, national regulatory bodies, universities, colleges and experts in risk management from all levels. The main gap in current published knowledge presented is that the drivers for successfully implementing sustainable risk management in the HE sector are not known. The research questions have led the inquiry to provide three contributions to a better understanding of adopting Enterprise-Wide Risk Management in HE with a new roadmap for implementation; thematic direction for governance; and six drivers for successfully implementing sustainable risk strategies. [ABSTRACT FROM AUTHOR]

Digital transformation has emerged as a pervasive force in today's rapidly evolving world, touching almost every sector and industry. In the higher education sector, in which education, research, and knowledge dissemination hold paramount significance for society, the notion of digital transformation per se becomes particularly important. This paper focuses specifically on higher education, acknowledging that it exists in a broader environment. In this work, qualitative methods were applied to explore the meaning and scope of digital transformation in higher education institutions. The systematic literature review formed the basis for in-depth interviews with experts in the discipline to explore the meaning and scope of digital transformation in higher education institutions. Then, for the purpose of preparing the case study, the concepts that emerged from the systematic literature review and interviews with experts were grouped together through a keyword-based pattern. Lastly, a case study was conducted at a Greek university with the aim of better understanding the way in which university members of a particular higher education institution perceive the meaning and scope of digital transformation. Our analysis provides valuable insights into higher education institutions for decision-makers and those involved in digital transformation initiatives, offering a comprehensive definition of digital transformation in higher education institutions. Finally, this paper can also serve as a basis for researchers who are interested in defining the meaning and scope of digital transformation in their own research fields. [ABSTRACT FROM AUTHOR]

This paper contributes to the dialogue around how to increase inclusion in higher education, taking the lecturer perspective as the point of departure. Theoretically, disability is understood as an interaction, which means that lecturers partake in the constitution of dis/ability in learning situations. Two qualitative interviews were conducted with an interdisciplinary lecturer employed in an institution of higher education in Norway. These data are used for this single case study to illustrate and reflect on the challenges of diversity in learning situations. Findings suggest that the lecturer struggles to encounter an increasingly diverse student population inclusively. Overall, her experiences unpack the outcome of a structural lack of prioritization to ensure accessibility for disabled students at an institutional level at the university where she is employed. This article emphasizes that the responsibility to ensure an inclusive teaching practice in higher education must be recognized and treated as an institutional obligation. To signal its priority, all institutions of higher education should make inclusive training obligatory for lecturers, as well as assigning hours to work on enhancing the development of inclusive skills in this group. [ABSTRACT FROM AUTHOR]

Moldova traditionally relies on the agricultural sector, rural population representing one third of labor force. The agricultural education and research system in Moldova is characterized by the aging of the teaching and research staff, the reduction of the number of students below the critical level, unattractiveness of science and education for the young generation, the weak connection between education, science and production, but also the inefficiency of the institutional activity. All these represent a major danger for the sustainable development of the rural areas. The aim of this paper is to analyze the major factors affecting the academic performance of research and teaching staff in agricultural higher education of Moldova. The study is based on field surveys of academic personnel of State Agricultural University, the only agricultural higher education institution in Moldova. The data set includes 120 respondents. Main analyzed indicators are related to academic performance as: professional motivation, research activity in projects, published research results and achievements, main problems and challenges within the institution related and other relevant factors. As result, income level remains an important factor for staff motivation in achieving higher performance. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the challenges and successes of a virtual Linked Data Study Group that began at a multi-campus academic institution in 2018, and later grew to include a total of seven librarians from multiple institutions across the country. It describes the group's planning for their monthly meetings and the discussions at the meetings which covered such topics as Linked Data basic concepts, BIBFRAME Editor, Sinopia Editor, and Wikidata. It also presents a collaborative project the group undertook after two years' learning. The paper concludes with a summary of what the Linked Data Study Group has achieved thus far, the challenges they faced, and their future plans. [ABSTRACT FROM AUTHOR]

During the last few years, learning techniques have changed, both in basic education and in higher education. This change has been accompanied by new technologies such as Augmented Reality (AR) and Virtual Reality (AR). The combination of these technologies in education has allowed a greater immersion, positively affecting the learning and teaching processes. In addition, since the COVID-19 pandemic, this trend has been growing due to the diversity of the different fields of application of these technologies, such as heterogeneity in their combination and their different experiences. It is necessary to review the state of the art to determine the effectiveness of the application of these technologies in the field of university higher education. In the present paper, this aim is achieved by performing a systematic literature review from 2012 to 2022. A total of 129 papers were analyzed. Studies in our review concluded that the application of AR/VR improves learning immersion, especially in hospitality, medicine, and science studies. However, there are also negative effects of using these technologies, such as visual exhaustion and mental fatigue. [ABSTRACT FROM AUTHOR]

(1) Background: This conceptual paper departs from the background of how Higher Education represents a critical component of the continuation of Western civilisation and culture. Specifically, the paper addresses the knowledge gap of what an emphasis on the outcome/impact does to pedagogy at Western universities. (2) Methods: Methodologically the paper subdivides the educational process into four discrete phases as to reflect upon whom and on what premises the pedagogy happens (teaching, research, funding, and curriculum formation). (3) Research findings: The presented argument suggests that universities can focus on educating students for its own sake or as means to an end. The current impact agenda prioritizes achieving specific goals at the expense of exploratory research, leading to a different definition of research success. This could result in only end-goal-focused individuals being successful and the curriculum being changed to align with their impact ambitions, the unintended consequence being that Higher Education stops being a genuine mechanism for education and instead becomes inadvertent indoctrination. (4) Conclusions: Only by having student benefit as the primary focus of pedagogy (process view) can the inter-generational feedback loop be safeguarded, regardless of how noble other sentiments may appear to be for related practical purposes (end-product view). [ABSTRACT FROM AUTHOR]

This paper mainly discusses how to integrate green health education into the training mechanism of industryeducation integration, and seeks to cultivate applied talents with sustainable development awareness and health literacy. Firstly, the concept of green health education is studied, and the ecological mechanism of the integration of industry and education in applied colleges and universities based on the concept of green health education is proposed, and the ecosystem of the integration of industry and education in applied colleges and universities is established, and its ecological position and main body and environmental ecological factors are determined. Then the operation mechanism, education concept and integration dynamics of industry-education integration are discussed, based on which the ecological mechanism of university industry-education integration talent cultivation is constructed. Finally, talent cultivation evaluation indexes are established according to the system, and the level of industry-education integration talent cultivation in applied undergraduate institutions is measured comprehensively. The planning index of industry-education integration in University A is basically stable above 0.8, the employment level index of students reaches above 0.8, and the effect of industry-education integration grows and stays above 0.7 in 2016-2017. The research of this paper provides theoretical and practical support for the integration of industry education between universities and enterprises and the construction of a talent cultivation ecosystem. [ABSTRACT FROM AUTHOR]

Guaranteed admission programs are a type of college access program that provide students who meet certain criteria (e.g., a minimum GPA) with guaranteed admission to one or more colleges. This paper studies guaranteed admission agreements between California State University San Marcos (CSUSM) and its local school districts to evaluate if smaller-scale, local guaranteed admission programs have comparable impacts on college enrollment rates to previously studied state-wide programs. Employing a regression discontinuity (RD) design around the program's GPA cutoff conditional on students satisfying other program requirements, this paper finds that the program significantly increased enrollment at CSUSM and at any California State University (CSU) and increased (not significantly) the likelihood of students enrolling at four-year institutions compared to two-year alternatives. In addition, the program disproportionally affected students from underrepresented backgrounds (e.g., first-generations, nonwhite, and low-income back-grounds), suggesting that local guaranteed admission programs also have the potential to increase representation at four-year public institutions and encourage underrepresented students to enroll at high-quality postsecondary institutions. [ABSTRACT FROM AUTHOR]

INTRODUCTION: To apply artificial intelligence technology to ideological and political education in colleges and universities, as well as to combine artificial intelligence technology with ideological and political education in colleges and universities, it is necessary that wireless networks have complete coverage. OBJECTIVES: How can ideological and political education in universities and colleges be merged with artificial intelligence? How can artificial intelligence be used to support progressive political education at the college level? Starting with these issues, this paper will focus on the development of ideological and political education in colleges and universities as its main research question and refer to artificial intelligence technology as a method of ideological and political education in colleges and universities supported by wireless networks. METHODS: By examining the characteristics of artificial intelligence and ideological education in colleges and universities, and combining the poor immediacy and weak timeliness of information dissemination, as well as the low degree of identification of student groups with the theoretical courses of ideological education in the field of ideological education under the view of artificial intelligence, to explore the path of innovation of ideological education. RESULTS: In order to adapt to the demands of AI technology and improve people's capacity to use AI learning software, we need start with educators and educated individuals. Additionally, the government should encourage the development of artificial intelligence technologies financially and technically. Finally, it examines how civic education in colleges and universities could be improved through the use of artificial intelligence. This would allow civic education to benefit from the advantages of AI technology. CONCLUSION: In order to support the positive and healthy development of political education courses in colleges and universities across the nation, this paper encourages the creation of concepts and methods for teaching politics in higher education institutions. [ABSTRACT FROM AUTHOR]

The outbreak of the COVID-19 pandemic forced higher education institutions to adapt to the sudden shift to distance and digital forms of teaching and learning. Through a review of literature, this paper aims to examine the role of distance learning in South Africa's higher education institutions during the COVID-19 period, how Universities coped with the sudden change from face-to-face classes to online classes, to examine if academics were supported in this transition and what impact did this transition have on teaching and learning and students at large. Findings revealed that the lack of internet connection in many parts of South Africa, procurement and logistics issues, scarcity of state resources and lack of training for academic staff were amongst some of the challenges confronting institutions of higher learning during the era of COVID-19. The paper concluded that academics have somehow been overburdened and neglected in responses to COVID-19 by higher education institutions and government because government responses to the pandemic have largely focused on students, thus alienating. The paper, therefore, recommends rigorous training and support for academics by their institutions to ensure effective teaching and learning in the online space. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic set higher education institutions on an unprecedented path requiring of them to identify alternative strategies and implement various initiatives to sustain their academic projects. With the widespread devastation of the pandemic, the purpose of universities within their communities were again in the spotlight. A sensibility of the intertwinement between the local university and the community was also reemphasised in the pandemic's wake, with the recognition of COVID-19 as a crosscutting problem. This paper examines Nelson Mandela University's engagement initiatives during the pandemic to underline its fundamental strategic undertakings within its positioning as a "transformative, responsive university in service of society". Through an interpretive paradigm, the paper presents lessons from a qualitative, explorative case study inquiry of Nelson Mandela University reports during the pandemic. The findings indicate that the initiatives deployed by the university during the pandemic strengthened its overall community engagement strategy. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to survey the current landscape of artificial intelligence (AI) applications in higher education institutions (HEIs) and recommend future directions. Design/methodology/approach: This paper reviews the recent trends, showcases the applications and provides future directions through a review of current uses of AI in HEIs. Findings: The results of this study highlight successful applications of AI technologies in three main areas of college operation: student learning experience; student support; and enrollment management. Research limitations/implications: This review has important implications for early adopters of AI by HEIs in providing a competitive advantage. The limitation lies in the scope of the review. It is not comprehensive and does not cover other areas of college operations. Originality/value: This is the first review about AI in higher education. It is of value in building future research and serving as a framework for AI applications in HEI. [ABSTRACT FROM AUTHOR]

Copyright of Anuario Turismo y Sociedad is the property of Universidad Externado de Colombia, Facultad de Empresas Turísticas y Hoteleras and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Marketing of Scientific & Research Organizations / Marketing Instytucji Naukowych i Badawczych is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper shares the research results of an explorative study investigating university lectureship experience in a Malta university context. The study aimed to obtain a holistic description of the university academic experience. The qualitative research findings, based on a thematic analysis of 10 individual interview transcripts, describe the experience of being a university academic as a journey of time passages in space and time. The journey is characterised by the strong theme of teaching along with the two other primary themes, labelled identity and un/belonging. Identity feeds on, but not only on, teaching and the sense of un/belonging. Profession/Practice and Research/Publication are two other themes that, in this study, emerge as feeding the primary themes. These research findings unsettle the privilege portrayals of tenure-track university lectureships. They confirm the emphasis on teaching in this local context and increased administration obligations. Distinctively, they expose another identity dimension in addition to the teacher and researcher attributions highlighted in the mainstream literature. These findings suggest that academics need to be supported for keeping alive differentiated identity dimensions, which are not in opposition to each other but are in competition for time. While the limitations of the study are acknowledged, several recommendations deriving from the research findings are shared. [ABSTRACT FROM AUTHOR]

Aside from the real estate sector, all businesses including universities-tend to incorporate CREM knowledge into managing their resources to increase revenues and support their primary business functions. An ideal CREM department in an organisation strives to assist core business operations by aligning its physical resources with its strategic goals and fostering organisational success. The roles of the CREM Department include maximising shareholder wealth through cost minimisation initiatives and leveraging real estate as a competitive enabler to capitalise on setbacks and turn them into opportunities for organisational advantages. This study investigated the existence of CREM portfolios in Malaysian public universities and their current job functions, considering the ideal CREM department from the literature. The study adopts a qualitative approach that involves thematic extraction and analysis of secondary data from the official websites of all 20 public universities. In addition, the investigation was supported by the results from an online survey. The findings suggest that few universities have established an adequate structure for strategically managing campus real estate. Most universities have separate departments responsible for each role, making up an ideal CREM portfolio. Despite being viewed as crucial to the digital revolution of teaching and learning in higher education, the ICT Division is not included in the CREM portfolio. This paper concludes that the CREM Department must be seen as indispensable to the institution and function as a stand-alone business unit that plays a pivotal role in real estate decision-making. A better understanding of CREM knowledge has proven beneficial to organisational success and aids in empowering higher education institutions. Therefore, findings could be significant in directing public universities and government officials to manage campus real estate towards maximising the higher education sector's overall efficacy. [ABSTRACT FROM AUTHOR]

Mintzberg's version of emergent strategy is based on the idea that strategies are contingent on circumstances that change from time to time often very rapidly and therefore papers focused on strategy and detailed planning are limited in their practical application. The word strategy as far as Mintzberg is concerned is anathema, therefore, introducing a concept that has a misconception embedded in it. This paper claims that education for sustainable development and higher education institutions' survival depends on adopting postmodern thinking, in other words, digital transformation. This conceptual paper proposes a blueprint of a process for developing a series of agile potentially short-term conceptual solutions thereby embracing the expectation that the rate of change in societies is accelerating. This paper scrutinizes (a) the applicability of emergent strategy/strategic approach to higher education institutions, (b) how postmodernism influences higher education institutions to become digital hubs of commoditization of knowledge and (c) how the integrated capabilities of digital transformation build sustainability in education delivery. Structural Equation Methodology is proposed to examine the impact of postmodernism on the sustainable delivery of education in higher education institutions, and the need to foster relevant emergent strategies is also justified. The paper also develops new research propositions and managerial implications for driving optimistic digital education. Ultimately, it offers a framework for spear-leading effective and leading post-modernistic digital transformation. Emerging education technology, sustainable digital transformation and advanced use of robotic-human cognitive collaboration are experiencing a significant transformation. Universities play a vital role in enhancing engagement within higher education. One of the managerial implications of the results and discussion is the need for higher education institutions to provide taught leadership and planning in emergent strategy formulation and implementation. The findings confirm the significant importance of linking the Structural Equation Method and the postmodern strategic context in which we argue that higher education institutions require emerging rethinking. [ABSTRACT FROM AUTHOR]

Background: In this paper, the focus is on the application of digital and mobile technologies as supporting tools for the implementation of gamification in the field of education of future economists. Objectives: The paper's main objective is to explore whether educators and students are motivated and willing to apply additional technologies as main gamification components in their work and education. Moreover, the paper aims to assess how their more comprehensive application affects the quality of teaching, work flexibility, new learning opportunities, and outcomes. Methods/Approach: The survey method was used to collect answers from educators and students primarily interested in accounting, finance, trade and tourism from higher and secondary education institutions in Croatia, Poland, Serbia and Germany. Afterwards, the responses were compared using statistical methods. Results: Research results confirm that educators and students are willing to use gamification in teaching. Still, they also expressed the need for better administrative support in using particular e-learning tools. Surprisingly, educators are more eager to use gamification in their work than students. Conclusions: The study's general conclusion is that educators and students are both aware of the advantages of using e-learning tools provided through digital and mobile technologies and are eager to implement more gamification in the teaching process. However, continuous education in applying new digital technologies is needed on both sides. [ABSTRACT FROM AUTHOR]

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The new era background has put forward the requirement of high-level development for labor education in colleges and universities. In this paper, the demand for a health information platform is analyzed based on selfphysical health assessment, and the architecture of the information platform is designed to build a bioinformatics-based health management platform for college students, which obtains comprehensive information through the measurement of physical form, physical function and physical quality indicators. Then, an innovative model of labor education in colleges and universities is constructed based on this health information platform. In the educational practice, the total average scores of labor values, labor emotional attitude, and labor morality increased by 0.34, 0.45, and 0.57 in order, and the total evaluation average of labor skill cultivation increased by 5.62%. The total mean scores of labor knowledge and labor operation skills increased by 6.47% and 8.26%. The labor education model oriented to the bioinformatics platform can fully tap the biological information of college students and provide scientific guidance for labor education practice. [ABSTRACT FROM AUTHOR]

Higher education has been facing many challenges due to factors including increased diversification, internationalization, massification, and the expansion of different forms of mobility, which are transforming the landscape of higher education towards "superdiversity". These challenges are addressed within the framework of "inclusive education", aiming to increase participation and foster a culture of welcome at higher education institutions. However, scholarly discussions on the ways these initiatives impact the lived experience of students who may face divergent and intersectional forms of exclusion, inequalities, tensions, and discrimination are limited. To address this gap, based on the experience of three participating universities in the European University of Post-Industrial Cities (UNIC) alliance, this paper aims to examine and reflect on the diversity and inclusion practices of the institutions, particularly those targeting concerns for international students with different profiles. Drawing on both existing and emergent data through an extensive case study analysis, the paper focuses on the scope and effectiveness of existing support mechanisms. It concludes that improving the experience of international students and promoting their inclusion at universities requires a combination of top-down and bottom-up mechanisms, as well as centralised and decentralised services. Systematic data collection using a range of engaged research tools also ensures that policies respond to real needs. [ABSTRACT FROM AUTHOR]

Higher education in Australia is in a period of crisis and transition. While COVID-related events and their impacts have made it difficult for all areas of university academic endeavour, among the hardest hit have been humanities. Drawing on live interviews with professors in a range of humanities disciplines, the paper elucidates various elements of the crisis, which includes a summary of the impacts of the last three decades' rise in neoliberalist imperatives within the university sector. The paper then argues that a robust defence of the humanities needs to be made and uses literary studies as its focus. Today, we are more in need of the humanities than ever. But this is a complex undertaking as research in higher education and live interviews reveal; the dictates of measurement, accountability, and questions of value within the humanities remain vexed; and while the aims and requirements of humanities studies may be at odds with neoliberalist demands and corporatisation, the humanities themselves may also be contributing to their own demise. Therefore, I offer future directions: I argue for the urgent need for the humanities to reinvigorate their ethical and critical functions, the need to demonstrate the connections between the humanities and wellbeing, the imperative to slow down and to eradicate the over-casualisation of academia, and the necessity for the humanities to articulate more clearly their connections with employment outcomes for a dynamic and evolving future. [ABSTRACT FROM AUTHOR]

The quality assurance of higher education in China is an issue of vital international interest. To improve the international reputation of the nation's universities, steps must be taken to ensure a sustained focus on the quality assurance within its ranks. This paper is primarily focused on the quality assurance models operational in Chinese universities, the Big data challenges and the legal framework backing them. The paper also discusses the implementation of the models, the extent to which they meet international standards, and how they adhere to prevailing laws. The degree of success in attaining and maintaining quality and evaluation of quality improvement opportunities are also discussed. Some of the solutions recommended in this study are the participation of more teachers and students in quality management, more emphasis of Higher Education Institution (HEI) quality assurance on self-regulation and a learning-oriented approach and conducting sessions to collect anonymous feedback from students to reward staff with best practices. Some of the Quality Assurance practices/models adopted in Chinese Universities are the Ministry of Education (MOE) reviews; the Academic Degree Committee oversight; Higher Education Evaluation Center (HEEC) overview, University self-evaluation according to HEEC Indicators, and the Webometric Ranking Model. [ABSTRACT FROM AUTHOR]

Innovation is the source of social progress, and all walks of life need to cultivate innovative talents. Therefore, it is also very important to cultivate innovative ability in physical education students in colleges and universities. The purpose of this paper is to study the cultivation of students' innovative ability of physical education majors in colleges and universities based on the multimedia environment of the Internet of things and to open up a new path for the cultivation of college students' innovative ability. In this paper, a terminal collaborative indoor positioning algorithm based on RSSI fingerprint optimization was proposed to study the innovation ability of physical education students in colleges and universities. Through experimental analysis, college A was taken as the research object, and 1500 students were investigated. Innovation had a very important position in the hearts of 76.21% of students, and 3.83% of students believed that innovation was not important. In the minds of most people, innovation was still very important, which showed that schools still had a certain effect on the education of students' innovative consciousness. The experimental results obtained showed that the Internet of things technology played an important role in the research on the innovation ability of students majoring in physical education in colleges and universities. [ABSTRACT FROM AUTHOR]

Ideological and political education in colleges and universities is routinely burdened with the job of building morality and cultivating people, which is related to the cultivation of college students' ideals and beliefs, spiritual pursuits, and political literacy. Based on self-determination theory (SDT), this paper modeled different learning motivations in the early stage of ideological and political courses and analyzed the learning motivation of different student groups combining the Gaussian mixture model (GMM) and stacked autoencoder (SAE). Meanwhile, the study in this paper compared the participation characteristics of different learning motivation clusters, the differences between the ideological and political course performances of students with different learning motivations, and the potential link between learning motivation and learners' educational level. The experimental results show that students with extrinsic motivation will have better performance in the courses. The strength of extrinsic motivation is positively correlated with students' academic performance, and 70% of students with intrinsic motivation achieve excellent results. In addition, the χ2 test result of the two courses selected is 6.442, which confirms the effectiveness of the clustering model proposed in this paper from the side and provides effective theoretical support for the implementation and reform of ideological and political education strategies. [ABSTRACT FROM AUTHOR]

With the continuous advancement of higher education reform, talent classification evaluation has become a new trend in the management and development of teachers in colleges and universities. As an important foundation for the development of teachers in colleges and universities, talent evaluation not only plays the role of the baton but also promotes the process of educational reform in colleges and universities. As the difficulty and key point of the reform of the personnel system in colleges and universities, the implementation of the classification and evaluation of talents in colleges and universities is conducive to mobilizing their enthusiasm and creativity and is an inevitable trend in the reform and development of higher education. However, at present, teaching, scientific research, and social services are mainly used as the important basis for teacher evaluation in college talent evaluation. The evaluation mechanism is not perfect, the evaluation standard is single, the evaluation methods are convergent, and evaluation mechanism of the academic circles on evaluation, etc. The research on the problem is still very weak, and the development of college teachers is increasingly affected. It is urgent to build a set of accurate classification and evaluation systems for college talents. In view of the many problems existing in the above-mentioned talent classification and evaluation mechanism in colleges and universities, this paper adopts AHP and fuzzy evaluation method, adopts this method to evaluate talents in the stage of talent introduction in colleges and universities, classifies talents according to the evaluation results, and finally uses the classification results as it is tested in practice to verify the effectiveness of the method constructed in this paper. [ABSTRACT FROM AUTHOR]

The paper analyzes the university autonomy as a fundamental principle of action in Romanian higher education system with examples from the University of Agronomic Sciences and Veterinary Medicine of Bucharest (UASVMB). The research is based on four major dimensions proposed by European University Association: staffing autonomy, organizational autonomy, academic autonomy and financial autonomy. The paper employed qualitative analyses of the measurement indicators for each dimension involving a comparative approach at an international level, based on the information collected from 47 countries, in order to underline the current tendencies in relation with the international implementation of university autonomy principle. [ABSTRACT FROM AUTHOR]