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Adverse drug reactions (ADRs) represent a significant threat to patients' safety in dentistry, necessitating proactive measures for prevention and treatment. However, identifying ADRs of dental and oral interest can be challenging, and underreporting remains a persistent issue globally. This paper illustrates a smart system to help Italian healthcare personnel, including dentists, in identifying and reporting dental and oral ADRs. This educational program is within a larger multi-regional project financed by the Italian Agency of Drugs (AIFA). The proposed system comprises a free online questionnaire on ADRs of dental interest (including specific items about awareness and attitudes), and after the free consultation of an atlas of clinical images of dental and oral ADRs linked with a digital synopsis of drugs potentially related to ADRs. This section of the project was presented in April 2023 at the 30th National Congress of the Italian College of University Professors of Dental Disciplines, and the system appears to hold tremendous potential to improve the knowledge of healthcare professionals on oral and dental ADRs. [ABSTRACT FROM AUTHOR]

This study explores the applications and implications of blockchain technology in the Australian higher education system, focusing on its integration with artificial intelligence (AI). By addressing critical challenges in credential verification, administrative efficiency, and academic integrity, this integration aims to enhance the global competitiveness of Australian higher education institutions. A comprehensive review of 25 recent research papers quantifies the benefits, challenges, and prospects of blockchain adoption in educational settings. Our findings reveal that 52% of the reviewed papers focus on systematic reviews, 28% focus on application-based studies, and 20% combine both approaches. The keyword analysis identified 287 total words, with "blockchain" and "education" as the most prominent themes. This study highlights blockchain's potential to improve credential management, academic integrity, administrative efficiency, and funding mechanisms in education. However, challenges such as technical implementation (24%), regulatory compliance (32%), environmental concerns (28%), and data security risks (40%) must be addressed to achieve widespread adoption. This study also discusses critical prerequisites for successful blockchain integration, including infrastructure development, staff training, regulatory harmonisation, and the incorporation of AI for personalised learning. Our research concludes that blockchain, when strategically implemented and combined with AI, has the potential to transform the Australian higher education system, significantly enhancing its integrity, efficiency, and global competitiveness. [ABSTRACT FROM AUTHOR]

Although learning analytics (LA) often processes massive data, not all courses in higher education institutions are on a large scale, such as courses for employed adult learners (EALs) or master's students. This places LA in a new situation with small datasets. This paper explores the contemporary situation of how LA has been used for small datasets, whereby we examine how the observed LA provisions can be validated in practice, which opens up possible LA solutions for small datasets and takes a further step from previous studies to enhance this topic. By examining the field of LA, a systematic literature review on state-of-the-art LA and small datasets was conducted. Thirty relevant articles were selected for the final review. The results of the review were validated through a small-scale course for EALs at a Swedish university. The findings revealed that the methods of multiple analytical perspectives and data sources with the support of contexts and learning theories are useful for strengthening the reliability of results from small datasets. More empirical evidence is required to validate possible LA methods for small datasets. The LA cycle should be closed to be able to further assess the goodness of the models generated from small datasets. [ABSTRACT FROM AUTHOR]

This article provides a thorough examination of the past evolution and present conditions of Islamic education in Kazakhstan. It commences with an examination of the influence of the Hanafi school within Sunni Islam and traces the evolution of the Islamic educational system throughout various historical periods until the present day. Particular focus is given to blending Islamic teachings with contemporary educational structures. The researchers heuristically analyzed the current state of the field, identified the main problems, and suggested prospects for Islamic education for further development. In this study, the PRISMA methodology is adopted to systematize the literature, enabling a detailed examination of the characteristics and nuances of Islamic education within the historical and cultural traditions of Kazakhstan. The current study utilizes the historical method, which uses primary and secondary data sources. This method prioritizes historical analysis as a means to assess past occurrences. This paper examines the axiological importance of madrasas and Islamic universities, as well as the pedagogical approaches employed in these educational establishments. We have presented infographics that contribute to a detailed understanding of the field. From the heuristic analyses, we formulated practical recommendations for the government designed to enhance the quality and effectiveness of Islamic education. This paper highlights the importance of Islamic education as an important component of the cultural and scientific space of Kazakhstan, offering strategies for its sustainable development in the context of globalization and the transformation of educational systems. The results of this work are of significant interest to academics, madrasas, colleges, and higher education institutions specializing in Islamic education. [ABSTRACT FROM AUTHOR]

Hauntings are often misconstrued as strange and often scary supernatural experiences that blur the lines between what is real and what is not. Yet, Indigenous hauntings can not only be confronting, but they can also be comforting and support place belonging. This paper offers a Māori philosophical way of theorising hauntology and its relation to time, space, place, and belonging by privileging a whakapapa perspective. Whakapapa acknowledges not only kinship relations for people, but all things and their relationship to them, from the sky to the lands, and the spiritual connections in between. Employing a whakapapa kōrero theoretical framework, I draw on Māori constructs of time and place through Wā, Wānanga (Māori stories both told and untold), and Te Wāhi Ngaro to offer some insights from my doctoral thesis where Māori PhD students shared their everyday experiences in their institutions. With a backdrop of settler-colonial structures, norms, and daily interactions, I argue that hauntings are an everyday familiar occurrence in Te Ao Māori which play a major role in the way Māori doctoral students establish and maintain a sense of belonging in their universities. [ABSTRACT FROM AUTHOR]

This systematic review synthesised existing research papers that explore the available metadata standards to enable researchers to preserve, discover, and reuse research data in repositories. This review provides a broad overview of certain aspects that must be taken into consideration when creating and assessing metadata standards to enhance research data preservation discoverability and reusability strategies. Research papers on metadata standards, research data preservation, discovery and reuse, and repositories published between January 2003 and April 2023 were reviewed from a total of five databases. The review retrieved 1597 papers, and 13 papers were selected in this review. We revealed 13 research articles that explained the creation and application of metadata standards to enhance preservation, discovery, and reuse of research data in repositories. Among them, eight presented the three main types of metadata, descriptive, structural, and administrative, to enable the preservation of research data in data repositories. We noted limited evidence on how these metadata standards can be used to enhance the discovery and reuse of research data in repositories to enable the preservation, discovery, and reuse of research data in repositories. No reviews indicated specific higher education institutions employing metadata standards for the research data created by their researchers. Repository designs and a lack of expertise and technology know-how were among the challenges identified from the reviewed papers. The review has the potential to influence professional practice and decision-making by stakeholders, including researchers, students, librarians, information communication technologists, data managers, private and public organisations, intermediaries, research institutions, and non-profit organizations. [ABSTRACT FROM AUTHOR]

Future university campuses will be characterized by a series of novel services enabled by the vision of Internet of Things, such as smart parking and smart libraries. In this paper, we propose a complete solution for a smart waste management system with the purpose of increasing the recycling rate in the campus and provide better management of the entire waste cycle. The system is based on a prototype of a smart waste bin, able to accurately classify pieces of trash typically produced in the campus premises with a hybrid sensor/image classification algorithm, as well as automatically segregate the different waste materials. We discuss the entire design of the system prototype, from the analysis of requirements to the implementation details and we evaluate its performance in different scenarios. Finally, we discuss advanced application functionalities built around the smart waste bin, such as optimized maintenance scheduling. [ABSTRACT FROM AUTHOR]

In the present times, digital transformation has gained momentum. Contemporary higher education institutions have been embracing new technologies and transforming their practices, business models and process. Digital transformation in the higher education institutions is about the development of new more advanced and effective methods and practices in pursuit of the higher education's mission. The present paper links digital transformation and higher education institutions. The paper discusses existing models for the incorporation of digital transformation in higher education institutions. The paper also delineates the challenges faced by higher education institutions in pursuit of digital transformation. [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]

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]

To enhance user experiences of reaching destinations in large, complex buildings, we have developed a indoor navigation system using Unity and a smartphone called INSUS. It can reset the user location using a quick response (QR) code to reduce the loss of direction of the user during navigation. However, this approach needs a number of QR code sheets to be prepared in the field, causing extra loads at implementation. In this paper, we propose another reset method to reduce loads by recognizing information of naturally installed signs in the field using object detection and Optical Character Recognition (OCR) technologies. A lot of signs exist in a building, containing texts such as room numbers, room names, and floor numbers. In the proposal, the Sign Image is taken with a smartphone, the sign is detected by YOLOv8, the text inside the sign is recognized by PaddleOCR, and it is compared with each record in the Room Database using Levenshtein distance. For evaluations, we applied the proposal in two buildings in Okayama University, Japan. The results show that YOLOv8 achieved mAP@0.5 0.995 and mAP@0.5:0.95 0.978 , and PaddleOCR could extract text in the sign image accurately with an averaged CER% lower than 10%. The combination of both YOLOv8 and PaddleOCR decreases the execution time by 6.71 s compared to the previous method. The results confirmed the effectiveness of the proposal. [ABSTRACT FROM AUTHOR]

Over the past few decades, several analytical approaches have been developed to understand urban form and to address the complexity of human settlements as well as various socio-economic and environmental challenges. Each approach is characterized by specific disciplinary and geographical trends, often emerging from distinct schools of thought within urban morphology. Typically, these approaches are associated with specific research centers or individual researchers and have frequently been applied in isolation, with some exceptions. The teaching of urban morphology in higher education institutions across Europe faces the challenge of training future graduates to effectively address contemporary urban issues from often isolated perspectives rooted in the aforementioned schools of thought, either reflecting specific national educational trends or adopting a globalized approach that overlooks local specificities. Furthermore, the relationship between professional practice in urban and planning fields and higher education institutions is a notable concern. While the importance of broad knowledge and multidisciplinary skills for urban professionals is recognized, the connection between academia, research and practice is minimal. The increasing demand for evidence-based approaches in urban design highlights the need for solutions grounded in sound knowledge. To address the relationship between academic research and its integration into professional practice, innovation in teaching practices is crucial, aligning academia with the evolving needs of planning, architecture, and urban design professions. This involves focusing on developing learners' fundamental and transversal skills and providing tools, methods, and research findings applicable in professional settings. This paper is based on two research projects that sought to bridge the gaps between different morphological approaches in teaching and between academic research and practical application. The projects, Emerging Perspectives on Urban Morphology (EPUM) and the Knowledge Alliance for Evidence-Based Urban Practices (KAEBUP), brought together partners from various South and Central European countries to address these gaps. EPUM focused on integrating different morphological approaches within the context of teaching, while KAEBUP aimed to connect theoretical knowledge with practical actions concerning the built environment. The situative pedagogical perspective, rooted in communities of practice and supported by a blended learning approach, is central to this endeavor. This perspective provides a collaborative framework for educators, students, and professionals in urban morphology to co-create knowledge through integrated learning, teaching, and research activities. [ABSTRACT FROM AUTHOR]

Background: Collaborative Online International Learning (COIL) involves international online activities that allow the support of transversal competencies in diverse and multicultural environments without moving from home. This paper presents the learning experiences and satisfaction of undergraduate nursing students at the University of Girona (Spain) from a COIL activity involving clinical simulation in collaboration with the University of Coventry (United Kingdom). Methods: Qualitative study of content analysis. Twelve students from each of the two universities participated in the data collection process using reflective diaries. Results: The data analysis highlighted five topics related to the COIL activity involving clinical simulation: (a) initial attitudes towards the COIL activity; (b) main learning through the COIL activity; (c) positive aspects of the COIL activity; (d) weaknesses of the COIL activity and proposals for improvement; and (e) overall evaluation of the COIL activity. Conclusions: The main learning outcomes referred to by students were the relationships between transversal competencies and the skills for life, language skills, cultural skills, and more specific skills related to clinical standards. The students were most satisfied with the teaching activities and specified positive aspects and weaknesses that will add value to future versions of the activities. [ABSTRACT FROM AUTHOR]

Background/Objectives: Women of childbearing age not only reside in agricultural communities but also form an integral part of the agricultural labor force. Limited research investigates the impact of prenatal fungicide exposure on infant health, specifically ethylenebisdithiocarbamates and their toxic by-product, ethylenethiourea (ETU), particularly in occupational settings. This paper describes the background, aims, protocol, and baseline sample characteristics for the SEMILLA study, which investigates prenatal ETU exposure, neonatal thyroid function, infant growth, and neurobehavioral development in an agricultural region of Ecuador. Methods: This cohort study follows pregnant women and their infants up to 18 months of age, incorporating urinary biomarkers and survey data on ETU exposure and infant growth and neurodevelopmental measures. Data collection includes detailed questionnaires, scales, and physical examinations on maternal and infant health and development, as well as environmental factors. Descriptive statistics on key characteristics of the study population at baseline are presented. Results: SEMILLA enrolled 409 participants (72% enrollment rate): 111 agricultural workers (mostly floricultural), 149 non-agricultural workers, and 149 non-workers. Baseline characteristics show comparability between work sector groups, with some economic differences. Conclusions: SEMILLA will provide key evidence on prenatal fungicide exposure and infant development and encompass comprehensive multistage data collection procedures in pregnancy and infancy, focusing on structural and social determinants of health as well as individual-level chemical exposures. The community-based approach has proven essential, even amid challenges like the COVID-19 pandemic. The medium-term objective is to inform sustainable interventions promoting maternal and child health, with a long-term goal to reduce community exposures and improve worker health policies, particularly for women and pregnant workers. [ABSTRACT FROM AUTHOR]

At present, higher education institutions (HEIs) are increasingly expected to incorporate sustainability into all aspects by integrating it not only into education and research but also into operational processes, including procurement. In some cases, national legislation hinders public universities from adhering to sustainability requirements. This paper aims to introduce a leadership approach model that enables public universities to overcome the constraints imposed by the legal framework. To explore the relatively new area of Sustainable Public Procurement (SPP), where still little is known, the Technical University of Sofia (TU-Sofia) was chosen as a testbed for the case study. Firstly, the challenges posed by external factors—such as non-discrimination principles stated in Bulgaria's Public Procurement Act (PPA) and internal incentives at TU-Sofia for sustainable procurement initiatives were identified. Secondly, based on the findings, the recommendation is to adopt a leadership approach model by developing and implementing a Sustainable Public Procurement Policy (SPPP) tailored to harness the university's sustainable development drivers while complying with legislative requirements. As a result of the leadership approach model implementation, the university will not only enhance economic benefits but also mitigate risks and drive transformative change in procurement management processes, contributing to broader societal and environmental goals. [ABSTRACT FROM AUTHOR]

The European Union is investing in the areas of digital skills, digital infrastructures, digitisation of businesses, and public services to speed up numerous administrative processes and to facilitate access to citizens from member countries and neighbouring ones as well. This study provides a quantitative assessment of the efficiency gains that can be attained by the ongoing digital transformation in the realm of Erasmus+, the European Commission's programme for education, training, youth, and sport for the period 2021–2027. This programme manages a sizable budget allocated to education and training opportunities abroad for millions of students, teachers, and other staff of Higher Education Institutions within the EU and beyond. The management of such experiences has significantly grown in complexity over the last decades, entailing notable expenses that the EC aims to reduce through the end-to-end digitalisation of administrative procedures. Our analysis of the savings attained by the so-called Erasmus Without Paper project (EWP) was conducted by taking a close look at the workload, resources, and money invested in Erasmus+ proceedings by four universities from Spain, Italy, and Turkey. The analysis revealed significant savings in terms of paper wastage (a reduction of more than 13.5 million prints every year for the whole Erasmus+ programme) and administrative time, which may translate into lower staff effort and increased productivity, to the point of managing up to 80% more mobilities with the same resources and staff currently available. [ABSTRACT FROM AUTHOR]

In the context of globalization and the intensification of international competition, the construction of public cultural facilities has long been not limited to meeting the cultural needs of the people but has become an important initiative to shape the competitiveness of cities. This paper collected POI and socio-economic statistics from 2012 to 2020 from 285 Chinese cities and employed the coefficient of variation (CV), Gini index (GI), ESDA, and GeoDetector to analyze the spatial patterns and driving mechanisms of public cultural facilities. Findings: (1) Public cultural facilities in Chinese cities were featured by evident regional gradient differences and uneven spatial distributions, with a CV greater than 1.3 and a GI greater than 0.5 in both years. They also showed signs of aggregation at weak levels, with a Moran I of 0.15 in both years and a cluster pattern of "hot in the east and cold in the west". (2) Different types of public cultural facilities had differences in their differentiation, aggregation, and change trends. The CV changed from 1.39~2.69 to 1.06~1.92, and the GI changed from 0.53~0.80 to 0.47~0.62, with the differentiation of libraries, museums, theaters, art galleries, and cultural centers decreasing gradually, while that of exhibition halls increased day by day. As the Moran I increased from 0.08~0.20 to 0.12~0.24, libraries, museums, art galleries, and cultural centers showed weak aggregation with an increasingly strong trend. Theaters and exhibition halls also showed weak aggregation but in a declining trend, with the Moran I changing from 0.15~1.19 to 0.09~0.1. (3) The five driving variables exhibit significant differences in their strength across time and across regions, with the economic and infrastructure factors being the strongest and the urbanization factor the weakest. There are significant differences in the strength of the driving forces among the factors, with the total retail sales of consumers, the number of subscribers to internet services, regular higher education institutions, and undergraduates in regular HEIs playing both direct and interactive roles as the core factors. (4) The 285 cities in China are divided into four policy zonings of star, cow, question, and dog cities. Star cities should maintain their status quo without involving too much policy intervention, whereas the core and important factors should be the focus of policy in dog cities and cow cities, and the auxiliary factors should be the focus of policy in question cities. This paper contributes to the in-depth knowledge of the development pattern of public cultural facilities and provides a more refined basis for the formulation of public cultural facility promotion policies in China and similar countries. [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]

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]

International collaboration is one of the effective ways to enhance the impact of scientific research papers. In this research, international research collaboration papers published by world-class universities in the field of humanities and social sciences from 2015 to 2019 were selected as the research object, and the effective enhancement of the impact of international research collaboration papers was found to not be dependent on expanding the scale of international research collaboration, but rather on selecting researchers with different international backgrounds and from high-level institutions for collaboration. It was also discovered that, in the field of humanities and social sciences, despite a relatively low proportion of international research collaboration papers being led by Chinese scholars, the Chinese research is characterized by a higher impact compared with the research led by non-Chinese scholars. In light of this, a series of proactive measures should be taken by China's world-class universities, such as actively participating in and initiating international collaboration, selecting high-level research collaborators, and attracting scholars from different countries to engage in research collaboration in the field of humanities and social sciences. [ABSTRACT FROM AUTHOR]

This paper aims to identify the factors that are positively or negatively impacting students' well-being and their academic engagement. We used partial least-squares structural equation modeling (PLS-SEM) using the data collected through a questionnaire from four countries: Romania, Turkey, Slovakia, and Bulgaria. The model includes seven factors that influence the well-being of students and indirectly their academic engagement: stressors in the students' lives; professors' support; social support from family and friends; the students' perceived satisfaction in their lives; engaging in activities during their leisure time; self-exploration regarding their careers; and environmental exploration regarding their careers. The results show that all factors, except for stressors and environmental exploration regarding their careers, positively influence the students' well-being and thus their academic engagement. These findings are useful for university professors and managers in better organizing activities to increase academic performance. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive survey of knowledge graphs in education. It covers the patterns and prospects of research in this area. A total of 48 relevant publications between 2011 and 2023 were collected from the Web of Science, Scopus, and ProQuest for review. The findings reveal a sharp increase in recent years in the body of research into educational knowledge graphs which was mainly conducted from institutions in China. Most of the relevant research work adopted a quantitative method, such as performance evaluation, user surveys, and controlled experiments, to assess the effectiveness of knowledge graph approaches. The findings also suggest that knowledge graph approaches were primarily researched and implemented in higher education institutions, with a focus on computer science, mathematics, and engineering. The most frequently addressed objectives included enhancing knowledge representation and providing personal learning recommendations, and the most common applications were concept instruction and educational recommendations. Diverse data resources, such as course materials, student learning behaviours, and online encyclopaedia, were processed to implement knowledge graph approaches in different scenarios. Relevant technical means employed for the implementation of knowledge graphs dealt with the purposes of building knowledge ontology, achieving recommendations, and creating knowledge graphs. Various pedagogies such as personalised learning and collaborative learning are supported by the knowledge graph approaches. The findings also identified key limitations in the relevant work, including insufficient information for knowledge graph construction, difficulty in extending applications across subject areas, the restricted scale and scope of data resources, and the lack of comprehensive user feedback and evaluation processes. [ABSTRACT FROM AUTHOR]

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]

The purpose of this paper is to investigate the measurable impact of Buddhist liberal arts courses on college students' ability to engage in self-reflection. This study uses the data gathered to establish, through statistical analysis, any correlations between two variables—Buddhist liberal arts as courses as the independent variable and self-reflection intelligence as the continuous dependent variable. First, the following results of the study show that the mean of the four self-reflection sub-categories for the students who found that the courses were helpful was higher than that of the students who found that they were not helpful: self-awareness (4.10 ± 0.49 > 3.90 ± 0.87), self-design (3.84 ± 0.66 > 3.40 ± 0.97), self-regulation (4.01 ± 0.04 > 3.48 ± 0.18), and self-examination (4.21 ± 0.03 > 3.94 ± 0.15), respectively. Second, the mean of the four self-reflection sub-categories for students who experienced a positive change of their perception in the courses was higher than that of students who experienced a negative change, as follows: self-awareness (4.08 ± 0.50 > 3.75 ± 0.82), self-design (3.84 ± 0.68 > 3.51 ± 0.93), self-regulation (4.00 ± 0.59 > 3.56 ± 0.67), and self-examination (4.17 ± 0.49 > 4.04 ± 0.73), respectively. This study illuminates the role of Buddhist-related liberal arts courses in higher education, specifically in fostering students' self-reflection skills. It offers valuable insights into educational practices aimed at enhancing self-reflection levels. [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]

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]

In recent years, there has been increasing recognition of mental health concerns in academia, with stress, burnout, anxiety, and depression being reported among faculty members. The demanding work environment, the need to balance personal and professional duties, and the constant pressure of productivity while navigating multiple tasks of teaching, research, mentorship, professional development, and service all impact the mental health and overall well-being of faculty. Higher education institutions have structurally changed as has the research landscape. These changes as well as faculty-specific and student-specific factors coupled to the effect of the COVID-19 pandemic have led to profound effects on the mental health of academics. This paper is a narrative review of the pertinent literature describing faculty mental health and well-being. It summarizes the available evidence on factors influencing faculty mental health and shows the prevalence of anxiety, depression, stress, and burnout among faculty from various academic fields and along the whole academic ladder. Using a suggested framework that collates the efforts of leaders and faculty, the paper concludes by exploring strategies that promote work–life balance among academics and suggesting effective interventions to improve their mental health outcomes. [ABSTRACT FROM AUTHOR]

This paper will be focusing on discussions on how to use small-scale, higher-institution-based film festivals (including film competitions) as a vehicle to motivate students who are majoring in media and screen production to improve their production quality for both module assignments and competition-targeted special projects. Moreover, this paper will argue that, by inviting industry representatives to be involved in judging and commenting on student works, such small-scale film festivals organised by higher education institutions over time may grow into a platform that not only recognises and supports budding directors, screenwriters, actors, and actresses in Brunei but also acts as a playing field in which novice filmmakers can connect with experts, exchange ideas, acquire valuable skills, and enable further collaboration in the future. Based on first-hand data collection, an analysis, and semi-structured interviews of the multiple parties involved, our discussions cover how to launch the production process for screen-practice-based education, how to organise module assignments to fit the themes of specific film festivals/competitions, and how to overcome the challenges facing students working in a multicultural production team, etc. Two higher-institution-based film festivals, i.e., PRISM UBD Short Film Festival organised by Universiti Brunei Darussalam and the Dracula Digital competition, a mobile-phone filmmaking competition run by Transilvania University of Brasov, Romania, are used as analytical case studies. [ABSTRACT FROM AUTHOR]

The collaborative innovation plan for colleges and universities is one of the important plans for the construction of high-level universities in Jiangsu Province. A key aspect of this plan is the development of collaborative innovation centers in colleges and universities. Based on the second-phase construction of collaborative innovation centers in 76 colleges and universities in Jiangsu Province, this paper constructs performance evaluation indicators and proposes an unsupervised factor importance analysis model based on Back Propagation Neural Network (BPNN)-dominated K-means and random forests. According to the analysis results, suggestions for further promoting the development of high-quality collaborative innovation centers in colleges and universities are provided. [ABSTRACT FROM AUTHOR]

The purpose of this paper of practice is to explore the use of a "Conference as Curriculum" model to develop student understanding of critical approaches and challenges and opportunities in the field of community-engaged research (CER). Two higher education institutions in California's Monterey County sent 22 students to the "All-In: Co-Creating Knowledge for Justice" Conference in Santa Cruz, California USA in October 2022. The undergraduate and graduate students were funded through their academic institutions and accompanied by faculty and staff working on community-engaged research. Participation in the conference involved a pre- and post-conference convening to prepare students for the conference and then guide students through reflections on their learning and future work. The experiential learning activities offered in conjunction with the students' conference attendance were designed to: (1) foster students' connection to the community and each other; (2) develop students' understanding of community-engaged research; and (3) build students' professional acumen through attending a professional conference. Two authors of this article share their experience as student attendees at the conference. The student vignettes provide insight on the authors' learning experiences and offer design implications for the use of cohort conference attendance as an experiential learning activity. The article presents a conference experiential learning model that could be replicated and modified by other higher education institutions. We also place the project within a greater inter-institutional initiative to build a model for community-driven collaborations that seeks to address challenges surrounding higher education engagement with local nonprofits and governments. [ABSTRACT FROM AUTHOR]

This paper reflects on an Ethical Review Board's (ERB) established structure of practice throughout a student-led project. We use the research project as a means of exploring the three questions set by the Editors, Fox and Busher, regarding the role of ERBs throughout the research process. We gained full university-level ethical approval in October 2020. This project initially focused on collecting data from students, from a UK university. The participatory way we collaborated with both undergraduates and postgraduates illuminated their individual unique perspectives and successfully facilitated their agentive contributions. This required on-going simultaneous negotiation of predetermined ethical procedures through the ERB. We termed this iterative process 'circumnavigating the revolving door' as it summarised revisiting ethical approval in the light of requests from our student participants. The participants were also invited to be part of the analysis and dissemination phase of this research. Original data collected related to personalised experiences of learning during the on-going global pandemic. The philosophical approach adopted was through an adaptation of Photovoice. That is, with limited direction by the researchers, the participants were invited to construct images (photos or hand drawn pictures), with captions (written text or voice), to explore their own educative circumstances. With this in mind, this paper explores the students' participatory agency throughout this visual methods project through three lenses: namely, the appropriateness of ethical practices within a contextualised scenario (i.e., researching learning during lockdown in a higher educational institution); how the ethical process of an educational establishment supported the dynamic and iterative nature of participant-led research; and finally, how the original researchers' experiences can inform ethical regulations and policy, both nationally and internationally. The circumnavigation of the revolving door of participatory ethics has proved invaluable during this research. This iterative cycle was necessary to incorporate the students (or co-researchers) suggested contributions. One example includes gaining the ERB's approval, post full approval, for participants to audio record their own captions for a public facing website. From originally welcoming the students as participants, to facilitating them to become agentive co-researchers, it became increasingly important to provide them with opportunities to be actively involved in all parts of the research process. The reciprocal iterative relationship developed between co-researcher, researchers and the ERB served to strengthen the outcomes of the project. [ABSTRACT FROM AUTHOR]

A considerable and growing body of literature has engaged in a critical reading of the nature and substance of shifts in not only the business practices, but the conditions for the very raison d'ėtre or telic identifiability of universities under current strategic political arrangements. Moving beyond the practices of academic economy in the business of higher education that reduce the intellectual worker to academic labourer enduring multiple forms of alienation, the paper considers what kind of critical setting there may be for reimagining the university in non-nostalgic ways. While the paper takes its cues pre-eminently from the Australian Higher Education Provider sector, it draws on the overlapping political theorising particularly from the N. American critics Wendy Brown and Henry Giroux. From their critiques of neoliberalism, the paper argues that asking what universities are for does not fare well when higher education institutions are subjected to neoliberal rationality. [ABSTRACT FROM AUTHOR]

Teacher education programs must be able to prepare student teachers to work effectively with heterogeneous groups of students in ways that support the learning of all students and affirm their identities within growing neoliberal and neoconservative discourses. In Norway, classroom composition has also become more diverse, primarily due to a higher number of students of a transnational background. This paper explores student teachers' experiences of preparation for the changing nature of the teaching profession that is informed by increased student diversity. A case study with four student teachers from a teacher education program at a Norwegian institution of higher education is employed to gain rich insight into the students' perceptions and experiences. The findings illustrate a need for better preparation on the part of the program in relation to teaching content and methods, the practicum experience, and intercultural training from a pedagogical perspective. [ABSTRACT FROM AUTHOR]

Higher education institutions today are expected to not only equip students with the skills and qualifications required to succeed professionally, but also to prepare them to develop active learning strategies, build successful interpersonal relations—both at local and global levels—and be active citizens who are able to handle change and uncertainty. Synonymous with the notions of "virtual mobility" or "internationalization at home", Collaborative Online International Learning (COIL) is an educational approach with the potential to enhance the development of this broader skillset while providing students with an opportunity to interact with peers from across the globe. The purpose of this paper is to present a cross-cultural pedagogical activity implemented within a class of Business Communication undergraduate students from the University of Aveiro (UA), in Portugal, together with volunteer students from the University of the Thai Chamber of Commerce, in Thailand. In this exploratory study, the authors sought to gauge the effectiveness of such virtual global learning approaches and understand how UA students self-perceived their own skillset development. Based on qualitative and quantitative information, it was possible to conclude that students' perceptions were generally positive and that cognitive, social, and intercultural competencies, as well as other critical 21st-century skills, were successfully addressed. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has recently become the focus of academia and practitioners, reflecting the substantial evolution of scientific production in this area, particularly during the COVID-19 era. However, there is no known academic work exploring the major trends and the extant and emerging themes of scientific research production of AI leading journals. To this end, this study is to specify the research progress on AI among the top-tier journals by highlighting the development of its trends, topics, and key themes. This article employs an integrated bibliometric analysis using evaluative and relational metrics to analyze, map, and outline the key trends and themes of articles published in the leading AI academic journals, based on the latest CiteScore of Scopus-indexed journals between 2020 and 2021. The findings depict the major trends, conceptual and social structures, and key themes of AI leading journals' publications during the given period. This paper represents valuable implications for concerned scholars, research centers, higher education institutions, and various organizations within different domains. Limitations and directions for further research are outlined. [ABSTRACT FROM AUTHOR]

Personnel evaluation and selection is an essential part of modern business. Appropriate candidate selection can significantly contribute to companies in terms of increased profit, good culture, reputation, reduced costs, etc. This paper addresses the personnel evaluation and selection problem at the University of Pardubice, Faculty of Transport Engineering (UPCE). Since this is a typical ranking alternative problem where multiple criteria affect the decision, the Z-numbers-based Alternative Ranking Order Method Accounting for the two-step Normalization (AROMAN) is applied. Four Ph.D. candidates are assessed, and the most appropriate is selected to be employed by the UPCE. The Z-numbers fuzzy AROMAN method ranks Ph.D. candidate number four as the most appropriate alternative. To investigate the stability and sensitivity of the Z-numbers fuzzy AROMAN method, the values of parameters β and λ used in the mathematical calculations of the method were changed. The results of sensitivity analysis revealed that the obtained solution is stable. To confirm the robustness of the proposed approach, a comparative analysis is performed. Simple Additive Weighting (SAW), Weighted Product Model (WPM), and Z-number fuzzy TOPSIS were applied. Besides, we applied the fuzzy inferior ratio method as well. The results confirm the high robustness of the proposed Z-numbers fuzzy AROMAN method. [ABSTRACT FROM AUTHOR]

Recent years have seen a growing momentum within UK Higher Education institutions to examine the colonial legacy entanglements of teaching materials and knowledge production, as institutions explore what it means to 'decolonise the curriculum'. While the movement began in the University of Cape Town, South Africa, in response to a student call for the statue of Cecil Rhodes to be removed, elsewhere this has become a top-down imperative from institutions themselves. In 2014 University College London hosted a panel discussion 'Why Isn't My Professor Black' building on the previous year's video asking, 'Why is my curriculum white'. By 2020 the #BlackLivesMatter movement once again illuminated the need to rebalance the power of who decides the 'facts' with a call for a transformation of knowledge production. Arts and Humanities curricula have been more easily adapted in response to this call, but the argument for decolonisation of STEM subjects in general and computing in particular have been more difficult to articulate. Moreover, the decolonisation shift has been largely confined to bricks and mortar universities, with little exploration of online and distance learning. This paper reports on an initiative in a British distance learning university to decolonise the computing curriculum, with a focus on students' perspectives and what barriers might be encountered. A survey of just under 400 undergraduate computing students revealed multiple understandings about decolonisation, and reactions ranging from hostility and resistance to strong support and endorsement. Students identified several challenges to student engagement including structural and practical concerns which should inform the computing education community in taking forward this agenda. [ABSTRACT FROM AUTHOR]

While universities are expected to exemplify sustainable practices, they often encounter high energy demands. This dichotomy highlights the necessity for research into their energy consumption. Through a Systematic Literature Review, we examined international research trends in this field and explored factors influencing energy consumption. The importance of this article stems from its novel approach to energy consumption in universities, addressed from a global and comprehensive perspective, offering generalizable insights. Additionally, it pioneers in the use of a market concentration indicator (Herfindahl–Hirschman index) to measure the level of diversity in various bibliometric aspects. The extended perspective of our approach helps to close knowledge gaps about scientific trends and common energy consumption factors. Our results show that this topic has been investigated with limited involvement of social sciences. Building function, research intensity, and disciplinary orientation are distinctive factors in energy consumption in this field. Most influential authors, countries, and journals in this area were identified. This analysis contributes academically, by mapping research trends and providing guidance for future studies; practically, by offering insights for educational administrators on common factors affecting energy consumption; and in terms of policy, by advocating for the promotion of social sciences-based investigations on the topic. [ABSTRACT FROM AUTHOR]

This paper introduces the implementation of a chatbot on the web portal of a higher education institution, aiming to enhance student interaction and provide seamless access to information and support services. With the increasing reliance on digital platforms for student engagement, a chatbot offers a user-friendly and efficient means of communication, catering to the diverse needs of students in a higher education setting. The chatbot developed utilizes natural language processing, machine learning, and artificial intelligence algorithms to engage in dynamic conversations with students. We use Large Language Models (LLMs), because these and vector databases are revolutionizing the way we handle and retrieve complex data structures. Their main objective is to provide instant responses, personalized guidance, and timely support for various aspects of student life within the institution, namely the following: Information Retrieval, where the chatbot acts as a virtual collaborator, offering quick and accurate responses to frequently asked questions regarding admissions, programs, course registration, financial aid, and campus facilities, reducing the need for manual information searches; Academic Support, where the chatbot assists students in academic matters, such as course selection, prerequisites, graduation requirements, and study resources. It can offer personalized recommendations based on a student's academic profile and preferences; Campus Services, which provides information about campus services, extracurricular activities, events, and resources; and Appointment Scheduling, which facilitates appointment scheduling with academic advisors, and support staff, streamlining administrative processes and ensuring timely access to guidance and assistance. This development follows a user-centric approach, incorporating feedback from students, faculty, and administrators to ensure that the chatbot meets their specific needs and preferences. Rigorous testing and quality assurance measures are implemented to guarantee the accuracy, reliability, and security of the chatbot. In conclusion, we achieve a functional chatbot with a medium computational heaviness; in this way, it can be practical to use it in real time by the students on the institution's web portal. The introduction of a chatbot on the web portal of a higher education institution represents a significant advancement in facilitating student interaction and support services. By providing instant and personalized responses, the chatbot streamlines communication, reduces response times, and empowers students to find information and resources efficiently. As chatbot technology continues to evolve, ongoing enhancements and refinements will ensure that it remains a valuable tool for enhancing student experiences, promoting engagement, and fostering a positive learning environment within the institution. [ABSTRACT FROM AUTHOR]

The opportunity to develop graduate attributes beyond disciplinary expertise is an essential component of any degree programme, and students should develop these during their time within higher education. Graduate attributes can be considered as high-level skills and qualities beyond technical knowledge, which enable higher education institutions to produce more employable graduates. However, there are significant challenges in developing such skills and qualities, where remote teaching and learning complicate this further. Online teaching does not wholly derail the opportunities for students to achieve existing graduate attributes—in contrast, it also creates opportunities for innovation and shapes graduates in preparation to be the next-generation workforce. In this paper, we aim to study and synthesise existing knowledge on the effect of online hybrid teaching on graduate attributes. A systematic literature survey was completed revealing that educational institutions continue using online or hybrid instructional modes, affecting graduate attributes positively and negatively. Therefore, to effectively develop graduate attributes, there is a requirement for fundamental changes in instructional strategies, teaching–learning behaviours, upgrading of facilities and curriculum adaptations. We review graduate attributes in the higher education literature, including the impacts resulting from remote teaching and learning. The paper also identifies the general challenges to developing graduate attributes, as well as more specific challenges as a result of hybrid and online teaching and learning. [ABSTRACT FROM AUTHOR]

South African universities boast a remarkable solar photovoltaic (PV) resource as a primary renewable energy component. Due to high peak demand tariffs and inherent prominent heating and cooling loads, fast and granular demand response programs are well established within typical campus grids, with electrical networks adapted towards hosting centralized PV plants and emergency diesel generation. With unreliable utility supply and aging infrastructure comes a natural landscape and niche application for campus microgrids (MG) in South Africa. One such case, the University of the Free State's QwaQwa satellite campus in the Phuthaditjhaba district, is no exception to this, as it has sufficient solar PV generation, but it also has an unreliable utility component. This paper investigates a possible MG for the UFS QwaQwa campus with an emphasis on Hybrid PV-Diesel dispatch strategies, specifically, to ensure uptime during the loss of grid supply and decrease fuel usage. The proposed centralized diesel-PV MG system achieves a diesel cost reduction of 21.55%, based on simulated results using actual campus load data from 2019. The approach improves electricity availability, supplying 100% of all campus demand, compared to 70% under a de-centralized approach. [ABSTRACT FROM AUTHOR]

The energy efficiency of a system and the performance level of its equipment and installations are the two key elements based on which the investment decision in its modernization is made. They are also very important for setting up optimal operation strategies. The energy audit is a well-known and worldwide recognized tool for calculating energy performance indicators and developing improvement measures. This paper is a synthesis of the energy audit results performed for a district heating network that uses geothermal energy as its primary source of energy. The location of the heating system is inside a university campus. The first part explains the necessity of a comprehensive study on district heating networks and introduces the defining elements that characterize the analyzed equipment and installations. The complex energy balance methodology that has been developed and applied to this district heating system is presented in the second part of the paper. Next, the methodology for collecting the input data for the energy and mass balance is explained. In the final part, the numerical values of the performance indicators and the technical measures that must be applied to improve energy efficiency are shown, and conclusions are drawn. [ABSTRACT FROM AUTHOR]

This paper elucidates how using a dialogic approach to interracial conversations supported two cohorts of campus leaders to engage in organizational change. Dialogue centralizes relationship-building as a key mechanism for addressing organizational problems collaboratively. This paper describes the processes undertaken and lessons learned in the interracial dialogue program, which could serve as a guide for institutions of higher education (IHE) interested in anti-racism work. Findings include the ways relationships supported growth in understanding of the racialized experiences of BIPOC participants, differences in emotional taxation for participants given their racial identities, and the importance of acknowledging pain before moving towards change. [ABSTRACT FROM AUTHOR]

The goal of this study was to investigate the practices and attitudes of the research and teaching staff at the University of Split (Croatia) about the online encyclopedia Wikipedia. The method of a questionnaire-based survey was used to gain insights related to this topic. During February 2024, the survey was completed by 226 respondents. The results show that almost all respondents read Wikipedia articles and believe that the level of their accuracy is quite high. Almost half of the respondents strongly agree with the statement that it would be desirable for faculty staff to write Wikipedia articles with the aim of spreading knowledge about topics from their professional fields. However, a very small number of respondents participated in writing articles for Wikipedia. Also, the respondents answered that to them, the greatest motivations to write articles on Wikipedia would be if this activity were evaluated for the advancement to a higher work position and the correction of errors in Wikipedia articles. It was also found that most respondents are not very familiar with how Wikipedia works or how to add new content to it. These and other insights from this study can be used to conceive and initiate various activities that can contribute to greater participation of scientific and teaching staff of higher education institutions in writing quality content on Wikipedia, as well as activities that can contribute to a better familiarization with the principles and procedures to write and enhance its content. Other research methods, such as interviews with scientific and teaching staff of higher education institutions, could be used to acquire further, more detailed answers related to this topic. [ABSTRACT FROM AUTHOR]

This paper presents empirical evidence on factors influencing choices made by members of the Annapolis Group of Liberal Arts colleges regarding whether to operate primarily in-person, primarily online or some flexible alternative during the COVID-19 pandemic of 2020. This paper examines the tradeoff between public health risks and financial standing that school administrators faced when deciding reopening plans. Because in-person instruction at colleges and universities had large effects on COVID-19 case rates, it is critical to understand what caused these decisions. We used binary and multinomial probit models to evaluate an original data set of publicly available data as well as data from the College Crisis Initiative. Binary and multinomial choice model estimates suggest that conditional upon the prevailing level of COVID-19 in their county, financially distressed colleges were approximately 20 percentage points more likely to opt for primarily in-person operations than less financially distressed colleges. These choices highlight an important potential tradeoff between public health and financial concerns present in the higher education sector and emphasize the need for public spending to mitigate adverse health outcomes if a similar situation occurs again. [ABSTRACT FROM AUTHOR]

Goldberg and Somerville write of the "missed revolutions" that have had a massive impact on industry but have failed to translate to universities. The literature shows how alternative approaches can modernise curricula and improve motivation and trust, such as student-led design of course content. Aligning what is taught to students to improve their experience rather than performance is a method discussed by Obada as constructive alignment. This paper outlines the potential challenges facing engineering education, including a lack of motivation and trust between students and educators and the lack of development of communication skills in graduates. This research aims to use the EM106-Project and Technical Drawing, an undergraduate module at DCU, as a framework by which to test novel curriculum design and pedagogical methods. A modified version of the module will be delivered to second-level students taking part in a dual enrolment programme, with first-year undergraduate engineers taking the standard version of the module. Their experiences will be compared to understand the impact that changes have on student's views of engineering. [ABSTRACT FROM AUTHOR]

The objective of this study is to present the development of a framework for assessing gender inequality in higher education institutions (HEIs) which reveals how this academic environment is progressing in terms of gender balance. It proposes a multi-dimension-based index comprised by five dimensions—Empowerment, Education, Health, Violence, and Time. The mathematical model used enables the user to assign a weight value to each dimension, customizing the results according to the institution addressed. The paper is based on a post-doctoral research project which analyzed six globally recognized indexes (Gender Inequality Index; Global Gender Gap Index; Women, Business, and Law Index; Gender Equality Index; Social Institutions Global Index; Women Empowerment Principles) to construct a new framework for gender inequality evaluation tailored for HEIs. It used a Laplace–Gauss-based scale. The research included an experiment of concrete application to two instiutions, one in Europe and the other in South America. While the first one had a Gender Equality Plan, the second had not. The analysis was successfully conducted in both institutions. The two institutions presented general results above 60%. These results need to be read in the specific context of each university. The Gender Equality in Higher Education Institutions Index (GEHEI) provides a user-friendly way of checking the existence of gender inequality, summarized into a single number but able to be detailed in several levels and to provide insight into progression over time. The handling of the GEHEI tool is also very straightforward. The proposal is designed to be used in different HEIs; it is recommended that researchers customize the weights of the dimensions according to their relevance in the specific organization. This paper provides a new methodological model to measure gender inequality in HEIs based on easy-to-obtain data, distinguishing itself from global indexes by its ease of application and interpretation. [ABSTRACT FROM AUTHOR]

The global pandemic of 2019 brought heightened awareness to institutions of higher education of the need to engage in a digital transformation that extends beyond university business operations to the pedagogy of the classroom. This paper is a case study that explores three international cases of universities in Colombia, Brazil, and Mongolia that are at different stages along the path of a digital pedagogical transformation. This article tells each story, including (1) what is driving the local need to engage in digital transformation, (2) what the major challenges and barriers are to achieving a transformation, and (3) what efforts are being made to help each university to move along the path towards adoption and change. It concludes with discussing three major themes that emerged from the case studies: (1) the role of local policy in shaping digital transformation, (2) the importance of developing human capacity with technology, and (3) the potential for digital transformation to bring hope. [ABSTRACT FROM AUTHOR]

Mature students in postsecondary education—those over 25 years of age, also known as nontraditional students or adult learners—make up a significant minority population on Canadian postsecondary campuses. Despite academic performance that tends to be higher than that of traditional students, the retention of mature students is lower due to the stressors they face in their home and school roles. This paper examines the insights of mature students and their intimate partners on how higher education institutions can provide better supports to make postsecondary programs and campuses more accessible to adult learners and enable their success. A sample of 25 mature postsecondary students enrolled in Canadian higher education institutions and their partners participated in dyadic interviews that explored the connections between their relationship and school experiences. A data-driven, inductive thematic analysis of the transcribed interviews found three themes that focused on the institutional support needs of partnered mature students, highlighting the need to (1) increase institutional knowledge and awareness of mature students' needs, (2) offer flexible study options to complete courses and program requirements, and (3) provide relevant supports and programs. Mature students felt marginalized at their institutions related to the programs, instructors, staff, resources, and supports that are strongly focused on traditional-aged and circumstanced students. Recommendations are provided for higher education institutions to provide resources and supports that meet mature students' unique needs to both access and be successful in their pursuit of postsecondary education. [ABSTRACT FROM AUTHOR]