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Since the beginning of higher education, universities have remained largely closed off spaces for disabled students. This paper examines how, and why, it has largely been in the last fifty years that these students have slowly been able to enter universities as the sector has made incremental improvements to enable the entry of students from different disability backgrounds. The paper aims to assess the positive steps universities have taken towards more inclusive practices for disabled students, while also using data sourced from a survey of disabled students studying in the Global North to consider what actions might increase equitable practices in university classrooms. Disabled students highlight that for all of the advances and support they receive, so often it is the fundamental elements of classroom inclusion that are still being overlooked, and subsequently, are creating barriers in even the earliest steps into their university careers. [ABSTRACT FROM AUTHOR]

Problems of resource support, rational use of the geosystem and optimization of relations between natural complexes create a need for future tourism specialists to acquire geoecological competence. A structural model of the formation of geoecological competence for students in tourism programs in higher educational institutions is presented. The need for geoecological competence was recognised from interviews with employers and the geoecological knowledge of students determined through surveys. The methodology and pedagogical technology of the academic discipline "Geoecology and tourism" have been developed. The effectiveness of the structural and functional model for the formation of geoecological competencies is presented. The professional competencies of the academic discipline "Geoecology and tourism" are gradually formed in three stages. Geoecological competence gradually improves knowledge and skills, thereby increasing the level of quality of training. The model of geoecological competence of tourism students makes it possible to see, feel and understand, as well as orient the sphere of values and worldview associated with geoecology. [ABSTRACT FROM AUTHOR]

This paper reflects on what we learnt about teaching geography during the COVID-19 pandemic. We interrogate how we, as geography educators working in different contexts, navigated the novel teaching spaces created during the pandemic using two key registers; courageous and compassionate pedagogies. Our premise is that understanding in more nuanced form the approaches we took to creating courageous and compassionate education during the pandemic may help geography educators to thrive when delivering future-facing education. Our approach was to write and share vignettes of our pandemic teaching upon which we (asynchronously) collectively reflected; creating emergent themes described in this paper. This approach to structured peer learning derives from our commitment to education as a collective endeavour. We argue that the disruption caused by the early pandemic required geography educators to focus attention explicitly on areas previously taken as given. Geography educators slowed down by: (1) recognising educator and student embodiment in a novel context; (2) prioritising listening, acknowledging and sharing with students; and (3) paying attention to and respecting difference amongst learners and colleagues. We propose that consciously adopting these approaches will support geography educators and their students in rapidly changing circumstances across educational, employment and climate contexts. [ABSTRACT FROM AUTHOR]

Across colleges and universities, there is a need to foster campus leadership that is diverse, responsive, and effective. In the face of these needs, there is a lack of current research about how newly appointed campus leaders develop and enact their leadership practices in support of higher education institutions and their members. The purpose of this qualitative study, guided by Feminist Organization Theory, was to generate knowledge about women's approaches to new leadership roles in today's higher education environment. Interviews with women with scholarly backgrounds in higher education administration who had taken on new leadership roles generated the emergent Institutional-Individual Leadership Model, which should be tested and refined through further research. [ABSTRACT FROM AUTHOR]

This paper investigates the level of LGBT+ representation among staff and students in higher education in England and Wales. We compare data from the 2021 England and Wales Census to Higher Education Statistics Agency (HESA) data. We find that LGBT+ people are more highly represented in higher education among all staff groups and students than in relevant comparator groups according to age and educational level in the general population. LGBT+ representation among students and STEM academics is modestly higher than the general population comparator group, while representation among non-STEM academics is substantially higher than one would expect from the general population comparator group. We found no statistically significant under-representation in any particular higher education institution. [ABSTRACT FROM AUTHOR]

This study aims to investigate factors affecting students' intention to join blended learning courses in higher education sector using Community of Inquiry framework and Unified Theory of Acceptance and Use of Technology (UTAUT) model. Stimulus-Organism-Response (S-O-R) model was employed to develop a new research framework while constructs in the Community of Inquiry are Stimulus and constructs from UTAUT are considered as Organism and Response. A survey was conducted with undergraduate students in a Hong Kong higher institution. It was found that Teaching Presence (TP), Social Presence (SP) and Cognitive Presence (CP) were associated with performance expectancy, social influence and effort expectancy respectively. Performance expectancy and effort expectancy were associated with social influence. Social influence was associated with students' attitude towards blended learning. Institution support was not related to the students' attitude towards blended learning in the post-pandemic period. Attitude towards blended learning was associated with their behavioral intention to participate in blended learning. Online and offline tools could be adopted to improve the students' acceptance towards the blended learning approach. [ABSTRACT FROM AUTHOR]

This paper uses narrative inquiry to explore the formal-informal learning continuum in the context of a higher education institution in Kathmandu, Nepal. The paper finds a gap within the official curriculum and pedagogy in its lack of recognition for informal ways of learning. Similarly, the everyday life activities and the cultural context of youth are not reflected within the formal structure of university programmes. Youth learn from collaborating with their peers in informal and incidental ways. Such informal ways of learning complement and contest the formal learning situation and process. The research concludes that for higher education to be relevant to youth, attention needs to be paid to these forms of informal learning that reflect their everyday learning and prepare them for lifelong learning. [ABSTRACT FROM AUTHOR]

This article sets out and critically analyses the state of current knowledge on Widening Participation at higher education institutions in Scotland and sets forth avenues for further research. Through a semi‐systematic review of the literature, six discrete but overlapping themes relating to Widening Participation are identified, namely, (1) factors affecting the decision to apply to university, (2) the transition from high school or further education into university, (3) contextualised admissions, (4) completion and level of attainment, (5) economic, social and cultural capital and (6) equality, diversity and inclusion. The study finds that while clear progress has been made by higher education institutionstowards achieving quantitative government targets for student recruitment from underrepresented groups, there is an absence of studies and knowledge about the qualitative lived experiences of students as they transition through university, how students negotiate a sense of fit with institutional systems, and what targeted supports they may require to succeed. Avenues for further research which addresses these gaps in the knowledge base are put forward, namely, (1) broaden the academic base and interdisciplinarity of Widening Participation research, (2) reform and extend measures of success beyond admissions and attainment, (3) evolve institutional level support for transition into higher education, (4) develop more nuanced understandings of contextualised admissions and (5) investigate and gain deeper understandings of how the lived experiences of Widening Participation students shape and inform their journey through, experience of and attainment at university. [ABSTRACT FROM AUTHOR]

In 2014 the International Journal for Academic Development (IJAD) issued a call for papers for 'Beyond learning and teaching: Extending the frontiers of academic development'. Though it was never published, the conceptual and definitional opacity that this special issue was expected to address, along with prevalent epistemic parochialism, remain problematic for academic development scholarship, and this article focuses on them. The article incorporates a critique of the field's scholarship within a conceptual analysis of academic development that culminates in presentation of the author's original conceptual model of the componential structure of academic development. Academic development scholarship, it is argued, is poised at a crossroad; its epistemic development is dependent upon its adopting a wider focus and agenda that its critical scholars are calling for, to diffuse the mainstream focus on teaching and learning. Mainstream scholarship is ripe for epistemic expansion into neighbouring fields, to encourage academic developers to shift their focus from what it is they do, to what they do is. [ABSTRACT FROM AUTHOR]

By placing a strong emphasis on one's national, cultural, and ethnic identity, neonationalism, as a contemporary political and cultural movement, prioritizes 'sameness' over diversity. This phenomenological case study focused on Turkish universities which have been under increasingly oppressive neo-nationalist policies within the past 10 years. It examined the lived experiences of a multilingual scholar in regard to his identity (re)construction and socialization upon his return from the US to Türkiye (Turkey). Descriptions of Anıl's lived experiences were longitudinally collected via in-depth interviews, anecdotal records, and bi-weekly journal entries. The findings indicated that one's country of origin or nation-state becomes a source of discrimination not only in study abroad contexts, but also when international students and scholars return to their home countries. In other words, neo-nationalism in higher education institutions (HEIs) not only influences 'the Other' but also those within the same 'nation' with more progressive pedagogical beliefs and practices. The findings also underline the need to consider the phenomenon of transnational intersectionality when accounting for multilingual scholars' identity (re)construction and socialization. Such an approach would help situate the complexities of transnationalism within the larger discussions of how HEIs are shaped by current neo-nationalist policies. This study also calls for further research to pay attention to colonial legacies such as linguicide and epistemicide within HEIs so as to encourage multilingual scholars to resist and dismantle oppressive policies and practices that govern academia both at local and global contexts. [ABSTRACT FROM AUTHOR]

The South African government announcement on revisiting the Policy for the Recognition of Higher Education Institutional Types has caused anxiety and ambivalence among Universities of Technology (UoTs), institutions that lack a solid foundation for conducting leading research. Most underperforming UoTs feared a possible downgrade or de-classification from being universities to becoming university colleges by the Department of Higher Education and Training (DHET), potentially triggering attrition of experienced academic staff and students to prominent research-intensive universities. Paradoxically, this ambivalence has also stimulated renewed public interest and discourse on the constitution of research excellence and productivity for greater impact and their significance in UoTs contexts, as universities compete for academic existence, space and relevance amid highly demanding multiple stakeholders in the global community. Addressing specific aspects of research excellence and productivity, this conceptual paper employs Institutional Theory, secondary data of research productivity and the researcher's reflective insights to locate specific disciplinary areas where one UoT (hereinafter called 'Protea University') demonstrated formidable strength and research excellence areas it downplayed that require improvement. The study also proposes concrete strategies for transitioning this university to become a world-class leading research university in a volatile, uncertain, complex and ambiguous (VUCA) world. The study proposes differentiated academic promotion criteria, research impact-lead international collaborations, benchmarking of the research practices and habits of research-intensive universities, innovation and consultancy-driven third-stream income generation and advancement of science communication as areas this UoT can build on to promote its image, reputation and drive of becoming a leading university on the African continent. [ABSTRACT FROM AUTHOR]

This study uses the concept of 'organisational power' – control over the environments in which others interact – to investigate the structures and lived experience of power among academic associate deans at public, research-intensive universities in the US. Previous research claims that the associate dean role lacks 'legitimate power.' Through in-depth analysis of semi-structured interview data, this study shows that the associate dean role requires a strategic mode of power that is not socially recognised in universities. Associate deans therefore must manage perceptions of power in order to be effective in an environment that does not acknowledge such power. It is argued that higher education's failure to legitimise organisational power obscures the role and limits leadership capacities. Empowering academic and administrative staff with knowledge regarding power and power practices in academic middle management through continued research is essential to safeguarding collegial processes and ensuring the longevity and vitality of the university. [ABSTRACT FROM AUTHOR]

This research aims to test the dimensions of success in measuring leadership management and to find the factors that shape leadership in an excellent Islamic university (IU). Respondents totaled 422 participants from leaders and lecturers at six Islamic universities in Indonesia. partial least squares structural equation modeling (PLS-SEM) analysis is used to test 8 dimensions, 35 constructs, and 17 hypotheses. Management leadership is determined by the dominant factor, namely job evaluation (IM4, λ=90.70%), and human resources (OR3, λ=74.40%) is the lowest factor. The ability of the structural model to explain the measurement of IU’s leadership management is 79.70%. Furthermore, the 17 hypotheses from 8 dimensions have a positive and significant influence. Measurable dimensions can be used to develop an effective management model to increase the performance and function of leadership. Through the results of this research, higher education management institutions can recommend study substances to comprehensively find out the leadership model to be applied by leaders so they are more skilled and expert in managing institutions in higher education. [ABSTRACT FROM AUTHOR]

This study evaluated students’ perceptions about providing feedback and identified their preferred feedback methods. The study design comprised quantitative and qualitative approaches to ensure a better understanding of students’ perceptions and increase the study’s validity. A structured questionnaire was distributed in five higher education institutions (HEIs) in Oman, followed by a focus group discussion (FGD). A total of 614 students responded to the questionnaire. The quantitative data were analyzed using descriptive statistics, and the qualitative data were analyzed using thematic text analysis. It was observed that although students understand the importance of feedback, they feel that the methods can be improved. Furthermore, HEIs did not share the outcomes with the students, and therefore, students believed that HEIs were not considering their comments. Whilst students preferred anonymous online surveys, they believed that inperson meetings would be even more useful. This paper looked at how the educational well-being of students in Oman can be improved through the development of methods of seeking feedback from institutions. Additionally, this result can be applied worldwide to improve feedback mechanisms. [ABSTRACT FROM AUTHOR]

Moving from physical learning to online learning during the COVID-19 pandemic has opened many avenues to focus research on student perceived learning and satisfaction. This study examines the factors influencing the perceived learning and satisfaction of the students with online learning at university “A” in Japan during the COVID-19 pandemic. Primary data were collected via google form from 255 students in the field of social sciences at the university “A” in Nagoya, Japan using a structured questionnaire. R Studio and SPSS software were used to analyze the data. Internet access, learning platforms, and interaction were found to have a significant impact on perceived learning. Two variables; internet access and interaction have a positive impact on perceived learning, whereas learning platform has a negative significant impact on perceived learning. Policymakers and administrators in the higher education sector worldwide may benefit from these findings while formulation policies and strategies to support students during this pandemic and in a similar situation in the future. [ABSTRACT FROM AUTHOR]

The concept of "diversity dishonesty" has emerged as a pressing concern within highly selective and highly ranked schools of medicine, pharmacy, and public health at elite and highly ranked U.S. universities, particularly in the context of diversity, equity, and inclusion (DEI) efforts. This phenomenon, defined as a lack of sincerity and genuineness in an organization's commitment to genuine and measurable change regarding diversity, raises significant questions about the authenticity of their endeavors. Organizations often engage in surface-level or performative actions related to diversity, creating the illusion of progress and dedication while failing to enact substantive and meaningful advancements in promoting diversity and inclusivity. This applied research inquiry uses a review of literature, research theories, and research frameworks to delve into the nuanced dynamics of diversity dishonesty, exploring how organizations demonstrate a commitment in form but not in substance. The practice of tokenism, where diverse individuals are hired and prominently featured in organizational materials but are not genuinely valued, emerges as a defining characteristic of diversity dishonesty. Moreover, when questions regarding the authenticity of their commitment arise, organizations may resort to gaslighting minorities, further exacerbating the issue. Recognizing the critical need to address diversity dishonesty, this article comprehensively explores frameworks to understand and combat this phenomenon. It seeks to engage with viable theories, problem-solving approaches, and contextual models that can illuminate the complex interplay of factors contributing to diversity dishonesty. By shedding light on the mechanisms through which elite and highly ranked predominantly White schools of medicine, pharmacy, and public health engage in performative acts without enacting transformative cultural change, this research aims to pave the way for more genuine and impactful DEI efforts and future research in this area. [ABSTRACT FROM AUTHOR]

Higher academic quality is a-priori feature of an HEIs, irrespective of its academic format. While assessing the qualities in terms of objectives of education, accreditors emphasize specifically on some selective parameters extracted through predesigned indictors on a scale and justify the performance of the HEI. It is expected that a HEI must conform to the goals of the institute in particular and the globe as a whole. Performances in higher accreditation can be improved through inclusive selfaccreditation, or benchmarking within the institute on a multiple way of assessment (within or between indicators, parameters, agencies, institutes etc.). A literature survey was done to gather information in this regard. The self-assessment approach has been explained on the back ground of the theory of Liebig's law of minimum (an ecological theory from bioscience). The idea is now presented on a theoretical basis based on integration of parameters to Liebig's law of minimum. The proposal of Calculated Benchmarking Score would provide testable and measurable insights to the idea proposed here. This study proposes a conceptual but executable strategy which can be practiced for improving assessment outcomes of higher education institutes. With institution specific modifications, it can also be applied to other academic institutions. [ABSTRACT FROM AUTHOR]

The purpose of this study is to assess whether Lean Six Sigma can improve the quality of teaching-learning processes in higher educational institutions during the Covid-19 pandemic. The integration of e-learning technologies with lean six sigma (LSS). DMAIC stands for five phases of sig sigma project: define, measure, analyze, improve, and control was applied to implement quality assurance in the teaching-learning process. Action research was adopted in 30 courses of a particular engineering programme. The methodology was applied as a course improvement tool, and the challenges encountered during the implementation were also studied. The LSS DMAIC methodology could successfully improve the quality of various courses simultaneously through online mode during the Covid-19 pandemic. The adopted methodology could assist in effectively responding during the present stage of uncertainty and provide stakeholders with guidelines to deal with the post-pandemic era. In terms of practical implications, this study discusses a new approach to improving the quality of the teaching-learning process in higher educational institutions. The LSS DMAIC is applied with the help of online educational and social media platforms for the simultaneous improvement of courses in a particular engineering programme. [ABSTRACT FROM AUTHOR]

I am an example of a transformed higher education administrator. In this essay, I describe how my journey to an education doctorate impacts my work as a scholar-practitioner in higher education. The CANDEL program challenged what I thought I understood about the status quo in higher education with respect to race, socio-economic impacts, meritocracy, grit, and assumptions we make about students. The coursework and cohort model confronted my own biases and were foundational to my dissertation questions. Conducting my research on university leadership at my home institution gave me an opportunity to develop a shared equity leadership approach to solving complex problems. Equity-focused work in higher education is a long-game, ongoing, and essential to addressing the challenges facing our institutions. Without this, inequities experienced by faculty, staff and students will persist. The education doctorate and its scholar-practitioners are important drivers in shifting the American educational landscape. [ABSTRACT FROM AUTHOR]

Digital technology has become inseparable from all core and supportive processes because of the intensive use of different digital tools. The paper aimed to determine teachers' views on the impact of digital technology on business processes in higher education institutions - whether they recognize the impact and how they evaluate it. The survey was conducted among the teachers of the public University in Bosnia and Herzegovina. The results show that digital technology has a positive and mostly strong or medium impact on business processes in higher education institutions. The work on international research and educational projects and the teaching process are the most influenced by digital technology. It has a stronger impact on the core processes than on supportive activities. Teachers recognize the influence of digital transformation on all processes at universities, both core and supporting. The influence is stronger with core processes. [ABSTRACT FROM AUTHOR]

From a longitudinal perspective, three successive directors of a Joint Master of Social Work program analyzed the process and strategies used in gaining Council on Social Work Education candidacy status and accreditation. Joint MSW programs are partnerships combining the resources of two or more universities to conduct one collaborative program. A literature review indicated that primary advantages for universities to create joint programs include innovative opportunity, social justice, the value of collaboration over competition, and cost savings for faculty lines. The process of building and negotiating a bi-university infrastructure, in addition to developing a new program, has many hidden complexities. Evidence-Based Management was a practical approach utilized during program development. The benefits and drawbacks of establishing a Joint MSW program are considered and can be used as a guide to determine if starting a joint program is warranted. Recommendations for how to establish a joint program are discussed along with the process of attaining accreditation. Key learnings during the process included developing fruitful collaborations, navigating value differences, understanding the importance of advocacy, assessing hidden costs, and managing necessary resource allocations. Given contemporary fiscal pressures within universities, it is important that joint programs develop a road map plan. [ABSTRACT FROM AUTHOR]

The study draws on the theory of 'migrant optimism' and anticipated discrimination to examine whether a gap in educational expectations and achievement exists between immigrant and native students in Qatar and explores whether the impact of educational expectations on educational achievement is contingent upon the migratory status of students (migrant or native students). It utilizes data on students aged 15–16 obtained from the 2018 Program for International Student Assessment (PISA). The results show that migrant students have higher educational expectations and achievement than Qatari students, while female students in all groups enjoy better performance and hold higher educational expectations. The results also show that the gender gap among Qatari students is bigger than the gender gap among migrant students. Educational expectations have a significant and positive impact on achievement among Qatari and migrant students alike. These results and their theoretical implications are further discussed in the paper. [ABSTRACT FROM AUTHOR]

The Chief Diversity Officer (CDO) position has a unique responsibility to drive diversity, equity, and inclusion efforts across college campuses, however, it does not award individuals serving in these roles an exemption from racial ostracism. In this study, the author investigates how anti-blackness prevents African-American CDOs from fulfilling the most crucial function of the position – coalition building – which is the principal driver of social movement and change in higher education. Findings revealed anti-blackness to produce racial constraints that force African-American CDOs to deprioritize strategic imperatives and instead redistribute time, effort, and focus toward addressing the racialization of their identities. Racial constraints were found to be race-based limitations that inhibit effectiveness of the CDO role and situate African-American CDOs to suffer through the exact same experiences they are hired to fix. [ABSTRACT FROM AUTHOR]

This study reviews the publication trends on Chinese as a second language, which indicates the current situation, research gaps, and potential directions for future research. This review examines Chinese as a second language journal publications produced by lecturers and researchers at Universiti Teknologi MARA (UiTM) since the publications are scattered without systematic organisation, making it difficult to determine which direction the research is headed and to foresee the topics of interest that will encourage future growth. This review conducted a systematic review of 75 journal articles published from 2013 to 2023, focusing on publication status and trends, co-authorship, and content scope. As a result, this study discovered a publication gap between general-UiTM-recognised journals and international-recognised journals. It proposed to broaden the expertise collaboration to international networking. This study also identifies population gaps, which urged conducting research at a wider range. In terms of content scope, research gaps were found in theoretical, conceptual, model, and toolbuilding research, as well as in-depth investigation of Chinese language, culture, and social studies. The incorporation of technology in future research is prospective due to the current rise in digital awareness. Moreover, learners' behaviour in learning Chinese as a second language should be further investigated due to dispersive research. This systematic review contributes to the continuous development of researching and instructing Chinese as a second language in UiTM. It serves as a guide for other Malaysian higher education institutions with a similar research interest. [ABSTRACT FROM AUTHOR]

Universities are the stepping stones to shift the mindset of future generations towards a greener and cleaner perspective. It is essential for higher education institutions to integrate the topics of sustainability and reduction of ecological footprint into their curricula. The purpose of this study is to examine the relationship between university students' sustainable development awareness and ecological footprint awareness and to determine whether the sub-dimensions of sustainable development awareness (economy, society, environment) predict ecological footprint awareness. Correlational research design was used in the study. 262 senior students from different faculties of Eskişehir Osmangazi University participated in the study in the spring semester of the 2022-2023 academic year. Ecological Footprint Awareness and Sustainable Development Awareness scales were used as data collection tools. University students' sustainable development awareness was found to be related to their ecological footprint awareness. There were also moderate correlations among ecological footprint awareness (energy, legislation, environment, and food) subdimensions. Finally, these three independent variables together explain approximately 32% of the total variance in ecological footprint. [ABSTRACT FROM AUTHOR]

Institutions of higher education worldwide were forced to implement emergency remote teaching (ERT) during the COVID-19 pandemic. This scenario presented several issues for university lecturers and students. This study examines the challenges, experiences, and lessons learned by lecturers at a public university in the Maldives when forced to conduct ERT during the pandemic using an exploratory sequential mixed-method. The respondents most frequently cited unreliable internet connection (83.9%) and internet cost (76.8%), while 75% reported difficulty in motivating students and meeting their varied needs (64.3%). Access to technology (66.1%) and performance assessment (62.5%) were also mentioned. Challenges included internet, technology, student support, learning, and evaluation. The lecturers learned new skills during the pandemic, which was a positive outcome. Lastly, they stressed training, assistance, and the crisis readiness of the university. [ABSTRACT FROM AUTHOR]

In higher education, professional development plays a crucial role in ensuring the quality of teaching and learning. This study examines the level of professional development in quality assurance among faculty members of a multi-campus higher education institution. The study's objective was to assess the level of quality assurance professional development strategies. Quantitative data were collected using a survey questionnaire. Weighted mean was employed for data analysis. The study contributes to knowledge by revealing varying effectiveness across professional development strategies. The participants' level of agreement on the key components of professional development initiatives, the faculty members generally agree on the effectiveness and importance of needs assessment, relevance and customization, pedagogical training, and evaluation and feedback. Based on the findings, the study recommends reinforcing faculty engagement strategies, tailoring professional development programs, addressing workload challenges, and leveraging existing opportunities. The findings of this study enrich the understanding of the interplay between professional development and quality assurance in higher education, providing valuable insights for educational institutions to enhance the quality of teaching and learning. [ABSTRACT FROM AUTHOR]

Sessional staff are commonly excluded from opportunities which can enhance their professional development, despite being responsible for the majority of university teaching. For educators teaching in widening participation or enabling programs, this can create additional separation or feelings of being 'illegitimate'. This article interrupts such deficit approaches by exploring how one innovative, institutional approach to continuous professional development (CPD) supports the transformation of teaching practice and takes seriously the 'problematising' of widening participation alongside the constraints placed on sessional staff. Applying Bacchi's 'What's the problem represented to be' methodology to Sessional staff interviews in a large Australian enabling program reveals how framing of the 'problem' of student success with the discursive institutional binary of equity (social justice) and excellence (neo-liberal) shapes teaching practices and teacher subjectivity. We argue that to enhance teaching quality and ensure all members of the academy feel valued and legitimate CPD opportunities must include all staff. [ABSTRACT FROM AUTHOR]

Large language models such as ChatGPT can be seen as a major threat to reliable assessment in higher education. In this point of departure, I argue that these tools are a major game changer for society at large. Many of the jobs we now consider highly skilled are based on pattern recognition that can much more reliably be carried by fine-tuned language models. We are therefore at a turning point in history and it affords a powerful opportunity to reconsider the value of higher education in the light of these tools. [ABSTRACT FROM AUTHOR]

Conversations and networks are essential for transforming academics' teaching practices as learning experiences (Palmer 1993). Yet, there has been little research reporting academics' informal conversations about teaching (Thomson and Trigwell 2018). Teachers will generally access small significant networks (Becher and Trowler 2001) for nuanced and personal issues relating to teaching and learning. Collaborative transnational projects provide fertile ground for unique conversations about Higher Education (HE) teaching (Thomson 2015), with the added value of cross-national perspectives. This study examines the conditions that help to create significant networks and conversations, based on collective autoethnographic reflections of the member of an Erasmus+ project, including five partner universities from four different countries. The results provide insights into how the project have afforded the generation and continuation of cross-national and interdisciplinary significant networks and how unique conversations have allowed for trust, relationships and common goals to develop, which add value beyond the individual level. [ABSTRACT FROM AUTHOR]

Research indicates that effective learner-centred feedback requires learner agency, impact and sensemaking. While scholars are focusing on supporting agency and impact, limited research has addressed sensemaking. This is problematic, because if learners fail to understand feedback, impact is likely to be reduced. In response, this study examines (non) alignment between teacher intent and student sensemaking of authentic feedback comments. The sample included four teachers and eighteen students from two Australian universities. Data were collected via stimulated recall interviews and a feedback coding task. The results suggest that sensemaking of strength-based comments, critiques and actionable information was aided when the comments were clear and specific. On the other hand, sensemaking was limited when comments were designed to mitigate against negative affect, overloaded with multiple intentions, or overly brief. This study informs theory around learner-centred feedback design which, in turn, improves the likelihood that teacher comments will be interpreted accurately by learners. [ABSTRACT FROM AUTHOR]

In the dynamic environment of higher education, the impact of decentralization policies on management has become a focal point for scholarly inquiry. With global shifts in governance and the need for adaptive educational systems, understanding the challenges and opportunities arising from decentralization is crucial for informed decision-making. This research aims to comprehensively analyze the impact of decentralization policies on higher education management, delineating the challenges faced and the opportunities presented. A total of 25 journals were chosen for this study, with publications selected through an analysis of works from 2012 to 2023. Thoroughly reviewing and summarizing key findings from various sources, the study identifies challenges related to resource distribution, potential loss of quality standards, and uneven implementation. The results highlight opportunities, including enhanced autonomy, adaptability, and local responsiveness in higher education institutions. The conclusions underscore the nuanced nature of decentralization's impact on higher education management, revealing a spectrum of challenges and opportunities. Recognizing the need for careful consideration of resource allocation and quality control, the study emphasizes the importance of balancing empowerment with responsible governance. This research offers practical insights for policymakers, educators, and stakeholders involved in higher education management. [ABSTRACT FROM AUTHOR]

In spring 2021, we taught a course called Honors White Supremacy and Privilege to university honors students at our higher education institution in Florida. Aimed at helping students process intellectually the Black Lives Matter events of the preceding year, the course took place just as a reaction was gathering momentum against anti-racist teaching. We present the materials used in the 1-credit course and contextualize the experience in ongoing Republican legislative efforts, particularly in Florida, to undermine the ability to teach courses like this. Much of the essay addresses the lessons we took away from the reading material and classroom discussions. These include the non-essentialism of race, the benchmark "normality" of whiteness, the material consequences of white supremacy, connections of the Trump presidency to a history of white supremacy, the recurring reactionary responses to challenges to the racial status quo, and the need to teach about white supremacy and privilege. [ABSTRACT FROM AUTHOR]

In this paper we reflect on our experiences teaching human geography across two modules that pedagogically centre student reflexivity through content that has potential to be dis-comforting. Drawing upon student experiences on two final year option modules, relating to social and spatial exclusion and "race", ethnicity and multiculture, we reflect on how learning experiences on these modules "stay with" students in ways that are potentially transformative. The paper draws upon our own reflections as teachers, alongside anonymous student work and crucially the student voice, through a questionnaire distributed to previous graduates. Foregrounding the student voice is a key contribution here, whereby we assess student relationships with taught content beyond their studies. Bringing this data together, we draw upon border pedagogy to suggest that discomfort is integral to a transformative approach, but how scaffolding is necessary to enable such learning experiences. We also acknowledge, though, that such learning experiences are not experienced equally and there are limits to such approaches, particularly within contemporary higher education institutions. [ABSTRACT FROM AUTHOR]

The conditions caused by the spread of COVID-19 have compelled higher education to make new efforts in the education system to prepare new routes and new openings in the post-COVID era to avoid any disruption and reduce costs. In this regard, this study has considered the challenges of Iranian higher education institutions in the post-COVID era. The research approach was qualitative and phenomenological, and then, semi-structured interviews were conducted with 19 samples from two groups of chief executive officers and faculty members. The thematic content analysis method was used to analyze the qualitative data. The results showed four possible challenges in Iranian higher education institutions, which indicate the fact that it is necessary for universities' management in the post-COVID era to be prepared to advance its goals, and to prioritize the review of education, research, and executive methods, based on the circumstances. In the four challenges, this study improves current knowledge regarding university management in the post-COVID era. [ABSTRACT FROM AUTHOR]

This article explores the role of communication technology in strengthening public relations at Ziane Achour University in Djelfa. The study uses observation, interviews, and questionnaires to gather information from 48 administrative staff members. The research highlights the importance of communication technology in improving transparency, understanding audience needs, and enhancing public relations. It also addresses the challenges and strategies for effectively implementing communication technology. The study reveals that while most male employees use modern technological means, such as email and social networking sites, few females have private accounts due to cultural restrictions. The majority of employees have a university education and use computers in their work. While communication technology is seen as beneficial, some employees face difficulties and stress in using it. The study recommends providing training and support to enhance employees' use of communication technology. The article also includes a list of references for further reading on sociological research, scientific research, modern technology, and public communication. [Extracted from the article]

This paper analyzes the impact of college athletic reclassification for educational institutions in the United States. Most of America's colleges and universities offer athletic opportunities for their students under NCAA governance. The level of competition and associated resource requirements range from relatively low (Division 3) to high (Division 1). In recent years, there has been an increase in the number of institutions that have either reclassified to a higher division, or publicly considered such a move. The resource obligations of reclassification are significant, and administrators must carefully weigh expected benefits and costs with respect to the institution's mission and vision. While several studies (Bell, 2017; Schwarzber, 2014; Frieder & Fulks, 2007; Tomasini, 2005) have focused on reclassification from Division 1-FCS to FBS—the highest level of competition—less attention has been paid to colleges in Division 2 and 3—which comprise two-thirds of NCAA membership. Our study addresses a gap in the literature by analyzing athletic reclassification among schools moving up from Division 2 to Division 1 (FCS and no-football) during the period of 2001–2018. Drawing upon multiple data sources, we construct a panel of 33 schools (14 treatments and 19 controls) to evaluate the impact of reclassification on applications and athletic department budgets. Results from quasi-experimental methods (difference in differences, event study, and synthetic control models) suggest that reclassification significantly increased basketball program revenues and athletic department expenses among the treatment schools. However, we do not find evidence that reclassification raises student applications in the short term. [ABSTRACT FROM AUTHOR]

We combine administrative data from a regional public university with a novel revealed-preference indicator of student friendships to show that socially connected first-year university students are more likely to be retained into their second year. The impact of friends on retention is statistically and economically significant: each friend raises the probability of retention by about 0.6 percentage points, an effect size roughly equivalent to 66 SAT points. This effect occurs in the presence of a robust set of explanatory variables, including unique indicators of a student's prior commitment to the university, and applies to wide variety of student subgroups. [ABSTRACT FROM AUTHOR]

The article examines the issue of the development of a higher education institution in conditions of change. A comparative analysis of the development strategies of four higher education institutions was carried out. The expediency of using SWOT analysis in the process of elaborating development and internationalisation strategies is substantiated. The SWOT analysis of domestic universities is provided, and the main results of the research in the field of international activities are presented. It is shown that the strategic process for universities is a rather effective and necessary tool for attracting stakeholders, the ability to take into account global trends in the development of higher education in modern conditions of change. It is shown that in the modern conditions of global changes the issues of formation and achievement of strategic goals are of particular importance for higher education institutions. For example, the priority “Creation of a favourable environment for attracting investments” is not a matter for the university alone, as this process requires the coordinated work of institutions and business entities. It was noted that it is important to take into account and coordinate the actions of all stakeholders, as they are the main agents of change, serving or ensuring the implementation of the necessary changes. A comparative analysis of the strategies of four universities made it possible to identify their strategic goals, mission and directions of development. The study showed that two universities used the SWO T analysis tool to describe the strategy, and opportunities for further development were identified. At the same time, we can say that the goals and priorities of the analysed universities are in line with the Sustainable Development Goals. The necessity to develop a strategy for the development of the higher education institution in terms of the internationalisation strategy with the use of SWOT analysis is substantiated. [ABSTRACT FROM AUTHOR]

The remarkably growing body of academic literature on the university in relation to sustainability pivots around the idea that the university has an important role to play regarding this issue. However, which role this precisely is and what type of university this requires is often left implicit. This article presents an empirical analysis of how the idea of the "sustainable university" – understood as any notions of an existing or desirable future university that engages with sustainability – is discursively constructed in 4584 scientific publications on the topic. Through a combination of a discourse analysis with the content analysis tool topic modelling, three discourses on the sustainable university are discerned: the sustainable higher education institution, the engaged community, and the green-tech campus, providing the groundwork for further research and debate on what the sustainable university could be and should be. [ABSTRACT FROM AUTHOR]

This study investigates career trajectory and work locations of doctoral students trained in Macao and analyses how their career paths are shaped by perceived macro‐level factors. Respondents from four applied disciplinary areas were selected for semi‐structured in‐depth interviews. Research results show that doctoral students who graduated from Macao higher education institutions enjoy good career prospects in Mainland China. Their competitiveness in the research‐related job market benefits from having a multi‐level support system and a training mode that promotes government–university–industry collaboration. Policies and demand from industrial sectors are involved in students' learning experience through channels such as financial support, project collaboration and networks. Doctoral students in Macao are strategic planners and actors in leveraging their human capital. As Macao becomes an emerging destination for cultivating high‐level research labour, findings from this study capture a model of human capital formation in China's cross‐system context. [ABSTRACT FROM AUTHOR]

This study explored the perceptions of professional identity among three English teachers from diverse academic disciplines at a Korean university. The teacher participants were chosen based on their diverse sociocultural and academic backgrounds that created a small yet diverse sample of cases. Furthermore, each of them possessed a minimum of 10 years of teaching experience. This extensive experience enabled them to engage in profound reflections regarding the development of their professional identities through the lens of these experiences. Taking a poststructuralist approach, we utilized semi-structured interviews, class observations, and course-related documents to delve into the professional identity formation process and the factors influencing their identity formation. Our findings underscore that professional identity construction is an intricate process, shaped by sociocultural and institutional dynamics. Specifically, two dominant factors emerged: the implications of "native speakerism" and the distinctions between tenure and non-tenure academic tracks. These insights contribute to a deeper understanding of professional identity complexities among English instructors in Korean higher education institutions. [ABSTRACT FROM AUTHOR]

Increasingly higher education institutions are expected to demonstrate their contribution to academia, society, and the economy. This is pertinent for business schools as a key purpose for them is to provide education that enhances management practice, with Doctorates in Business Administration (DBAs) being the highest-level qualification offered in pursuit of this goal. Yet there is scant research that captures the impact of DBAs beyond the individual and academia. This paper focuses on the important role of DBAs in generating and transferring knowledge from academia to practice and in creating wider impact in society and the economy. Based on 36 semi-structured interviews with DBA students and alumni, our research shows how DBA students are able to generate and exchange knowledge between academia and business, enabling a wide range of impacts to be achieved. We show how knowledge transfer is the outcome of a learning process in which DBA students and their supervisors learn to speak each other's language, enabling two-way communication. Facilitated by the power and associated credibility and legitimacy of the DBA students as practicing senior managers, the knowledge can then be transferred. Personal development in the form of analytical skills and increased confidence gained through the learning process results in a personal impact that acts as the precursor to other forms of impact, such as improved organisational performance and broader societal benefits. Research generated by DBAs is thus well-placed to offer opportunities for impact and contribute substantially to the research-practice conversation in higher education. [ABSTRACT FROM AUTHOR]

World university rankings have had an impact on academic competition worldwide. The comparability of ranking results depends on how data is collected within each university. When data concepts are interpreted differently, data variety is introduced and ranking results cannot be used in a meaningful manner. In this case study, the effect of semantic harmonisation of the data concepts of the Times Higher Education World University Ranking is evaluated. Based on two independent initiatives, in Italy and in Belgium, the data and results of this ranking before and after interuniversity harmonisation of data collection are compared. This study demonstrates that, despite the data definitions provided by the ranking organisation, the data concepts 'academic staff' and 'students' are interpreted differently within each university. These differences can affect how universities are positioned relative to each other in ranking tables. A profound level of semantic harmonisation is then required to ensure semantically comparable data. [ABSTRACT FROM AUTHOR]

This study determines the critical success factors for students and academic staff when applying and evaluating online delivery methods in colleges and universities in Kuwait. The recently implemented eLearning systems and methods in the country, due to the COVID-19 pandemic, are evaluated and the perception of the eLearning system is gauged. Targeted surveys are distributed to a representative sample of undergraduate engineering students and academic staff. The following critical success factors are considered: benefits of the eLearning system, educational system quality, information quality, instructor quality, learner quality, service quality and technical system quality. Results show that there is a correlation between the perceptions of students and academic staff, particularly regarding instructor quality, information quality and benefits of the eLearning system. Both groups of respondents agreed on the high importance of instructor quality and the low importance of benefits. [ABSTRACT FROM AUTHOR]

Swedish universities and colleges have received a substantial funding increase since the turn of the millennium, as part of continued policies of expanding the admission of students to higher education to broader layers of the population and strengthen Swedish public research and development to increase the competitiveness of the Swedish knowledge-based economy. In this article, publicly available statistics are used to trace how this increase in funding has been used by the sector. Comparing figures on income (base grant for research, third-party funding and base grant for education) with statistics on personnel and student enrolment as well as data on actual expenditure, the article draws some conclusions that are used to discuss some common misunderstandings and erroneous beliefs, including claims of a 'depletion' of the base grant for research and an uninhibited growth of the number of administrative staff, which are common themes in the Swedish and international debate over higher education. [ABSTRACT FROM AUTHOR]

Almost a quarter-century has passed in the new millennium; howoever, the phrase 'Nihil Novum Sub Sole' is still valid for females struggling to move forward amid a male-dominant world. Structural, cultural, and organisational barriers continue to prevent women from achieving academic leadership positions within educational contexts, the so-called 'leaky pipeline' phenomenon. This study set out to challenge the overarching influence of patriarchy with its ramifications extending far into female academics' social and professional lives in higher education institutions. Therefore, two research questions are specified: (1) What prevents women within the faculty from engaging in leadership roles? (2) How can barriers to leadership roles be categorised for women in higher education? This study employed a qualitative paradigm and was conducted with 15 female colleagues working within various faculties of universities situated in the capital of Türkiye. The interviews were recorded and transcribed verbatim. Peer debriefing is referred to. This enhances the likelihood of preserving rigour and trustworthiness. The transcriptions of the recordings are sent to the participants asking for any changes. The findings reveal female faculty possess dissimilar concerns about leadership roles: personal, societal, or structural. Our study is uniquely positioned as it provides novel insights into barriers to progress into leadership. [ABSTRACT FROM AUTHOR]

We collected narratives from five undergraduates who identified as either in the process of or had formerly transitioned from one gender to another while enrolled in a postsecondary institution. We used a narrative life story protocol to explore the greater context of participants as individuals. Participant stories focused on: the importance of relationships including roommates, friends, romantic partners, and role models; their experiences during enrollment, and institutional structures such as campus environments, faculty, and staff. We found the presence of health services focused on trans students' needs and a trans-specific student organization contributed to perceptions of an affirming campus. We also found that gender binary norms still impacted participants through their struggle to align with cisnormative practices. Implications for higher education educators and administrators include proper training of faculty and staff on trans issues and the need to systemically address practices and policies rooted in the gender binary. [ABSTRACT FROM AUTHOR]