Showing papers on "Higher education published in 2018"

A Systematic Review of English Medium Instruction in Higher Education.

Abstract: After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers’ beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.

Higher Education and Social Class: Issues of Exclusion and Inclusion

Abstract: 1. Social Class and Higher Education 2. Higher Education and Social Access: to the Robbins Report 3. Access to Higher Education: Inclusion for the Masses? 4. Participation and Potential Participation in UK Higher Education 5. The 'Value' of Higher Education 6. Information, Advice and Cultural Discourses of Higher Education 7. Entry Routes to Higher Education: Pathways, Qualifications and Social Class 8. Financial Barriers to Participation 9. Identities, Inequalities and Higher Education 10. Widening Participation in HE: Implications for Policy and Practice

Online Learning in Higher Education: Exploring Advantages and Disadvantages for Engagement.

Abstract: As the popularity of online education continues to rise, many colleges and universities are interested in how to best deliver course content for online learners. This study explores the ways in which taking courses through an online medium impacts student engagement, utilizing data from the National Survey of Student Engagement. Data was analyzed using a series of ordinary least squares regression models, also controlling for relevant student and institutional characteristics. The results indicated numerous significant relationships between taking online courses and student engagement for both first-year students and seniors. Those students taking greater numbers of online courses were more likely to engage in quantitative reasoning. However, they were less likely to engage in collaborative learning, student-faculty interactions, and discussions with diverse others, compared to their more traditional classroom counterparts. The students with greater numbers of online courses also reported less exposure to effective teaching practices and lower quality of interactions. The relationship between these engagement indicators and the percentage of classes taken online suggests that an online environment might benefit certain types of engagement, but may also be somewhat of a deterrent to others. Institutions should consider these findings when designing online course content, and encourage faculty to contemplate ways of encouraging student engagement across a variety of delivery types.

Student engagement in the educational interface: understanding the mechanisms of student success

Abstract: Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the nee...

Rethinking graduate employability: the role of capital, individual attributes and context

Abstract: Graduate employability has become a key driver for universities in Australia and the UK. In response to increasing pressure from governments and employer groups, universities have adopted a range of generic skill-based learning outcomes which, when embedded into degree programs, are expected to increase graduate employability and therefore improve graduate employment outcomes. In addition, many universities are now including internships, work placements and international study in their programmes with the aim of enhancing graduate employment prospects. This somewhat instrumental approach to graduate employability does not, however, take into account other critical factors. Drawing on the broader employability literature, this article develops a framework that incorporates six key dimensions – human capital, social capital, individual attributes, individual behaviours, perceived employability and labour market factors – to help explore and explain the concept of graduate employability.

Education 4.0 Made Simple: Ideas for Teaching.

Abstract: Almost everyone is talking about the 4th Industrial Revolution (4IR). The 4IR wave is so strong that change is inevitable, including within the education setting, making Education 4.0 the famous buzzword among educationists today. What is Education 4.0? Do educators really understand it or they simply follow what others are doing. Education 4.0 is a respond to the needs of IR4.0 where human and technology are aligned to enable new possibilities. The paper explains the nine trends of Education 4.0, preference of the 21st century learners, skills for 21st century teachers, share some ideas on how to implement Education 4.0 trends in the language classrooms and students’ feedback on their experience in learning in the Education 4.0 classroom.

The use of mobile learning in higher education: A systematic review

Abstract: Mobile device ownership has exploded with the majority of adults owning more than one mobile device. The largest demographic of mobile device users are 18–29 years old which is also the typical age of college attendees. This systematic review provides the scholarly community with a current synthesis of mobile learning research across 2010–2016 in higher education settings regarding the purposes, outcomes, methodologies, subject matter domains, educational level, educational context, device types and geographical distribution of studies. Major findings include that the majority of the studies focused on the impact of mobile learning on student achievement. Language instruction was the most often researched subject matter domain. The findings reveal that 74% involved undergraduate students and 54% took place in a formal educational context. Higher education faculty are encouraged to consider the opportunity to expand their learning possibilities beyond the classroom with mobile learning.

Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success

Abstract: Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer-to-peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non-STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018

Social Media in Higher Education: A Literature Review of Facebook

Abstract: The rapid adoption of social media technologies has resulted in a fundamental shift in the way communication and collaboration take place. As staff and students use social media technologies in their personal lives, it is important to explore how social media technologies are being used as an educational tool. The aim of this paper is to analyse the role of social media, in particular, Facebook, as an educational tool in higher education. Through a review of the literature, this paper explores the myriad ways in which Facebook is being used as an educational instrument for learning and teaching. Multiple benefits of Facebook usage for learning and teaching have been identified such as increased teacher-student and student-student interaction, improved performance, the convenience of learning and higher engagement. The paper also highlights the potential problems and limitations of Facebook usage ranging from educators’ dominance to privacy concerns. Finally, Facebook usage guidelines that can be adopted by educators to encourage social media adoption are proposed. As social media usage continues to grow in higher education, future empirical research is warranted.

Digital transformation in German higher education: student and teacher perceptions and usage of digital media

Abstract: Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.

Digital competence and digital literacy in higher education research: Systematic review of concept use

Abstract: Digital competence and digital literacy are concepts that are increasingly used in public discourse However, how the concepts are used and how they are defined remains unclear This paper presents

From telecollaboration to virtual exchange: state-of-the‑art and the role of UNICollaboration in moving forward

Abstract: Telecollaboration, or ‘virtual exchange’, are terms used to refer to the engagement of groups of learners in online intercultural interactions and collaboration projects with partners from other cultural contexts or geographical locations as an integrated part of their educational programmes. In recent years, approaches to virtual exchange have evolved in different contexts and different areas of education, and these approaches have had, at times, very diverse organisational structures and pedagogical objectives. This article provides an overview of the different models and approaches to virtual exchange which are currently being used in higher education contexts. It also provides a short historical review of the major developments and trends in virtual exchange to date and describes the origins of the UNICollaboration organisation and the rationale behind this journal.

A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement

Abstract: In higher education, e‑learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face‑to‑face teaching to online learning and/or blended learning in order to try to define which of the formats provides, e.g., the highest learning outcome, creates the most satisfied students or has the highest rate of course completion. However, these studies often show that teaching and learning are influenced by more than teaching format alone. Many factors play significant roles, and this literature review will look further into some of them.The review has a special interest in professional bachelor education and teacher training, and it focusses on factors that influence learning experiences in e‑learning, online learning and blended learning. Thus, the research question of the review is as follows: Which factors are found to influence e‑learning and blended learning in relation to learning outcome, student satisfaction and engagement in collaboration in higher education and particularly in professional education? The findings from the research papers included in the review show that among the many factors some seem to dominate more: educator presence in online settings, interactions between students, teachers and content, and designed connections between online and offline activities as well as between campus‑related and practice‑related activities. The article thus points in the direction of some significant factors, but it also discusses and questions the relevance of research focusing on comparisons between individual formats of e‑learning, online learning, blended learning or "traditional" face‑to‑face teaching and learning. Teaching and learning are complex and are influenced by more than just the teaching format. The review is based on systematic database searches conducted in January 2017, and it includes 44 peer reviewed articles and papers published between 2014 and 2017.

How Colleges Change: Understanding, Leading, and Enacting Change

Abstract: Joining theory and practice, How Colleges Change unmasks problematic assumptions that university leaders and change agents typically possess, and provides research-based principles for approaching change Featuring case studies, teaching questions, change tools, and a greater focus on scaling change, this monumental new edition offers updated content and fresh insights into understanding, leading, and enacting change Recognizing that internal and external conditions shape and frame change processes, Kezar presents an overarching practical toolkit—a framework for analyzing change, as well as a set of theoretical perspectives to apply that framework in order to custom-design a change process, no matter the organizational challenge or context How Colleges Change is a crucial resource for aspiring and practicing campus leaders, higher education practitioners, scholars, faculty, and staff who want to become agents of change in their own institutions

Does entrepreneurship education in the first year of higher education develop entrepreneurial intentions? The role of learning and inspiration

Abstract: Drawing on entrepreneurship education (EE) theory, this article examines the role of learning and inspiration in developing students' entrepreneurial intentions in the First Year in Higher Education. This addresses the paucity of research on early university experiences of EE and their influence on entrepreneurial intentions. Using a longitudinal survey of business students at a British university, the authors identify four scenarios related to the participation/non-participation in EE and subsequent increase or decrease of entrepreneurial intentions. A sub-set of those surveyed are interviewed (n = 49) to better understand how their university experience has influenced their entrepreneurial intentions. Findings suggest that the influence of EE is variable, in some cases even leading to a decrease in entrepreneurial intentions. The results contribute to theories of EE and intentions in the early stages of higher education. The authors discuss implications for theory and practice.

E-learning continuance satisfaction in higher education: a unified perspective from instructors and students

Abstract: This study aims to determine the key factors affecting students’ and instructors’ continuance satisfaction with e-learning in the higher education context. In order to identify the factors that impact e-learning continuation in higher education institutions, a systematic review of the literature was conducted, revealing that the majority of studies have reported the essential role of satisfaction in mediating the relationship between 11 factors and users’ decisions to continue using e-learning systems. This study then proposed that users, both students and instructors, must continually be satisfied with the e-learning systems offered by higher education institutions if they are to continue using them. We term this ‘e-learning continuance satisfaction.’ The formation of a unified perspective of instructors and students on the core factors that impact e-learning continuance was then investigated, in addition to the causal relationships between these factors and e-learning continuance satisfaction. T...

An Online Engagement Framework for Higher Education

Abstract: Student engagement is understood to be an important benchmark and indicator of the quality of the student experience for higher education; yet the term engagement continues to be elusive to define and it is interpreted in different ways in the literature. This paper firstly presents a short review of the literature regarding online engagement in the higher education environment, moving beyond discipline-specific engagement. It then presents a conceptual framework which builds upon recurring themes within the literature, including students’ beliefs, attitudes, and behaviours. The framework was developed by adopting a constant comparison method to analyse the literature, and to search for and identify current and emerging themes. The framework identifies indicators for five key elements of online engagement, and the authors propose that the framework provides a guide for researchers and academics when exploring online engagement from a conceptual, practical and research basis. Finally, the paper provides recommendations for practice, outlining how the framework might be used to reflect critically upon the effectiveness of online courses and their ability to engage students.

More than tools? Making sense of the ongoing digitizations of higher education

Abstract: Introduction In times of hype surrounding the ‘Internet of Things’, ‘blockchain universities’, ‘learning analytics’ and the like, this special issue of the International Journal of Educational Technology in Higher Education starts from a simple proposition – how might we develop critical perspectives and alternative visions of technology in higher education? Our initial call resulted in the six articles that you find attached. These were written from a diversity of perspectives, and therefore address a range of concerns and approaches. We have articles that consider the implications of neuroscience for understanding educational technology, phenomenological reinterpretations of the ‘affordances’ of technology, and the politics of ‘big data’ in higher education reform. Elsewhere is a reassessment of mobile learning, a critical exploration of the ideological underpinnings of national digital strategies, and pedagogical analysis of personalized and adaptive learning. Contributions have been made by authors across Europe working in psychology and the behavioural sciences, social sciences, education research, communications and the arts. We feel confident that this collection meets our initial intention of problematizing the claims and assumptions surrounding higher education in the digital age. This is an interesting and insightful set of arguments, offering a useful counterpoint to articles featured elsewhere in the journal. While we are happy to have amassed this broad range of critical perspectives, we are not particularly surprised by the range of articles we received. The past 5 years has seen a sharp increase in scholars expressing critical views of education and technology. It is no longer an oddity to encounter challenging questions of the social, cultural, political and economic connotations of digital technology use in higher education. Nowadays, someone who problematizes the digitization of universities does not instantly draw accusations of being dystopian or simply out-of-touch. After decades of critical voices in education technology being simply ignored, or marginalized and maligned, it is now reassuring to be able to claim that there is nothing distinct about the articles that we present in this issue. However, this is not to say that these articles do not deserve our close attention. As one might hope, this is a collection of interesting contributions that raises a range of important ideas. As such, we have decided not to waste our ‘editorial’

Improving Student Outcomes in Higher Education: The Science of Targeted Intervention

Abstract: Many theoretically based interventions have been developed over the past two decades to improve educational outcomes in higher education. Based in social-psychological and motivation theories, well-crafted interventions have proven remarkably effective because they target specific educational problems and the processes that underlie them. In this review, we evaluate the current state of the literature on targeted interventions in higher education with an eye to emerging theoretical and conceptual questions about intervention science. We review three types of interventions, which focus on the value students perceive in academic tasks, their framing of academic challenges, and their personal values, respectively. We consider interventions that (a) target academic outcomes (e.g., grades, major or career plans, course taking, retention) in higher education, as well as the pipeline to college, and (b) have been evaluated in at least two studies. Finally, we discuss implications for intervention science moving forward.

How College Works

Abstract: Constrained by shrinking budgets, can colleges do more to improve the quality of education? And can students get more out of college without paying higher tuition? Daniel Chambliss and Christopher Takacs conclude that the limited resources of colleges and students need not diminish the undergraduate experience. "How College Works" reveals the surprisingly decisive role that personal relationships play in determining a student's collegiate success, and puts forward a set of small, inexpensive interventions that yield substantial improvements in educational outcomes.At a liberal arts college in New York, the authors followed a cluster of nearly one hundred students over a span of eight years. The curricular and technological innovations beloved by administrators mattered much less than the professors and peers whom students met, especially early on. At every turning point in students' undergraduate lives, it was the people, not the programs, that proved critical. Great teachers were more important than the topics studied, and even a small number of good friendships--two or three--made a significant difference academically as well as socially.For most students, college works best when it provides the daily motivation to learn, not just access to information. Improving higher education means focusing on the quality of a student's relationships with mentors and classmates, for when students form the right bonds, they make the most of their education.

The employability skills of higher education graduates: insights into conceptual frameworks and methodological options

Abstract: In recent decades, a growing body of literature has emerged to illustrate the strong pressure on higher education institutions to prepare graduates for the world of work. This paper examines studies that attempt to incorporate the concept of employability skills in the empirical analysis. It thus focuses on the conceptual discussion and methodological options to show how researchers cope empirically with the assumptions associated with employability skills. This literature survey offers a taxonomy of methods that distinguishes between direct and indirect, as well as supervised and unsupervised, methods for the collection of data on skills. Although the underlying premise of the available research is that higher education institutions and policymakers should be provided with information on employability skills, the studies examined in this paper suggest that the identification of those skills is an impossible endeavour. Agreement is only found on some cognitive, technical, and relational skills. More importantly, it is argued that the supply-side approach overlooks economic and social processes that might affect employability. The problem of graduates’ employability transcends higher education institutions’ provision of useful and matched skills.

Co-creation in higher education: towards a conceptual model

Abstract: Students have begun to show interest in adopting active and participatory roles that allow them to interact and work collaboratively with educators. One important aspect of students as part...

The Fourth Industrial Revolution and Higher Education

Abstract: This chapter provides an assessment of how previous industrial revolutions have impacted higher education in the United States and around the world. Penprase assesses new STEM instruction that develops technical capacity in emerging technologies in active and project-based settings. The societal changes from the 4IR will require higher education to develop greater capacity for ethical and intercultural understanding, placing a premium on liberal arts-type education with modifications to adapt to the particular issues raised by 4IR technologies and their disruptions to society. Penprase argues that a rapid adjustment of on-campus curriculum is needed by expanding its capacity to accommodate the acquisition of new knowledge by students, faculty and alumni, with new modalities of instruction that leverage the digital advances from the Third Industrial Revolution.

Japan’s English-medium instruction initiatives and the globalization of higher education

Abstract: This article analyses a recent initiative of Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) which aims to internationalize higher education in Japan. The large-investment project “Top Global University Project” (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human resources. The TGUP identifies thirty-seven universities: thirteen as “top global universities” intended to compete in the top 100 university world rankings, and twenty-four “global traction universities” intended to lead the internationalization of higher education in Japan. Despite the substantial funding behind this initiative, little research has been conducted to evaluate the potential impact of this policy on language planning in higher education in Japan. This paper addresses this gap in its exploration of the TGUP, including key changes from previous internationalization policies. It then presents an analysis of publicly available documents regarding the policy, collected from all thirty-seven of the participant universities. Only documents in English were used for analysis, as these were released for international readership. Findings indicate a positive departure from older policy trends, and the emergence of flexible, unique forms of English language education in Japan’s universities.