Journal Description
Trends in Higher Education
Trends in Higher Education
is an international, peer-reviewed, open access journal on higher education published quarterly online by MDPI.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 18.9 days after submission; acceptance to publication is undertaken in 5.1 days (median values for papers published in this journal in the second half of 2023).
- Recognition of Reviewers: APC discount vouchers, optional signed peer review, and reviewer names published annually in the journal.
Latest Articles
Undergraduate Achievement Disparities between Demographic Subgroups in English Universities
Trends High. Educ. 2024, 3(3), 528-539; https://doi.org/10.3390/higheredu3030031 - 27 Jun 2024
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In this paper, we report a comprehensive analysis of the disparities in undergraduate degree achievements across different demographic groups in English universities. The focus is on the “degree achievement gap”, which refers to the variation in the rates of students from diverse backgrounds
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In this paper, we report a comprehensive analysis of the disparities in undergraduate degree achievements across different demographic groups in English universities. The focus is on the “degree achievement gap”, which refers to the variation in the rates of students from diverse backgrounds obtaining First- or Upper Second-Class degrees. The significance of this gap lies in its profound impact on graduates’ future opportunities, particularly in terms of access to advanced studies and professional trajectories. Recognising the critical nature of this issue, the Office for Students (OfS) has emphasised the need for higher education institutions to actively work towards bridging this gap to enhance equity and social mobility. To map how far the call for bridging this gap has been effective, our research examines trends and patterns by age, ethnicity, disability, and gender over a five-year period from 2017/2018 to 2021/2022. Methodologically, this paper employs a detailed descriptive analysis. Our findings highlight a persistent and significant gap for Black students, who are consistently less likely to achieve a First- or Upper Second-Class degree when compared to their White peers. Based on the analysis, literature review, and policy mapping exercise, we make recommendations for the implementation of targeted support, student engagement, revisiting curriculum designs, and the promotion of a more inclusive campus culture. The insights and proposed strategies will be of interest to educators and policymakers.
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Open AccessArticle
Towards a Capability Maturity Model for Micro-Credential Providers in European Higher Education
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Omiros Iatrellis, Nicholas Samaras and Konstantinos Kokkinos
Trends High. Educ. 2024, 3(3), 504-527; https://doi.org/10.3390/higheredu3030030 - 26 Jun 2024
Abstract
Navigating the complexities of establishing sustainable micro-credentialing programs in European higher education requires a tailored approach for providers. The goal of this research is to develop an assessment tool that enhances the implementation and recognition of micro-credentials in European higher education. This article
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Navigating the complexities of establishing sustainable micro-credentialing programs in European higher education requires a tailored approach for providers. The goal of this research is to develop an assessment tool that enhances the implementation and recognition of micro-credentials in European higher education. This article introduces the INVEST Micro-credentialing Capability Maturity Model (MCMM), designed to assist educational institutions in assessing and enhancing their readiness for micro-credential establishment. Through a systematic six-stage process, we identify supportive conditions, specify levels of process maturity, develop domains and aspects, characterize levels of capability, consult with stakeholders, and finalize the model. The resulting Capability Maturity Model (CMM) outlines five levels of process maturity encompassing educational, administrative, regulatory, and collaborative aspects, aligning with the principles outlined by the European Union (EU) initiatives for micro-credential establishment. Through establishing clear objectives, the model aids in the strategic development and evaluation of micro-credential programs. Stakeholders are offered a comprehensive roadmap to evaluate their progress, identify required resources, and strategize for further advancement in micro-credentialing initiatives.
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Open AccessArticle
A Statistical Analysis of GRE/GMAT Data for Admission to Master’s Degree Programs
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Kuiyuan Li and Achraf Cohen
Trends High. Educ. 2024, 3(3), 492-503; https://doi.org/10.3390/higheredu3030029 - 25 Jun 2024
Abstract
In this paper, we investigate the waiving of GRE/GMAT for admission to master’s degree programs in a state university in Florida, USA. Standardized tests, such as GRE/GMAT, were required for admission to the master’s degree programs in 2019/2020, waived in 2020/2021, and removed
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In this paper, we investigate the waiving of GRE/GMAT for admission to master’s degree programs in a state university in Florida, USA. Standardized tests, such as GRE/GMAT, were required for admission to the master’s degree programs in 2019/2020, waived in 2020/2021, and removed or modified in 2021/2022. We analyzed the application, enrollment, and performance data to assess the impact of these changes. The data show that the number of applicants and enrolled students exhibit an upward trend from 2019 to 2021. The undergraduate GPA of new applicants who did not submit the GRE in 2021 tends to be statistically significantly higher than for those who did submit the GRE in 2019 (p < 0.001). The new students’ first-semester graduate GPA in 2021 (no GRE requirement) tends also to be statistically significantly higher than the new students’ first-semester graduate GPA in 2019 (GRE requirement) (p< 0.01). The study employed random forest feature importance using the Gini index to analyze the predictive power of GRE and undergraduate GPA for forecasting first-semester graduate GPA. The results show that undergraduate GPA is a more significant factor than GRE. Overall, the study’s statistical evidence indicates that waiving GRE/GMAT requirements for master’s degree programs did not affect applicants’ performance, as measured by their undergraduate GPA, nor did it lead to a decline in student performance, as measured by first-semester graduate GPA.
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(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)
Open AccessArticle
Effects of Individualised and General Self-Regulation Online Training on Teachers’ Self-Regulation, Well-Being, and Stress
by
Kira Li Sanchez and Malte Schwinger
Trends High. Educ. 2024, 3(2), 472-491; https://doi.org/10.3390/higheredu3020028 - 18 Jun 2024
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Teachers face numerous demands in their daily work which can lead to stress and a decline in well-being. This is evidenced by research highlighting prevalent issues such as cognitive strain, exhaustion, and mental health concerns. While interventions exist to address these challenges, they
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Teachers face numerous demands in their daily work which can lead to stress and a decline in well-being. This is evidenced by research highlighting prevalent issues such as cognitive strain, exhaustion, and mental health concerns. While interventions exist to address these challenges, they are often time consuming and resource intensive. Therefore, our study aims to investigate the effects of a brief individualised versus general self-regulation online training on (pre-service) teachers’ self-regulation competence, well-being, and stress levels. Self-regulation competence was assessed at three timepoints using the MSR-T. Trainee teachers and teachers were assigned to either individualised self-regulation training, general self-regulation training, or a waitlist control group. In addition to self-regulation competence, well-being was measured using the WHO-5 Well-Being Index, general stress was assessed using the Perceived Stress Scale (PSS-10) and occupational stress was measured using the Occupational Stress Scale. Mixed ANOVA and linear regression analyses demonstrated that self-regulation could be fostered through our individualised training and that (trainee) teachers with low baseline competencies, in particular, benefited from the training. Facets of self-regulation were identified as significant predictors of well-being and general as well as occupational stress.
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Open AccessArticle
Investigating Embodied Presence across Various Formats in Higher Education: A Phenomenological Heuristic Approach from a Bildung-Theoretical Perspective
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Jonathan Knapp and Martin Giese
Trends High. Educ. 2024, 3(2), 457-471; https://doi.org/10.3390/higheredu3020027 - 18 Jun 2024
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In the wake of the COVID-19 pandemic and subsequent restrictions on face-to-face interaction, digital communication methods have undergone unprecedented breakthroughs, especially in the realm of higher education. The glaring differences between face-to-face seminars and the physical distance of participants in online seminars raise
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In the wake of the COVID-19 pandemic and subsequent restrictions on face-to-face interaction, digital communication methods have undergone unprecedented breakthroughs, especially in the realm of higher education. The glaring differences between face-to-face seminars and the physical distance of participants in online seminars raise questions about the meaning of embodied presence of subjects in various formats. The understanding of body and lived body is often based on a dichotomous interpretation, in which the body-as-object is instrumentally subordinated to the mind. To revalorize the body, recent theories of education and Bildung-theoretical approaches, in particular, emphasize not only discursive, but also embodied, practices and increasingly focus on the potential of the body-as-subject as a medium for the subjective configuration of interactive situations. As the embodied perspective poses different challenges for qualitative research, it seems appropriate to validate the methodological approach. Utilizing a three-step method, we provide a phenomenological heuristic strategy through which our instrument underwent critical and intersubjective reflection. Ideally, subsequent research endeavors can expand upon and refine this methodology to further explore the concepts of embodiment and embodied presence in higher education.
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Open AccessArticle
Equity in the Australian Higher Education System: An Examination of Trends in Policy Affecting the Participation and Outcomes of Higher Education Students
by
Jenny Dean
Trends High. Educ. 2024, 3(2), 437-456; https://doi.org/10.3390/higheredu3020026 - 17 Jun 2024
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This paper reviews policies affecting domestic students in the higher education system in Australia over the last several decades. It examines the implementation and expansion of Australia’s student loan program and policies to encourage widening participation in the higher education sector among equity
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This paper reviews policies affecting domestic students in the higher education system in Australia over the last several decades. It examines the implementation and expansion of Australia’s student loan program and policies to encourage widening participation in the higher education sector among equity or target groups, including those from low socioeconomic backgrounds. Using quantitative data from Australian government and university sources as well as the Household Income and Labour Dynamics in Australia survey, this research seeks to assess whether equity and inclusion in higher education over this period has improved or been maintained. The findings show that while the conditions under which students are able to access higher education in Australia remain relatively generous, the participation rates of equity groups have not substantially improved over the last two decades. Further, the less advantaged circumstances of equity students continue to predict their outcomes prior to and beyond degree completion.
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(This article belongs to the Special Issue Higher Education Systems)
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Changing Classroom Ecology to Support Continued Engineering Enrollment
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Matthew Bahnson, Eric T. McChesney, Linda DeAngelo and Allison Godwin
Trends High. Educ. 2024, 3(2), 423-436; https://doi.org/10.3390/higheredu3020025 - 14 Jun 2024
Abstract
Engineering requires more bachelor’s degree graduates to meet the growing demand for engineering skills globally. One way to address this demand is increasing student degree completion, which is lower than higher education in general. In particular, Black, Latino/a/x, and Indigenous (BLI) students are
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Engineering requires more bachelor’s degree graduates to meet the growing demand for engineering skills globally. One way to address this demand is increasing student degree completion, which is lower than higher education in general. In particular, Black, Latino/a/x, and Indigenous (BLI) students are less likely to complete an engineering degree than their peers. BLI students experience a host of unwelcoming behaviors in engineering environments that contribute to departure without their intended degree. Improving environments to support belonging may offer one solution. Through an ecological belonging intervention, we seek to improve continued enrollment and increase belonging. Quasi-experimental methods were used in a second-semester engineering programming course. Surveys collected before and after an intervention combined with institutional data were used to test the moderation effects of the intervention on continued enrollment in engineering during the semester following the intervention. BLI students who were enrolled in intervention treatment sections were more likely to be enrolled in engineering the following fall. The intervention treatment increased belonging such that control section participants were less likely to continue to be enrolled in engineering. While research to assess the efficacy and mechanisms of the intervention is ongoing, the intervention offers promising results to address attrition, particularly for BLI students.
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(This article belongs to the Special Issue STEM in Higher Education)
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A Malta Experience of Being a University Academic: A Thematic Narrative
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Maria Cutajar
Trends High. Educ. 2024, 3(2), 408-422; https://doi.org/10.3390/higheredu3020024 - 11 Jun 2024
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This paper shares the research results of an explorative study investigating university lectureship experience in a Malta university context. The study aimed to obtain a holistic description of the university academic experience. The qualitative research findings, based on a thematic analysis of 10
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This paper shares the research results of an explorative study investigating university lectureship experience in a Malta university context. The study aimed to obtain a holistic description of the university academic experience. The qualitative research findings, based on a thematic analysis of 10 individual interview transcripts, describe the experience of being a university academic as a journey of time passages in space and time. The journey is characterised by the strong theme of teaching along with the two other primary themes, labelled identity and un/belonging. Identity feeds on, but not only on, teaching and the sense of un/belonging. Profession/Practice and Research/Publication are two other themes that, in this study, emerge as feeding the primary themes. These research findings unsettle the privilege portrayals of tenure-track university lectureships. They confirm the emphasis on teaching in this local context and increased administration obligations. Distinctively, they expose another identity dimension in addition to the teacher and researcher attributions highlighted in the mainstream literature. These findings suggest that academics need to be supported for keeping alive differentiated identity dimensions, which are not in opposition to each other but are in competition for time. While the limitations of the study are acknowledged, several recommendations deriving from the research findings are shared.
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Open AccessArticle
Multiple Enrollment Policy: Clustering Dropout and Graduation Constellations in Psychology and Sociology Bachelor’s Programs
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Alexander Karl Ferdinand Loder
Trends High. Educ. 2024, 3(2), 373-407; https://doi.org/10.3390/higheredu3020023 - 30 May 2024
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In Austria, it is possible to enroll in an unlimited number of programs simultaneously and consecutively. Study duration and student performance are important performance indicators of the university system. The disciplines of psychology and sociology share similarities in their curriculum structures but are
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In Austria, it is possible to enroll in an unlimited number of programs simultaneously and consecutively. Study duration and student performance are important performance indicators of the university system. The disciplines of psychology and sociology share similarities in their curriculum structures but are different in selectiveness due to their admission rules. They show differences in their motivations to enroll and their trajectories through higher education, leading to different constellations of “dropout” and “graduation.” The aim was to identify and compare groups of students’ outcomes in bachelor’s programs of psychology and sociology along the dimensions of workload and duration, incorporating the possibility of enrolling in multiple programs. The sample consisted of 6498 students between the academic years of 2010/11 and 2022/23 who either graduated or dropped out of one or more programs. Cluster analyses using four algorithms per individual outcome constellation, categorization, and aggregation of the results suggest a longer overall study duration for students with more than one program. In graduation–graduation and graduation–dropout clusters, groups with less overall workload could be identified. The transferability of passed exams may be an important component for students in multiple programs. Implications for policy and practice are discussed.
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(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)
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Is the Productivity of Faculty Members Sustainable? The Perspective of Faculty Members
by
Miray Doğan and Hasan Arslan
Trends High. Educ. 2024, 3(2), 356-372; https://doi.org/10.3390/higheredu3020022 - 9 May 2024
Cited by 1
Abstract
In the global economic landscape, a nation’s ability to secure a prominent position is intricately linked to its capacity for knowledge augmentation and technological innovation. This correlation underscores the pivotal role of universities and academicians, whose importance directly reflects a country’s level of
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In the global economic landscape, a nation’s ability to secure a prominent position is intricately linked to its capacity for knowledge augmentation and technological innovation. This correlation underscores the pivotal role of universities and academicians, whose importance directly reflects a country’s level of development. The effectual execution of educational, research, and innovative pursuits within university settings necessitates the presence of qualified, productive, and dedicated academicians. As key contributors to academic, social, and humanitarian spheres, academicians bear responsibilities spanning research, teaching, societal enlightenment, and problem solving within higher education. The scholarly productivity of researchers is commonly gauged through metrics involving scientific publications and academic engagements. Notably, in many countries, advancements and appointments within academic institutions are contingent on the demonstrated productivity of academicians. Aligning with this global trend, Turkey accordingly structures its promotion and appointment procedures within academia. This study aims to ascertain faculty members’ perspectives regarding academic productivity after their associate professors’ and professors’ appointments in Turkey. Furthermore, we endeavor to identify the underlying factors contributing to this decline and increase academic productivity. Our findings emphasize the intricate interplay of various factors influencing academic productivity and sustainability. These include the significance of institutional support, economic stability, intrinsic motivation, and challenges such as bureaucratic processes and gender-related issues, which collectively shape the academic landscape and faculty members’ ability to produce impactful research over time. The research study group comprised 20 faculty members working at a public University in Turkey in the 2022–2023 academic year. This study was prepared using a qualitative research model. This study used the interview technique, one of the data collection techniques used in process-based evaluation applications. Furthermore, the obtained data were analyzed using the content analysis technique used in qualitative research methods.
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(This article belongs to the Special Issue Faculty at Midcareer)
Open AccessArticle
Pedagogical Innovation with Sense? A Seminal Experiment of Service-Learning in Gerontological Social Work
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Catarina Vieira da Silva, Armanda Gonçalves, Simone Petrella and Paulo C. Dias
Trends High. Educ. 2024, 3(2), 342-355; https://doi.org/10.3390/higheredu3020021 - 8 May 2024
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Higher education institutions have been investing in teachers’ professional development and pedagogical innovation, on the one hand, aiming to promote the quality of institutions and, on the other hand, aiming to promote students’ personal and academic development. One of the methodologies that has
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Higher education institutions have been investing in teachers’ professional development and pedagogical innovation, on the one hand, aiming to promote the quality of institutions and, on the other hand, aiming to promote students’ personal and academic development. One of the methodologies that has received particular attention is service-learning, which aims to promote students’ learning by providing a service to vulnerable community groups. In this study, we aim to present the results of the application of this methodology in a fourth-year social work course. To this end, a mixed-methods study was conducted with 10 students in the Contemporary Social Work III course using the service-learning methodology. Students experienced between 15 and 30 h of service-learning, most of them for 7 weeks or more in an elder care institution, with varied activities such as social consulting and home visits. When we tried to understand the students’ perceived impact, we found higher mean scores in the post-test, with statistically significant differences on several dimensions, particularly self-confidence, problem solving, adaptability and flexibility, dealing with diversity and multiculturalism, understanding complex social issues, and a sense of purpose and life. These data are aligned with the qualitative analysis, which identified six themes such as the integration of practice and theory, development of skills, positive impact on academic training, valuing practical experience, reflective and meaningful learning, and support and guidance. The results highlight the value of pedagogical innovation for students’ skills, especially when it is aligned with the identity and mission of the institution and the values of the study program.
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Bridging Horizons: Exploring STEM Students’ Perspectives on Service-Learning and Storytelling Activities for Community Engagement and Gender Equality
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Cristina Tripon
Trends High. Educ. 2024, 3(2), 324-341; https://doi.org/10.3390/higheredu3020020 - 2 May 2024
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This study explores STEM students’ perspectives on service-learning and story-telling activities to enhance community engagement and advance gender equality, investigating their impact on students’ perceptions, experiences, and understanding of gender dynamics within rural communities. Through qualitative analysis of interviews, reflective journals, and participatory
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This study explores STEM students’ perspectives on service-learning and story-telling activities to enhance community engagement and advance gender equality, investigating their impact on students’ perceptions, experiences, and understanding of gender dynamics within rural communities. Through qualitative analysis of interviews, reflective journals, and participatory videos, this study explores the transformative potential of service-learning and storytelling initiatives in empowering rural women, challenging traditional societal roles, and advocating for equal opportunities, particularly in STEM disciplines. Findings reveal the multifaceted benefits of these activities, including the development of empathy, cultural awareness, leadership skills, and a commitment to social justice among participating students. This study highlights the importance of integrating service-learning and storytelling into STEM education to cultivate inclusive practices, promote community development, and advance gender equality in rural settings.
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Open AccessReview
Applications of Photovoice-Based Entrepreneurial-Minded Pedagogical Interventions in the Engineering Classroom
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Bhavana Kotla and Lisa Bosman
Trends High. Educ. 2024, 3(2), 308-323; https://doi.org/10.3390/higheredu3020019 - 2 May 2024
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The recent emergence of generative AI technologies is beginning to shape workforce hiring practices. The shift towards skills-based hiring over degree-based hiring has sparked concerns over the ability of college graduates to be prepared for their career roles. One approach to equip students
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The recent emergence of generative AI technologies is beginning to shape workforce hiring practices. The shift towards skills-based hiring over degree-based hiring has sparked concerns over the ability of college graduates to be prepared for their career roles. One approach to equip students to work with technology and adapt to rapidly changing environments is the development of an entrepreneurial mindset. One way to cultivate entrepreneurial thinking is through the participatory action research methodology, photovoice. This study explores how photovoice promotes discovery, evaluation, and exploitation of opportunities in university engineering classrooms. For this study, a literature review was conducted to identify, evaluate, and interpret available research. For the review, a five-step process was used. This process included defining a search criterion, constructing a Boolean logic search query, inserting the query into multiple academic search engines/databases, screening and selecting articles, and categorizing and mapping the literature. The review’s findings were organized based on the type of study, participants, duration of study and photovoice interventions used, study outcomes, and entrepreneurial mindset development. The results discussed in this paper offer insights, guidance, recommendations, and future directions for engineering education research.
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Open AccessArticle
Staying Engaged and Achieving Promotion: The Role of Collegial Support and Career Reflection and Assessment for Mid-Career Faculty
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Vicki Squires and Melanie J. Hamilton
Trends High. Educ. 2024, 3(2), 297-307; https://doi.org/10.3390/higheredu3020018 - 23 Apr 2024
Abstract
The challenges and tensions experienced by mid-career faculty (MCF) can lead to frustration, disengagement, or leaving the professoriate altogether, a trend noted by researchers prior to and especially after the pandemic. In this article, we explore the role that collegial support and career
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The challenges and tensions experienced by mid-career faculty (MCF) can lead to frustration, disengagement, or leaving the professoriate altogether, a trend noted by researchers prior to and especially after the pandemic. In this article, we explore the role that collegial support and career reflection and assessment strategies targeting mid-career faculty can play to preserve institutional vitality, support faculty agency, and promote student success. Additionally, we propose initiatives and supports that may assist these faculty members in staying in the academy and staying well as they pursue professional fulfillment and work towards their goals, including promotion to full professorship. We contend that post-secondary campuses should invest in keeping MCF engaged because of the crucial roles they serve on campus.
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(This article belongs to the Special Issue Faculty at Midcareer)
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McLuhan’s Tetrad as a Tool to Interpret the Impact of Online Studio Education on Design Studio Pedagogy
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Mehmet Sarper Takkeci and Arzu Erdem
Trends High. Educ. 2024, 3(2), 273-296; https://doi.org/10.3390/higheredu3020017 - 22 Apr 2024
Abstract
The COVID-19 pandemic has led to a surge in online studio education, which has presented a significant challenge to traditional design studio teaching methods that rely on face-to-face interactions between instructors and students. It is contended that online studio education enhances the accessibility
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The COVID-19 pandemic has led to a surge in online studio education, which has presented a significant challenge to traditional design studio teaching methods that rely on face-to-face interactions between instructors and students. It is contended that online studio education enhances the accessibility of design studio pedagogy, making it possible for students to learn from anywhere in the world. However, it also challenges the development of tactile skills, which are crucial in design education. Additionally, online studio education can render certain aspects of traditional design studio pedagogy obsolete, while bringing back elements of design history and theory that may have been overlooked in traditional studio teaching. It can also be argued that online studio education has the potential to reverse the traditional power dynamics between instructors and students, resulting in more democratic and collaborative forms of learning that can empower students. As the literature on the effects of online studio education is growing, there is a need to understand how the shift from the material space and its affordances to an online environment affects the core components of an architectural design studio. To understand the effects of this new medium, this research employed Marshall McLuhan’s tetradic approach, a hermeneutic tool to perform a critical interpretation of any medium by examining four simultaneous effects: how it enhances a human sense, what it makes obsolete, what forgotten aspect it retrieves, and how it flips into its opposite at its extremes. A literature review was conducted to analyze the effects of online studios from a tetradic framework and identify the major discussions of the impact of online studio education. The methodology involves a two-part literature review. This study specifically focused on peer-reviewed, empirical research published after 2020, and the authors used search terms related to online architectural studios during the pandemic. The process identified 176 records of peer-reviewed empirical studies for further analysis and 20 papers were read and included in the review, defining repeating topics/themes and organized under four categories pertaining to the founding archetypes of an architectural design studio: (a) setting and communication, (b) actors, (c) outputs, and (d) dynamics. This process was followed by organizing the findings and interpreting them within the tetradic framework to develop a comprehensive understanding of the consequences of the online design studio. Overall, this research aims to provide a detailed and nuanced analysis of the impact of online studio education on design studio pedagogy, conceptualizing McLuhan’s tetrad as a basis for the analysis, and therefore aiming to enrich our understanding of the post-COVID-19 era of learning architecture by examining the dramatic change in the medium and its effects.
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(This article belongs to the Special Issue Interdisciplinary and Multi-Scalar Design and Research Models in Architectural Practice and Education)
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Implementation of Learning Management Systems (Moodle): Effects on Students’ Language Acquisition and Attitudes towards Learning English as a Foreign Language
by
Husam Ahmad Qaddumi and Matt Smith
Trends High. Educ. 2024, 3(2), 260-272; https://doi.org/10.3390/higheredu3020016 - 18 Apr 2024
Abstract
Among the most popular learning management systems (LMS) available worldwide is Moodle. This current study examines how learners’ attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle’s interactive language-learning activities. Thirty-three undergraduate students participated in this
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Among the most popular learning management systems (LMS) available worldwide is Moodle. This current study examines how learners’ attitudes toward English as a foreign language (EFL) and their language proficiency are affected by Moodle’s interactive language-learning activities. Thirty-three undergraduate students participated in this study. We investigated the effects of engaging language-learning exercises that were practiced on Moodle using an experimental research design. To find out if the experimental and control groups differed significantly from one another on pre- and post-measures regarding the development of language skills and attitudes toward language classrooms, a number of statistical tests were employed. We conducted a data analysis using SPSS software. The results demonstrated that there were differences favoring the experimental group in the development of language skills and the attitudes of learners toward the language classroom. There were no apparent differences in forming structures, speaking, or listening compared to the control group’s learners. On the other hand, there were notable differences in the overall score, writing and reading skills, and lexical item mastery. Additionally, significant differences in the language acquisition growth of the experimental and control groups were found using an independent-sample t-test in the post-test, with the experimental group benefiting.
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Adaptive Complexity: Examining Texas Public Postsecondary Institutions’ Provision of Student Basic Needs Programs
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Lisa K. Zottarelli, Xiaohe Xu, Jayla M. Hatcher, Raji Thiruppathiraj, Natasha Ellis, Shamatanni Chowdhury and Thankam Sunil
Trends High. Educ. 2024, 3(2), 247-259; https://doi.org/10.3390/higheredu3020015 - 16 Apr 2024
Abstract
This study reveals that the likelihood and diversity of postsecondary institutions providing basic needs programs are significantly influenced by institutional factors such as the institutions’ organization and size. This study also indicates that Hispanic-Serving Institutions tend to provide emergency housing, which highlights a
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This study reveals that the likelihood and diversity of postsecondary institutions providing basic needs programs are significantly influenced by institutional factors such as the institutions’ organization and size. This study also indicates that Hispanic-Serving Institutions tend to provide emergency housing, which highlights a targeted response to specific community needs. In addition, the analysis indicates that the presence of students with financial needs is linked to the availability of food pantry services, suggesting a strategic approach to address student welfare. The findings from this study provide critical insights into how institutional characteristics influence the provision and variety of basic needs services. These conclusions not only underscore the pivotal role of such services in supporting the overall well-being and academic success of students but also indicate institutional factors that support the formal implementation of a variety of basic needs programs to meet diverse student needs.
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The Use of Gamification for Learning SCRUM: Findings from a Case Study with Information Systems Students
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Filomena Castro Lopes and Sandra Fernandes
Trends High. Educ. 2024, 3(2), 235-246; https://doi.org/10.3390/higheredu3020014 - 16 Apr 2024
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Gamification has emerged in higher education as an innovative approach that engages and stimulates student participation and active learning, through the integration of game elements in the learning experience. This study presents a case study in the field of Information Systems, based on
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Gamification has emerged in higher education as an innovative approach that engages and stimulates student participation and active learning, through the integration of game elements in the learning experience. This study presents a case study in the field of Information Systems, based on the use of gamification, through the use of Lego bricks, to learn SCRUM. The participants in the study include 12 first-year students, enrolled in the curricular unit of Information Systems, in the academic year of 2022/2023, at a Portuguese Higher Education Institution. The objective of the study is to analyze student’s understanding of the SCRUM approach, in regard to: (1) how students understand the different roles of SCRUM and the objective of each ceremony; and (2) how students understand the structure of the SCRUM framework. Findings from the study show that students who engaged in the gamified learning environment demonstrated higher comprehension of SCRUM roles, scoring significantly better on assessments compared to their non-participating peers. In general, students felt that the gamification experience achieved its objectives. Future work aims to bring the game closer to the reality of the software development process, making it more aligned with the lego4scrum methodology approach.
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On the Quality and Validity of Course Evaluation Questionnaires Used in Tertiary Education in Greece
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Ilias Papadogiannis, Costas Vassilakis, Manolis Wallace and Athanassios Katsis
Trends High. Educ. 2024, 3(2), 221-234; https://doi.org/10.3390/higheredu3020013 - 12 Apr 2024
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In compliance with national legislation, Greek tertiary education institutions assess educational quality often using a standardized anonymous questionnaire completed by students. This questionnaire aims to independently evaluate various course components, including content organization, instructor quality, facilities, infrastructure, and grading methods. Despite widespread use
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In compliance with national legislation, Greek tertiary education institutions assess educational quality often using a standardized anonymous questionnaire completed by students. This questionnaire aims to independently evaluate various course components, including content organization, instructor quality, facilities, infrastructure, and grading methods. Despite widespread use across universities, the questionnaire’s validity remains unexamined. This study addresses this gap by analyzing 48,000+ questionnaire responses from the University of the Peloponnese (2014–2022), encompassing 68 undergraduate and graduate programs. Confirmatory factor analyses were used to assess the quality of the questionnaire, while exploratory factor analyses were used to assess the dimensions of the tool based on the data. Both analyses reveal shortcomings: confirmatory analysis detects strong correlations between supposedly different factors, and exploratory analysis identifies dimensions inconsistent with the expected structure. These findings question the questionnaire’s quality and the validity of drawn conclusions, while additionally identifying opportunities for reducing the number of questions, which can contribute to increased questionnaire submission rates. Given its common use across Greek universities and its influence on shaping courses, urgent redesigning of the questionnaire for tertiary education evaluation is recommended.
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Open AccessSystematic Review
Rise of Wisdom Pedagogy Research in Higher Education (1980–2022): A Systematic Literature Review
by
Maria Jakubik
Trends High. Educ. 2024, 3(2), 199-220; https://doi.org/10.3390/higheredu3020012 - 28 Mar 2024
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This paper explores: How has wisdom pedagogy research emerged in higher education during 1980–2022? This study is the first to explore the emergence of wisdom pedagogy research in higher education applying Bipartite network analysis for detecting clusters of 24 wisdom pedagogy articles of
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This paper explores: How has wisdom pedagogy research emerged in higher education during 1980–2022? This study is the first to explore the emergence of wisdom pedagogy research in higher education applying Bipartite network analysis for detecting clusters of 24 wisdom pedagogy articles of 53 authors and 161 keywords. Results are visualized with WoS analytics, word-clouds, and with Bipartite network. Wisdom research in higher education is two decades late compared with other disciplines. In higher education n = 524 wisdom, n = 33 wisdom pedagogy publications were detected in the Web of Science Core Collection database. This paper analyzed n = 24 wisdom pedagogy articles published during the 1980–2022 period. There were only two articles found dealing directly with wisdom pedagogy. Therefore, this study has several further research implications for educational researchers. Firstly, they need to conduct a more comprehensive search for wisdom pedagogy models by extending the scope of this study to other databases, books, book chapters, and to conference papers. Secondly, they need to synthesize and theorize their findings by building a wisdom pedagogy model. Thirdly, researchers need to develop detailed guidelines for educational practitioners on how to apply wisdom pedagogy in practice. This study is only at the beginning of this journey. However, it would be important for educating students with wisdom pedagogy in higher education because it would facilitate students’ thinking, judgements, and actions based on their moral and ethical values in a highly interconnected and complex world.
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