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Abstract Students often recruit digital devices to complete their classroom activities. To determine best practices for the classroom, the present study explored the use of tablets relative to laptops and paper in the understudied context of brief, in-person, small group academic tasks. One-hundred twenty small groups of two to three undergraduate students were randomly assigned to one device (paper, laptop, or tablet) and one set-up (a single shared device or multiple individual devices) in a 3 × 2 between-subjects design. Data were collected in 2019 –2021. Students completed one group task that culminated in a knowledge quiz and a second group task that culminated in writing their own quiz together. They then individually rated group members as well as reported their perceptions of satisfaction, effort, and difficulty. Open-ended questions further assessed their perceptions of technology and the three devices in question. Results showed equivalency in group outcomes and individual perceptions across devices and set-ups, with very few exceptions. Quantitative and qualitative data supported that students found advantages and drawbacks to each device and believed that all were effective tools in such a context. Educators must consider the affordances of different technologies when encouraging their use in the classroom but should be open to students using their device of choice for groupwork.

The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student's use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice., Author(s): Cynthia F. DiCarlo [sup.1], Aaron R. Deris [sup.2], Thomas P. Deris [sup.3] Author Affiliations: (1) grid.64337.35, 0000 0001 0662 7451, School of Education, Louisiana State University, , 70806, Baton [...]

We provide an analysis of refereed papers published in the Australian Journal of Outdoor Education, the Journal of Adventure Education and Outdoor Learning, and the Journal of Experiential Education over the last decade. We developed a framework to classify the papers in terms of the authors' affiliations, the type of papers published, the context they address, and the foci of the papers. Authors from the US published most extensively across all three journals followed by authors from Australia, UK, Canada, and New Zealand; the JAEOL had the most balanced mix of author nationalities. All three journals demonstrated a trend towards a higher proportion of research-based papers. Suggestions for the continued development of the emerging research culture are provided. We conclude by offering a table identifying potential areas for future research., Introduction This paper provides an analysis of the refereed publications in three scholarly journals in the related fields of outdoor education, adventure education, and experiential education. The three journals are [...]

Byline: Jill Robbins (001) Keywords: children's thinking; constructivism; early childhood contexts; interviewing; natural phenomena; relationships; sociocultural theory Abstract: How do we see young children's thinking in science? Is it, as much previous research has led us to believe, that their ideas can be neatly boxed like 'brown paper packages tied up with strings' -- as the song from The Sound of Music goes? Or are their ideas like 'wild geese that fly with the moon on their wings' (Sound of Music): fluid, complex, rich...? Drawing on the author's research into young children's ideas about natural phenomena such as the rain and clouds, and on Rogoff's three foci of analysis (personal, interpersonal and contextual), this paper illustrates how a consideration of sociocultural theory can be useful in framing research with young children, and allow us to see beyond the boxes. Emphasis is placed on recognising that children's thinking in science is embedded within particular sociocultural contexts, is guided by others and integrated with their use of certain mental and physical cultural tools. Thus, the article aims to present an alternative method for the generation of data on young children's thinking. Specific analysis of this data will, it is intended, be presented in a subsequent article. Author Affiliation: (001) Faculty of Education, Monash University, Peninsula Campus, PO Box 527, Frankston, Victoria, 3199, Australia Article History: Registration Date: 03/01/2005

Byline: Linda J. Sax (1), Shannon K. Gilmartin (2), Alyssa N. Bryant (2) Keywords: nonresponse bias; response rates; online survey research; college student surveys Abstract: Using data collected as part of the second pilot administration of Your First College Year (YFCY), a national survey of first-year college students, this study was designed to examine both response rates and nonresponse bias across four survey administration groups: paper-only, paper with web option, web-only with response incentive, and web-only without response incentive. Findings indicate that response rates vary by mode of administration. Moreover, predictors of response differed by administration group. Results are discussed in light of the recent surge of interest in online survey research. Author Affiliation: (1) Higher Education Research Institute, University of California, Los Angeles, 3005 Moore Hall, Mailbox 951521, Los Angeles, CA, 90095--1521 (2) Higher Education Research Institute, Graduate School of Education &amp Information Studies, University of California, Los Angeles Article History: Registration Date: 03/10/2004

Byline: Robert M. Carini (1), John C. Hayek (2), George D. Kuh (2), John M. Kennedy (3), Judith A. Ouimet (4) Keywords: survey mode; student engagement; Web survey; NSSE Abstract: We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology. Author Affiliation: (1) National Survey of Student Engagement, Indiana University, Center for Postsecondary Research and Planning, Ashton Aley Hall Suite 102, 1913 East Seventh Street, Bloomington, IN, 47405 (2) National Survey of Student Engagement, Indiana University Bloomington, India (3) Center for Survey Research, Indiana University Bloomington, India (4) Community College Survey of Student Engagement, University of Texas at Austin, USA Article History: Registration Date: 03/10/2004

Byline: Peter Karmel (1) Abstract: The Commonwealth Governmentshould move to the funding of undergraduate coursesfor Australian students through the studentsrather than by way of direct grants toinstitutions. An independent coordinating bodyshould be re-established to report on thehigher education sector, advise theCommonwealth and administer Commonwealth highereducation programs. Public funding ofundergraduate education and research trainingshould be decentralised through a system ofscholarships. Undergraduate scholarship holdersshould pay charges determined by universitiesunder HECS (Higher Education ContributionScheme) arrangements. HECS arrangements alsoshould apply to full fee paying undergraduatesand PELS (Postgraduate Education Loan Scheme)arrangements to full fee paying researchstudents. Institutional research fundingshould be on a disciplinary basis, takingaccount of the volume and quality ofoutputs. Author Affiliation: (1) Australian National University, Canberra, ACT, 2600, Australia Article History: Registration Date: 11/10/2004

Audience of the journal The Australian Journal of Outdoor Education (AJOE) is a refereed journal devoted to the scholarly examination of issues in the field of outdoor education. It is [...]

Audience of the journal The Australian Journal of Outdoor Education (AJOE) is a refereed journal devoted to the scholarly examination of issues in the field of outdoor education. It is [...]

Article History: Registration Date: 11/10/2004

Article History: Registration Date: 06/10/2004

Abstract This paper aims to contribute knowledge about the influences of leaders’ perceptions of digitalisation on arrangements for leading the expansion of access to and application of digital technologies in K–12 education. Supporting the digitalisation of K–12 education requires digital competence. School organisers’ and school leaders’ digital competence and perceptions of digitalisation contribute to how digital technologies are employed in schools. Survey and participant observations were used to investigate leaders’ perceptions of digitalisation in K–12 education. The data were analysed using thematic analysis and theory of practice architecture. The results show that perceptions of digitalisation in K–12 education influence arrangements by allowing opportunities for enhanced quality in teaching and equality within and among schools. Further, collaborations between leaders, sharing ideas and experiences, and enhancing leadership are elements that contribute to the shaping of leaders’ perceptions of digitalisation in schools. This paper contributes to the knowledge of leaders’ perceptions of expanding the access to and application of digital technologies in schools.

Abstract Necropsy, the examination of animal carcasses to determine the cause of death, is an essential skill for many professionals. Traditional training methods, however, are costly and time-consuming. The article suggests that Web-based Augmented Reality (WebAR) can offer an immersive and cost-effective training experience for laboratory animal necropsy. It describes using photogrammetry techniques to create a virtual necropsy environment consisting of 10 necropsy steps. A questionnaire was used to evaluate the usability, educational value, and drawbacks of the designed application by students who tested it. The paper outlines best practices for developing WebAR simulations, including high-fidelity 3D models and interactive elements. Additionally, it presents methods for creating new WebAR applications using specific programs or scripts. This paper highlights the potential benefits of WebAR for laboratory animal necropsy training, emphasizing its accessibility, cost-effectiveness, and scalability.

Abstract In the development of physical theories, thought experiments play a crucial role. Research on this topic began in 1976 and has continued to the present. This study aims to provide a more complete picture of the progress of thought experiments over the past two decades. To achieve this, this study employs bibliometric mapping methods. A total of 679 published papers were analyzed, including articles (504), conference papers (92), and book chapters (83). This data was retrieved from the Scopus database. The study's findings reveal that research and publications on thought experiments are highly valued and have received significant attention over the past eight years. According to the findings, 90% of the top 20 source titles contributing to thought experiments are from journals in the first and second quartiles (Q1 and Q2). This quartile ranking shows the quality and significant influence of a journal. The geographical distribution indicates that the United States contributes the most to thought experiments research, with 213 documents, 2592 citations, and 47 links. We also identified several prospective keywords that could be the focus of future research, including artificial intelligence, physics education, fiction, God, theology, productive imagination, technology, speculative design, and critical design. Therefore, this study provides a thorough picture of thought experiment research trends and future directions of potential topics that can be the focus of future researchers.

Abstract The field of artificial intelligence (AI) is presently having a substantial influence on the advancement of career counseling education by enabling tailored guidance and evidence-based decision-making for learners. This paper aims to provide an overview about the utilization of AI in Bangladesh’s early career planning education. The utilization of AI has already been deployed in many first world country, however this is quite new to the third world country like Bangladesh. Significantly, artificial intelligence (AI) has surpassed its traditional function in professional growth and extended its reach to encompass social and emotional education. The examination of AI studies in Bangladesh requires the careful examination of several elements, such as cognitive advancement, parental engagement and oversight, and cultural heritage. This paper reveals overall all the facets of implementing AI in career planning in context of Bangladesh. Although there are several limits associated with the utilization of artificial intelligence for career assessment, it has undeniably yielded a multitude of benefits and discoveries. In the result, the two areas of data-informed making choices and career exploration are where the phenomena mentioned above are most frequently seen. Additionally, there is a growing need for cultural competency in the educational sector for both the delivery of individualized career counseling and AI-assisted employment suggestions.

Abstract Online education, while not a new phenomenon, underwent a monumental shift during the COVID-19 pandemic, pushing educators and students alike into the uncharted waters of full-time digital learning. With this shift came renewed concerns about the integrity of online assessments. Amidst a landscape rapidly being reshaped by online exam/homework assistance platforms, which witnessed soaring stocks as students availed its questionable exam assistance, and the emergence of sophisticated artificial intelligence tools like ChatGPT, the traditional methods of assessment faced unprecedented challenges. This paper presents the results of an observational study, using data from an introductory statistics course taught every semester by the author, and delves into the proliferation of cheating methods. Analyzing exam score results from the pre and post introduction of ChatGPT periods, the research unpacks the extent of cheating and provides strategies to counteract this trend. The findings starkly illustrate significant increases in exam scores from when exams of similar difficulty were administered in person (pre-Covid) versus online. The format, difficulty, and grading of the exams was the same throughout. Although randomized controlled experiments are generally more effective than observational studies, we will indicate when we present the data why experiments would not be feasible for this research. In addition to presenting experimental findings, the paper offers some insights, based on the author's extensive experience, to guide educators in crafting more secure online assessments in this new era, both for courses at the introductory level and more advances courses The results and findings are relevant to introductory courses that can use multiple choice exams in any subject but the recommendations for upper-level courses will be relevant primarily to STEM subjects. The research underscores the pressing need for reinventing assessment techniques to uphold the sanctity of online education.

Abstract This paper evaluates the impact of an English and Business Computer Science program in the Democratic Republic of Congo (DRC), the world’s second-largest French-speaking country after France. The program addresses the gap between academic training and market needs by combining English language proficiency with essential business and computer science skills. This combination aims to equip students for success in the business and technology sectors, where English is a key language. The paper details the program’s implementation, outcomes, and evaluation, using surveys of employers and graduates, along with an analysis of student competencies and employability. The findings underscore the importance of English proficiency, along with business and technological skills, in aligning educational outcomes with job market demands, thereby improving student success.

Abstract This paper contributes to the ongoing efforts aimed at enhancing Outcome-Based Education (OBE) assessment methodologies by addressing some critical gaps and exploring new solutions. Our work focuses on two main areas: firstly, this study proposes an improved assessment method for OBE. It refines traditional approaches by classifying course materials according to their relevance to learning outcomes, weighting them by importance, connecting these outcomes to student goals and assigning difficulty levels to modules. All modules are directly assessed through a final exam with a consistent rubric, and student success is measured by a holistic score that considers the weighted attainment levels across all learning outcomes and modules. Secondly, this paper provides theoretical guidance for integrating Generative Artificial Intelligence (AI) and blockchain technologies into OBE assessment. It examines the potential impact of these technologies at various assessment stages, laying the groundwork for practical implementation.

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

Abstract This paper is based on the findings of a doctoral study that aimed to examine the role of continuing professional development (CPD) in enhancing digital transformation in selected university libraries in Uganda. One of the ways of effecting digital transformation is to continuously build the technological competencies of the librarians working in academic institutions through attending technology-related CPD. The study adopted a mixed methods approach with a convergent parallel design for collecting qualitative and quantitative data from six universities in Uganda. Quantitative data were collected from 76 librarians with a minimum degree-level qualification from the six selected universities. Qualitative data were obtained from six University Librarians working in these universities. The study findings indicated several challenges hindering librarians from participating in technology-related CPDs such as lack of management support, lack of personal interest, limited funding, and lack of opportunities, among others. The implementation of digital transformation within university libraries in Uganda was also reported to be beset by a lack of competent staff, limited management support, lack of funds, and technological gaps. Therefore, this paper presents a proposed model to address challenges hindering the digital transformation and the participation in technology-related continuing professional development activities within academic libraries. The proposed model is based on the study findings, and it draws from Watkin and Marsick’s learning organisation model, andragogy theory, the technology-organisation-environment framework, and extant literature. The model will guide academic libraries in the implementation of a conducive environment to necessitate staff development and implementation of digital transformation.

Abstract The purpose of this study is to examine how physics students position themselves compared to other student groups on various attitudes and opinions relevant to the tradition of “scientific skepticism”. Previous research has shown physics students identifying and having mindsets in line with the epistemic ideas from this philosophical tradition, promoting disbelief in epistemically unfounded ideas, and skeptical inquiry as a tool for evaluating claims. In this, we employ quantitative constructs testing conspiracy beliefs and supernatural beliefs along with established psychological constructs for social dominance orientation, and the conspiracy mentality questionnaire that have previously been shown to have interconnectedness. After showing several direct comparisons between different student groups, the paper also examines other elements that can influence “scientific skepticism”, like education level, education type, and gender via multivariate regression analysis. The results suggest physics students tend to position themselves to the end of the spectrum on several constructs connected to scientific skepticism, both compared to students from the humanities and social sciences, and students from other STEM (science, technology, engineering, and mathematics) fields, and the regression analysis finds being a physics student contributes a statistically significant contribution along the tested dimensions. The paper discusses possible reasons for this and what this tells us about physics students and physics education.

Abstract The escalating integration of artificial intelligence (AI) technologies, particularly the widespread use of ChatGPT in higher education, necessitates a profound exploration of effective communication strategies. This paper addresses the critical role of prompt development as a skill essential for university instructors engaging with ChatGPT. While emphasizing the practical implications for higher education, the study introduces a novel two-layered AI prompt formula, considering both components and elements. In methodology, the research synthesizes insights from existing models and proposes a tailored approach for ChatGPT, addressing its unique characteristics and the contextual elements within higher education. The results highlight the formula’s flexibility and potential applications in diverse fields, from syllabus planning to assessment. Moreover, the study identifies limitations inherent in ChatGPT, emphasizing the need for instructors to exercise caution in its usage. In conclusion, the paper underscores the evolving landscape of AI in education, envisaging specialized versions of ChatGPT for academic settings and advocating for the proactive adoption of ethical frameworks in the use of AI in higher education. This study serves as a foundational contribution to the discourse on effective AI communication in educational settings.

Abstract YouTube is a popular source of educational and recreational videos. Evidence suggests that medical students consult YouTube regularly and use it to supplement information they receive from their medical educators. On the other hand, some medical educators discourage and even avoid YouTube and other internet sources due to ethical concerns. In this paper we assess the importance of YouTube in medical education and relate this to other fields of higher education. Emphasis is placed on how YouTube can be an important tool for self-paced learning and encourages its ethical use. Conclusions from the paper have implications for medical educators, medical curriculum developers and students. For educators, the paper recommends ways to address ethical concerns. Designers of medical education curriculum are advised to include information literacy training at the start of medical school. Students are encouraged to improve information literacy as a control mechanism against inaccurate information.

Abstract The HCS12 microcontroller and DRAGON12-Light Trainer boards are extensively utilized in microprocessor system design education. This paper details the rationale, approach, and outcomes from implementing the DRAGON12-Light Trainer board in teaching an upper-level undergraduate microprocessors course at Oakland University. The course’s primary goal is for students to acquire the skills necessary to design both hardware and software for microprocessor-based systems, with applications across various industries. The paper assesses the effectiveness of employing the Motorola HCS12 microcontroller for its real-world relevance and integrates the Freescale CodeWarrior IDE v5.1 environment for software development. This research uniquely contributes by measuring the improvement in students’ practical skills, specifically in hardware and software design using assembly and C programming, through hands-on lab assignments. It reports on the development of students’ abilities to engage in microprocessor-based system design and critically evaluates the applied aspects of pedagogy by incorporating the DRAGON12-Light Trainer in lab exercises, such as those involving ’Measuring Human Reaction Time’ and ’Servo motor interfacing.’ Quantitative results, derived from student surveys and assessments, indicate significant improvements in students’ programming competencies. The paper provides statistical results showcasing the increase in students’ self-rated confidence levels in assembly and C language programming before and after course completion. Additionally, qualitative insights are discussed, reflecting students’ experiences and the perceived applicability of the skills they acquired. These results underscore the pedagogical value of integrating practical training devices like the DRAGON12-Light Trainer board into microprocessors curricula.

Abstract This paper reflects on an educator's perceived experiences and observations on the complex process of ‘passage’ when students transitioning from high school into their first-year of post-secondary education often struggle to adapt to academic writing standards. It relies on literature to further explore such a process. Written communication has become increasingly popular in formal academic and professional settings, stressing the need for effective formal writing skills. The development of online tools for aiding writing is not a new concept, but a new software development known as ChatGPT, may add to the many challenges academic writing has faced over the years. This paper reflects on the students' struggles as they navigate different courses seeking to adapt their writing skills to formal and structured written academic requirements. The COVID-19 pandemic forced many recent high school students into virtual education, uncertain of its effectiveness in developing the writing skills high school graduates require in academia. Many unknowns exist in using ChatGPT in academic contexts, especially in writing. ChatGPT can generate texts independently, raising concerns about plagiarism and its impact on students' critical thinking and writing skills. This paper hopes to contribute to pedagogical discussions on the current challenges surrounding the use of artificial intelligence technology and how better to support beginner writers in academia.

Experience of higher education (HE) has come to characterise many contemporary political divisions, including those related to Brexit, Trump and coronavirus policy. However, the academic literature is unclear whether HE plays a causal role in changing peoples' political attitudes or is simply a proxy. Furthermore, in many contexts, there is limited descriptive evidence on whether students' political attitudes change during HE. This paper focuses on the UK, using data from the British Election Study, to make a twofold contribution. Firstly, the paper introduces recent political science theorising on the nature of contemporary political divisions, which has remained largely outside the HE literature to date. This theorising is illustrated through a cross-sectional analysis, comparing the political attitudes of those with and without experience of HE, showing that the former tend to be more left-leaning and less ethnocentric. Secondly, a longitudinal analysis is performed to assess how students' political attitudes change during their time in HE. While in HE, students tend to make small movements to the left and become less ethnocentric, representing approximately 20-33% of the overall division between those with and without experience of HE. These findings are interpreted through a critical realist lens-they evidence that HE could have a causal role to play in creating contemporary political divisions. However, to establish whether HE does play a causal role, further intensive research is needed to explore how particular aspects of HE might bring about these changes and how this varies for different students in different contexts., Author(s): Tom Fryer [sup.1] Author Affiliations: (1) grid.5379.8, 0000000121662407, Manchester Institute of Education, University of Manchester, , Manchester, UK Introduction Experience of higher education (HE) has come to characterise many [...]

During COVID-19, universities across the globe experienced a rapid requirement to move to online learning and teaching provision. This rapid move has been explored as emergency remote education (ERE). This paper reviews and presents some emerging literature regarding ERE, demonstrating how this created an environment where technology-mediated abuse could arise within the university context. Intentional and unintentional forms of technology-mediated abuse, within a global context, are considered with account of how intersectional characteristics can impact. The paper concludes with a set of provocations explored within an example framework. The provocations are given to situate ways of thinking which are facilitative of safer and more respectful use of technological spaces. Both the provocations and example framework aim to be useful critical tools for program and module teams to adapt in higher education institutions within the online sphere. The phenomenon of ERE is an opportunity to consider what can be learned with regard to management of technology-mediated abuse. However, a focus on ERE presents limitations in the paper because of the smaller number of academic sources at this time, due to recency of the COVID-19 pandemic., Author(s): Helen Bovill [sup.1] Author Affiliations: (1) grid.6518.a, 0000 0001 2034 5266, School of Education and Childhood, University of the West of England, Frenchay Campus, , Coldharbour Lane, BS16 1QY, [...]

Crisis makes bold policy actions possible. In responding to socioeconomic and technological ruptures, policymakers create new imaginaries or revitalise existing ones. With the Australian Government's Job-Ready Graduates (JRG) reform during the COVID-19 pandemic as an empirical case, this paper shows how crisis instrumentalism and policy imaginaries intersect to effect swift policy changes. Drawing on a thematic analysis of key documents that constitute the JRG reform, we highlight three findings. First, the reformers used a new crisis context to repackage pre-existing policy agendas. Second, in justifying the timeliness of the reform, rather than constructing new imaginaries, the Government reactivated old neoliberal visions of society and the economy. Finally, the reform agendas are characterised by reductionist accounts of the value of university education, a nativist view of the future workforce, and the omissions of key issues: research training, social justice, and the urgency of decarbonising the economy. We close the paper by arguing that crisis makes swift reform possible to the extent that key actors can mobilise new or pre-existing policy imaginaries., Author(s): Tebeje Molla [sup.1] , Denise Cuthbert [sup.2] Author Affiliations: (1) grid.1021.2, 0000 0001 0526 7079, School of Education, Deakin University, , Melbourne, Australia (2) grid.1017.7, 0000 0001 2163 3550, [...]

Drawingupon French philosophy, this study offers a novel empirical and conceptual understanding of the newly launched European Universities Initiative. In 2019, higher education institutions across the European Union created 17 new alliances as part of the first pilot phase of the initiative. This is an experiment in European and global higher education. This paper offers a conceptual contribution to the field of higher education studies, making use of a rhizomatic analysis to explore how university alliances build what the European Commission refers to as the 'European universities of the future.' Based on the conceptual reflection and findings from a small-scale empirical study, this paper concludes that the alliances within the European Universities Initiative rely on pre-existing higher education and research partnerships while at the same time experimenting to foster a diversity of institutional forms to achieve the ambitious goal of creating 'European Universities.', Author(s): Antonin Charret [sup.1] , Maia Chankseliani [sup.1] Author Affiliations: (1) grid.4991.5, 0000 0004 1936 8948, Department of Education, University of Oxford, , 15 Norham Gardens, OX26PY, Oxford, UK Introduction [...]

In educational research, there has been much stricture of neoliberalism as a scourge. In the higher education sector, the neoliberal turn has been observed as eroding academic freedom and deprofessionalising academics. Early career academics are often described as victims of neoliberalism. In this paper, we take a positive perspective through a deep dive into resilience that enables self-transformation and, potentially, system change. Our paper is situated in the Chinese higher education context where the 'up-or-out' system has been put in place, mirroring the neoliberal university at a global range. We - a mid-career researcher and an early career academic - analyse our collective narratives generated through WeChat text and voice message. Drawing insight from Bourdieu's reflexive sociology, our narratives lead to four themes: capital accumulation and self-transformation, shaping the publication habitus, emancipation from symbolic violence, and resilience to symbolic domination. We conclude the paper with a call for sociology of resilience and recommendations for deneoliberalising higher education., Author(s): Yue Melody Yin [sup.1] , Guanglun Michael Mu [sup.2] Author Affiliations: (1) grid.258151.a, 0000 0001 0708 1323, Jiangnan University, , No.1800, Lihu Avenue, Binhu District, Wuxi City, Jiangsu Province, [...]

Abstract ICT tools in education are widely used to support the aim of achieving learning outcomes by improving critical areas such as student engagement, participation, and motivation. In this study, we examine literature to explore how game elements are used in capturing students’ interest, which the study suggests is fundamental to the teaching and learning of Software Engineering in higher education. Given the potential of alternative ICT tools such as flipped classrooms to increase interest in learning activities, there is a gap in similar literature on capturing interest in gamified environments, which has the potential to improve the achievement of learning outcomes. We applied flow theory to provide a guiding frame for our study. Following a systematic literature review for our data, we analysed 15 papers from the initial 342 articles, which were extracted from IEEE Xplore and Science Direct databases. The main finding in the reviewed papers underscores the positive impact of gamified learning environments on capturing student interest when teaching and learning Software Engineering. While the reviewed papers were not conclusive in identifying the best game elements for capturing students’ interest, we found, that game elements such as points and leaderboards were the most common mechanisms used to advance students' interest when studying Software Engineering courses. The findings also suggest that different game elements are used in gamified environments to increase participation and engagement. The paper adds voice to the practical implications of gamification for teaching and learning. Although our study requires empirical evidence to validate our claims, we believe it sets the stage for further discussion. In the future, comparative studies of game elements in similar environments will be beneficial for identifying the ones that are more engaging and assessing their long-term impacts.

Abstract Academic institutions have existed for centuries. In most places in the world, classes begin at 8:00 a.m. and continue into the evening hours, usually ending no later than 10:00 p.m. Although online teaching and learning have existed for over a decade, during the COVID-19 pandemic, it was developed and expanded drastically. As a result, new opportunities for innovation in the teaching and learning world were created. One potential opportunity is the exploration of learning hours, which is the topic of this paper. This paper presents a case study of an asynchronous academic course that took place at the end of the pandemic (Spring semester, Q2 of 2022). In this case, the teaching hours were around the clock, as were the learning hours, compared to traditional classes (which are either face-to-face or delivered live online) occurring in the same semester and at the same academic institution. This study aims to raise the question of whether current academic course hours are based on past habits or whether it is necessary to reconsider and adjust the hours to be more suitable for twenty first-century students and according to the need for more flexibility.

Representations of higher education in fiction-based sources contribute to forming public perceptions of academia, and so are a form of public pedagogy. Within popular culture representations, understandings of academics are constructed using particular tropes which build shared meanings of the profession. Conferences are one of these tropes and can thus be used as a focus to explore the construction of the academic profession in popular culture representations of higher education. This paper draws on a research project which explored representations of conferences in narrative fiction texts (novels, graphic novels, short stories). In this paper, we analyse references to conferences for what they teach us about the academic profession. The paper is based on analysis of 98 symbolic references to conferences from a sample of 23 fictional texts. Symbolic references are short references which serve as a shorthand to signal aspects of the academic profession, and in this paper, they have been analysed in terms of what they portray and where they position the reader. The paper argues that popular culture representations of academia are pedagogical, in that they show the profession to be desirable to others but encourage a disidentification with academics, reinforcing the exclusionary nature of the profession., Author(s): Emily F. Henderson [sup.1] , Pauline J. Reynolds [sup.2] Author Affiliations: (1) grid.7372.1, 0000 0000 8809 1613, Department of Education Studies, University of Warwick, , Coventry, UK (2) grid.267057.1, [...]

In higher education institutions, critical race theory (CRT) is known to be associated with fields that study racial disparities or systemic oppression such as law, education, and ethnic studies. The impression that CRT is unrelated to fields like business or computer science may have led scholars and practitioners from these disciplines to put their focus on elsewhere than on racial inequality and its implication in their research and practice, despite apparent need. To counter such fallacy, this review article-focusing primarily on the US context-discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism's ability to alter manifestations and to appear through various shapes and forms within the higher education context. Initial recommendations on how educators may engage in further discussions or actions will also be considered. This paper concludes that racist ideologies are often hidden behind discipline-specific vocabulary or technical language, and it is by tackling the ideologies at work underneath the technicalities can we address the chameleon-like nature of racism more effectively., Author(s): Judith C. P. Lin [sup.1] Author Affiliations: (1) grid.253563.4, 0000 0001 0657 9381, California State University, , Northridge, CA, USA Introduction Critical race theory (CRT) is an intellectual movement [...]

Until recently, modern science had been dominated by a handful of Western countries. However, since the turn of the millennium, the global science landscape has undergone dramatic changes. The number of nations where a significant proportion of research done is of high international standard has now increased considerably. China particularly stands out and is today one of the leading science nations in the world. Overall, Chinese research collaborations with countries in the Western world exemplify the general trend towards increasing complexity in the global research landscape. It has gradually become obvious that differences between institutional settings need to be managed more systematically to promote cross-border research cooperation for shared benefits, from individual to institutional levels. An informed discussion of managing complex conditions necessitates an understanding of the relationship-level dynamics of research collaborations. In order to identify what aspects of international research collaborations are the most pertinent to systematically manage at individual and institutional levels, this paper investigates projects in a bilateral Swedish-Chinese funding program. The paper finds that the majority of collaborations funded had yielded positive impact in terms of publications, strengthened research capacity in research groups, and resource accumulation. The challenges found in the collaborations are related to needs such as improving transparency, ethical concerns, and imbalances in reciprocity., Author(s): Tommy Shih [sup.1] , Erik Forsberg [sup.2] [sup.3] Author Affiliations: (1) grid.4514.4, 0000 0001 0930 2361, Department of Business Administration, Lund University, , Box 7080, 222 07, Lund, Sweden [...]

This paper looks at youth mobility as an ongoing, dynamic, processual experience in the making of an educational trajectory. By exploring the experiences of students who have undertaken more than one mobility experience under the Erasmus + program, we reflect on how underlying motivations change over the course of subsequent mobility experiences. In contrast to existing research, where the focus has been on reported motivations for one-off mobility experience, we discuss the latent motivations driving super-mobile educational trajectories. In doing so, we observe the ongoing reconfiguration of these trajectories through the concept of spatial reflexivity, which results in articulated and augmentative dynamics over time. Methodologically, the paper is based on qualitative material collected in person and online with such mobile young people across Europe., Author(s): Valentina Cuzzocrea [sup.1] , Ewa Krzaklewska [sup.2] Author Affiliations: (1) grid.7763.5, 0000 0004 1755 3242, Department of Political and Social Sciences, Università Degli Studi Di Cagliari, , Cagliari, Italy [...]

This paper examines the recent growth of experiential learning (EL) and the university-community (or so-called town-gown, TG) connections created as a result of this expansion. The research is framed by critical scholarship on the nature and role of the university and the place of liberal education specifically, as well as policy drivers aimed at social and economic impacts from EL. Two subthemes are also examined: first, the role of the arts, humanities and social sciences disciplines in EL expansion and, second, the extent to which TG connections focus on the university's local host community as opposed to more distant and even international arrangements. Mixed research methods including public document analysis and key informant interviews are used to document and interpret EL developments across nine varied universities in Ontario, Canada. The results underline broad sector commitment to EL that in turn creates new and different TG connections for the university. Rapid expansion has brought a variety of challenges identified both by universities and community EL partners. The paper concludes with discussion of policy implications and consideration of the future of EL in light of the 'digital pivot' of the COVID-19 pandemic., Author(s): Michael Buzzelli [sup.1] , Emmanuel Asafo-Adjei [sup.1] Author Affiliations: (1) grid.39381.30, 0000 0004 1936 8884, Department of Geography and Environment, The University of Western Ontario, , London, ON, Canada [...]

Nursing is an old vocation but is relatively new to the academy, with schools of nursing being established in Western universities in the late twentieth and early twenty-first centuries. Their establishment was presaged by earlier moves of the preparation of pre-registration nurses from apprenticeships served in hospitals to tertiary education institutions (mainly community colleges and polytechnics) during the last quarter of the twentieth century. Preparation for a life in the professions has been a feature of universities since their inception. Nevertheless, changing a university's offerings is contested, and new disciplines and the new academics within them often struggle to establish their legitimacy within the academy. This paper challenges contemporary accounts of nursing as a discipline the weak disciplinary boundaries of which undermine its place in the academy and hamper nurse academics' development of an academic identity. Drawing on data from interviews with nursing academics, the paper discusses the ways in which the participants are, by their own actions, devising, amending and reinforcing the structures, code, rules and conceptual frameworks of the Nursing discipline. It also considers how, as they do so, these academics achieve a level of ontological congruence that is only possible as their internal biography, the nature of their day-to-day work and the expectations of their employer are able to 'rub along' together without creating the conditions for (self) destructive resistance or the exercise of coercive institutional power., Author(s): Mark Barrow [sup.1] Author Affiliations: (1) grid.9654.e, 0000 0004 0372 3343, Faculty of Education and Social Work, University of Auckland, , Auckland, New Zealand Introduction Throughout, history universities have [...]

This paper examines the volume and type of anonymous comments academics receive in student evaluations of courses and teaching (SETs) at the 16,000 higher education institutions that collect this data at the end of each teaching period. Existing research has increasingly pointed to the negative issues of student surveys, but very little research has focused on the volume, type, and impact of anonymous student comments on academics. This paper analyses the survey results of 674 academics to inform higher education leaders and the sector more widely of the amount and type of abusive comments academics are receiving. The work also demonstrates that the highest volume, most derogatory, and most threatening abuse is directed towards women academics and those academics from marginalised groups. The paper finds that previous estimates of the rate and severity of abusive comments that academics receive, and the impact to academics' wellbeing, mental health, and career progression, have underestimated what is taking place. The paper argues that many universities are failing to protect their staff from this abuse, and the prejudice nature of SET results, which will continue to have a negative impact on the career progression of marginalised academics - a major flaw in a sector that prides itself on diversity and inclusion., Author(s): Troy Heffernan [sup.1] Author Affiliations: (1) grid.1018.8, 0000 0001 2342 0938, La Trobe University, , Plenty Rd & Kingsbury Dr, 3086, Bundoora, VIC , Australia Introduction This paper evaluates [...]

Abstract For several years, science and art have been viewed as separate entities in school education in Nepal. The dominant discourse on science was regulated by Western Modern Worldview (WMW), assuming that seeking universal truth should be the central aim of the exploration. In this article, science refers to the absolutist/rigid nature of different disciplines (such as Science and Mathematics) from the perspectives of Newtonian science, whereas art is viewed from three dimensions; literary arts (i. e. narratives, storing), visual arts (i.e., images, painting, sculpture) and performing arts (i.e., role play, drama). This paper argues that science and arts, as ways of knowing, should be taken as complements of each other. This literature-based argumentative paper also incorporates the lead author’s experiences using art as/for pedagogical approaches in collaboration with schoolteachers. At the same time, the authors also argue the role of critical reflection to acknowledge both science and art as epistemology. The authors have used Dewey's perspectives on the roles of art for experiencing in education. Also, the notion of Mezirow’s Transformative Learning is helpful as an influential lens to showcase the ever-changing thoughts in the transformation continuum. To set the context for the argumentation, the authors discussed the existing Nepali school education system, focused on curricula and pedagogical perspectives. The paper is helpful for teachers, teacher educators, and researchers to critically reflect on their own beliefs and practices in terms of viewing the different perspectives on STEM subjects and the inseparable relationship of science and art for knowledge generation and pedagogical application.

This introduction to the 50th anniversary special issue of Higher Education recounts the history of the journal and reflects on the evolution and expansion of the journal and the field. Higher education studies is an object-oriented field that combines academic explanations with practical interventions. The journal takes an agnostic approach to disciplinary frameworks, theories, and methodologies and an eclectic and inclusive approach to topics. It began in 1972 with a preoccupation with the nature and implications of mass higher education systems, including internationally comparative analyses, and with a focus on policy and planning. Most of the earlier themes of research in the field have continued to the present, but as mass higher education systems have spread across the world, so has the journal's author list and editorial group. Higher education studies remain biased to the Anglophone and Euro-American worlds in their topics, theorizations, and author lists. Between 1996 and 2018, the USA and other English-speaking countries accounted for about 70% of authorship in the six journals with the highest impact factor. However, in Higher Education, that proportion was just over 45%, indicating some progress in the journal's efforts to pluralize, partly through the growth of papers from China. The introduction looks forward, anticipating growth in contributions from the global South, and further inquiry into the purposes of higher education and into its relations in social context. Finally, the introduction discusses the 50th anniversary papers that follow, contributed by twelve present and past editors of the journal., Author(s): Brendan Cantwell [sup.1] , Jenni Case [sup.2] , Simon Marginson [sup.3] [sup.4] Author Affiliations: (1) grid.17088.36, 0000 0001 2150 1785, Michigan State University, , East Lansing, MI, USA (2) [...]

The 2002 'glonacal' paper described higher education as a multi-scalar sector where individual and institutional agents have open possibilities and causation flows from any of the interacting local, national and global scales. None have permanent primacy: global activity is growing; the nation-state is crucial in policy, regulation and funding; and like the other scales, the local scale in higher education and knowledge is continually being remade and newly invented. The glonacal paper has been widely used in higher education studies, though single-scale nation-bound methods still have a strong hold. Drawing on insights from human geography and selected empirical studies, the present paper builds on the glonacal paper in a larger theorization of space and scale. It describes how material elements, imagination and social practices interact in making space, which is the sphere of social relations; it discusses multiplicity in higher education space and sameness/different tensions; and it takes further the investigation of one kind of constructed space in higher education, its heterogenous scales (national, local, regional, global etc.). The paper reviews the intersections between scales, especially between national and global, the ever-changing ordering of scales, and how agents in higher education mix and match scales. It also critiques ideas of fixed scalar primacy such as methodological nationalism and methodological globalism-influential in studies of higher education but radically limiting of what can be imagined and practised. Ideas matter. The single-scale visions and scale-driven universals must be cleared away to bring a fuller geography of higher education to life., Author(s): Simon Marginson [sup.1] [sup.2] Author Affiliations: (1) grid.4991.5, 0000 0004 1936 8948, Department of Education, University of Oxford, , 15 Norham Gardens, OX2 6PY, Oxford, Oxfordshire, UK (2) grid.1008.9, [...]

To understand how the digitalization of higher education influences the inter-relationship between students, teachers, and their broader contexts, research must account for the social, cultural, political, and embodied aspects of teaching and learning in digital environments. Digital ethnography is a research method that can generate rich contextual knowledge of online experiences. However, how this methodology translates to higher education is less clear. In order to explore the opportunities that digital ethnography can provide in higher education research, this paper presents a methodological review of previous research, and discusses the implications for future practice. Through a systematic search of five research databases, we found 20 papers that report using digital ethnographies to explore teaching and learning in higher education. The review synthesizes and discusses how data collection, rigour, and ethics are handled in this body of research, with a focus on the specific methodological challenges that emerge when doing digital ethnographic research in a higher education setting. The review also identifies opportunities for improvement-especially related to participant observation from the student perspective, researcher reflexivity in relation to the dual teacher-researcher role, and increased diversity of data types. This leads us to conclude that higher education research, tasked with understanding an explosion of new digital practices, could benefit from a more rigorous and expanded use of digital ethnography., Author(s): Lasse X Jensen [sup.1] [sup.2] , Margaret Bearman [sup.2] , David Boud [sup.2] [sup.3] [sup.4] , Flemming Konradsen [sup.1] Author Affiliations: (1) grid.5254.6, 0000 0001 0674 042X, Department of [...]

This paper, while conceptual in nature, is informed by both research and practice. Exploring the 'engagement interface' as the site for student engagement (SE), we offer a conceptual contribution in engaging with the Kahu and Nelson (2018 (See CR24)) model by bringing in a fuller understanding of SE grounded in the higher education context rather than being uncritically transplanted from a compulsory education context. This involves consideration of the multiple facets of SE as well as the dynamic, shifting and multilocal nature of the construct. The paper then proceeds to enhance the details of the model, grounding them in a finer-grained reading of the literature and relating educational constructs to the model's proposed 'mechanisms' in a conceptually substantiated way. This further extends Kahu and Nelson's aim of illuminating the 'black box' of SE. Our third contribution is to practice by proposing tactics: informed by the literature, we invite practitioners to consider ways in which they can increase the likelihood of facilitating engagement with, and by, students more constructively., Author(s): Vicki Trowler [sup.1] , Robert L. Allan [sup.1] , Jaroslaw Bryk [sup.2] , Rukhsana R. Din [sup.1] Author Affiliations: (1) grid.15751.37, 0000 0001 0719 6059, School of Applied Sciences, [...]

Humanitarian events are increasing globally, both in number and intensity. In response, the international community spends approximately US$30 billion annually to alleviate both the immediate consequences of these climatic, geographic, and human-induced events but also to support mitigation and recovery. Over the past two decades, the humanitarian sector has increasingly professionalised. One under-studied aspect of this professionalisation is an increase in postgraduate studies in humanitarian action over the last 20 years. Despite this increase, there is no agreement on core curriculum or pedagogy across humanitarian studies courses. How do current Masters of Humanitarian Assistance (MHA) offerings converge and differ, and how can such courses further their contribution to the humanitarian endeavour? This paper surveys 26 anglophone courses offered in the United States, Europe, the United Kingdom, Australia, India, and Nigeria, exploring key characteristics of course entry requirements, flexibility, research, practical components, and academic foci. It does not recommend what a core curriculum for humanitarian courses should be, but does argue that core curriculum for humanitarian courses should be identified by relevant and diverse stakeholders such as affected communities, humanitarian agencies, disaster management bodies, and governments, to ensure that courses in this field provide appropriate learning outcomes. The paper suggests how such a 'charter' may be developed., Author(s): Adriana A. Stibral [sup.1] , Nazanin Zadeh-Cummings [sup.1] , Matthew Clarke [sup.1] Author Affiliations: (1) grid.1021.2, 0000 0001 0526 7079, Deakin University, , Melbourne Burwood Campus, Burwood, Australia Introduction [...]

This paper contends that the inclusion of meso- and micro-level perspectives has been under exploration in the study of the internationalization of humanities and social sciences, in particular, in a state-mandated system where policy interventions in higher education and knowledge production have typically been aligned with state construction and national development. It argues that institutional and individual responses to state policies on the internationalization of humanities and social sciences should be investigated due to their respective roles in policymaking and implementation. It has, therefore, retrieved recent and historical policy documents during the post-WTO period and collected empirical data from two Chinese universities. A constructivist-interpretivist qualitative approach and a qualitative case study strategy were adopted for this investigation. Based on an in-depth analysis of the empirical data, this paper reveals the gap between the macro-level ambition of achieving outward-oriented diffusion of innovations and the local-level realities, as well as institutional dilemmas and conflicts in facilitating the internationalization., Author(s): Jie Zheng [sup.1] , Hantian Wu [sup.2] Author Affiliations: (1) grid.22069.3f, 0000 0004 0369 6365, Faculty of Education, East China Normal University, , Shanghai, China (2) grid.13402.34, 0000 0004 [...]

Although scholars have noted the detrimental nature of the various changes in higher education prompted by neoliberalism, its impact on the experiences of international Higher Degree by Research (HDR) students has yet to be adequately studied. Informed by Bourdieu's concepts of doxa, field, habitus, and capital, this paper examines the ways in which neoliberalism as doxa in the Australian higher education field has colonised the perception and practice of Chinese international HDR students whilst some students were able to demonstrate resilience to the pervasive neoliberal practices. The paper draws on a larger qualitative research project including interviews with 18 Chinese HDR students from four Australian universities. Data suggest that Chinese HDR research students gradually developed intensified dispositions of self-reliance and self-exploitation in response to neoliberal academic practices whilst others were enculturated into a floating habitus (or vulnerable position) in relation to academic publishing as they attempted to negotiate the tensions across fields and over time. Data further reveal that some participants demonstrated resilience to neoliberalism when empowered by their supervisors with less utilitarian and more critically reflexive supervisory practices. The paper argues that the embrace of neoliberalism in the Australian higher education field has become widespread yet controversial, and that thinking and enacting resilience sociologically may de-neoliberalise the higher education field in Australia and beyond., Author(s): Congcong Xing [sup.1] , Guanglun Michael Mu [sup.1] , Deborah Henderson [sup.1] Author Affiliations: (1) grid.1024.7, 0000000089150953, School of Teacher Education & Leadership, Queensland University of Technology, , Victoria [...]

Literature offers a theoretical framework exemplifying the inherent tensions between 'becoming Chinese' and 'remaining global' in the evolution of the international status of Hong Kong. Adopting this framework, this paper examines the global position of Hong Kong's higher education through an investigation of universities' participation in China's Belt and Road Initiative and Greater Bay Area development plan. Specifically, drawing on data from interviews about universities' engagement with the two Chinese grand strategies, the paper discusses university leaders and academics' experience and perception of Hong Kong's global status against a policy context that foregrounds a deeper integration with the Chinese national development. This discussion offers a theoretical dialogue that reveals different but overlapping scenarios for the future of Hong Kong's higher education and sheds light on the link between the changing geopolitical contexts and international higher education., Author(s): William Yat Wai Lo [sup.1] , Jack T. Lee [sup.2] , Dana Abdrasheva [sup.1] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Department of International Education, The Education University [...]