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This paper addresses the issue of how local and global norms and requirements are negotiated in the early stages of development of Social Science research ethics policy in a Global South context. A review of relevant literature followed by analysis of relevant national and institutional policies highlights both tensions and creative potential for ongoing research ethics initiatives. It was found that safety, trust and confidentiality issues are common problems reported by social science researchers in Kyrgyzstan. National level documents do not directly address these ethical research issues, but the need for international research ethics principles is recognized. A limited number of institutional policies address research ethics issues, with the majority of relevant documents being codes of conduct focused on virtue ethics. The paper argues that this analysis of the current situation in Kyrgyzstan is likely to be of relevance to many countries, where those responsible for governance of research at all levels are grappling with the tensions of navigating research ethics in ways that are meaningful in local contexts while being congruent with Global North ethics requirements of funders and publishers. [ABSTRACT FROM AUTHOR]

The integration of research activities in universities of applied sciences (UASs) has led to the transformation of these universities into organisations with two primary processes: research and education. Although many believe in the benefits of combining research and education in one organisation, which is referred to as synergy in this study, research–education synergies have rarely been empirically investigated, particularly in the UAS context. Thus, this research investigates the intended synergy between the research and education of UASs by conducting a document analysis of their university‐wide strategic policy. The findings show that UASs aim for synergies among people, UAS organisations and outside UAS organisations, with a focus on education‐oriented synergies. This study provides an initial understanding of the strategic aims of UASs considering research–education synergy. The findings provide direction and a framework for future research and form a base for making explicit strategic choices for research–education connections in universities. [ABSTRACT FROM AUTHOR]

Higher Education Institutions are expected to stimulate the innovation system and to contribute to the development of societies in a global perspective. Within this context, there is an increasing focus on internationalization. HEIs are developing institutional mechanisms to support internationalization while academics are expected to carry specific practices that allow them to improve the internationalization of knowledge production. At the same time, they are encouraged to engage with non-academic partners to co-produce and transfer knowledge, contributing, in this way, to economic and social development. Although there is some research on the impact of internationalization on academic entrepreneurship, studies on the effects in other dimensions of academic engagement with society are almost absent. This paper aims to fill this gap by analyzing the relationship between academics' internationalization practices and perceptions and the development of different types of academic engagement. Our analysis draws on quantitative analysis with data provided by an international survey (APIKS) and explores the Portuguese context. Findings show that the different practices and perspectives on internationalization impact differently on the way scientists engage. While there are positive effects of internationalization of research on engagement, the time academics stay abroad and the high focus on publishing in internationally high-rated journals may negatively affect academics' orientation towards the local community. This paper contributes to the debate on the role of the internationalization in the context of a knowledge-based society, considering different dimensions and a broad spectrum of knowledge-based engagement activities. [ABSTRACT FROM AUTHOR]

University governing bodies, especially academic boards, play a crucial role in policy formation. However, due to the predominance of managerial values over academic values in the policy-making process, a persistent divide exists between policy formulation and implementation. This divide results from the marginalisation of academics and the dominance of managerial authority figures within these bodies. Our study investigates the latter to determine the precise Foucauldian apparatus used by authority figures to influence policy-making meetings. Using an innovative arts-based method, we analyse ethnographic vignettes through a Foucauldian lens and transform them into collages depicting the apparatus used by authority figures: Strategic Managerial Monumentalism, Managerial Historical Revisionism, Managerial Discursive Dominance, Managerial Panoptic Surveillance, and Managerial Normalisation. We contend that only a well-defined separation of governance powers can effectively counter the encroachment of managerialism and uphold the democratic representation of academic values in university policies to bridge the policy-practice divide. [ABSTRACT FROM AUTHOR]

Over the two decades, international academic rankings have significantly increased their influence in global higher education. Serving as benchmarks for the formation of public policies and the opinions of key actors in the field, these classifications have impacted academic and administrative activities of higher education institutions worldwide. In Brazil, research has highlighted the rankings’ role in institutional planning and university media; however, their impact on decision-making processes within higher education institutions remains unclear. This article aims to contribute to such understanding by analyzing minutes of the university boards of USP and Unicamp from 2010 to 2023. Our findings reveal that rankings are frequently utilized as a source of external authority in constructing argumentative strategies, shaping how stakeholders make sense of quality in higher education. [ABSTRACT FROM AUTHOR]

Long characterized as a primary form of academic misconduct and a major threat to academic integrity, the issue of plagiarism has been extensively researched from multiple perspectives, including students' and academic staff's perceptions and attitudes concerning plagiarism, measures for detecting and deterring plagiarism and their effectiveness, and the higher education sector's response to plagiarism. Yet knowledge remains patchy regarding this last strand of research. With the aim of bridging this research gap, we examine and compare the plagiarism management policies adopted by a selection of universities in mainland China and Hong Kong, two contexts that have been influenced by different academic traditions. Analysis reveals both similarities and divergences in these universities' communication of plagiarism-related information, mechanism for plagiarism detection, provision of academic guidance and support for avoiding plagiarism, and competing discourses on plagiarism underpinning their mixed approaches to the problem. Implications for institutional policymaking and academic integrity education are discussed. [ABSTRACT FROM AUTHOR]

University institutional policy is poorly understood. While policy is required by law for universities to accept funding and is revered for articulating values, mitigating risk, and guiding practice, policy is frequently considered absurd and resisted in practice. This is the policy-practice divide. To gain a better understanding of this divide and the nature of the resistance, we asked policy actors to describe their experiences with policy development, implementation, enactment, and review. We asked: If policy is absurd, what is the nature of the relationship between policy and university management, and how do those who enact policy deal with this absurdity? We discovered that university management has an infinitely regressive self-fulfilling relationship with policy because they intentionally exclude the workforce from policy-making and see themselves as solely responsible for policy interpretation and implementation. However, when Kierkegaard's concepts of absurdity, faith, hope, and doubt are applied to policy actors' experiences, we see that resistance can be characterised positively as a 'leap of faith', where those who enact policy overcome their doubts and reinterpret it to achieve some semblance of good. This is an unintended consequence for managerialism, as deliberately creating a policy-practice divide solicits resistive 'good' practices from policy actors. [ABSTRACT FROM AUTHOR]

Purpose: Physical education requirements (PERs) have been suggested as a potential solution for increasing physical activity (PA) among undergraduate students, specifically for the inactive who face the greatest barriers to PA. In 2010, among a nationally-representative, random sample of tertiary institutions in the U.S. only 39% had PERs as part of their general education curriculum. But, being a decade old, this data may be outdated. The aim of this study was to examine the current status of PERs in U.S. tertiary institutions and to explore what institutional characteristics are associated with having a PER. Methods: Academic catalogs of a nationally representative, random sample of 331 institutions were searched for PER information. Results: The majority of U.S. tertiary institutions did not mandate physical education (PE) courses (56.2%), whereas 31.7% fully and 12% partially required their undergraduate students to complete a PE course to graduate. The characteristics most associated with an institution having a PER included being private, having a small enrollment size, having an academic degree program related to the field, having both activity and conceptual components, being <3 credit hours, offering an elective program in physical activity education, and being located in the south. Conclusion: Future work is needed to identify important elements of PER courses, reasons why PERs are sustained by some institutions versus others, and to establish practical guidelines regarding best practices for quality PER courses. More direct action within the discipline of kinesiology is needed to underscore the importance and need of PERs at the tertiary level. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

In this study, I explore the transformative potential of artificial intelligence (AI) and emerging technologies in higher education, focusing on case studies and pedagogical innovations that are reshaping the learning experience. Through an in-depth analysis of key initiatives--such as Stanford University's AI-driven personalized learning platform, the AI chatbot implemented at the University of Murcia, Knewton's adaptive learning system, and the intelligent tutoring platform developed by Pai et al.--the study highlights how AI enhances learner engagement, customizes educational experiences, and improves academic outcomes. The research also critically examines the ethical challenges and policy considerations associated with AI integration in educational settings. It emphasizes the need for clear guidelines to ensure responsible and equitable use of AI, particularly in addressing issues of fairness, student welfare, and access. The paper concludes by calling for further research into the long-term implications of AI on educational equity and ethical standards in higher education. [ABSTRACT FROM AUTHOR]

The published literature on lecture capture technologies is often conflicting and sometimes controversial. A common thread among many studies is the impact of recorded lectures on student satisfaction, attendance and performance; however, many of these studies fail to acknowledge the wider context and the many and varied ways in which capture technologies are being used by educators. This research applies a naturalistic case study methodology, combining a quantitative analysis of capture technologies system analytics for content recorded during 2017/2018 with an investigative enquiry to identify factors which may contribute to higher ratios of recording:viewing. The findings show a correlation between average session length and recording:viewing ratios, indicating that students are more likely to engage with shorter recordings. The data also demonstrate lower levels of engagement with traditional lecture capture content and greater engagement with content that is directly linked to other learning tasks such as skills development and assessment. [ABSTRACT FROM AUTHOR]

Objective: Although concussions affect millions of young adults annually, researchers have yet to assess factors that may affect future implementation of post-concussion academic supports within higher education. Therefore, we sought to evaluate preimplementation outcomes of the acceptability, feasibility, appropriateness, and readiness for change of the Post-Concussion Collegiate Return-to-Learn (RTL) Protocol among university stakeholders. Setting: An online survey. Participants: A convenience sample (N = 49; 63.3% female) of athletic trainers (ATs; n = 25, age = 30.1 ± 7.6 years) and university faculty/staff (n = 24, age = 38.3 ± 9.9 years) across the National Collegiate Athletic Association (NCAA) Power 5 Conferences from January to February 2022. Design: A cross-sectional study. Main Measures: To compare preimplementation outcome measures using the Acceptability of Intervention Measure (AIM), Feasibility of Intervention Measure (FIM), Intervention Appropriateness Measure (IAM), and Organizational Readiness for Implementing Change (ORIC) regarding the RTL protocol between ATs and university faculty/staff. Additional outcomes included internal and external barriers to implementing at their respective institutions. Statistical analyses were conducted using Mann-Whitney U tests, with effect sizes estimated using eta-squared coefficient (η2). Results: Quantitative analyses yielded no statistically significant group differences (P s >.05) across the AIM, FIM, and IAM outcomes, indicating both groups perceived the protocol to be acceptable, feasible, and appropriate. Moreover, ATs reported higher agreement regarding motivation, desire, willingness to do "whatever it takes," commitment, and determination to implement the novel protocol than faculty/staff. Further, ATs reported higher agreement regarding their institution's confidence to keep track of its progress, support adjustment, maintain momentum, manage institutional politics, coordinate tasks, encourage investment, and handle the challenges of future implementation of the RTL protocol. Conclusions: Preliminary findings suggest ATs and university faculty/staff across the NCAA Power 5 Conferences may perceive the RTL protocol to be acceptable, feasible, and appropriate for future use; however, noteworthy internal and external barriers may influence its uptake. Future research should utilize implementation frameworks to support the protocol's adoption and reach. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent decades, research on plagiarism has helped to raise awareness of the complex and multifaceted nature of plagiarism. Yet despite these strides, several influential academic contexts have yet to be examined. The purpose of this qualitative study was to examine pre-service teachers' conceptions of plagiarism at a university in Norway, a country largely excluded from these studies, in part because of its non-EU membership status. Results showed that while students understood several basic elements of plagiarism, their own definitions were narrow in scope, highlighting traditional viewpoints such as plagiarism as transgression. Results also revealed that students' concerns regarding plagiarism aligned with establishing a moral identity as a writer rather than situating plagiarism within the greater context of proper academic writing. Pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

Thirty years ago Boyer's report Scholarship Reconsidered: Priorities of the Professoriate (1990) inspired the launch of the 'SoTL movement' which sought to raise the status of learning and teaching in higher education. In this paper we argue that despite its honourable intentions the SoTL movement has been a thorn in the flesh of serious scholarship into learning and teaching in higher education. Drawing on various debates within and outside the SoTL movement and interviews with teaching and learning leaders in the UK, we argue that the time has come to consign SoTL to history, and start the process of asserting the value of higher education research. A widened understanding of SoTL that we conceptualise as SoTL 2.0 has superseded and edged out earlier conceptualisations of SoTL (SoTL1.0), weakening SoTL's potential research rigour, legitimacy and validity. [ABSTRACT FROM AUTHOR]

This article problematizes a relevant issue in higher education that understands teaching management as the ability to address the current requirements of university teaching activity in a professional context. To this end, and taking as reference the guidelines of a ministerial project, the proposal made in a Chilean state university is presented. According to the available information, teachers start a transition towards academic functions, taking into account the orientations of the three quality components: curricular management and teacher development, student's trajectory and teaching management and innovation. In the reference approach, the relationships between university teaching, curricular approach and teaching management are described. The methodological approach presents an idea of integration for the training activity through the problem to be solved and the procedure used, the achievements and lessons learned for teaching management. The experience demonstrates the results through a description of the proposal based on the two case examples. Based on these, the definition of innovation management and curricular quality assurance is discussed. [ABSTRACT FROM AUTHOR]

We present a framework based on a higher education application preference list that allows a different type of flexible aggregation and, hence, the analysis and clustering of application data. Preference lists are converted into scores. The proposed approach is demonstrated in the context of higher education applications in Hungary over the period of 2006–2015. Our method reveals that efforts to leverage center-periphery differences do not fulfill expectations. Furthermore, the student's top preference is very hard to influence, and recruiters may build their strategy on information about the first and second choices. [ABSTRACT FROM AUTHOR]

New universities on the European mainland were mostly teaching oriented until the start of this century. Current national and local management intends to better connect research and teaching through the increase in lecturers' research capacity, often defined through their master's degrees or PhDs. However, this strategy is complex due to the needed combination of didactical expertise, professional practise, and research competencies in lecturers' professional profiles, which are not captured by the notion of formal degrees. This study considers the professional profiles of new lecturers through a thematic analysis and a correlation analysis of tasks and competencies in job openings (N = 126). The findings show that two professional profiles underpin the hiring of new lecturers: the teaching lecturer and the research-active lecturer. These profiles do not imply a better connection between research and teaching. To reach this goal, higher education policy should explicitly define lecturers' professional profiles beyond their formal degrees. [ABSTRACT FROM AUTHOR]

This paper examines the e-learning strategies adopted by universities, from the perspective of three common objectives: widening access to educational opportunity; enhancing the quality of learning; and reducing the cost of higher education. The discussion is illustrated by drawing on case studies of universities in Europe and the United States. It is concluded that the most striking characteristic of the e-learning strategies adopted by universities is their diversity, and inherent characteristic of adaptability in use and flexibility in application. The implicit compatibility with institutional aims suggests that the e-learning strategies universities adopt reflect, rather than influence, institutional ethos and that by virtue of the capacity to adapt to different contexts, e-learning may be more adaptable - and ultimately less threatening - to academic mores than some observers fear.

The ideal of progress defined in the organizational vision is achieved when there are established structural bases; such as the analysis of the context, the definition of objectives, the establishment of goals, policies and strategies that guide the ability to adapt and respond to changes in the environment. In the case of higher education institutions IES, quality is an imperative from all angles, efficient administrative management and relevant academic training of high standards and skills are expected. The results are based on a conclusive - descriptive research on the level of appropriation of the improvement, seen as the capacity for organizational self-management that students, teachers and administrative staff conceptualized on the level of maturity in terms of institutional quality aspects from the internal context and comprehensive policy of a University under study.

We analyzed how often and in what ways the Journal Impact Factor (JIF) is currently used in review, promotion, and tenure (RPT) documents of a representative sample of universities from the United States and Canada. 40% of research-intensive institutions and 18% of master’s institutions mentioned the JIF, or closely related terms. Of the institutions that mentioned the JIF, 87% supported its use in at least one of their RPT documents, 13% expressed caution about its use, and none heavily criticized it or prohibited its use. Furthermore, 63% of institutions that mentioned the JIF associated the metric with quality, 40% with impact, importance, or significance, and 20% with prestige, reputation, or status. We conclude that use of the JIF is encouraged in RPT evaluations, especially at research-intensive universities, and that there is work to be done to avoid the potential misuse of metrics like the JIF.

For the past five years, Stanford has been involved in developing the capability to offer courses to remote learners over the Internet. This has evolved into a robust operation, which over the past year has offered 180 courses to approximately 4000 distance learners. More recently, the Department of Electrical Engineering has extended its offerings so that it is now possible to earn course credits sufficient to obtain a Master’s degree and academic certificates entirely online. In this paper, we discuss the issues of institutional policy which have emerged as we have gone through this evolution. Our experience at Stanford will be discussed within the broader framework of institutional policy and of the general institutional resistance to change in higher education. A version of this paper was presented at the Fourth International Conference on Asynchronous Learning Networks held in New York in November 1998.

Much of the work done by faculty at both public and private universities has significant public dimensions: it is often paid for by public funds; it is often aimed at serving the public good; and it is often subject to public evaluation. To understand how the public dimensions of faculty work are valued, we analyzed review, promotion, and tenure documents from a representative sample of 129 universities in the US and Canada. Terms and concepts related to public and community are mentioned in a large portion of documents, but mostly in ways that relate to service, which is an undervalued aspect of academic careers. Moreover, the documents make significant mention of traditional research outputs and citation-based metrics: however, such outputs and metrics reward faculty work targeted to academics, and often disregard the public dimensions. Institutions that seek to embody their public mission could therefore work towards changing how faculty work is assessed and incentivized.

The problem of the higher education internationalisation through English as a medium of instruction (EMI) on the basis of studying HE British experts’ view is considered in the article. The “higher education internationalisation” term is identified as a two-way process which includes intercultural and educational exchange. It includes the following aspects, which are expected to open wider opportunities for participants of educational process at higher school: international projects, participation in international educational interaction, student and university staff mobility as well as transparent academic and educational space. The importance of launching cooperation with governmental bodies, politicians, heads of universities, academic and teaching staff, Ukrainian and international students has been justified. The relevance of English has been agreed as a compliance criteria and a key tool for achieving the mentioned above goals. The model of policies for university internationalisation and the promotion of English as a medium of instruction has been characterized according to the following levels: national policy; institutional policy and planning. The following factors have been identified as the key ones: administrative initiatives, staffing initiatives, resource initiatives, infrastructure initiatives. The represented model is considered as a basis for further development of Ukrainian educational area in accordance with the recommendations given by the British experts for each level of the higher educational system (systemic and institutional) and for each of the staff groupings (management and EMI teachers). The ways for practical implementation of those recommendations (aimed at initiating correspondent initiatives and getting proper expert support at international level) through integration of Ukrainian universities into international projects have been identified.

The following study explores the landscape of grading systems utilised in higher education, focusing on the frequency of different types of assessment scales (including Straight Letter, Plus/Minus, and other alternative policies). Although numerous studies have explored the relationship between university grading system and student behaviour, motivation, and overall perception of education experience, little research has been done to quantitatively analyse the number of colleges and universities that employ a specific grading policy. The present study addresses this gap in scholarship, using a sample of 620 schools from 12 states (and the District of Columbia) in the Northeast region of the USA. Results of the study find significant patterns of difference in the grading procedures across universities. [ABSTRACT FROM AUTHOR]

In 2014, the Canadian federal government announced its first-ever international education strategy. Referencing Cerna's (2014) typology of interactions between national policies and university strategies, this paper examines the implications of this changed national policy context on institutional level internationalization strategies, particularly on international students' recruitment and retention. We specifically examine how university strategies acknowledge governmental policies; what organizational changes they make in response to government policy and what opportunities and challenges university staff identify in meeting policy objectives. The paper presents results from a scan of universities' websites and a survey administered to university staff from a representative sample of Ontario's universities. It concludes that the government-institutional policies' synergies are far more complex than Cerna's (2014) typology suggests, reinforcing the need for newer models examining multi-level and multi-actor contexts within which both higher education and governments operate and develop international policies. [ABSTRACT FROM AUTHOR]

The production of new knowledge is one of the cardinal functions of any complex university, or any university that wants to be complex; therefore, these educational institutions should be able to develop strategies to contribute to this complexity. Considering this brief contextual preamble, this work is intended primarily as exposing the first progresses about the experience on managing research centers in university teaching and its effect in the creation of new knowledge, in an university of the State of Chile. Methodologically speaking, it is about a case of study that includes both quantitative and qualitative evidence, which has been oriented to understand the dynamics that have occurred in the implementation of this strategy, aimed at generating new knowledge, feasible to be published in refereed academic journals. In its first version in 2014, this initiative covered a total of thirty-one people summoned and, for its version from 2015 to 2016, the activity has expanded its coverage to more than ninety participants and generated 38 new documents. [ABSTRACT FROM AUTHOR]

This article analyzes the institutional policies of four universities in Greater Buenos Aires, Argentina, that have favored greater equity in the enrollment and attendance of students from lower social strata. As observed throughout the Argentine university system, free tuition and relatively unrestricted acceptance do not ensure equity, and students from the population's lower socioeconomic strata are not numerous. The case under study involves universities in Greater Buenos Aires, a region characterized by its concentration of a high percentage of the population with high rates of unsatisfied basic needs. The article analyzes the perspectives of the teachers and coordinators of new student orientation and the first year of some majors, in terms of the implementation of institutional policies in the four universities and the possible causes of remaining inequity. [ABSTRACT FROM AUTHOR]

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in faceto-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions. [ABSTRACT FROM AUTHOR]

The last couple of years have witnessed a growing debate about online learning in higher education, notably in response to the global massive open online course (MOOC) phenomenon. This paper explores these developments from an institutional policy perspective, drawing on an analysis of the initial stages of different approaches to MOOCs and e-learning being taken up at three Australian universities. It points to four commonalities emerging from the institutional constructions of these initiatives including (1) the use of e-learning policy as a vehicle for curriculum redesign; (2) an emphasis on internal curriculum redesign as a core rationale for MOOCs; (3) a desire to capitalise on promotional opportunities but a reticence around wholly embracing the concept and structure of MOOCs and (4) the absence of access-driven concerns in university policy despite the prominence of such concerns in broader public debate. The approach is framed by a consideration of change dynamics in higher education and highlights the emphasis on internal university work within the policy narrative, suggesting this could represent an attempt to reframe the debate about MOOCs away from popular arguments about systemic disruption and instead use them to progress forms of change that align to broader strategic objectives. [ABSTRACT FROM AUTHOR]