Showing papers by "Hamish Coates published in 2022"

Understanding STEM academics’ responses and resilience to educational reform of academic roles in higher education

Abstract: Across the globe, there have been significant reforms to improve STEM education at all levels. A significant part of this has been teacher reform. While the responses and resilience of STEM teachers to educational reforms in secondary education have received significant attention, the responses and resilience of STEM teachers in higher education remains understudied. In higher education, educational reforms of academic roles have seen increasing numbers of STEM academics focussed on education. Responses of STEM academics to education reform of the academic role have some parallels with teacher resilience, but there are also potential misalignments within a culture which values and prioritises science disciplinary research. This study examined the responses of STEM academics in higher education to educational reform of the academic role using the theoretical construct of resilience and Bronfenbrenner's socio-ecological model. This was a 2-year case study of 32 academics and senior educational leaders in higher education in STEM. Data collection included semi-structured interviews which were theme coded and inductively analysed.The responses and resilience of STEM academics focussed on education appeared to be dependent on interactions between individual disposition in the microsystem and influences of the exosystem and the external macrosystem. Five major themes emerged about the value and quality, scholarship and expertise, progress and mobility, status and identity and community and culture of STEM academics focussed on education. The exosystem was a significant unidirectional influence on STEM academics where judgements were made concerning academic performance, awards, and promotion. Responses of senior leaders in the exosystem were influenced by the macrosystem and culture of science. Academics focussed on research, rather than education were more valued and more likely to be both financially rewarded and promoted.During this pressured decade, where COVID-19 has intensified stress, more attention on the direction and reciprocal relationships in the socio-ecological model of higher education is needed in order for educational reform in higher education STEM to be effective. Resilience of STEM academics to educational reform in higher education is a dynamic quality, and the capacity to "bounce back", learn from challenges, and realise expectations of educational reform will depend on an understanding of resilience and support of Bronfenbrenner's spheres of influence.

Understanding STEM academics’ responses and resilience to educational reform of academic roles in higher education

Abstract: Across the globe, there have been significant reforms to improve STEM education at all levels. A significant part of this has been teacher reform. While the responses and resilience of STEM teachers to educational reforms in secondary education have received significant attention, the responses and resilience of STEM teachers in higher education remains understudied. In higher education, educational reforms of academic roles have seen increasing numbers of STEM academics focussed on education. Responses of STEM academics to education reform of the academic role have some parallels with teacher resilience, but there are also potential misalignments within a culture which values and prioritises science disciplinary research. This study examined the responses of STEM academics in higher education to educational reform of the academic role using the theoretical construct of resilience and Bronfenbrenner's socio-ecological model. This was a 2-year case study of 32 academics and senior educational leaders in higher education in STEM. Data collection included semi-structured interviews which were theme coded and inductively analysed.The responses and resilience of STEM academics focussed on education appeared to be dependent on interactions between individual disposition in the microsystem and influences of the exosystem and the external macrosystem. Five major themes emerged about the value and quality, scholarship and expertise, progress and mobility, status and identity and community and culture of STEM academics focussed on education. The exosystem was a significant unidirectional influence on STEM academics where judgements were made concerning academic performance, awards, and promotion. Responses of senior leaders in the exosystem were influenced by the macrosystem and culture of science. Academics focussed on research, rather than education were more valued and more likely to be both financially rewarded and promoted.During this pressured decade, where COVID-19 has intensified stress, more attention on the direction and reciprocal relationships in the socio-ecological model of higher education is needed in order for educational reform in higher education STEM to be effective. Resilience of STEM academics to educational reform in higher education is a dynamic quality, and the capacity to "bounce back", learn from challenges, and realise expectations of educational reform will depend on an understanding of resilience and support of Bronfenbrenner's spheres of influence.

Augmenting the role of higher education institutions in lifelong learning: Designing an indicator framework for policy application

Abstract: Advanced economies lack mechanisms for spotlighting lifelong learning needs and helping higher education institutions provide programs and activities which serve these. This paper presents research underway in Singapore since 2019 which has sought ways to help institutions to identify and meet opportunities to deliver lifelong learning. The paper sets out the policy context, articulates a validated indicator framework, discusses prospects for deployment, and touches on implications for Asia and beyond. The analysis sheds light on this important Singapore context and is immediately relevant to all high-participation higher education systems and advanced economies across Asia around the world. The paper makes a policy contribution and contributes to a growing body of research focused on higher education and lifelong learning.

Contributions to the field of student engagement and success

Abstract: ABSTRACT Over the last 40 years, and particularly in the most recent decade, both the research papers and expert community surrounding Higher Education Research & Development (HERD) have made formative contributions to understanding and improving how higher education students engage and succeed. This paper takes stock of these contributions. After introducing the focus and approach, a review of contexts and bibliometrics is presented in a three-part historic structure. First, it documents foundation research in the 1980s and 1990s. Next, it analyses contributions made through HERD and its community since the turn of the century. The penultimate section unpacks more recent developments and trends. The paper concludes by clarifying emerging scholarly trends, practical needs, and research frontiers.

Opportunities and challenges for international institutional data comparisons

Abstract: ABSTRACT This paper discusses empirical comparisons of higher education institutions across world regions. It argues that institutional data systems have the potential for complementing global comparisons promoted by rankings by providing sensible information on institutional size, budgets, staffing, enrolments and activity profiles. With this perspective in hand, this paper tackles three questions. First, how is it feasible to identify Higher Education Institutions (HEIs) given their complex structures? Second, how is it feasible to define the perimeter of HEI sectors? Third, what kinds of data could be used for comparison, and where are the main data gaps? By analysing institutional data systems across the United States, Europe and Asia, the paper concludes that institutional data systems display some remarkable similarities that make them an important resource for global comparisons; however, variation in the context of data production and usage implies differences in the higher education perimeter and on institutional delimitation; sensible comparisons, therefore, require explicit knowledge of the institutional context in which data have been borne.

Universities and SDGs: evidence of engagement and contributions, and pathways for development

Abstract: ABSTRACT Sustainable development has become a momentous global concern since the end of the twentieth century. The 2015 adoption of the SDGs represents a significant challenge for higher education globally as it compels widescale consideration of how the sector will address the SDGs and contribute to the 2030 Agenda. Seven years after the adoption of the SDGs, therefore, it is important to investigate the extent of engagement and clarify opportunities for growth. This paper reports research into university engagement with and contributions to the SDGs, what has happened and been documented so far, and what plans university leaders have for future engagement. From the analysis of multi-source evidence, it is reasonable to conclude that contributions vary across and are fragmented within universities, not resourced or reported in systematic ways. It calls for a much broader research agenda in this area that focuses not just on specific substantive issues but looks broadly across a suite of countries, universities, evidence, and issues and articulates a comprehensive view on what has been achieved as well as areas for development.

Unprecedented challenges to higher education systems and academic collaboration

Abstract: The world is in a transition from a relatively stable political, economic and social period towards one in considerable turmoil with radical implications for higher education. Climate change, the COVID-19 pandemic, rising nationalism, geopolitical tensions, inflation and economic instability, are just some of its main manifestations. With hindsight, there were already many hints of the direction of this transition, but its magnitude and speed seem to have taken the world and the higher education sector by surprise. We have already seen how the pandemic has disrupted higher education worldwide. We are now watching higher education challenged in its autonomy and academic freedom by nationalist-populist movements and governments in several parts of the world. Issues of national security, geopolitical conflicts and war are challenging academic collaboration and global science at a time when pursuance of the UN Sustainable Development Goals requires more partnerships and deeper transnational cooperation. These developments are occurring at a time when higher education – and tertiary education more broadly – already face questions about their role and purpose in the global era. Widening participation, and achieving greater equity, diversity and inclusion (EDI) are key goals for higher education, but around the world access from primary to tertiary education is still restricted, particularly for the 84 million people currently displaced around the globe. The Russian invasion of Ukraine forces us to be clear and outspoken against any attacks or restrictions on human rights and democratic values as well as on academic freedom, and at the same time keep our channels of communication and collaboration as open as possible. The response of higher education to the COVID-19 pandemic has shown how the internationalization of higher education and research can help solve global challenges. In contrast, the invasion of Ukraine and growing geo-political tensions highlight the fragility of those links and the vulnerability of higher education and research. Global engagement over the last few decades has been a key priority of higher education. The global knowledge economy created more competition between universities, but it also stimulated cooperation and exchange of people and science, although primarily for the benefit of the global north. Current geopolitical tensions pose very serious challenges for this global engagement. While diffuse and complex, the implications for global engagement in higher education and research in these volatile times are likely to be severe. As Altbach and de Wit (2022) state, ‘The debate about academic engagement and academic values is not an easy one. The academic boycott against the apartheid regime in South Africa taught us that blanket boycotts are in no one’s interest’. One of the collateral results of Russia’s invasion of Ukraine is the loss of rationality in segments of the academic community in North America and Europe. In response, they argue that engagement with Russian colleagues – and knowledge about Russia taking into account all perspectives and viewpoints – is vital. They state:

Articulating transboundary education: Growing IJCE to cultivate innovation frontiers

Abstract: Pandemic-related changes have revealed the transboundary nature of education. Education institutions have long sought to influence everything in the universe, from nanoparticles, to socioeconomic affairs, to far-away galaxies. In recent years it has become clear how much the rest of the world also shapes education. This carries huge consequences for how we understand, design and deliver education. Matters external to the ‘education sector’ become preconditions and determinants rather than mere recipients or derivatives. This means that social issues define education and research ventures, a much broader array of stakeholders participate in education and academic work, and the appraisal of education value draws from beyond an elite group of peers. Education is not valued all or only by money or credentialling, but by the value it generates for different people and communities. Such a shift to transboundary education (TBE) carries huge implications for the substance of education, and for how people move around the world to teach, learn and do research. Simply put, as Nicol and Bice convey in their recent IJCE article, TBE means moving beyond all different kinds of prevailing boundaries. It goes beyond existing academic partnerships. TBE invokes rosscrossing pathways, new accessibilities, industries, modalities, partnerships, communities and standards. It makes the task of education and other academic work much more complicated yet also inspiring, giving fresh impetus and placing new demands on research and analysis. Internationally, TBE bursts beyond all kinds of boundaries well worn by established forms of transnational education (TNE). TNE, in its broadest sense or instantiation, involves the provision of education to students in or from another country. While TNE has many and varied permutations, it typically involves one or more kinds of borderor passport-crossing/hopping. TBE can involve such venturing, but also engagements beyond the education sector, expanded topics, new sources of value and funding, and ramped-up demands for greater social returns from education.

Cultivating designed academics: leading development of future work, roles and experts

Abstract: While the higher education literature is replete with critiques of faculty work and roles, much less has been said about the established and rapidly entrenching forms of academics which have emerged, and which with intentional design will play an important future role. This chapter steps beyond prevailing work on academic unbundling, steps beyond commercial work on academic 're-engineering', and opens discussion regarding the formation of 'designed academics'. It calls for a much more intentional design of future academics. After framing the discussion, we sketch the idea of 'designed academics', articulate contexts which have led to contemporary circumstances, look at how universities might lead the design of future academics, and examine prospects for development. Fundamentally, the chapter builds a perspective on what can be done to conceptualise, develop and implement new forms of academic work.