Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 33)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 9)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 31)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 20)
Higher Education Studies     Open Access   (Followers: 58)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 28)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 4)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 2)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 5)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 9)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
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Higher Education Evaluation and Development
Number of Followers: 8  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2514-5797 - ISSN (Online) 2514-5789
Published by Emerald Homepage  [360 journals]
  • The hunt for computerized accounting education in the GCC:
           a structured literature review

    • Authors: Mohammed Muneerali Thottoli
      Abstract: The objective of this paper is to review and analyze the existing literature on computerized accounting education (CAE) in educational institutions across the Gulf Cooperation Council (GCC) countries and to suggest a research agenda for the future. The author employs a structured literature review (SLR) approach to analyze CAE research published in the GCC between 1981 and 2021. The current study has focused mainly on education in the field of computerized accounting (CA); however, very few research studies have focused on CAE. The author recognized two key topics: the broad concept of CA and the identification of software programs used to teach CA courses. A future study might extend to address the gap in the knowledge of graduate students’ theoretical concept in accounting with CA program across higher-educational institutions (HEIs) in the GCC. The broad topic analyzed by the author leads to highlight the growing need for students’ practical skills in CA, particularly in the GCC, and to give suggestions for future research. This study also provides a kind of advice to educational institutions to implement an appropriate CA program for CA courses. Currently, there is a lack of SLR on CAE. Findings on the broad topic analyzed in the current study have been addressed by agreeing on a critical assessment of present research and future research goals.
      Citation: Higher Education Evaluation and Development
      PubDate: 2022-07-22
      DOI: 10.1108/HEED-11-2021-0077
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Covid-19 and intentions to study abroad: evidence from overseas university
           applications to the UK

    • Authors: Giorgio Di Pietro
      Abstract: The purpose of this study is to investigate how Covid-19 impacted overseas students’ decision to apply for an undergraduate degree at UK universities. This study compares the number of university applications from overseas students in summer and autumn 2020 with those in the period 2011–2019. Multivariate analysis techniques are used. The results show that the pandemic has led to a drop in university applications from foreign students by 11–14%. Such decline has been driven by a reduction in the number of applicants from high-income countries as opposed to those from middle-lower income countries. Two explanations may account for this finding. First, students from affluent countries, compared to those from poorer countries, may be more likely to find a good alternative to the UK where to carry out their studies (including their home country). Second, the option of deferring study abroad plans due to the pandemic may be more affordable for applicants from high-income countries. While understanding how Covid-19 has impacted international student mobility is an emerging issue in the literature, not only are there few studies providing evidence on this, but these are based on qualitative analysis. This paper uses quantitative methods that allow to separate the effect of Covid-19 from that associated with other factors affecting the flow of international students.
      Citation: Higher Education Evaluation and Development
      PubDate: 2022-05-03
      DOI: 10.1108/HEED-11-2021-0080
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Examining toxic supervision in higher education in India

    • Authors: Mohammad Ghazi Shahnawaz , Nasrina Siddiqi
      Abstract: With issues like increasing student dropout rates, low productivity and compromised quality, research in higher education is faced with a number of paralyzing challenges in India. This study aims to locate the role of toxic academic supervision in relation to decreased quality of research. Following a sequential mixed method design, the research begins with a quantitative analysis, which is then followed by an in-depth qualitative exploration. The results of mediation analysis in this study reveal that students who experience toxic research supervision have a weak sense of identification and are also poor at self-disclosure, which results in increased distress and reduced engagement and productivity. Moreover, identification and self-disclosure have also been found to partially mediate the relationship between toxic supervision and distress. Furthermore, a thematic analysis of this study provides a detailed behavioral profile of toxic academic supervisors and highlights the consequences of such supervision with regard to students' well-being and productivity. In terms of theoretical contributions, the study provides evidence that the concept of toxic leadership has applicability outside of the organizational context; in the educational sphere as well and that the toxic leadership scale can be successfully used to assess the severity of toxic supervision within the academic domain, and corrective actions can be taken to mitigate the effect of such supervisory style on students. The study not only highlights the repercussions of toxicity in academia and higher education but also provides a detailed and in-depth description of the personality traits and behavioral idiosyncrasies of toxic supervisors, which can help in the early identification of toxic tendencies and can enable us to mitigate and prevent toxicity from the academic space and to ensure a conducive environment for students in higher education. Overall, the present research has important implications for researchers, academicians as well as policymakers. The study is the first of its kind in terms of both, objective and methodology.
      Citation: Higher Education Evaluation and Development
      PubDate: 2022-04-14
      DOI: 10.1108/HEED-06-2021-0047
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Quality-driven university curriculum reform in Zimbabwe: a critical
           conceptualisation of harmonised minimum bodies of knowledge

    • Authors: Nduduzo Phuthi
      Abstract: The surging demand for higher education in Africa for expedited socio-economic growth and global sustainable development demands customising gains made elsewhere for local benefit through quality provision. This study contributes to local and international discourses on the refinement of results-based university learning content determination on the lines of the Bologna Process, and advocates the development of situationally relevant curricula for successful national advancement in Zimbabwe. The qualitative study uses records and documentary analysis, interviews and meetings with key participants involved in shaping academic processes at one of the country's young and fragile universities. The introspective research approach enabled the cumulative experiential and reflective contributions of participants to shape both the dialogue and follow-up action on the adoption of minimum bodies of knowledge in university curriculum reform. Participants celebrated efforts to pit harmonisation alongside autonomy in academic discourses, and suggested improvements on the mechanisms to define policy and operational frameworks for diversely-oriented academic establishments. They lauded and interrogated the discourse around minimum bodies of knowledge, calling for further critical research and analysis for defining clarity on its harmonisation function. This paper traverses the rapidly expanding Zimbabwe higher education system's endeavours to regulate mandates and operations, in pursuit of relevance, quality and excellence and examines stakeholder efforts at determining streamlined university curricula. It contributes uniquely to collective regulation of multiple institutions towards quality academic agendas that underpin the life-long competences of the institutions' graduates.
      Citation: Higher Education Evaluation and Development
      PubDate: 2022-02-25
      DOI: 10.1108/HEED-01-2022-0002
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Commentary

    • Authors: Sima Caspari-Sadeghi
      Abstract: Commentary
      Citation: Higher Education Evaluation and Development
      PubDate: 2022-05-10
      DOI: 10.1108/HEED-06-2022-081
      Issue No: Vol. 16 , No. 1 (2022)
       
  • Sustainable development: a developmental evaluation of logistics higher
           education in the Sultanate of Oman based on two innovation approaches (the
           triple helix of innovation and innovation competencies)

    • Authors: Panagiotis Nikolaou
      Abstract: This research seeks to identify evidence of innovation elements in the implementation of a sustainable development ecosystem in the HE environment. For the purposes of this investigation, the use of developmental evaluation has been deemed appropriate to fully explore the depths of the topic. The research follows a qualitative approach of inductive reasoning. For the purpose of this developmental evaluation, the collection of information from several stakeholders has been pursued in the study. Both a semi-structured interview and documents analysis were used. Different awareness levels among logistics faculty members, while the incentives given are minimal. Availability of grants and lack of tenure are some of the reasons raised. Industry is not cooperative in providing placements/internships restricting students of industry experience. Internationalisation is slow and international collaborations limited. Limited freedom in topical discussions and their implications to learning. The research has considered possible limitations and used other methods for triangulation of the findings. Low awareness on the implementation of pedagogical approaches for innovation. Not all faculty can be innovative (owing to current practice) neither they are incentivised to be so. Government spending is very low on R&D – 0.136 of the GDP in 2016. The industry is not ready for University-Business Collaborations, therefore achieving a low theory to practice ratio for students. In the context in which the research has taken place (HE in Oman), there has been no evaluation (and more so developmental evaluation) previously implemented. Additionally, a longitudinal study, integrated as part of an ESD system targeted to innovation could increase the innovation capacity of the country on the international innovation index.
      Citation: Higher Education Evaluation and Development
      PubDate: 2021-11-26
      DOI: 10.1108/HEED-07-2021-0056
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • UGC's responses to the pandemic: roles of Institutional Quality Assurance
           Cells in Bangladesh

    • Authors: Jude William Ramiro Genilo
      Abstract: The paper documents the roles played by the institutional quality assurance cells (IQACs) to implement the University Grants Commission (UGC) directive to shift to online education during the COVID-19 pandemic period in Bangladesh. It highlights the government's efforts to ensure quality education, particularly in utilizing IQACs in the various public and private universities. The paper starts with the pandemic situation in the country, followed by the overall responses of the government, including its directives regarding the conduct of higher education. The paper utilizes as framework the Sloan Consortium's Five Pillars of Quality Online Learning – learning effectiveness, student satisfaction, teacher satisfaction, scale and access. The paper then analyzes the oral reports of 26 IQACs, which were presented to government officials in two meetings. From the analysis, it is apparent that IQACs have contributed toward the shift to full online education during the pandemic period. Universities responded to the crisis mainly in the areas of governance, teaching and learning and student support services. To guide policy formulation, the IQACs (with the help of other university units) conducted surveys among their faculty and students regarding their access to Internet, financial difficulties and mental health situation. From here, they drafted academic policies (attendance, student assessment and online teaching), conducted capacity building activities, monitored faculty performance, formulated guidelines on student online behavior and encouraged stakeholders to trust the online system. The study is original since (like many countries) the pandemic has forced education activities to go online. It looks at both the macro level (the concerns of the University Grants Commission or UGC concerning quality education in an online setting) and the micro level (what universities have undertaken to address the concerns of the UGC).
      Citation: Higher Education Evaluation and Development
      PubDate: 2021-11-01
      DOI: 10.1108/HEED-05-2021-0038
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • University scholarship activities on module evaluation questionnaires at a
           British University

    • Authors: Junko Winch
      Abstract: The purpose of this study comprises the following three: (1) to ascertain the purpose of university module evaluation questionnaires (MEQs) and its reliability; (2) to evaluate University X's MEQ; and (3) to offer how Universities may be able to support their teaching staff with scholarship activities using the MEQ project. University MEQ purposes and its reliability were investigated using literature reviews. The University X's MEQ seven statements were evaluated by three university academic staff. The study was conducted at a British university in South East of England. The duration of this interdisciplinary project was for two months which was a university interdisciplinary project between 14/07/20 and 13/10/20. The purpose for MEQs includes (1) students’ satisfaction; (2) accountability for university authority and (3) teaching feedback and academic promotions for teaching staff. The evaluation of University X's MEQ indicated that MEQ questions were unclear which do not serve reliable student evaluation results. This topic may be of interest to University MEQ designers, lecturers, University Student Experience team, University Executive Board, University administrators and University HR senior management teams. The following three points are considered original to this study: (1) MEQ purposes are summarised by students, university authority and teaching staff; (2) the evaluation of a British University MEQ; (3) provides suggestions on how lecturers' scholarship activities can be supported by the university-wide initiative and umbrella network. These are practical knowledge for the faculty and administrators of higher education institutions which may be of use.
      Citation: Higher Education Evaluation and Development
      PubDate: 2021-09-24
      DOI: 10.1108/HEED-01-2021-0008
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Evaluation of practical accounting education in Jordan

    • Authors: Amer Morshed
      Abstract: The objective of the paper is to explore and evaluate practical accounting education to find its weaknesses and suggest avenues to build strengths which will provide the market with effective accountants from the universities (the primary source of accountants). The study uses semi-structured interviews to understand and extract the study problem and build the questionnaire; the final step is to analyse and interpret the questionnaire results based on structured interviews, dividing the research community into professors and market elements, business managers and university graduates. The market has provided a negative evaluation of practical education. Reasons include a shortage of instructors with professional experience; curriculums that lack the topic of professional and ethical skills; and internships if provided, with unsatisfactory results. The study suggests accounting simulation labs as a reasonable substitution for the placement year (internship) if the labs are qualified and the internship results unsatisfactory. This article is based on a multiregional research community, making results transferable to any country that faces a lack of professional accounting education. The applied evaluation method is capable of use by any other field in the business industry since accounting is part of this industry.
      Citation: Higher Education Evaluation and Development
      PubDate: 2021-09-21
      DOI: 10.1108/HEED-04-2021-0034
      Issue No: Vol. 16 , No. 1 (2021)
       
  • Intercultural sensitivity and its effects on ELT curricula – Teacher
           insights

    • Authors: Walead Etri
      Abstract: This qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university English language teaching (ELT) context. Qualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation. The context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum. This is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.
      Citation: Higher Education Evaluation and Development
      PubDate: 2021-09-02
      DOI: 10.1108/HEED-03-2021-0027
      Issue No: Vol. 16 , No. 1 (2021)
       
  • Employability in higher education: a review of key stakeholders'
           perspectives

    • Authors: Ming Cheng , Olalekan Adekola , JoClarisse Albia , Sanfa Cai
      Abstract: Employability is a key concept in higher education. Graduate employment rate is often used to assess the quality of university provision, despite that employability and employment are two different concepts. This paper will increase the understandings of graduate employability through interpreting its meaning and whose responsibility for graduate employability from the perspectives of four key stakeholders: higher education institutions, students, government and employers. There are two stages to this literature review which was undertaken across bibliographic databases. The first stage builds a conceptual understanding of employability, relating to definition and how employability can be achieved and enhanced from the perspective of stakeholders. A structured search employing Boolean searches was conducted using a range of terms associated with key stakeholders. The second round of review drew on documentary analysis of official statements, declarations, documents, reports and position papers issued by key stakeholders in the UK, available online. It reveals that responsibility for employability has been transferred by the UK government to higher education institutions, despite clear evidence that it needs to be shared by all the key stakeholders to be effective. In addition, there is a gap between employers' expectation for employability and the government's employability agenda. This article highlights that solely using employment rate statistics as a key indicator for employability will encourage the practice of putting employers' needs above knowledge creation and the development of academic disciplines, with the consequence that higher education will become increasingly vocation driven.
      Citation: Higher Education Evaluation and Development
      PubDate: 2021-07-20
      DOI: 10.1108/HEED-03-2021-0025
      Issue No: Vol. 16 , No. 1 (2021)
       
  • Seeing through their eyes: the diversity and inclusion lessons learned
           from rural university students

    • Authors: Catherine S. Browers , Henry Wai Leong Ho
      Abstract: In recent years, diversity and inclusion in higher education has become a topic of increased interest both nationally and internationally. Given the importance of this topic in today's world, it is surprising that the research is limited, especially with university students in the rural areas. This study examines on-campus students' perceptions of university diversity initiatives, and their value to the university environment. Focus-group interviews with both undergraduate and graduate students from a public university in rural Michigan, USA, were conducted. Focus groups were used in this study because they are a particularly good method for generating discussion and stimulating ideas. Overall, the participants identified several positive attitudes toward diversity and inclusion that included being accepting and respectful. However, it is significant that some participants are limited in their perceptions of culturally diverse backgrounds, which has resulted in some anxiety. This study not only provides guidance to current institution administrators to create effective inclusive environments in their university. It can also be treated as a model for other rural universities, as building a successful inclusive environment in the future.
      Citation: Higher Education Evaluation and Development
      PubDate: 2021-07-08
      DOI: 10.1108/HEED-12-2020-0053
      Issue No: Vol. 16 , No. 1 (2021)
       
  • Higher Education Evaluation and Development

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