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The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model. [ABSTRACT FROM AUTHOR]

Compared to the abundant generic research on technologies and education, few studies focus on the scope of whether the technologies used meet the expectations set forth in international reports and to what extent technology contributes to transforming educational practice. Our objective was to identify and analyze the characteristics of educational practices that are being developed in higher education and to assess the value that technology brings to educational practice. We conducted a systematic review of academic papers published in scientific journals: a corpus of 1,207 articles from six journals included in indexed databases (JCR and SJR), selected using Google Scholar Metrics. According to the various records screened, the study we present is based on 49 articles, published between 2018 and 2019. We conclude that beyond their reproducible, enriching, or transformative nature, most of the articles analyzed address the improvement of students' performance, engagement, or self-perception, in which they positively value the experience of learning mediated by digital technology, although they do not have an impact on the transformative value. [ABSTRACT FROM AUTHOR]

Computer-based testing is an expanding use of technology offering advantages to teachers and students. We studied Calculus II classes for science, technology, engineering, and mathematics majors using different testing modes. Three sections with 324 students employed: paper-and-pencil testing, computer-based testing, and both. Computer tests gave immediate feedback and allowed multiple submissions and pooling. Paper-and-pencil tests (PPTs) required work and explanation allowing inspection of high cognitive demand tasks. Each test mode used the strength of its method. Students were given the same lecture by the same instructor on the same day and the same homework assignments and due dates. The design is quasi-experimental, but students were not aware of the testing mode at registration. Two basic questions examined were as follows: (a) Do paper-and-pencil and computer-based tests (CBTs) measure knowledge and skill in science, technology, engineering, and mathematics Calculus II in a consistent manner? (b) How does the knowledge and skill gained by students in a fully computer-based Calculus II class compare to students in a class requiring pencil-and-paper tests and hence some paper-and-pencil work. These results indicate that CBTs are as consistent with PPTs as CBTs are with themselves. Results are also consistent with classes using PPTs having slightly better outcomes than fully computer-based classes using only computer assessments. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity, the number and type of sources needed, the level of composition required and the degree to which the information from the sources was processed. Students indicated performing, with higher frequency, tasks that promoted more superficial learning. Humanities students mentioned carrying out tasks that promoted deeper processing. Regarding the format of the materials used, science students reported using the digital format more frequently. However, printed support seemed to be more commonly used when students performed tasks to learn in a relatively superficial way the contents of the subjects. By contrast, students used the digital format to perform complex reading and writing tasks. [ABSTRACT FROM AUTHOR]

Sociologists have shown that moral understandings of market exchanges can differ between historical periods and institutional settings, but they have paid less attention to how producers' moral frameworks vary depending on their unequal positions within both markets and institutions. We use interviews and ethnographic observations to examine the vibrant market of research shops selling academic work to students around two of Uganda's top universities. We identify three groups of researchers—Knowledge Producers, Entrepreneurs, and Educators—who construct different professional identities and moral justifications of their trade, and who orient their market action accordingly. We demonstrate that these identities and moral frameworks reflect an interplay between the institutional contexts and the social class positions that researchers occupy within this illicit market. Knowledge Producers and Entrepreneurs both experienced a sense of "fit" with their respective institutional cultures, but the former now see their work as compromising ideals of research, whereas the latter capitalize on what they view as a broken system. Educators, disadvantaged at both institutions, articulate a framework countering the dominant institutional cultures and sympathetic to underperforming students. This approach illuminates how institutional contexts and individual class positions within them influence producers' moral frameworks, leading to differentiation of the market. [ABSTRACT FROM AUTHOR]

Questionnaire instruments are routinely translated to digital administration systems; however, few studies have compared the differential effects of these administrative methods, and fewer yet in authentic contexts-of-use. In this study, 326 university students were randomly assigned to one of two administration conditions, paper-based (PBA) or web-based (WBA), and given a set of questionnaires. Instructions were to complete the instruments in an environment of their choice, and data included reporting context characteristics. Outcomes of interest included data quality and participant affect—WBA showing a slightly higher percent of data loss and lower overall time to complete; PBA producing higher overall mean scores across measures, greater variability in responses, and higher positive affect for responding. Administration methods showed no difference on internal consistency of subscales, positive-response bias, or strength of interscale correlations. Contexts-of-use included involvement in television viewing, conversation, and other activities, raising questions about the accuracy and independence of survey responses completed in independently-chosen, uncontrolled contexts. The qualitative data demonstrated longer responses in WBA than PBA, but little difference in type and clarity of responses. [ABSTRACT FROM AUTHOR]

While caste has been invisibilized in the Indian curriculum, it is practised strongly in a pedagogical sense which maintains hierarchy in higher education. There exists a mutually reinforced relationship of absence (of caste in curriculum) and presence (of caste in pedagogy). The current study aims at assessing inclusivity in academic curriculum and pedagogy with regards to the question of caste in papers related to gender/women's rights/feminism at the University of Delhi. The curriculum of gender-related papers provided by six departments at the University of Delhi for undergraduate students is assessed. Along with textual analysis, in depth phenomenological interviews were conducted with 20 respondents coming from diverse caste backgrounds. Professors and students who either taught or studied any paper related to gender/women's rights at undergraduate level of the University of Delhi were interviewed. The results of the study highlight several mutually reinforcing relations between 'caste-less curriculum', 'sacred teacher' and methods of evaluation, which can be seen as an explanation of how invisibilization of caste in curriculum aids caste as a pedagogical practice. [ABSTRACT FROM AUTHOR]

Lecturers who use the 'one-minute paper' generally praise it as a learning tool, for the teacher as well as the students. This article surveys the literature on this widely applicable technique and presents new evidence on students' opinions of it and the extent of its use in the classroom. The benefits for both students and teachers appear sizeable for such a modest amount of time and effort, and students generally perceive the one-minute paper favourably. However, the one-minute paper can be easily employed to excess, reflected in quickly declining response rates over the course of two lecture series. Survey evidence suggests that the one-minute paper is perhaps not used especially extensively in UK and US higher education, largely due to lack of knowledge of its existence and the perception that it would be too time-consuming to analyse the responses. [ABSTRACT FROM AUTHOR]

This scoping review paper explores skills gaps for graduates in creative industries as identified and discussed in global industrial and education contexts. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) system, our review presents findings from 63 texts published from 2007 to 2023 that were located via five databases. These findings suggest that the top-ranked hard skills gaps for graduates are digital or related skills, such as those related to marketing and data analysis. The top-ranked soft skills are communication and collaboration, both of which are cited more frequently than any hard skill gap and appear key for graduate employability. Factors identified as contributing to these skills gaps include higher education offerings, industry needs and cultural policy. These contributing factors are correlated to the rise of creative industries, shifting values in cultural sectors, change in governments in western influenced cultures and digital transformation. [ABSTRACT FROM AUTHOR]

This paper explores Paulo Freire's philosophy from the perspective of an adult education advocate and student. The author describes being introduced to Freire's works and provides an analysis of the impact of Freire's theories in both personal and academic realms. Themes explored include praxis, understanding the oppressor/oppressed dichotomy, and what Freire's theories look like in use as an adult educator. This paper is a personal perspective of Paulo Freire's work. [ABSTRACT FROM AUTHOR]

This article, as a response to two papers, identifies five critical issues and themes related to the teaching of evidence-based practice (EBP) in social work higher education. These five themes are: defining EBP; modeling the complexity of EBP in teaching; examining social work curriculum; coordinating social work professional organizations; and shifting the culture in social work. In response to these themes, one key recommendation is that a Task Force on the Teaching of Evidence-Based Practice be formed as a way to continue the momentum gained through the Symposium on the Teaching of Evidence-Based Practice. [ABSTRACT FROM AUTHOR]

This literature review paper presents ways cognitive exchange occurs in higher degree visual art education. It also attempts to demystify concerns regarding the value and presence of cognitive exchange in art education, this is because cognitive exchange is not considered in art education with the same breadth or depth as in higher education. Cognitive exchange research in higher degree visual art education is limited but there has been a surge in interest about cognitive functioning in higher education. It is therefore timely to consider how cognitive exchange is understood across visual art practices at this level. This paper presents a two phased systematic review, where cognitive exchange literature in the higher degree context is considered alongside such literature in art education. Four spaces: the individual, social, pedagogic, and policy orientated are discussed to present cognitive exchange practices in higher degree visual art education. The spaces and forms of cognitive exchange profiled, provide a knowledge contribution to disciplines that intersect with the arts and humanities. This is because they mobilize where and how cognitive exchange forms, they present opportunities and uses for cognitive exchange and help suggest ways to support its growth. [ABSTRACT FROM AUTHOR]

In the landscape of academic research and citation practices, the emergence of ChatGPT, an artificial intelligence language model developed by OpenAI, represents a transformative leap forward. This paper delves into the multifaceted role of ChatGPT in revolutionizing scholarly endeavors beyond mere plagiarism detection. We explore how ChatGPT facilitates research collaboration, streamlines literature reviews, and assists in proper citation practices. By harnessing ChatGPT's contextual understanding and vast knowledge repository, social work researchers can unlock new avenues of creativity and efficiency in knowledge acquisition and dissemination. Moreover, this paper discusses the ethical considerations surrounding the integration of AI in academia and underscores the need for guidelines and education to ensure responsible usage. Ultimately, ChatGPT stands at the forefront of a technological revolution, empowering social work researchers to push the boundaries of knowledge acquisition and dissemination in unprecedented ways. [ABSTRACT FROM AUTHOR]

The emergence of agreements between private pathway colleges and public English-medium institutions represents a new development in internationalization that further challenges the public higher education landscape. While these institutional arrangements are controversial and often criticized, university senior administrators have been successfully able to advocate for and authorize them. This paper takes a closer look into the reasoning that administrators use in order to legitimize formal agreements with private pathway colleges in Canada. Drawing from the sensemaking literature within organizational theory, the following strategies are traced and analyzed: 1) normalization, 2) authorization, 3) rationalization, 4) moralization, and 5) narrativization. Through content analysis of 50 institutional documents, supported by nine semi-structured interviews with senior administrators representing two public universities and one private provider in Canada (Navitas), the paper demonstrates how neoliberal ideologies in internationalization are actively enacted in public spaces by administrators representing the public higher education sector. [ABSTRACT FROM AUTHOR]

Initial Teacher Education (ITE) for the post-compulsory sector (PCE) in the UK is currently under review. Despite earlier plans to substantially increase the use of technology in ITE the Lifelong Learning UK (LLUK) consultation findings recommend that ‘we will expect that teachers do develop their skills in this area to a limited extent on a mandatory basis' (LLUK, 2011b:12). This is a disappointing departure as other commissioned work such as that from the Learning and Skills Improvement Service (LSIS) (2009: 8) review of workforce development identified that this area was in need of continuous updating. This article will consider the need more than ever before to explore what Barnett identifies (2007: 1) as the links between teaching and learning in higher education and ‘pedagogic bungee jumping’ with the development of cultures supportive to experimental technology use in ITE focusing upon a group of teacher educators in a West Midlands ITE Partnership (higher education institute (HEI) and partner colleges). [ABSTRACT FROM PUBLISHER]

Although pervasive throughout counseling psychology and other training programs that incorporate experiential activities, reflective journals have sparse, fragmented and disparate theoretical bases to support their use. Coming from the fields of counseling and professional education, the authors use counselor education as a template to explore the use of reflective journaling in higher education. This article reviews literature supporting the use of reflective journaling, presents descriptions of various types of reflective journals, and proposes a method that allows instructors and students to critique journal entries collaboratively. [ABSTRACT FROM AUTHOR]

Background: Service-learning is gaining recognition as a valuable pedagogy for students to gain both academic and psychosocial benefits. This high-impact practice allows students to achieve course learning objectives while contributing to their community's needs. A review from 2007 revealed a lack of research focused on the topic in the prior decade, despite the interest that was shown by the American Chemical Society in 2000. Purpose: This review of recent case studies on the topic provides future researchers and practitioners with an understanding of the current state of service-learning in undergraduate chemistry courses. Methodology/Approach: To create a representative sample of recent literature for a non-exhaustive scoping review, only peer-reviewed articles addressing service-learning in undergraduate chemistry, published in reliable journals in the last two decades were included. These studies were analyzed in terms of course design, research design, and research quality. Findings/Conclusions: While the scoping review identified papers with notable contributions to establishing service-learning in undergraduate general chemistry, the review also identified several key gaps in the literature, including small sample size, reliance on subjective and indirect measures, and qualitative measures that exclude correlation analysis. Implications: Recommendations for future work for both practitioners and researchers are provided. [ABSTRACT FROM AUTHOR]

Waste characterization is a fundamental step for the development of solid waste management plan. In this regard, understanding the waste generation and disposal patterns plays a crucial role in developing realistic waste reduction strategies. Presently, there exists no solid waste management plan for higher education institutes in the Kingdom of Saudi Arabia. Hence, this article details the fundamental study related to the waste generation and disposal behaviour. The study also dwells into the existing practices of solid waste management and sheds light on the new polices that can be adopted for waste reduction, along with highlighting barriers to optimization of solid waste management. Through investigation, it was found that by adopting E-learning system for examination and replacing paper towels with air dryers in washroom and by revising policy related to printing, considerable reduction in paper waste could be achieved. Furthermore, the adoption of the proposed sustainable drinking water solution led to 90% reduction in plastic pet bottle waste. The recommendations made by the presented investigation can be employed by other similar sized institutes in developing countries for the development of sustainable green campuses. [ABSTRACT FROM AUTHOR]

This special issue assembles eight papers which provide insights into the working lives of early career to more senior academics, from several different countries. The first common theme which emerges is around the predominance of 'targets', enacting aspects of quantification and the ideal of perfect control and fabrication. The second theme is about the ensuing precarious evocation of 'terror' impacting on mental well-being, albeit enacted in diverse ways. Furthermore, several papers highlight a particular type of response, beyond complicity to 'take freedom back' (the third theme). This freedom is used to assert an emerging parallel form of resistance over time, from overt, planned, institutional collective representation towards more informal, post-recognition forms of collaborative, covert, counter spaces (both virtually and physically). Such resistance is underpinned by a collective care, generosity and embrace of vulnerability, whereby a reflexive collegiality is enacted. We feel that these emergent practices should encourage senior management, including vice-chancellors, to rethink performative practices. Situating the papers in the context of the current coronavirus crisis, they point towards new forms of seeing and organising which open up, rather than close down, academic freedom to unleash collaborative emancipatory power so as to contribute to the public and ecological good. [ABSTRACT FROM AUTHOR]

In this paper, the authors present an overview of proposals to revise educational provision for the public health/health improvement workforce in Scotland. Debates and tensions engendered by these proposals are outlined. The authors suggest that work-based approaches to learning are ideally suited to equipping practitioners to work within the complex arena of public health. They conclude that this approach is congruent with a value base that incorporates empowerment, participation and partnership. In order to translate the new proposals into action however a 'change of hearts ands minds' of practitioners and academics must be effected. Employers must also demonstrate a greater commitment to providing quality placements and learning experiences. [ABSTRACT FROM PUBLISHER]

Pierre Bourdieu's concept of habitus remains an important theoretical framework educational researchers draw upon to explore the learner identities of students as well as their learning trajectories. As scholars grapple with habitus, as both a theory and a method of working with the data, they have drawn upon different research methodologies. To date, what has been largely absent in Bourdieusian educational research is how narrative inquiry can enhance our understanding of how habitus shapes learner identities. Narrative inquiry, as a research approach, seeks to understand and interpret human experiences through the collection and analysis of participants' life stories. This article first explains how to operationalise Bourdieu's habitus to understand learner identities and aspirations. Second, narrative inquiry is introduced as a methodology. Third, the paper offers a case study of Chinese female STEM students' experiences in higher education where the first author reflects on how narrative inquiry allowed for a deeper exploration of the formation and maintenance of their habitus as learners. Lastly, the paper concludes with the first author's own reflexive deliberations on what narrative inquiry can offer researchers interested in habitus. In exploring the relationship between narrative inquiry and habitus the paper highlights the continual dialectical relationship between theory and method. [ABSTRACT FROM AUTHOR]

The computer-supported writing assessment (CSWA) has been widely used to reduce instructor workload and provide real-time feedback. Interpretability of CSWA draws extensive attention because it can benefit the validity, transparency, and knowledge-aware feedback of academic writing assessments. This study proposes a novel assessment tool, EduNERScore, which enables raters to identify different types of domain knowledge from unstructured educational texts and strengthen the interpretation of assessment through knowledge-aware evidence. This research uses an educational experiment to examine raters' validity, efficiency, interpretability and user perception with and without the support of EduNERScore. The findings show that the experimental group with the support of EduNERScore achieves human-expert validity, high efficiency, interpretability and good use perception, compared with the control group. Finally, based on the empirical results, this research discusses the technological and educational implications for developing and applying the interpretable CSWA system in education. [ABSTRACT FROM AUTHOR]

The developing status of the Omani higher education has made this sector subject to both national and global influences. Such influences created inconsistencies between the demands of the local context and those of the increasingly globalizing context, which resulted in a nationally diverse faculty body. This paper draws on the Social Identity Approach (SIA) and the intersectionality theory to argue that identity in the workplace could be understood better through focusing on processes rather than individual narratives since processes reveal much of the complexity of prototypes especially when applied to workgroups. The paper reports the findings of a qualitative case study conducted in an English language-teaching department in Oman. The study explored identity intersectionalities within a workgroup by analyzing the data generated through 16 interviews, eight meeting observations and document analysis. The thematic analysis reveals that identities are constructed based on intersections of language, nationality, contract and professional identity. Such intersections were evident in relation to the process of recruitment, employment security and retention, staff inclusion, and professional identity enactment. These findings demonstrate that analyzing identity at the intra-categorical level sheds light on its effects at the individual level. The paper concludes by highlighting theoretical and practical implications that are relevant to ELT contexts internationally. Plain Language Summary: The developing status of the Omani higher education has made this sector subject to both national and global influences. Such influences created inconsistencies between the demands of the local context and those of the increasingly globalizing context, which resulted in a nationally diverse faculty body. This paper draws on the Social Identity Approach (SIA) and the intersectionality theory to argue that identity in the workplace could be understood better through focusing on processes rather than individual narratives since processes reveal much of the complexity of prototypes especially when applied to workgroups. The paper reports the findings of a qualitative case study conducted in an English language-teaching department in Oman. The study explored identity intersectionalities within a workgroup by analyzing the data generated through 16 interviews, eight meeting observations and document analysis. The thematic analysis reveals that identities are constructed based on intersections of language, nationality, contract and professional identity. Such intersections were evident in relation to the process of recruitment, employment security and retention, staff inclusion, and professional identity enactment. These findings demonstrate that analyzing identity at the intra-categorical level sheds light on its effects at the individual level. The paper concludes by highlighting theoretical and practical implications that are relevant to ELT contexts internationally. [ABSTRACT FROM AUTHOR]

This paper examines the potential uses of ChatGPT in generating assessment tasks that can be used across different disciplines in higher education. To illustrate this, we provide examples from three courses in the disciplines of industrial engineering and applied linguistics: Project Analysis and Control, Manufacturing Processes, and Introduction to Linguistics. Our examination of ChatGPT focuses on how some of the common, but time-consuming, tasks can be generated by using ChatGPT as a supportive instructional tool. We observed in our analysis that ChatGPT demonstrates a high level of performance in generating assessment questions and tasks that are accurate and on-topic, and a level of creativity and flexibility in its question generation capabilities. However, it is important to note that ChatGPT is not designed to replace human expertise or judgment. It is crucial that instructors carefully evaluate the reliability and accuracy of the assessments or information generated by ChatGPT. [ABSTRACT FROM AUTHOR]

The paper contributes to current debates about decolonising curriculum and advancing corresponding 'humanness pedagogies' in South Africa by developing a capabilitarian approach and foregrounding epistemic justice capabilities. This is aligned with and to fostering a shared African ethic for individual transformation-in-context and for building universities which benefit communities and societies. It is proposed that epistemic justice capabilities are foundational to decolonising curriculum and foundational for pedagogies which mediate disciplinary content and the dismantling of comparative inequalities among students in order to foster humanness. The capabilitarian framework seeks to secure the expanded wellbeing, co-flourishing and agency of all, in this case in and through higher education and a quality, decolonising curriculum oriented to an ecology of knowledges and a generous, inclusive humanity. The paper concludes with suggestions regarding a way forward to dismantle an exclusionary 'epistemic line' and associated oppressions. [ABSTRACT FROM AUTHOR]

This paper investigates the preparation of Australian undergraduate university arts students for a life challenging arts-teaching and creative experience in Timor-Leste. It explores university teaching practice and how we may achieve better student experiences in preparation for their futures as teaching artists. This narrative inquiry research hears the voices of the students through their individual, personal stories. The emerging teaching artists articulate challenges, identify shifts in beliefs and values, and confirm skills that are transferable to cultural arts teaching contexts in the future. In all, the research has resulted in 46 recommendations, some minor, and some requiring more significant structural changes that affect course delivery. For the purposes of this paper, we reflect on and discuss three of the major findings and recommendations in the pedagogical, cultural, and artistic areas of the project implementation. As such, this paper represents a reflective analysis of some of the findings regarding curriculum design within this project. [ABSTRACT FROM AUTHOR]

The cry that today's higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good). This paper explores one element of students' purported individualism: their resistance to group-work as an aspect of assessment. Presenting interview data with university students in England, it argues that such student disquiet does not stem from a resistance to collectivism in general. Using pragmatic sociology, the paper considers students' often gentle and humorous comments about group-work as critique, not complaint. Rather than understanding students' resistance to group-work as individualist grievance about doing something they would simply rather not do, this way of conceptualising their comments understands students as making critical points about what should be assessed for at university. It argues that this way of thinking about resistance to group-work leads us to take that resistance seriously, and in turn to take students seriously as interlocuters on educational matters. [ABSTRACT FROM AUTHOR]

Given the chronic lack of qualified professionals in the cybersecurity industry, the present paper seeks to evaluate the current interest in cybersecurity across Southeast Asia nations and then compare it with the available educational offerings of related degrees in each country to identify eventual gaps in the market. The goal is to assess whether there is a need for additional degree programs in cybersecurity and to evaluate the potential for future growth in the industry by providing a solid educational foundation for aspiring professionals. To estimate current interest from prospective students and profesionals in cybersecurity across each country, leaderboards from the popular TryHackMe gamified cybersecurity training platform are referenced. We further discuss issues by considering the related formal education programmes offered by the top universities in each country, identified by their presence in the QS world university rankings. The data are then used to propose two new metrics: the 'Cybersecurity Education Prospects Index' (CEPI) and the 'Cybersecurity Industry Prospects Index' (CIPI), which show how most of the eleven countries in Southeast Asia do have an unmet demand for cybersecurity education and only a few of them have already developed an educational infrastructure that is ready to support the growing needs of the local and international industry. [ABSTRACT FROM AUTHOR]

Using qualitative case study as a method, the researchers collected data from four PhD returnees specializing in teaching English as a Foreign Language (EFL) and inquired about their experiences of teacher identity (re)construction after their return to Chinese universities. The collected data demonstrate that these participants have encountered various challenges in complying with Chinese higher education practices; their unique insider/outsider experience and the contribution that they can make to internationalization of the university culture and pedagogy are undervalued, while they often feel unsupported to develop their research profile. This paper contributes to the current research into EFL PhDs' mobility and their teacher identity (re)construction in the context of the internationalization of Chinese universities. The challenges and issues raised here may have commonalities with those faced in other international tertiary education settings, where EFL PhD students gain their qualifications overseas and return to a career in EFL in their own country. [ABSTRACT FROM AUTHOR]

This paper attempts to unpack and propose an alternative to a frequent resistance towards generating discussion and exploration of uncomfortable or controversial topics within university teaching, in conjunction with encouraging academics to experiment with modelling authentic and courageous dialogues when addressing topics focussing on diversity, difference and intersectionality in the classroom. It presents reflections on adopting a 'pedagogy of vulnerability' in teaching and learning within higher education which dismantles the hierarchical dynamics of power between educators and learners. Via cultivating a co-learner stance for pursuing knowledge and wisdom, an activist motivation towards addressing matters of identity and social justice emerges. The qualities and practices of the vulnerable educator are described alongside their positive impact upon student participation, empowerment and engagement without ignoring the challenges and pitfalls of such approach in the context of institutional politics. Using the example of its application within teaching a counselling and psychotherapy degree at a university setting, it concludes with insights and a vision for its role in serving a more humane and relational higher education and an invitation for considering such a pedagogic approach in the context of different disciplines. [ABSTRACT FROM AUTHOR]

Peer review is an established strategy for improving the quality of students’ writing. This study moves beyond the focus on outcomes to assess the peer-review process. In particular, this study focuses on the timing of the peer review, a highly structured feedback form, and student writers’ revisions after engaging in peer review. This study draws from a peer-review assignment conducted over 3 years in upper-division, discipline-specific courses. The data reveal these strategies force students to begin writing earlier in the semester, help the students offer formative feedback to their peers, and encourage students to substantially revise their drafts before submitting the final paper. This study reveals the importance of assessing the peer-review process. [ABSTRACT FROM AUTHOR]

Research involving and impacting Indigenous Peoples is often of little or no benefit to the communities involved and, in many cases, causes harm. Ensuring that Indigenous research is not only ethical but also of benefit to the communities involved is a long-standing problem that requires fundamental changes in higher education. To address this necessity for change, the authors of this paper, with the help of graduate and Indigenous community research assistants, undertook community consultation across their university to identify the local and national ethical needs of Indigenous researchers, communities, and Elders. This paper provides an overview of the consultation process, the themes that emerged from the consultations, and a model of the Wholistic Indigenous Research Framework that emerged. [ABSTRACT FROM AUTHOR]

This paper presents a Systematic Literature Review (SLR) of fifty-seven studies on Distributed Pair Programming (DPP) in higher education, identifying which studies investigated factors on the effectiveness of DPP as a method for learning programming, factors related to mediating and stimulating interactions between students, the measures/instruments used for exploring these factors, as well as the tools and their features. As DPP effectiveness is very promising as regards code quality and academic performance, the findings can contribute to a better understanding of how communication, collaboration and coordination are investigated. It was found that there are very few studies concerning compatibility, pair formation, and role contribution, the majority of which did not use data derived from students’ actions. Only a small number of studies used DPP tools with logging capabilities. Even though several IDEs and Eclipse plugins have been designed for DPP and offer specialized features, there are still studies which use a combination that include video conferencing and remote sharing tools along with various IDEs and auxiliary tools. This SLR can be of interest to educators that aim to apply DPP in educational settings, researchers designing informed empirical studies, as well as designers of DPP tools. [ABSTRACT FROM AUTHOR]

Purpose: There is limited scholarship on artificial intelligence (AI) in higher education governance, despite the growing prevalence of AI-powered technologies in many fields, including education. However, as the technology is still nascent and has yet to reach its full potential, ideas and arguments abound, championing or cautioning against the use of these technologies. Design/Approach/Methods: To fill this gap in research on policy networks and AI in British higher education, this article employs network ethnography and discourse analysis to study how ideas about AI-powered technologies in higher education circulate in policy networks in the United Kingdom. Findings: The findings evidence a policy network showing signs of a heterarchy permeated by neoliberal rationales and populated by policy actors actively promoting artificial intelligence technologies to be used in education. Originality/Value: This paper builds on existing research by looking at the university and not-for-profit sectors, in addition to the governmental and educational technology sectors. Using network ethnography, this article expands our understanding of the policy actors involved and critically analyzes ideas regarding the use of AI in education. [ABSTRACT FROM AUTHOR]

In South Africa, the scholarship of epistemic justice has taken on an historical gaze with higher education framed as a social institution that might ameliorate the historical traumas of colonialism. Undoing the legacies of colonialism has been framed as the democratisation of the knowledge project. Using the White Paper 3 of 1997 that posits academic freedom, institutional autonomy and public accountability as fundamental to institutional governance, in part I of this analysis I broadened public accountability to include the social, political and economic factors that inhibit or act as catalyst to the attainment of educational desire. In this second part publication, I am interested in developing and proposing epistemic impartiality. This concept is developed from Mitova's proposition of 'decolonising knowledge without too much relativism', which ultimately fosters epistemic justice through rigorously scrutinising each epistemic tradition. My suggestion is that epistemic impartiality enables dialogue between divergent traditions. [ABSTRACT FROM AUTHOR]

Wage theft claims against Australian universities have raised awareness of the substantial proportion of academics who are precariously employed and underpaid. The COVID-19 global pandemic has further highlighted the extent of precarity for many working in higher education. It is in this context that we situate this paper, reflecting on how time is experienced for academics in a period of growing uncertainty, and what this means for individuals who work on casual or fixed-term contracts. While previous research has examined how academics experience time, limited attention has been paid to the ways in which time is experienced by those in precarious employment. Drawing on interviews with 24 academics employed on casual or fixed-term contracts, this paper investigates differences between the experiences of time for those in the 'precariat' and those in ongoing employment. We describe social acceleration and uncertainty as inherent features of the neoliberal context of academia. This paper builds on Ylijioki and Mäntylä's categories of academic time to illustrate how the paid work of precariously employed academics consists primarily of 'scheduled time'. We argue, however, that academics in short-term or casual employment also engage in substantial unpaid work or 'concealed time' in order to compete for future employment. While acknowledging the struggles associated with the acceleration of work for all academics, this paper raises significant concerns about the overwork and risk of burnout for those in precarious employment. [ABSTRACT FROM AUTHOR]

The papers in this issue examine various aspects of ethnic differences in higher education. The first three papers, all of which focus on Britain, attempt to explain the very high motivation behind enrollment in higher and further education by ethnic minority students. These papers argue that investment in higher education is a defiance strategy that is used by ethnic minorities to counterbalance the effect of ethnic penalties. It seems that aspirations are still significant in shaping the educational attainment and are fuelled by the grim structural barriers facing ethnic minorities. The anticipation of labour market discrimination on the one hand, and the belief in the value of education as the main means for social mobility on the other hand, lead ethnic minorities in Britain to over-invest in education. The fourth paper tells a different story, in that immigrant students experience systematic disadvantages throughout their school careers including a much lower enrollment in higher education. These young immigrants hold more negative perceptions towards the value of education, not only in comparison with their Italian counterparts, but it seems also in comparisons with minority young people in Britain. However, in the last paper, the results resemble the British case, in that the second generation students hold higher academic expectations than their non-immigrant origin peers, and that these higher expectations are associated with higher levels of persistence and attainment. The authors here highlight the importance of the theory of immigrant optimism in explaining the between-groups differences. However, this theory does not seem to have strong explanatory power in the Italian case, if anything, perhaps ‘immigrant pessimism’ is a better theory to explain the low aspirations for higher education and poor educational attainment among immigrants in Italy. Of course, further evidence is required to substantiate this claim. [ABSTRACT FROM AUTHOR]

The complexities involved in HyFlex teaching and learning prompt us to consider what we know about university students' experiences as they transition into this new pedagogical approach post-pandemic. As part of a larger mixed-methods study, this paper focuses on the qualitative phase, which investigated HyFlex learning (HL) experiences of 17 students from six higher education institutions to gain a more comprehensive understanding of how HL is viewed, the challenges faced and what competencies shaped their engagement with HL. The results show that students' experience is influenced by instructors' HL competence in synchronous and asynchronous aspects of the classroom and students' e-learning self-efficacy. Students' agentic competence, developed and augmented during the pandemic, was illustrated in their reported strategies (i.e., problem-solving, decision-making, self-regulation, and adaptability) engaging within the HL environment. The findings lead to practical implications and identify the need to improve HL delivery. Suggestions for future research are also provided. [ABSTRACT FROM AUTHOR]

The concept of toxic leadership has been widely investigated in diverse settings with most contributors agreeing its impact on followers can have negative effects to the victim's well-being, job satisfaction, group productivity and organisational commitment. However, the concept has not yet been sufficiently researched in tertiary educational settings, and in this case, specifically in Chilean higher education. This paper explores whether toxic leadership was present in country's universities and, if so, to assess its impact over academics' work engagement. A cross-sectional quantitative study was conducted, using a sample of 592 academics from two different Chilean universities, who voluntarily responded to two validated scales: One to measure toxic leadership perceptions (Schmidt's toxic leadership scale) and other one to measure work engagement (UWESR work engagement scale). The results corroborated the presence of toxic leadership in the consulted institutions, but a significant relationship between this style of leadership and work engagement was not established. This finding suggests that, even though the participants recognise the presence of toxic leadership, work engagement was not necessarily affected by their leader's behaviour. [ABSTRACT FROM AUTHOR]

This paper examines the influence of COVID-19 on social inequality in higher education. In particular, we focus on the study duration of international students compared to domestic ones in Germany. We assume that the pandemic has increased or decreased existing differences between both groups, affecting their study delay. The multilevel analyses with data "Studying in Germany in Corona Times" (2020) confirm most of our theoretical assumptions: on the one hand, international students expect a longer study duration due to their worsening financial situation. On the other hand, domestic students expect a longer study duration due to greater learning issues, which are provoked by a lower level of interaction in online teaching. Our results propose a more differentiated picture of the impact of the COVID-19 pandemic on social inequality: not only do financially poor international students get poorer but educationally advantaged domestic students lose, too. [ABSTRACT FROM AUTHOR]

The aim of this paper is to highlight timeline mapping exercise as a research tool and the benefits and challenges of incorporating this method into research. Timeline mapping offers a novel methodological approach toward gathering and accessing rich and meaningful data in the study of life transitions for instance from secondary education to higher education or from education to employment. This paper especially focuses on how it can be incorporated into research studies specific to HPE (Health Professions Education). It also offers researchers step-by-step instructions on how to conduct timeline mapping exercises and how to go about analysing the findings and gathering insights from the findings. [ABSTRACT FROM AUTHOR]

Pierre Bourdieu's concept of habitus remains an important theoretical framework educational researchers draw upon to explore the learner identities of students as well as their learning trajectories. As scholars grapple with habitus, as both a theory and a method of working with the data, they have drawn upon different research methodologies. To date, what has been largely absent in Bourdieusian educational research is how narrative inquiry can enhance our understanding of how habitus shapes learner identities. Narrative inquiry, as a research approach, seeks to understand and interpret human experiences through the collection and analysis of participants' life stories. This article first explains how to operationalise Bourdieu's habitus to understand learner identities and aspirations. Second, narrative inquiry is introduced as a methodology. Third, the paper offers a case study of Chinese female STEM students' experiences in higher education where the first author reflects on how narrative inquiry allowed for a deeper exploration of the formation and maintenance of their habitus as learners. Lastly, the paper concludes with the first author's own reflexive deliberations on what narrative inquiry can offer researchers interested in habitus. In exploring the relationship between narrative inquiry and habitus the paper highlights the continual dialectical relationship between theory and method. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including one by Refugio I. Rochin and Stephen F. Mello on identifying the disproportionate number of Hispanics in the filed of science, technology, engineering and mathematics, and another one by David J. Leon and Carlos Nevarez on a strategic notion for developing leadership institutes to tackle the need for the recruitment and development of senior-level Hispanic administrators in higher education.

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Storytelling is an aspect of research that has gathered significant popularity but is less commonly discussed in the context of student feedback. This paper focuses on how it can be applied to improve a dialogue and relationship with the student so that their learning can be understood in more depth. Forty-seven undergraduates studying an Early Childhood degree in England shared their stories and analysis indicated a synergy between the content, the patterns and themes that are found in fairy tales. This framework led to a deeper insight into the factors that impact their learning experiences. Three structures found in fairy tales are described in this paper; 'contractual', which explains how rules that reflect the values of the individual are shaped by society and culture; 'performative', that communicate emotions experienced during struggles and challenges; and 'disjunctive', that describe the journey of change and transformation within the story (Greimas AJ (1983) Structural Semantics. Lincoln: University of Nebraska Press). Within each story the author identified examples of aspects that were strange and familiar and others that were familiar, yet strange, uncovering students' priorities and uprooting the writer's hidden assumptions (Bruner J (2003) Making Stories: Law, Literature, Life. Cambridge Massachusetts: Harvard University Press). The paper concludes that when lecturers analyse storytelling in this way it becomes a dialogue that contributes to relational pedagogy. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to unpack the meanings and implications of mobility through the experiences of a group of Vietnamese women who decided to do doctorates in Australia. Drawing on the Deleuzian concepts of rhizome and becoming, our analysis of interview data suggests that mobility is made of multiple connections and is in constant movement, extending often reductive "push-pull" discussions of academic mobility. Each aspect shaping mobility connects to another that is multiscalar and multitemporal, where family, education ideologies, gender norms, economic globalization, neoliberalization within higher education, and the histories and biographies of mobile people come together. Power relations are immanent within structures associated with these connections and the women and mobility come together to create aspirations for educational, professional, and personal becoming. The paper offers a more nuanced understanding of international academic mobility rather than relying on economic perspectives and invites innovative approaches in supporting international doctoral students. [ABSTRACT FROM AUTHOR]

Despite the World Declaration on Higher Education for the 21st Century that education is the ultimate support of human rights, and that access and participation remain key catalysts to accelerating equal educational opportunities for all, females continue to trail their male counterparts in educational outcomes across sub-Saharan Africa. This study focuses on the Ghanaian context and assesses the gender dimensions of student enrollment in higher education, highlighting the disparities therein. We adopt a typical case study design, and a mixed method approach, involving quantitative analysis of student enrollment data, qualitative interviews, and focus group discussions with administrators and students at the Kwame Nkrumah University of Science and Technology. We find generally low female participation across all colleges of the university, except for the College of Health Sciences. We also find low female participation across three dimensions: qualified applicants, admissions, and enrollment. The causes of disparity in the dimensions of student enrollment are rooted in four main factors: institutional, socio-cultural, economic, and awareness of STEM policy and opportunities. The present findings have implications for the implementation of STEM and other gender policies at both the pre-tertiary and tertiary levels of education across sub-Saharan Africa. Plain Language Summary: How Far Is Progress? Gender Dimensions of Student Enrollment in Higher Education in Ghana: The Case of Kwame Nkrumah University of Science and Technology This paper examines the gender dimensions of higher education in Ghana between 2010-2020. It seeks to understand the extent of gender disparity in three key dimensions of student participation in higher education: qualified applicants, admissions, and actual enrolment. The paper also examines the causes of gender disparities across these three dimensions, and the impact of Science, Technology, Engineering, and Mathematics (STEM) policies intended to improve female participation in these areas of science. We use a typical case study research design, and a mixed-method approach involving quantitative analysis, interviews, and focus group discussions. We chose the Kwame Nkrumah University of Science and Technology in Kumasi as our typical case, to help examine in-depth, the trends and causal mechanisms underlying gender participation along the three dimensions. Our findings show that gender disparities continue to exist, with particularly wide disparities in some academic disciplines. Notwithstanding, the university seems to have made significant strides in bridging the gender gap in enrolment in the last five years of the study period. The full potential of STEM policies, however, remains underexplored, importantly because the targets of the policy, females, are largely unaware of the opportunities available to them to pursue higher education. We also report the socioeconomic and socio-cultural bottlenecks girls continue to face in their quest to attain higher education, and the key role female role models can play in improving gender parity in higher education. Given the limitations of single case studies, we recommend large-n or comparative designs in future research on the subject [ABSTRACT FROM AUTHOR]

This paper reports on a systematic review into inclusivity and diversity in the higher education marketing discipline. Thirty-one studies met the inclusion criteria and are analyzed to identify the inclusion and diversity identities that have been studied, synthesize strategies that have been identified as successful in supporting inclusion and diversity in the classroom and propose a future research agenda to further scholarly understanding within the marketing discipline. The findings suggest that most prior studies have focused on cultural diversity or diversity in general, and the strategies identified as effective were (a) utilizing technology to support inclusion and diversity, (b) developing curriculum that takes into consideration the diverse society we live in, (c) integrating projects into curriculum that are focused on diversity and inclusion, and (d) considering extra-curricular activities to deepen students' inclusivity and diversity skills. [ABSTRACT FROM AUTHOR]

This special issue (SI) editorial contributes to ongoing efforts worldwide to decolonise management and organisational knowledge (MOK). A robust pluriversal discussion on the how and why of decolonisation is vital. Yet to date, most business and management schools are on the periphery of debates about decolonising higher education, even as Business Schools in diverse locations function as contested sites of neocolonialism and expansion of Western neoliberal perspectives. This editorial and special issue is the outcome of a unique set of relationships and processes that saw Organization host its first paper development workshop in Africa in 2019. This editorial speaks to a radical ontological plurality that up-ends the classical division between theory and praxis. It advocates praxistical theorising that moves beyond this binary and embraces decolonising knowledge by moving into the realm of affect and embodied, other-oriented reflexive, communicative praxis. It underscores the simultaneous, contested and unfinished decolonising-recolonising doubleness of praxis and the potential of borderlands locations to work with these dynamics. This special issue brings together a set of papers which advance different decolonising projects and grapple with the nuances of what it means to 'do' decolonising in a diversity of empirical and epistemic settings. [ABSTRACT FROM AUTHOR]