Journal Cover
Higher Education
Journal Prestige (SJR): 1.782
Citation Impact (citeScore): 2
Number of Followers: 141  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-174X - ISSN (Online) 0018-1560
Published by Springer-Verlag Homepage  [2352 journals]
  • Developing and validating a scale for evaluating internship-related
           learning outcomes
    • Authors: Tran Le Huu Nghia; Nguyen Thi My Duyen
      Pages: 1 - 18
      Abstract: Developed as an integral component of many higher education programs, internships provide a multitude of benefits for participating students. However, there is a lack of tools designed to measure internship-related learning outcomes. Therefore, this article will present the process of constructing and validating a scale that can be used to evaluate students’ internship-related learning outcomes. Content validity of the scale was established with an extensive review of relevant literature, interviews with current interns along with checking the adequacy of the scale content with interns and academics. Construct validity was established with exploratory and confirmatory factor analyses. Through that process, the resulting scale was proven to have achieved construct reliability as well as convergent and discriminant validity. The article discusses the use of the scale, its weaknesses, and implications for organizing internships so that the effectiveness of this form of work-integrated learning can be continuously improved.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0251-4
      Issue No: Vol. 77, No. 1 (2019)
  • The direct and indirect impacts of job characteristics on faculty
           organizational citizenship behavior in the United Arab Emirates (UAE)
    • Authors: Khaldoun I. Ababneh; Rick D. Hackett
      Pages: 19 - 36
      Abstract: We examine the relationships between job characteristics (job autonomy, skill variety, role conflict), work-related attitudes (job satisfaction, organizational commitment, trust in the employer), and organizational citizenship behaviors (civic virtue and altruism) among faculty at UAE-based universities. Data were obtained from 249 participants at 26 universities. Path analysis revealed, as predicted, that job autonomy, skill variety, and role conflict impact faculty job satisfaction, organizational commitment, and trust. Also, when job satisfaction, organizational commitment, and trust were examined simultaneously as mediators of the job characteristics-citizenship relationship, only organizational commitment was significant. Job autonomy had both direct and indirect effects on civic virtue, but only an indirect effect on altruism. Skill variety had direct and indirect effects on both civic virtue and altruism; whereas, role conflict had only indirect effects on these outcomes. The practical and theoretical implications of these findings are discussed and directions for future research are offered.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0252-3
      Issue No: Vol. 77, No. 1 (2019)
  • Building gender inclusivity: disentangling the influence of classroom
           demography on classroom participation
    • Authors: Tina R. Opie; Beth Livingston; Danna N. Greenberg; Wendy M. Murphy
      Pages: 37 - 58
      Abstract: Despite increased attention on women in business, concerns abound regarding the extent to which business schools are creating inclusive learning environments that support the leadership development of both male and female students. Using an organizational demography lens, we investigate the interactive effects of student gender, faculty gender, and classroom demography on class participation. We focus on class participation as it is essential to students’ overall learning and development especially concerning leadership. Our findings demonstrate that student and faculty demography interacts with context in unexpected ways to affect participation. Specifically, when women students are in the minority and have a female professor, they receive higher participation grades, particularly as class size decreases. The findings from this study have important implications for business school faculty and administrators as they work to build more inclusive learning environments which support all students’ development as leaders.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0245-2
      Issue No: Vol. 77, No. 1 (2019)
  • Resource dependence theory analysis of higher education institutions in
    • Authors: Shukhrat Kholmuminov; Shayzak Kholmuminov; Robert E. Wright
      Pages: 59 - 79
      Abstract: In this paper, resource dependence theory (RDT) is used to guide an empirical analysis of the higher education system in Uzbekistan. Regression analysis is applied to a panel dataset consisting of 62 Uzbek higher education institutions, covering the period 2000–2013, to examine the determinants of the expenditure decisions made by institutions. The key hypothesis is concerned with the relationship between the share of revenue from tuition fees and the share of expenditure spent on teaching. The analysis attempts to control for unobserved heterogeneity through the inclusion of fixed effects. Instrumental variables estimation is used to address the potential endogeneity of the relationship between these two variables. The main finding is that there is a positive and statistically significant relationship between the share of revenue from tuition fees and the share of expenditure spent on teaching, even after other factors are held constant, which is consistent with a core premise of RDT.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0261-2
      Issue No: Vol. 77, No. 1 (2019)
  • Three dimensions of China’s “outward-oriented” higher education
    • Authors: Hantian Wu
      Pages: 81 - 96
      Abstract: This paper investigates China’s present approach of using “outward-oriented” higher education internationalization for status and image enhancement, and the challenges it faces in the response to this approach. It examines the three major dimensions of China’s present approach including its cultural diplomacy based on Sino-foreign higher education collaboration (i.e., the Confucius Institute program), international development aid in higher education, and international student recruitment at the higher education level. The theoretical framework is developed based on neo-Marxist theories of center-periphery model and world system. The concepts of “soft power” and public diplomacy, Knight’s argument of “knowledge diplomacy,” and Hayhoe’s argument about HE-based civilizational dialogue have been used. The paper reviews and analyzes China’s strategic plans related to its higher education internationalization, as well as relevant academic and non-academic literature about the three major dimensions of its present approach. Findings reveal that tensions still exist between China’s goals and the reality. It suggests that China’s approach should be given a neutral and serious assessment.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0262-1
      Issue No: Vol. 77, No. 1 (2019)
  • A ‘home-international’ comparative analysis of widening participation
           in UK higher education
    • Authors: Michael Donnelly; Ceryn Evans
      Pages: 97 - 114
      Abstract: Since devolution of education policy to the four ‘home’ nations of the UK, distinct approaches to addressing social inequalities in higher education participation have developed across the four jurisdictions (England, Wales, Scotland and Northern Ireland). From a critical examination of 12 policy documents, this paper presents a comparative policy analysis of the qualitatively distinct ways that inequalities in higher education are conceptualised across the home nations. Basil Bernstein’s theoretical ideas are drawn on to help unearth distinctions in their beliefs about the underlying nature of educational inequalities. These can be understood in relation to their degree of closeness to either neoliberal or social democratic ideological positions, and we show that the home nations of the UK place differing emphases on what form of higher education they aim to widen access to, and how they intend to achieve this.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0260-3
      Issue No: Vol. 77, No. 1 (2019)
  • Advancing a knowledge ecology: changing patterns of higher education
           studies in Latin America
    • Authors: Carolina Guzmán-Valenzuela; Carolina Gómez
      Pages: 115 - 133
      Abstract: Drawing on de Sousa Santos’s work on Epistemologies of the South (2014), this paper critically examines the patterns of publication in higher education studies in mainstream and non-mainstream journals in Latin American between 2000 and 2015. An analysis of 1370 papers—130 indexed in the Web of Science (WoS) core collection indexes and 1240 indexed in the Scientific Electronic Library Online index (SciELO)—indicates that Latin American academics are engaged in lively practices of publication. However, a dual pattern of publication is identified, characterised by researchers extensively publishing in non-mainstream journals and also maintaining a presence in mainstream journals. Issues related to language, rankings and prestige, the North/South divide, the distinction between hard/basic and soft/applied sciences and the nature of higher education studies are used to explain such a pattern. Although there is a tense process of securing a dual epistemic recognition, there is also a positive tension that involves collaboration across a plurality of knowledges. Finally, this paper offers the concept of zones of epistemic influence, which opens spaces for an ecology of knowledges in which knowledges from both the North and the South constitute a new assemblage that accords due weight to a plurality of epistemic interests.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0264-z
      Issue No: Vol. 77, No. 1 (2019)
  • Economic achievements of nonacademic parents and patterns of enrollment in
           higher education of their children: the case of Israel
    • Authors: Hanna Ayalon; Oded Mcdossi
      Pages: 135 - 153
      Abstract: This paper sheds new light on horizontal stratification in higher education by studying, in the Israeli context, the choice of institution and field of study of sons and daughters of nonacademic economically established parents. These youngsters wish to reproduce their parents’ economic capital, but also to legitimize their social position by acquiring higher education. They can achieve this by studying lucrative professions. We hypothesize that less able children of these parents will use their parents’ economic assets to study lucrative fields in the expensive but non-selective private colleges. Since underprivileged women tend to make instrumental choices of field of study, our hypothesis refers to both genders, despite women’s well-reported tendency to study non-lucrative fields. The sample consists of 8036 Israeli first-year students in 2014. The analysis is based on a multinomial logistic regression, with the combination of institution and field as the dependent variable. The major findings are as follows: (1) Daughters of nonacademic wealthy parents are unique in their tendency to study lucrative fields; (2) The private colleges enable academically disadvantaged sons and daughters of nonacademic wealthy parents to study business and law, two lucrative fields; (3) These colleges are these women’s only option to study a lucrative field, because they refrain from studying lucrative fields in the public colleges, which concentrate on STEM (science, technology, engineering, and mathematics) subjects; (4) When equipped with high credentials, children of nonacademic wealthy parents, men and women, prefer to study lucrative fields in the prestigious universities.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0263-0
      Issue No: Vol. 77, No. 1 (2019)
  • How do first year students utilize different lecture resources'
    • Authors: Martin O’Brien; Reetu Verma
      Pages: 155 - 172
      Abstract: One of the more noticeable changes to tertiary teaching over the past decade has been the widespread adoption of digital technologies, in particular eLearning platforms and lecture capture technology. However, much of the current knowledge of how students utilise these new technologies and their effect on traditional lecture attendance is simply derived from student surveys rather than comprehensive independent analyses. In this study, we use cluster analysis to identify common lecture resource utilisation patterns for students in four large first-year business subjects. While common usage patterns with respect to lecture attendance, video lecture recording access and download of lecture notes are identified across our subjects, the proportion of students within each of the utilisation clusters varies widely. Business statistics students are much more likely to either attend lectures or view video recordings compared to economics students, many of whom rely solely on the download of lecture notes. In order to gain insight into how student characteristics may affect these utilisation patterns, we develop a predictive model, quantifying the influences of prior academic performance, gender, age, distance from campus and international student status using statistical modelling. We find a strong role for students’ previous academic performance in explaining lecture resource utilisation patterns. Students’ commuting distance to campus is also established as a factor dissuading physical lecture attendance. Contrary to initial expectations, we also found that females and older students tend to rely more heavily on digital resources rather than lecture attendance. It is hoped that these findings can help first-year instructors and University administrators understand the heterogeneity of student lecture engagement patterns within the first-year experience.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0250-5
      Issue No: Vol. 77, No. 1 (2019)
  • Deciphering the sophomore slump: changes to student perceptions during the
           undergraduate journey
    • Authors: O. J. Webb; D. R. E. Cotton
      Pages: 173 - 190
      Abstract: The second year of university is little-researched, despite being a focal point for declining performance, persistence, and satisfaction. It is important to establish appropriate methods for studying this ‘sophomore slump’ and to pinpoint specific antecedents from broad domains noted in literature (e.g. students’ social integration, perceptions of the curriculum). Using a novel methodology, 166 undergraduates were surveyed in successive years of study to derive a gold standard ‘within-subjects’ data sample. Under a replicated design, a ‘between-subjects’ sample of over 1000 students completed the same e-survey just once, in year one, two, or three. Quantitative comparison of the responses across years showed over 85% agreement between samples. This endorses between-subject approaches (i.e. simultaneously surveying students from different years) to facilitate rapid interventions that benefit students before they graduate. In terms of detailed findings, year two saw positive trends in students’ academic engagement (e.g. self-reported independent study time), social integration (e.g. feeling accepted, involvement in extra-curricular activities), and views on teaching staff (e.g. approachability). Although appraisals remained broadly favourable, there was, in contrast, significant deterioration in global perceptions of the learning atmosphere (e.g. course enjoyment), as well as specific elements of the teaching provision (e.g. contact hours, feedback). Notably, there appeared to be little progression in students’ academic self-perceptions (e.g. confidence to make presentations, enter class debates). Year two also saw increased thoughts of drop-out. These results highlight the unique character of the second year at university and indicate potential target areas for enhancing this phase of the undergraduate journey.
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0268-8
      Issue No: Vol. 77, No. 1 (2019)
  • Julianne Lynch, Julie Rowlands, Trevor Gale, Andrew Skourdoumbis (eds.):
           Practice theory and education: diffractive readings in professional
    • Authors: Andrea Detmer
      Pages: 191 - 193
      PubDate: 2019-01-01
      DOI: 10.1007/s10734-018-0265-y
      Issue No: Vol. 77, No. 1 (2019)
  • Unfolding the direct and indirect effects of social class of origin on
           faculty income
    • Authors: Roxana Chiappa; Paulina Perez Mejias
      Abstract: Studies on faculty income have typically focused on disparities associated with gender and race. Surprisingly, much less attention has been paid to the social class background of university faculty and how it might affect their pathways to the professoriate and their opportunities to access high-paying positions. We attempted to address this gap in the literature by looking at a sample of faculty working at Chilean universities. We used a path analysis approach to estimate not only the direct effects of social class of origin on income but also the indirect mechanisms through which social class of origin influences faculty income. We posed two alternative conceptual perspectives with regard to the effects of social class on income—social reproduction and human capital. We found that faculty who come from the upper social class have access to higher-quality undergraduate education and to more prestigious PhD-granting universities and they report higher earnings as compared with those who come from a low social class. These findings resemble a dynamic of cumulative educational advantages that provides grounds to the theory of social reproduction. Although it could be argued that the positive effect of prestige of the PhD-granting university on income is in line with the human capital theory, we claim that such effect cannot be analyzed independently from the direct and indirect relationships that exist between social class of origin and the prestige of the university from which faculty obtained their doctorate degrees.
      PubDate: 2019-01-18
      DOI: 10.1007/s10734-019-0356-4
  • Students’ university aspirations and attainment grouping in
           secondary schools
    • Authors: Anna Mazenod; Jeremy Hodgen; Becky Francis; Becky Taylor; Antonina Tereshchenko
      Abstract: International evidence shows that students from more disadvantaged backgrounds are less likely to attend university. We examine the potential link between university aspiration and secondary schools’ attainment grouping practices (tracking/setting). Modelling of longitudinal student questionnaires (N = 6680) completed in England suggests that there is a slight cumulative association between students’ university aspirations and their set placement. Interestingly, we find that students’ self-confidence predicts university aspirations over and above both prior aspirations and attainment. Our findings suggest that to improve our understanding of students’ university aspirations it is crucial to take account of factors other than just prior attainment. The concept of capacity to aspire emphasises the multiplicity of factors involved in enabling or hindering aspirations for university, and their interaction over time. We argue that universities have an important role in realising more socially just patterns in higher education participation through outreach work that can enhance students’ capacity to aspire to university.
      PubDate: 2019-01-11
      DOI: 10.1007/s10734-018-0355-x
  • Why academics should have a duty of truth telling in an epoch of
    • Authors: Paul Gibbs
      Abstract: In this article, I advocate that university education has at its core a mission to enable its communities of scholars (staff and students) to make judgements on what can be trusted, and that they, themselves, should be truth-tellers. It is about society being able to rely upon academic statements, avoiding deliberate falsehoods. This requires trust in oneself to make those judgements; an obligation to do so; and the courage to speak out when such judgements might be unpopular, risky or potentially unsafe. I suggest it should be a duty placed on academics to be truth-tellers and to educate potentially gullible others in what it is to have worthy and reliable self-trust in their own judgements.
      PubDate: 2019-01-04
      DOI: 10.1007/s10734-018-0354-y
  • Alignment between universities and their affiliated professional schools:
           organizational segmentation and institutional logics in the USA
    • Authors: Ah Ra Cho; Barrett Taylor
      Abstract: Universities are classically understood as segmented organizations. In the USA, ties between the university and law and medical schools may be particularly loose because these units have powerful ties to communities of practice and are linked to particular resource streams. Because of these ties to different social fields, medical and law schools may invoke different institutional logics that differentiate their communications from those of the parent university. Latent class analysis identified three distinct categories of university, medical, and law school mission statements in the USA. Logistic regression then predicted the circumstances under which a university and its affiliated professional school were likely to espouse mission statements that fell within the same category. Results indicate that agreement is likely when professional school and university share similar resource bases, suggesting that relationships between universities and their constituent units likely vary as local context moderates macro level patterns.
      PubDate: 2019-01-03
      DOI: 10.1007/s10734-018-0352-0
  • Correction to: Between a rock and a hard place: dilemmas regarding the
           purpose of public universities in South Africa
    • Authors: Rebecca Swartz; Mariya Ivancheva; Laura Czerniewicz; Neil P. Morris
      Abstract: The article “Between a rock and a hard place: dilemmas regarding the purpose of public universities in South Africa” written by Rebecca Swartz, Mariya Ivancheva, Laura Czerniewicz, and Neil P. Morris, was originally published electronically on the publisher’s internet portal.
      PubDate: 2018-12-29
      DOI: 10.1007/s10734-018-0348-9
  • How conceptualisations of curriculum in higher education influence
           student-staff co-creation in and of the curriculum
    • Authors: Catherine Bovill; Cherie Woolmer
      Abstract: There is a wide range of activity taking place under the banner of ‘co-created curriculum’ within higher education. Some of this variety is due to the different ways people think about ‘co-creation’, but significant variation is also due to the ways in which higher education curriculum is conceptualised, and how these conceptualisations position the student in relation to the curriculum. In addition, little attention is paid to the differences between co-creation of the curriculum and co-creation in the curriculum. This paper addresses this gap by examining four theoretical frameworks used to inform higher education curriculum design. We examine how each framework considers the position of the learner and how this might influence the kinds of curricular co-creation likely to be enacted. We conclude by calling for more discussion of curriculum and curriculum theories in higher education—and for these discussions to include students. We argue that more clarity is needed from scholars and practitioners as to how they are defining curriculum, and whether they are focused on co-creation of the curriculum or co-creation in the curriculum. Finally, we suggest that paying greater attention to curriculum theories and their assumptions about the learner, offers enhanced understanding of curricular intentions and the extent to which collaboration is possible within any particular context.
      PubDate: 2018-12-26
      DOI: 10.1007/s10734-018-0349-8
  • How not to scare off women: different needs of female early-stage
           researchers in STEM and SSH fields and the implications for support
    • Authors: Kateřina Cidlinská
      Abstract: Women researchers are underrepresented in almost all research fields. There are disciplinary differences in the phase in which they tend to quit their academic career: in the natural and technical sciences (STEM), it is in the postdoctoral phase, whereas in the social sciences and humanities (SSH) it is during the doctoral phase. This is indicative of disciplinary differences in the barriers women face in their careers. Related studies on these barriers are more numerous in the STEM field, which in turn limits the scope of potential policies and measures that address the needs of women in the SSH field. This article aspires to contribute to an understanding of the obstacles women from different fields face in their careers and to offer a reflection on various support measures. Using qualitative data (interviews, focus groups, workshop notes, evaluation forms) from a Czech mentoring programme for female junior researchers across all fields, the subsequent analysis reveals disciplinary differences in the perceived career path obstacles in research as well as the attitudes held towards it. Furthermore, the analysis points to the reasons for these obstacles and attitudes by using the concept of professional identity, a useful tool for identifying the barriers to the development of professional career ambitions. Additionally, the analysis utilises Becher and Trowler’s categorisation of SSH and STEM fields into rural and urban categories, enabling one to reflect on the social, cognitive and power features of these fields and the influence these features have on the conditions for the start of an academic career. In order to motivate women to complete their PhD and to apply for a job in academia, this article argues that measures should be taken in the SSH field to promote the involvement of women in the academic community right from the start of their PhD, and therefore, along with mentoring, sponsorship is also needed. In the natural and technical sciences, it is crucial to present women in the late doctoral and early postdoctoral phase with positive female role models – not as token superstars, but as young researchers who are just a few career steps ahead and who have managed to balance their career with a family in the frame of an egalitarian partnership. Furthermore, it is necessary to increase the gender sensitivity of these female researchers in order to prevent feelings of scientific inefficacy arising from the discrepancy between their own intended biography and priorities, and the normative notion of the “proper” scientist, which is strongly masculine instead of gender-neutral. Recommendations are also included for transforming this normative notion of the “proper scientist” – a precondition for wider structural changes within the entire academic environment – into a more gender-neutral one.
      PubDate: 2018-12-19
      DOI: 10.1007/s10734-018-0347-x
  • ‘I wish to do an internship (abroad)’: investigating the perceived
           employability of domestic and international business internships
    • Authors: Luísa Helena Pinto; Pedro Capa Pereira
      Abstract: This study examines the perceived employability of facultative domestic and international business internships, using an experimental between-subject factorial design. A sample of 194 Portuguese business employees rated the employability of six fictitious résumés of business graduates varying in gender and participation in a facultative internship. The résumés were target to an entry-level marketing position and were rated on a set of employability outcomes, such as job suitability, employability skills and starting salary. The results showed that the non-participation condition resulted in the worst rates of job suitability and employability skills, while the outcomes of the international and the domestic conditions were not significantly different from each other. Male interns were the most well ranked in job suitability and starting salary, while female non-interns were the worst ranked. This study provides evidence that an internship experience, even if facultative, is an information ‘good to add’ in the résumé but does not support the prediction that ‘the more international the better’. This evidence suggests that graduates’ employability depends not only on the academic credentials and skills they can bring to the labour market as on the expectations about their unique contribution. This study is one of the first to empirically examine the perceived employability of facultative business internships, exploring the relevance and value of domestic and international experiences.
      PubDate: 2018-12-15
      DOI: 10.1007/s10734-018-0351-1
  • Academic promotions at a South African university: questions of bias,
           politics and transformation
    • Authors: Hassan Sadiq; Karen I. Barnes; Max Price; Freedom Gumedze; Robert G. Morrell
      Abstract: The system of academic promotion provides a mechanism for the achievements of staff to be recognised. However, it can be a mechanism that creates or reflects inequalities, with certain groups rising to the top more readily than others. In many universities, especially in the global North, white men are preponderant in senior academic ranks. This leads to concerns about sexism and racism operating within processes of promotion. There is a global sensitivity that academic hierarchies should be demographically representative. In this study, we examine the data on eleven years of promotions at the University of Cape Town (UCT), a highly ranked, research-led university in South Africa. Its historical roots lie in a colonial past, and despite substantial increases in the number of black scholars, its academic staff complement is still majority white, driving the intensification of its transformation efforts. A quantitative analysis using time to promotion as a proxy for fairness was used to examine patterns of promotion at the university. Although international staff, those in more junior positions, with higher qualifications and in certain faculties enjoyed quicker promotion time, no association was found between time to promotion and gender. There were some differences in time to promotion associated with self-declared ethnicity (taken as synonymous with race), but these associations were not consistent. Although our findings provide some quantitative evidence of UCT’s success at creating a fair system of academic advancement, broader demographic transformation remains a priority. However, this cannot be addressed in isolation from the wider higher education enterprise.
      PubDate: 2018-12-12
      DOI: 10.1007/s10734-018-0350-2
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