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Presents information on the symposium developed by the editorial board of the `Journal of Geography in Higher Education' regarding international perspectives on learning and teaching geography in higher education. How the idea for symposium was developed; Information on the papers and articles discussed during the symposium.

Accounting education has previously been slow to adapt to the rapidly changing educational and global environment. The COVID-19 pandemic has provided a catalyst to reimagine and redesign innovative learning and teaching and assessment approaches that encompass a broader conceptualisation of accounting. This paper future orientates accounting education by firmly embedding technology, the development of professional skills and industry engagement at its heart. It also discusses vital supporting architecture and mechanisms to empower accounting educators to initiate and enact meaningful change. This paper contributes to the debate about the relevance of accounting education and provides several suggestions for ensuring its future applicability and ongoing sustainability. [ABSTRACT FROM AUTHOR]

This paper is about socialising Saudi female preservice teachers (PSTs) while they are attending university into the role of educational leadership. This leadership role should be broadened to include nation building per the tenets of Saudi Arabia's national development plan, Vision 2030. After discussing nation building and profiling the Saudi educational context (including educational reform initiatives), and after explaining Islamic understandings of educational leadership (values and traditions), an overview of the intentionally planned professional socialisation process is presented. The paper culminates in ideas around what an aligned curriculum might contain so Saudi female PSTs are exposed to educational leadership for nation building while at university. With intentional socialisation into this role, upon graduation, they should be more inclined to assume a role in nation building by (a) influencing the educational sector, players, and policies to benefit the nation and (b) convincing other sectors of the value of women and the education sector in ensuring an ambitious nation. Insights apply to other nations engaged in nation building including Arab nations. [ABSTRACT FROM AUTHOR]

For the 31st Delphine Hanna Lecture, this paper draws parallels between Dr. Delphine Hanna's approach to establishing physical education's professional legitimacy in the late 1800s to the field's current quest for social and cultural relevance. Drawing on the concept of precarity, the paper outlines society's current challenges and argues that the physical education field remains disconnected from the lived experiences of young people. In the spirit of hope and purpose, the paper suggests physical education professionals can learn from the innovative and interdisciplinary path Dr. Hanna forged during her trailblazing career. As one potential example of what this approach may look like today, the author highlights the lesson learned from the Weight Inclusive Thinking (WIT) project – an interdisciplinary effort to promote body size diversity across physical activity settings. [ABSTRACT FROM AUTHOR]

Intercoder reliability is a statistic commonly reported by researchers to demonstrate the rigour of coding procedures during data analysis. Its importance is debatable in the analysis of qualitative interview data. It raises a question on whether researchers should identify the same codes and themes in a transcript or they should produce different accounts in analyzing the transcript. This study reports how articles in four science education journals, International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching and Science Education report intercoder reliability in their analysis of interview data. This article explores whether 103 papers published in these science education journals in a single year (2019) have reported intercoder reliability test when the authors analyse their interview data. It was found that 19 papers have reported the test results. The authors of these studies have different interpretation towards a similar value of intercoder reliability. Moreover, the percentage of data used in the intercoder reliability test and the identity of intercoder vary across the studies. As a result, this paper aims to raise an issue on whether a replicability of coding can show the reliability of the results when researchers analyze interview data. We propose two major principles when authors report the reliability of the analysis of interview data: transparency and explanatory. We also argue that only when the authors report intercoder reliability test results that are based on these two principles, the reliability statistics of studies are convincing to readers. Some suggestions are offered to authors regarding how to carry out, analyze and report the intercoder reliability test. [ABSTRACT FROM AUTHOR]

This paper is a bibliometric overview and evaluation of peer-reviewed articles on governance in higher education. The study uses meta-data from the Scopus journal repository, retrieved using relevant keywords. We analyse the data in VOSviewer software. A content analysis of selected papers is undertaken to comprehend the thematic focus of the knowledge domain. Results show that the field of this research topic has grown exponentially both qualitatively and quantitatively. The conceptual dynamics of the literature unfold the multidimensionality of the topic of this inquiry. Our significant contributions are the scholarly audit of higher education governance research and the identification of several structured research questions for future investigations. This is a maiden attempt to employ bibliometric and content analysis for science mapping and qualitative review in the topic of inquiry. [ABSTRACT FROM AUTHOR]

Whilst research works have identified many actors involved in higher education public policymaking in the Ghanaian context, there is a paucity of empirical studies on how the application of a quadruple helix network of policy actors considered essential constituents of higher education provision could create added value to strengthen the policymaking ecosystem in Ghana. Using multiple data collection techniques including, document analysis, in-depth interviews and analytic memoing, this paper examines deeper insights into higher education public policymaking in Ghana from the perspective of a quadruple helix framework of policymaking and argues for an added value in the use of quadruple helix framework in higher education policymaking. The emerging issues show that higher education public policymaking in Ghana does not involve the key quadruple helix of actors in the higher education provision equitably to create a sufficient coalition for policy implementation. Additionally, the emerging issues indicate that the minimal use of research evidence appears to be a major hindrance to a progressive and transformative higher education policymaking in Ghana. Against the backdrop of the emerging issues, we conclude that ineffective use of quadruple helix network of actors in higher education provision contributes to higher education policy implementation challenges in Ghana. [ABSTRACT FROM AUTHOR]

In this paper we contribute to the emerging literature on the effect of the COVID-19 pandemic on the gender gap in research productivity. We extend previous studies by considering men and women academics from science and non-science disciplines through an analysis of data from academics at 14 universities across two countries (seven in Australia and seven in Canada) and focusing on the role of primary caregiving. Our empirical approach used logistic regressions and the Blinder–Oaxaca decomposition technique. The latter enabled us to ask: 'How much of the gender gap in perceived productivity during the pandemic is due to gender differences in primary care responsibilities?' Within the sample (N = 2,817) of academics, 33% of women and 25% of men reported that their perceived publication ability decreased a lot during the pandemic. This is an eight percentage-point gender gap in perceived publication ability. Statistical analysis revealed that two-fifths (40%) of this gap may be explained by gender differences in having primary responsibility for the care of children. Gender differences in other characteristics such as age, discipline, and increased teaching and administrative work were not, as a group, significant. There were also no differences between Australia and Canada. The findings are important, particularly for the pursuit of gender equality within academia. In the absence of specific mitigating interventions, research disruptions in 2020 may have long-lasting career scarring effects (e.g. hiring, promotion, tenure) and, as a result, see women further disadvantaged within the academy. [ABSTRACT FROM AUTHOR]

This paper empirically examines whether former international students, i.e., global graduates, are more likely to be 'liquid migrants' than those who hold higher education degrees from home and the factors which enable or inhibit transnational mobility among global graduates. Based on an analysis of a subsample from a large-scale web survey of Latvian migrants, this paper finds that highly-skilled Latvian and global graduates represent two different groups of migrants. On the one hand Latvian graduates appear to migrate due to employment or family reasons and seek stability when doing so, corresponding more closely to the profile of sedentary migrants. Former international students from Latvia, on the other hand, are more likely to explore different destinations, even though most of them have lived in no more than two countries, excluding their country of origin. Global graduates who are older, male, hold a doctoral degree, are more recent emigrants, and live outside Europe and the US, are more likely to engage in a 'liquid migration' lifestyle. The empirical analysis and findings in this paper suggest alignment with the conceptualisation of 'liquid migration.' [ABSTRACT FROM AUTHOR]

'Internationalisation' in Japanese higher education (HE) is largely imagined in terms of English language acquisition. Native speakers of English are therefore desirable HE employees. However, 'native-speakerism' also reflects hierarchical notions of English language forms. In Japan, US and Anglo forms of English are privileged over others, which has uneven implications for English speakers employed in Japanese HE. In this paper, we discuss the findings of a qualitative doctoral study, conducted in 2015 and 2016, which involved interviews with 25 native English speakers working for Japanese universities. The study explored the interviewees' experiences working in Japanese HE. Interviewees revealed that as so-called native speakers of English, they experienced a range of advantages in Japanese universities, but that their positioning also seemed to preclude institutional attention to their wider professional expertise. Participants' narratives demonstrated how they sought to differentiate themselves from other native English speakers who were less qualified. We conclude the paper by considering the need for policies and practices in Japanese HE that acknowledge the diversity of 'English speakers', for example, by recruiting HE staff according to clearly defined skillsets (not just native speaker status) and developing internationalisation policies that move beyond English linguistic imperialism and native-speakerism. [ABSTRACT FROM AUTHOR]

This paper examines the experiences of a group of 16- to 18-year-old students in two publicly funded London schools who did not conform to expectations and rejected university as a post-school destination. The students' experiences offer insights into how current Higher Education (HE) policy in England combined with a competitive school market encouraged differentiated levels of support according to the 'status' of students' post-school aspirations. In both schools, progression to university was valorised with sixth-form (post-16) careers guidance focused on HE choosing. Students who did not conform to school expectations and sought alternatives to university were found to be most disadvantaged by a lack of independent and impartial careers guidance at sixth-form level. Characterised by creativity and resourcefulness, non-conforming students' dispositions influenced the ways they negotiated the HE discourses integral to the institutional habitus of their schools. Drawing on social and cultural capital beyond the school, they accessed advice and guidance for post-school destinations which had more meaning for them than university. The paper draws on student interviews which formed part of a larger ethnographic study of the influence of institutional habitus on students' HE and non-HE choosing. The discussion is informed by a Bourdieusian theoretical framework. [ABSTRACT FROM AUTHOR]

Adoption of Critical Human Resource Development (CHRD) and its capacity to change practice is influenced by the political context. HRD professionals learn to challenge their political context through CHRD teaching and research in the 'safe space' of Higher Education Institutions (HEIs). Yet, the increasingly global discourse of New Public Management (NPM), associated with what we call new performance measurement, constrains engagement with CHRD. This paper demonstrates the impact of NPM and research performance measurement on HRD scholarship, CHRD agendas, HRD professional development and HRD practice through discourse analysis of Impact Case Studies and their underpinning research as presented in the UK government's 2014 Research Excellence Framework (REF 2014). Use of national research evaluations with a focus on impact is currently spreading across the globe, and so is of international significance. We identify that although CHRD is consistently adopted in underpinning academic research publications it does not transfer into written impact cases. We conclude that context has the power to silence CHRD, and we challenge CHRD scholars to seek alternative formats to inform practice that do not disguise potential negative impacts. We also caution that silencing critical academic voice diminishes the ability of pedagogic curriculum to challenge and enhance HRD practice. [ABSTRACT FROM AUTHOR]

Policy analysis can be useful for learning about 'what works' in policy. Contemporary policy studies literature highlight that such learning is influenced by power relations in government that shape our ways of knowing the world. This paper offers a critically reflexive narrative account of power relations present during Indigenous higher education policy analysis research conducted in the Northern Territory (NT), Australia to shed light on how to effectively negotiate policy analysis. We reflect on tensions that arose by applying Nakata's concept of the 'cultural interface', which accounts for the complexity of meaning making across diverse knowledge spaces. Narratives from an Indigenous Project Reference Group member are included to provide a perspective on these tensions from an Indigenous standpoint. The paper concludes by describing enabling conditions and strategies that were necessary for effective policy analysis, and considers implications for Indigenous higher education policy analysis in the NT. [ABSTRACT FROM AUTHOR]

Despite the relevance of the UN Sustainable Development Goals (SDGs) and the fact that universities may make valuable contributions towards their implementation, there is a paucity of international studies which may allow an assessment of their degree of engagement or their performance against the SDGs. This paper reports on an international study among a sample of 128 members of higher education institutions (HEIs) located in 28 countries, which aimed at ascertaining the extent to which the SDGs are being integrated into the strategy of HEIs. The focus of this paper is on the means which have been deployed by various universities in order to embed or include the SDGs in their activities. More specifically, this paper explores 1) the scope of integration, 2) the organisational influences, and 3) strategic influencing factors. The research identified the fact that, whereas many organisations are aware of the need for and the relevance of sustainable development and consider it as part of their institutional settings, the same cannot be said for the SDGs, whose level of emphasis is that many HEIs are comparatively somewhat limited. In addition, there seems to be a shortage of training opportunities focusing on the SDGs, which could equip university staff to handle this topic. Against this background, the paper describes some measures that may be implemented to make the SDGs more present in HEI programmes, hence maximising their contribution to addressing the global sustainability challenges. [ABSTRACT FROM AUTHOR]

Presenting research findings outside of the form of a traditional research report requires different modes of making and communicating. This paper offers an account of how The #FEAS Report, a satirical news video, was made to communicate the findings from interviews and a survey as part of the mixed-methods study, Sexism, Higher Education, and COVID-19: The Australian Perspective to a wider public. Three creative tactics for research communication were used: DIY aesthetics, humour, and situated bodies. These communication tactics enabled the researchers to think differently about what research findings mean, and how to articulate them in ways that are intelligible. The paper shows how these tactics worked to bring findings to audiences beyond the academy and ask audiences within the academy to think differently about research reporting and knowledge communication. The paper considers how performing research in this way generates different conversations that compliment those started by more common ways of presenting research findings, and most importantly, how crucial it is for feminist researchers to make space for the creative within contemporary higher education. [ABSTRACT FROM AUTHOR]

This paper, based upon the Dudley Allen Sargent lecture delivered at the 2023 NAKHE conference, provides a discussion on the importance of physical education in higher education from a non-American perspective. It explores the past and present place of physical education and its scholars in the realm of higher education, while sharing examples and insights from a Canadian context. It argues that at the present time physical education scholars suffer somewhat from an abundance affliction with respect to the immense number of organizations, conferences, and journals that exist for sharing their scholarly work. Finally, readers are encouraged to reflect on how this breadth of opportunity for physical education in higher education and academia is both the disciplines' greatest strength and weakness, but that regardless of this fact the roots of physical education in higher education and Dudley Sargent's aspirations are still shared among physical education and kinesiology scholars of today. [ABSTRACT FROM AUTHOR]

Based on data from the "2014 Chinese University Faculty Survey," this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education. [ABSTRACT FROM AUTHOR]

This paper focuses on the use of group assessments within higher education (HE) as a form of summative assessment, and the experiences of students in relation to this assessment tool. Group assessment is becoming a very common feature of undergraduate HE courses, with an "explosion" of group assessment in more recent years. This paper chooses to focus on the use of group assessment within the discipline of law, specifically the use of summative group assessment within a law discipline at a Russell Group University. Although this paper follows numerous other studies and reviews of group work and group assessment, it has been noted that there remains a lack of qualitative studies on students' perspectives on group assessment. This paper progresses the literature to date by collecting qualitative insights. In particular, the paper focuses on key aspects of student experience such as building group relationships, and the fear and uncertainty of being assessed as part of a group. Group assessment can be introduced readily by staff without always considering the complexity of group work and its related issues and this can potentially lead to negative student experiences. Therefore, this paper also aims to highlight the benefits to student experience of well-planned group assessment that is appropriately set. [ABSTRACT FROM AUTHOR]

This paper is a response to Cotton, Miller and Kneale's 2017 paper on the current state of higher education research within UK universities. It seeks to contribute to the debate surrounding the inclusion of pedagogic research (PedR) via SoTL in the UK's Research Excellence Framework (REF) in the context of researchers who reside within a disciplinary context. The inclusion of PedR in the REF continues to be contentious, despite recommendations in the Stern Report which could make its inclusion more feasible. This paper focuses on PedR which is conducted, published and disseminated by academics situated within Life Science departments, rather than Schools of Education. The twenty-one teaching-focused academics in this study discussed their commitment to PedR integral to their academic identity, the challenges they faced in carrying out PedR, and their thoughts on REF 2014. Their opinions and conclusions give food for thought on decisions regarding inclusion of PedR in REF 2021. [ABSTRACT FROM AUTHOR]

Computer-mediated communication pervades society today. Higher education is no exception. Recently in the USA, a debate has emerged regarding online administration of student ratings of instruction (SROIs). Since these end-of-semester messages offered by students are used to influence merit, promotion and tenure decisions, the utility of administering them online ought to be examined. This comparative analysis of messages communicated by students via online and paper-and-pencil SROIs revealed several conclusions. First, the means by which online data were collected positively influenced overall student response rate, as well as internal question-by-question response rate. Second, no significant differences were revealed in (1) student responses to the Likert-type scale assessments, (2) number of comments provided to the open-ended questions, (3) number of positively and negatively charged comments offered in the open-ended responses or (4) major content themes addressed in the open-ended comments. Finally, students provided more descriptive detail in the online than the paper-and-pencil responses. When administered effectively, collecting student rating messages online may be better than doing so in the traditional paper-and-pencil format. [ABSTRACT FROM AUTHOR]

Colleges are important providers of vocational education and training and in some countries they are the major provider. Although the international literature on colleges has grown considerably in the past two decades, it still consists primarily of qualitative descriptions of college sectors in different countries. Quantitative studies of differences in the activity mix of colleges in different countries could improve knowledge of international variation in the roles of colleges and provide a stronger foundation for study of the sources and consequences of variation in college roles. After reviewing different methodological frameworks for comparative analysis of college activity, the research reported here employs one of these frameworks to analyse differences in the activity mix of colleges in five countries. In addition to finding some noteworthy differences among the five countries, the paper also identified several problems of comparability of college data from different countries. The paper concludes that the development of internationally comparable data on colleges would require leadership by international organisations and agencies and is an undertaking well worth pursuing both for the benefits that it could bring to those whom colleges serve and for its contribution to the advancement of comparative study of vocational education and training. [ABSTRACT FROM AUTHOR]

Social class inequalities in accessing sport persist across the western world as a result of financial, social and cultural factors. Research to date largely explores how inequalities impact both accessing and practicing sport and physical activity – identifying patterns and differences between social classes but failing to identify the long-term implications such as how students exchange these as official qualifications and knowledge in Physical Education (PE) degrees. In this paper, we use Bourdieu's concepts of capital, and to a lesser extent habitus and field to theorise about sport as sites of socialisation that shapes the composition and volume of capital students enter PE degrees with. To date, research suggests the role socialisation and informal learning plays in shaping PE students' development of valued dispositions, but often overlooks the intersecting impact of social class. We draw on data from seventeen undergraduate students, studying a non-teacher training PE degree, in the UK. The data presented is selected from interviews exploring how the fields of family, school, extra-curricular sport and the geo-demography of the area they grew up in shaped their access to and practice of Sport/PA. Furthermore, it indicates class differences exist in both the key sites and agents of socialisation. We suggest this has ramifications, in relation to the volume and composition of capital PE students enter Higher Education (HE) with, highlighting the importance for PE staff in HE to be aware of this. Consequently, we demonstrate prior socialisation contributes to students' differing experiences of PE degrees, potentially shaping inequalities resulting from their capacity to exchange capital when studying PE at university. This paper encourages PE staff in universities to question the assumption parity of entry qualification results in all students entering HE with same access to knowledge and experiences valued in PE degrees. [ABSTRACT FROM AUTHOR]

Previous studies have identified a deficit with the higher education (HE) decision-making support offered by further education (FE) colleges, compared with other post-16 providers. However, there has been little research as to why this might be the case. This paper explores this issue by considering the HE choice-making experiences of Level 3 Business and Technology Education Council (BTEC) students and the staff supporting them in an FE college in England. Data are viewed through the theoretical lens of the Theory of Practice Architectures, a framework which illuminates the pre-existing conditions holding the practices of HE choice-making in place. The investigation reveals inconsistent College HE choice support, with a reliance on tutors and local universities that can both enable and constrain the programme. Factors underlying the construction of the programme include the structural parameters of both the BTEC qualification and the College, competing College priorities and the varying relationships the College has with different types of universities. The paper concludes by highlighting the complexity of the tensions and conflicts inherent in FE and making a number of practical recommendations as to the underlying conditions that would need to change in order for FE HE choice support to fulfil its potential. [ABSTRACT FROM AUTHOR]

The doctrine of stare decisis is often explained in first-year law studies as synonymous with the doctrine of precedent and dichotomised into ratio decidendi and obiter dicta. This explanation of stare decisis is frequently supplemented by an exercise where the novice law student is provided with a case and directed to identify the ratio decidendi of the case, and to appreciate the distinction between ratio and obiter dicta in it, the latter being persuasive only. It is argued that this pedagogy is limited and unrealistic because stare decisis is a dynamic process whereby, applying the precepts of formal legal logic, legal principle evolves. This paper propounds that the fundamental precepts of formal legal logic should be harnessed as a dedicated pedagogy to teach students how principle evolves. The extant legal studies curriculum can readily be modified to accommodate these suggestions. Consistent with the proposition that stare decisis is ultimately a process, whether a statement in a case has the character of ratio decidendi or obiter dictum is itself determined as the outcome of that process. [ABSTRACT FROM AUTHOR]

This paper is a written dialogue among four activists from the Emancipa Popular Education Movement in Brazil, following the principles of Freirean pedagogy as a 'circle of culture'. It delves into how popular knowledge can be experienced as popular power, narrating the history, struggles, and strategies employed by the Emancipa movement in their pursuit of democratizing Brazilian universities. The discussion is set within the context of Latin American structural inequalities and the issue of educational exclusion in Brazil. It emphasizes the vital role of contesting culture and knowledge as part of the movement's fight against social injustices perpetuated by peripheral capitalism, including racist violence and gender oppression. The paper adopts emancipatory pedagogy as the method to empower and mobilize grassroots efforts in this transformative endeavour. [ABSTRACT FROM AUTHOR]

This paper provides a critical analysis of Freire's Italian reception and argues that reinventing Freire requires us to historicise and to contextualise his legacy, which in Italy makes sense in consonance with the already existing Italian popular education tradition. Based on the case study of his 1989 honorary degree at the University of Bologna, this article investigates Freire's influence in academia by comparing two generations of scholars and activists who have received Freire in different ways. Drawing on interviews to key informants who belong to two generations of educators influenced by Freire, this paper argues that the Italian Freire's renaissance is associated with the growing need for a generation of militant educators to find a theoretical framework to oppose the hegemony of both neo-liberal and neo-nationalist discourses in education. The reasons for Freire's reinvention in the academic sphere are investigated and the profile of the second generation of Freireans in Italy traced out, highlighting both continuities and tensions with the first one. Finally, the motives for Freire's success in today's Italy are presented in seven main theses, showing that many of them are made possible by virtue of the political, cultural and pedagogical background that made Freire's re-invention in an Italian context possible. [ABSTRACT FROM AUTHOR]

Indigenous Australian young people comprise over 50% of the total Indigenous population (Australian Bureau of Statistics, 2017). Yet, the voices of Indigenous young people are seldom centred in policy or scholarship (Shay & Sarra, 2021). This paper shares findings from a three-year national transdisciplinary, qualitative study that explored the identity and well-being of Indigenous young people in diverse school settings. The data told counter-stories through the lens of Indigenous young people currently absent in mental health and educational wellbeing scholarship. This article illustrates how the theoretical/methodological approach and data provide a strengths-based alternative to trauma-informed and medicalised mental health frameworks that dominate policy and practice approaches. This paper shares key findings from Indigenous young people who articulated their identities as underpinned by respect, pride and collectivism and shaped by culture, where you are from, physicality and role models. These expressions are clearly at odds with broader deficit discourses on Indigenous identity and have implications for health and schooling settings. [ABSTRACT FROM AUTHOR]

In this paper we respond to this special issue's critical focus on mental health in education by considering the medicalised and homogenising approaches to the mental health of young people and the severely negative consequences for young people. Our argument is underpinned by the need to destabilise the hegemony of the current dominant discourses and practices of mental health used in education. The problem with these discourses and practices, informed by particular forms of psychiatry and psychology, is precisely their dominance and their popularised proxy take-up of these. We firstly outline this problem, explore the emergence and saturation of a 'damaged self' in education and consider the impact on young people. We offer counter-narratives that involve a reframing of the self in relation to ethics, politics, capability and the arts and can assist in countering the psy-dominance in education. The paper concludes with some reflections on how teachers might work against the damaging effects of the psy-disciplines and instead support young people in finding their counter-narrative selves. [ABSTRACT FROM AUTHOR]

This conceptual and theoretical paper seeks to analyze the dynamics and consequences of psychologization and therapization, key mechanisms of the therapeutic turn in education. In particular, it focuses, on how the pathologization of social problems occasions individualization and the production of self-reliant and inward-looking subjects trained to maximize human capital according to the tenets of neoliberalism. Second, it explains the principles of a critical approach to education that is informed by the concept of intersectionality. It shows how this concept might be helpful in interrogating and addressing structurally embedded inequalities and injustices. Informed by the insights of Kimberlé Williams Crenshaw, this approach engenders a contextualized and nuanced analysis of social forces, social identities, and ideological instruments through which power and disadvantage are expressed and legitimized. To further illustrate its importance, insurgent citizenship education, a concept drawn from the experiences of a Philippine school for displaced indigenous groups will be discussed. [ABSTRACT FROM AUTHOR]

This paper examines the predicament of the Dalit youth in their pursuit of higher education through a qualitative study in a low-income locality of Delhi. In absence of control over material resources historically, education offered promise in liberating socially excluded groups for its instrumental link with modern occupational structure. The policy of universal public education backed up with affirmative action in India has formally aided its access across sections. Even as the participation of the hitherto marginalized groups has been increasing manifold, privatization and marketisation in the education sector under the neo-liberal regime have transformed the educational landscape. Dalit youth is largely segregated into low-quality distance and social sciences education. The paper discusses various constraining and motivating factors embedded within and outside the neighbourhood and educational institutions which shape their educational interests, choices, and decisions. It elaborates on how cumulative socio-cultural, spatial, and historical disadvantages continue to shape the process of educational exclusion, even when these groups live in a metropolitan city amidst educational institutions. However, we also stress that the state policies, informed mentors, shared aspirations, and diversity in socio-cultural interactions hold the potential to alter and widen educational aspirations, access, and outcomes. [ABSTRACT FROM AUTHOR]

The developing structure of Omani higher education sector depends upon a culturally diverse group of international academics who outnumber their Omani colleagues. This creates a unique group composition that is inconsistent with the largely Omanising workplace context. Drawing on data gathered from a case study, this paper explores the reasons and the effects of group instability resulting from faculty's national diversity on establishing a group's social identity, the latter being an antecedent for establishing an intellectual capital. The findings of the study suggest that national diversity is associated with a number of factors that impede longevity within work groups thus affecting identification with a common group prototype. These include human resources management practices, such as outsourcing recruitment, inconsistent recruitment standards, low faculty agility and a number of personal factors that emphasise individual identity. The paper concludes by arguing that the absence of social identity in higher education hinders establishing an intellectual capital that represents a cornerstone for establishing a knowledge-based economy that fuels the realisation of Oman 2040. The findings have implications to the GCC1 contexts that are characterised by depending on largely nationally diverse workforce. [ABSTRACT FROM AUTHOR]

Drawing on higher education regionalism, this paper explores international branch campus (IBC) initiatives undertaken by one of the largest Russian IBC-exporting institutions, the Lomonosov Moscow State University (LMSU). To date, very little is known about higher education (HE) export-import between the post-Soviet countries. This qualitative inquiry critically examines the Soviet legacy of LMSU IBCs to understand their origins, purposes, and utility as a form of HE export. This paper sheds light on (1) the similarities and differences between six LMSU IBCs and (2) discourses used to rationalise the establishment of LMSU branch campuses. The findings from this paper suggest that LMSU IBCs are established (a) to promote the Russian HE model, (b) to strengthen political and cultural ties with neighbouring countries, and (c) to bolster LMSU's image and brand appeal in the region. [ABSTRACT FROM AUTHOR]

Higher education is increasingly defined by data, indicators and metrics. The paper examines how English universities conceptualise and articulate their perspectives on 'teaching quality' in the context of the Teaching Excellence and Student Outcomes Framework (TEF) in the UK. By adopting a qualitative thematic analysis approach, the author examines how a sample of English higher education institutions [n = 18] articulated their perspectives on teaching quality by analysing the 'teaching quality' section of their qualitative TEF submissions. The findings have shown that higher education policies, such as TEF, have greatly shaped institutions' perspectives on teaching quality and teaching excellence. In turn, universities' articulation of teaching excellence appeared to have significant implications for their management and academic practices, such as institution priorities, resource allocations, performance evaluation and academic career development. [ABSTRACT FROM AUTHOR]

This paper presents a process of development and validation of a methodological tool for supporting the co-design of strategic actions to enhance the digital competencies of educators in higher education. Considering that organisational strategy and change are often imperfectly reflected in structural arrangements in higher education institutions, this work proposes a novel approach to address this difficulty. In a four-iteration process with a design-based approach, a team of experts and stakeholders from six European countries has created and validated a CANVAS to design actions for fostering Digital Teaching Competences based on the DigCompEdu framework. The result is a methodological instrument that facilitates co-design across stakeholder groups within higher education institutions. Its goal is to enhance a strategic vision for participatory action by scaffolding institutional development processes, collaboratively defined, for short, medium- and long-term impacts. This work can also be a reference for other systematised innovation design approaches. [ABSTRACT FROM AUTHOR]

This article synthesizes ideas that emerged over the course of a 10-week symposium titled "Teaching Reproducible Research: Educational Outcomes" https://www.projecttier.org/fellowships-and-workshops/2021-spring-symposium that took place in the spring of 2021. The speakers included one linguist, three political scientists, seven psychologists, and three statisticians; about half of them were based in the United States and about half in the United Kingdom. The symposium focused on a particular form of reproducibility--namely computational reproducibility--and the paper begins with an exposition of what computational reproducibility is and how it can be achieved. Drawing on talks by the speakers and comments from participants, the paper then enumerates several reasons for which learning reproducible research methods enhance the education of college and university students; the benefits have partly to do with developing computational skills that prepare students for future education and employment, but they also have to do with their intellectual development more broadly. The article also distills insights from the symposium about practical strategies instructors can adopt to integrate reproducibility into their teaching, as well as to promote the practice among colleagues and throughout departmental curricula. The conceptual framework about the meaning and purposes of teaching reproducibility, and the practical guidance about how to get started, add up to an invitation to instructors to explore the potential for introducing reproducibility in their classes and research supervision. [ABSTRACT FROM AUTHOR]

Based on the Technology-Based Learning Model, the present study reviewed open online language learning research published in the Scopus database from 2009 to 2018, with a focus on research design, sample size, learning devices, target languages, language skills, the learners' education level, the learners' language proficiency level, learning methods, and the foci of investigation. In terms of research design, quantitative empirical studies accounted for the most, followed by mixed method studies. As for the target languages, English was investigated the most, with few studies focused on other languages. In terms of language skills, the number of studies related to vocabulary and speaking was less than those concerning reading and writing. With regard to learning methods, self-directed learning, blended learning, and peer review were the most commonly adopted. There was little research on collaborative learning, flipped classrooms, adaptive learning, or thematic-oriented learning. As for the foci of investigation, motivation, interest, and satisfaction were the focus of the majority of the studies. On the other hand, little research was found to examine self-efficacy or confidence. A discussion based on the analytic results is presented along with proposed suggestions for future research directions. [ABSTRACT FROM AUTHOR]

This paper revisits the issue of institutional diversity in Australian higher education, taking account of international trends and research on the subject. Drawing on empirical studies over the last three decades, I adopt a within-country case study approach to analysing institutional diversity in the Australian higher education policy context and consider post-COVID systemic implications. Catalysts for this analysis include revisions to the Australian provider category standards, government policy shifts influencing the undergraduate curriculum, and the systemic impact of a global pandemic. The paper concludes with three propositions, arguing that institutional diversity will be more important than ever to meet the diverse needs of students and the labour market; an ecosystemic approach to post-secondary education will be a key enabler of sector diversity; and a paradigm shift, enabled by such drivers as government policy and proactive institutional leadership, will be essential to achieve enhanced institutional diversity. [ABSTRACT FROM AUTHOR]

The field of educational leadership, management and administration (ELMA) uses methods drawn primarily from cognate educational disciplines. But does this matter? This paper explores the methods used in recently published papers through a snapshot of six issues of six ELMA journals. The analysis showed a preponderance of survey, interview and case study methods, with one journal, JEAH, also publishing papers using methods drawn from history, philosophy and sociology. The snapshot also revealed the methods that were rarely used – for example, ethnography, visual and on-line methods. Through a Bourdieusian lens, the paper argues that the ELMA field appears to be somewhat removed from methods developments and debates in the wider educational and social science fields. There may thus be mileage in the ELMA field considering the use of additional methods, including the ‘wilder’ ones. The field might also benefit from understanding methods as more than tools and as practices possessed of a social life. [ABSTRACT FROM PUBLISHER]

Critical thinking is embedded in national university graduate outcomes and included in international bodies' statements on higher education. At the same time, there are tensions surrounding critical thinking in higher education, such as its commodification, Eurocentrism, and relationship to rapidly digitalising cultures. Drawing from the philosopher Bernard Stiegler's writings on human originary technicity, this paper argues that critical thinking takes different forms according to technical and cultural milieus. For Stiegler, human originary technicity makes prosthesis the human condition: we are biological and technical, both organic and inorganic matter. Reasoning, reflection, and evaluation are relative to the technologies of memory that form everyday and intellectual culture. Stiegler's analysis articulates how digitalisation threatens and protects reasoning and reflection, enabling the demonstration of how critical thinking takes specific forms in digitalised societies. The paper proposes prosthetic critical thinking as a practice that can embrace differing understandings of critical thinking, namely as skills and dispositions associated with reasoning and as the practice of critical pedagogy. The resulting understanding of critical thinking shows it to be a plural, inclusive, and contingent practice relevant to higher education. [ABSTRACT FROM AUTHOR]

This paper is about the collaboration between the Centurion University of Technology and Management (CUTM), Odisha (India), and the Norwegian University of Science and Technology (NTNU), Trondheim (Norway), initiated in 2017. The main objective of the collaboration was to facilitate students through educators to bridge the gap between higher education and the practical skills needed for assessing and advancing sustainable development in local communities. This paper presents the contribution of nine women interns within the framework of partnership among the universities, government, and social enterprises in Odisha and Andhra Pradesh. It analyses the role of women interns in activities and experiences in Farmer Producer Organisations (FPOs), in motivating women farmers to join FPOs to benefit in terms of increasing productivity, value addition for better products, and improving market opportunities. The concluding observations section provides three sets of learnings each for the role of women interns and implications for higher education. [ABSTRACT FROM AUTHOR]

Teaching and librarianship are interrelated. This paper explores the author's experiences and views of working as a librarian in higher education, within the Australian University context. It perceives Australian University libraries and librarianship as aligning with Social Constructivist views on learning. Through drawing on information from professional practice, this paper considers the professional identities of librarians in a third-space paradigm, including in contributing to doctoral supervision. It examines teachers as curators and sees this observation of teaching yielding the view of librarians as teachers explicitly. It touches on the author's new awareness of librarians and their role in supporting assessment for learning. The paper puts forward the author's use of reflective practice to enhance teaching, and shares experiences in using the Technology Pedagogy Content Knowledge (TPACK) framework to ensure reflective practice is focused. [ABSTRACT FROM AUTHOR]

In this conceptual paper I examine how current understandings of English medium instruction (EMI) can be refined to inform language policy-making and practice in higher education. Starting from a set of EMI definitions (Dafouz, E., & Smit, U. 2020. ROAD-MAPPING English medium education in the internationalized university. Palgrave Macmillan; Macaro, E. 2018. English medium instruction. Oxford University Press; Pecorari, D., & Malmström, H. 2018. At the crossroads of TESOL and English medium instruction. TESOL Quarterly, 52(3), 497–515) and the language-content spectrum that was first put forward by Met (1998. Curriculum decision-making in content-based language teaching. In J. Cenoz, & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35–63). Multilingual Matters), I highlight how EMI has been approached in existing literature and how it may converge or diverge with other bilingual labels. Using an institutional case as an example, I argue that the conceptualisation of the language-content duality could be expanded to better reflect the different manifestations of EMI in reality, and to provide space for tracing terminological movements in the process of policy implementation. To do so, a dynamic language-content model is introduced, drawing attention to different depths of integration based on what is controlled (e.g. language and/or content) and how much control is taken (e.g. in curriculum-planning, teaching, and/or assessment). The model can be viewed as a second generation of the language-content continuum, complementing existing EMI definitions while opening up wider possibilities for dealing with the interplay between language and content in university settings. The paper closes with implications for EMI policy-making and practice. [ABSTRACT FROM AUTHOR]

This paper intervenes in debates on Chinese higher education and social (re)production strategies in the contemporary African diaspora, developing the link between 'Chinese' capitals, social status and spatial mobility. Drawing on semi-structured interviews with both disadvantaged and middle-class African international students, I unpack how migration to China will enable them to accumulate prized forms of capital and position advantageously in different spheres of African society. The paper focuses on two 'Chinese' capitals – specifically high proficiency in the Chinese language, and exposure to and internalisation of Chinese lifestyles and practices – which are convertible to profit, distinction and secure coveted jobs in their respective home countries. By exploring how China's 'in the middle' position within the global political economy and exercising its soft power over peripheries are reflected in the ways these African students and their families play the 'class game' and make higher education choice, this paper moves beyond the 'West' vs. 'the Rest' gaze and nuances an emergent mobility pattern within the Global South. I conclude by presenting an argument that in seeking these 'Chinese' capitals, the students and their families may enhance China's geopolitical standing and facilitate its movement towards the 'core' within the arena of the world (knowledge) system. [ABSTRACT FROM AUTHOR]

This paper explores the governmentality in Macao's higher education (HE) by exemplifying how neoliberalism and Chinese nationalism simultaneously inform the governmental rationalities and technologies in the city. Like many other systems, neoliberalism has substantially shaped Macao's HE. However, owing to post-colonial identity, Chinese nationalism has become a significant driving force in the development of Macao's HE after the handover. On the basis of governmentality and a qualitative single case approach, this paper demonstrates how the neoliberal logic and nationalist discourses frame the governmentality in postcolonial Macao's HE. The paper further argues that the recent development of the Guangdong-Hong Kong-Macao Greater Bay Area signifies an intensification of national integration that is deliberately associated with a wave of marketisation in HE. These developments represent the economic and political imperatives of Macao's HE policy and provide insights into Chineseness in HE within the contemporary political context. [ABSTRACT FROM AUTHOR]

Doctoral supervision is a subtle but complex form of teaching in higher education, where supervisor-to-candidate expectations including support around the literature are important, but supervisory practices and candidate starting points can be disparate and expectations are not always discussed. This paper uses autoethnographic reflections and a practitioner inquiry to explore: How involved should supervisors be in the literature search and literature review writing? This issue arose following the transition from a postgraduate candidate to an academic involved in supervising and teaching postgraduate candidates, co-facilitating supervisor development programmes and researching doctoral supervision. This paper proposes that the involvement of supervisors in the literature search or review could be classed as operating on a conceptual model: the 'sliding scale'. Readers are asked to consider the different tensions in this practice and invited to address them using the 'sliding scale' to encourage conversations with candidates in higher education supervision or teaching. [ABSTRACT FROM AUTHOR]

Franciscan University of Steubenville (FUS) has established a strategic initiative to help all students identify their unique gifts and gain tools for living their personal vocations on a daily basis and throughout the course of their lives. As a Catholic institution of higher education, FUS is actively building an institutional culture that will enable "an ever clearer discovery of one's vocation and the ever greater willingness to live it so as to fulfill one's mission" (John, 1988, para. 58). This paper summarizes various initiatives underway at FUS related to personal vocation formation, especially those related to engaging first-year students. There are three categories of personal vocation development activities that FUS has developed: institutional-level, cohort-oriented, and classroom-based activities. Five of the initiatives described are co-curricular, while four are integrated into for-credit coursework. These different types of student interventions are distinguished both in method and audience but share the same goal of engaging students and empowering them toward a Christ-centered direction in their personal vocation. This paper presents the foundations for personal vocation, arguing for why this topic is essential for a Christian education, and it presents an overview of eight different personal vocation approaches taken at FUS, how each of the approaches have been instantiated, and a summary of their achievements as of the 2021–22 academic year. [ABSTRACT FROM AUTHOR]

What impact did the 1988 Education Reform Act (1988 ERA) have on higher education from the perspectives of professors working in the sector at the time? How did it reshape the sector's structures? How did it contribute to the conditions that have unleashed the so called 'undergraduate monster'? These questions are addressed in this paper. I draw on semi-structured interviews with 14 professors working in universities in England to explore their perceptions of the changes from a system of polytechnics/universities to pre- and post-1992 universities. In doing so, this paper provides unique insights into second order policy effects created by the 1988 ERA for the sector. The data lead me to argue that the 1988 ERA made the introduction and increases in higher education tuition fees possible, further entrenching inequality in the composition of the student body in different types of Higher Education Institution (HEI). [ABSTRACT FROM AUTHOR]

While many states move from elite to mass higher education (HE) systems, little is known as to why some authoritarian developing states resist this transition. In post-Soviet Uzbekistan the tertiary system was consciously restricted to cover roughly 10% of the population; a situation that continued for more than two decades. This paper argues that it is the securitization of the role of HE growth that confronts the transition of HE from elite to mass systems. To support this argument, the paper analyses Uzbekistan's HE policy and the notorious 1992 student protests that legitimized the securitization of HE expansion in the country. [ABSTRACT FROM AUTHOR]

The adoption of Open Educational Resources (OER) can, on the one hand, increase access and quality in higher education, but on the other hand it is raising concerns among universities and researchers about its economic sustainability. This is mainly because, unlike traditional online learning, in OER-based approaches learners do not have to pay to access learning resources, however the institution incurs costs for the production, maintenance and dissemination of OER. In this context, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) has urgently called for more research on OER sustainability models in its 2019 OER recommendation. To contribute to a better understanding of this issue, this paper used the triangulation method to investigate the potential OER sustainability models that are currently implemented by universities, along with their challenges and possible developments. Through a comprehensive literature review and a 2-round Delphi method with thirty OER experts, ten OER sustainability models have been identified and analysed, where public and internal funding are the most established ones. The findings of this study could support organisations in developing their own OER sustainability strategy, facilitating OER adoption worldwide and therefore contributing to achieving the UN Sustainable Development Goals (SDGs). [ABSTRACT FROM AUTHOR]

This paper reports on a project conducted between July 2020 and March 2021 that was developed within the context of COVID-19 and explored the ways in which Australian universities responded to the pandemic and the gendered effects of these responses. This paper demonstrates that sexist and gender discriminatory practices were amplified by the pandemic and that the gendered division of labour within higher education was made more apparent. We contribute to a growing body of work on gender and the COVID-19 crisis by reporting on a survey conducted in Australia. The survey asked participants to reflect on their experiences qualitatively. It is this qualitative element that has been missing from much of the research in the field thus far. In addition, the diversity of participants means that we bring an intersectional lens to the ongoing effects of the pandemic upon higher education, including exploring the experiences and reflections of academics who identify as culturally and linguistically diverse (CALD), LGBTIQA+, and Aboriginal and Torres Strait Islander experiences and reflections. This paper, therefore, reports on some of the key findings from the survey and focuses upon the gendered dimensions of the pandemic, domestic life and pandemic living-working, and affect, emotion and wellbeing. [ABSTRACT FROM AUTHOR]