| 1. |
- Butkovic, Ana, 1977, et al.
(författare)
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The role of openness and cultural intelligence in students' intention to study abroad
- 2024
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Ingår i: Journal of Applied Research in Higher Education. - 2050-7003 .- 1758-1184. ; 16:1, s. 236-245
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Higher education performance is boosted through cross-border cooperation and increased transnational mobility of students. In addition, exchange students have better employability skills after staying abroad compared to the students' peers. A number of studies have investigated factors that determine whether a student studies abroad. In this study, the authors focused on the role of personality trait openness to experience and cultural intelligence (CI) in explaining Croatian students' experience with and/or intention to travel abroad for studying purposes. Design/methodology/approach The authors analyzed results from 482 students (M = 22.61, standard deviation (SD) = 2.24, 66% female), of whom 35% reported that they studied abroad or intended to study abroad. They filled in The Cultural Intelligence Scale and openness facets items from the International Personality Item Pool (IPIP-300) questionnaire. Findings The authors conducted a hierarchical binary logistic regression analysis and found that students who were younger, had higher adventurousness and higher motivational CI were more likely to study abroad. Results of the mediation analysis showed that the association between openness to experience facet adventurousness and intention to study abroad was partially mediated by the motivational aspect of CI. Originality/value This study contributes to the better understanding of complex interrelations between personality traits and CI in the context of higher education internationalization processes. This study offers unique insight into the mediating role CI has in the association between personality and mobility behavior.
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| 2. |
- Daghbashyan, Zara
(författare)
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Do University Units Differ in the Efficiency of Resource Utilization? : a case study of the Royal Institute of Technology (KTH), Stockholm
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Ingår i: Journal of Applied Research in Higher Education. - 2050-7003 .- 1758-1184.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The efficiency of universities is attracting increased interest, with most studies comparing the performance between different universities. However, the within-university variation is largely overlooked in the literature. Using data envelopment analysis this paper identifies heterogeneity in the performance of 47 units of a leading Swedish university (the Royal Institute of Technology) in terms of resource utilization. The findings suggest the following:First, three quarters of the units exhibit similar high performance. Second, the units are more efficient in using resources for research than for teaching. Third, efficiency in research is highly correlated with efficiency in teaching, implying a complementary relationship.
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| 3. |
- Gutema, Dandi Merga, et al.
(författare)
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Exploring key themes and trends in international student mobility research - A systematic literature review
- 2023
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Ingår i: Journal of Applied Research in Higher Education. - 2050-7003 .- 1758-1184.
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Forskningsöversikt (refereegranskat)abstract
- PurposeThe global landscape of higher education has witnessed a steady increase in the mobility of international students, as more individuals seek diverse academic experiences and cross-cultural learning opportunities. This paper conducts a systematic literature review to investigate trends, research directions and key themes in the literature. By utilising the push-pull factor model the aim is to provide a comprehensive understanding of the factors influencing international students' choices to pursue higher education and future career opportunities abroad.Design/methodology/approachA systematic literature review approach was applied. The selection was made using PRISMA framework-based inclusion and exclusion criteria. The review includes 43 publications from 2010 to 2022.FindingsThe review results revealed five themes of scholarly conversations labelled as (1) betterment of life, (2) policy of the host country, (3) role of institutions, (4) return to home country and (5) social, economic, environmental, individual and cultural factors. The findings emphasise on the significance of factors such as the quality of education, visa requirements, academic reputation, tuition fees, availability of scholarships, job opportunities, social, economic, environmental, individual and cultural factors. The paper also identifies language barriers, visa policies and social integration difficulties as major barriers to international students' stay in the host country after graduation.Originality/valueThis research enhances the current body of literature by conducting a comprehensive analysis of the empirical evidence available in literature that investigates the mobility of international students. The outcomes of this study will make a valuable contribution towards developing a more profound comprehension of the primary factors that influence international students' decision to pursue their education abroad.
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| 4. |
- Hassan, Osama, 1969-
(författare)
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The role of peer-learning and formative assessment in effective engineering learning environments : A case study
- 2014
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Ingår i: Journal of Applied Research in Higher Education. - : Emerald Group Publishing Limited. - 2050-7003 .- 1758-1184. ; 6:2, s. 285-294
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to investigate the role of peer learning and formative assessment as two creative learning methods in engineering learning environments. The results show that both models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment. The paper discusses also some practical and theoretical aspects related to the learning models.Design/methodology/approach – It is advanced two general learning models; in the first model, the formative assessment is integrated with peer learning and in the second one, the formative assessment is solely used to enhance the learning. A field case study is conducted to investigate the effect of using the learning models on the expected learning outcomes of the students in an engineering course.Findings – The results show that both learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum. However, the integrated model has resulted in better results than the model of formative assessment.Research limitations/implications – The two models can be applied for the engineering course that has both practical and theoretical aspects. It is expected that areas of expertize in engineering education can be developed very well with the models.Practical implications – The results show that the two learning models have yielded promising results with regard to meeting the criteria for the expected learning outcomes of the curriculum and that formative assessment link to good learning practice does indeed give improved learning. Social implications – Increase the effectiveness of learning in engineering education. Originality/value – Case study based on observation and planning.
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| 5. |
- Larsson, Gerry, Professor, 1952-, et al.
(författare)
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“An undisturbed afternoon of writing” : a qualitative study of professors’ job satisfaction
- 2019
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Ingår i: Journal of Applied Research in Higher Education. - : Emerald Group Publishing Limited. - 2050-7003 .- 1758-1184. ; 11:4, s. 719-732
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to model factors that contribute to job satisfaction amonguniversity professors.Design/methodology/approach – The approach was qualitative; 12 in-depth interviews were conductedwith Swedish university full professors representing 11 different academic subjects.Findings – Five facets of job satisfaction were identified: distal environment (e.g. impact on society and thescientific community), proximal social environment, self (e.g. receiving external credit and experiencinginternal pride), the uplifts of daily life and formal conditions (e.g. pay and opportunities to continue afterretirement). A model was inductively developed according to which professors’ job satisfaction is influencedby interacting contextual and individual antecedent conditions.Research limitations/implications – Because a qualitative approach was used, with a limited number ofinformants, there is a lack of representativeness and the concepts generated are of a sensitizing rather than adefinitive character.Practical implications – Attention should be paid to university professors’ need for autonomy, otherwisepublic management control strivings may become counter-productive.Originality/value – A new model of professors’ job satisfaction with a richness of details was developed.
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| 6. |
- Lim, Ming, et al.
(författare)
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Embedding Critique in the University: A New Role for Critical Marketing Education?
- 2013
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Ingår i: Journal of Applied Research in Higher Education. - : Emerald. - 1758-1184 .- 2050-7003. ; 5:1, s. 32-47
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Tidskriftsartikel (refereegranskat)abstract
- The role of the university as a site of social, cultural and political critique appears to be in terminal decline with the inexorable “commodification” of the university in the UK and elsewhere in Europe. Yet, although scholars have identified the dangers of such a scenario, few attempts have been made to offer a pragmatic solution to preserve, or even rejuvenate, the university as an agent of critique. This paper proposes that a critical marketing education can take over this role in the academy where traditional critical agents like the arts and humanities are widely acknowledged to have failed.Design/methodology/approachThe paper uses a historical‐critical approach, and conceives of “critique” as a heterogeneous, multidimensional amalgam of both business and the humanities.FindingsThe paper shows how a critical marketing education offers a pragmatic means of preparing university students to become active and critical voices of society.Originality/valueFew attempts have been made to offer a pragmatic solution to preserve, or even rejuvenate, the university as an agent of critique. This paper proposes that a critical marketing education can take over this role in the academy.
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| 7. |
- Muhonen, Tuija, et al.
(författare)
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Activity-based work and its implications for the academic work environment
- 2021
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Ingår i: Journal of Applied Research in Higher Education. - : Emerald Group Publishing Limited. - 2050-7003 .- 1758-1184. ; 13:3
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The aim of the current interview study was to investigate how the university staff and their immediate managers perceived the academic work environment after a transition to activity-based workplaces (ABW). Design/methodology/approach - Interviews were conducted with 11 university lecturers/researchers and 12 academic middle managers, that is, heads of departments or units in a Swedish university. Findings The qualitative content analysis revealed four central themes indicating how the academic environment had been affected: challenges related to decision-making and implementation of ABW, interpersonal relations and communication, consequences for academic identity and issues related to the physical work environment. Research limitations/implications - The non-purposive sampling of participants coming from a single university is a limitation of the current study. More studies are needed to deepen the knowledge and to further corroborate the transferability of the findings. Practical implications - The savings the universities expect to achieve in terms of reduced costs for premises, when introducing ABW, may lead to other kinds of costs, such as jeopardizing employee performance, comfort and well-being. It is therefore important that the academic staff is empowered and involved during the planning and implementation process of new offices. Originality/value- The study contributes new knowledge concerning implementation of ABW and its consequences for the academic work environment.
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| 8. |
- Muhonen, Tuija
(författare)
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Exploring gender harassment among university teachers and researchers
- 2016
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Ingår i: Journal of Applied Research in Higher Education. - : Emerald Group Publishing Limited. - 2050-7003 .- 1758-1184. ; 8:1, s. 131-142
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to examine the prevalence of gender harassment and how it is related to different organisational factors, ill-health and job satisfaction among women and men working as university teachers and researchers. Design/methodology/approach – A web questionnaire was conducted in a university college in South Sweden. The final sample consisted of 322 participants, 186 women and 136 men. Findings – The results showed that gender harassment was more prevalent among women than men, and among senior lecturers and professors than lecturers. Gender harassment was associated with high job demands, less fair leadership style of the immediate manager and job dissatisfaction for both women and men. For women, there was also an association between gender harassment, ill-health and gender of the immediate manager. For men, poorer social organisational climate was related to gender harassment, but contrary to women, gender harassment was not related to the gender of the immediate manager. Research limitations/implications – Even though the research was conducted only in one university, the results imply that gender harassment can have negative consequences for teachers and researchers. As the immediate manager’s leadership style seems to be associated with the occurrence of gender harassment, universities should take this into consideration in their leadership programs. Originality/value – The paper highlights gender harassment, a subtle form of sexual harassment, among university teachers and researchers.
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| 9. |
- Nikou, Shahrokh, 1969-, et al.
(författare)
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Study destination preference and post-graduation intentions : a push-pull factor theory perspective
- 2023
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Ingår i: Journal of Applied Research in Higher Education. - 2050-7003 .- 1758-1184.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The choices that international students make regarding abroad study destination selection or leave the host country after graduation are influenced by a variety of factors that are both related to positive and negative aspects of the host country.Design/methodology/approach – This study builds on the push-pull factor theory and examines the factors that influence international students' decision to choose abroad study destination (Finland) or leave the country after their graduations. The data were collected through an online survey of 195 international students currently studying in Finland and were analysed using partial least squares structural equation modelling (PLS-SEM) technique. This method offers a flexible and robust approach to test relationships, particularly in situations where sample size and the conceptual model are small and complex.Findings – The results show that international students' choice of study destination (Finland) is influenced by the host country's quality of life, academic excellence and economic factors such as salary and benefits. Unfamiliarity with the culture and language barriers have a negative impact on their decisions to stay in the host country after graduation.Originality/value – By utilising a comprehensive analysis of both push and pull factors in relation to the host country, this study unveils a novel perspective in the field of international student mobility. The results provide insights to the institutional leaders and policymakers into how to attract and retain international students by focusing on the factors that matter most to international students. To attract more international students, higher education institutions (HEIs) should include career development activities, e.g. job fairs, language training, scholarships and internships in their curriculum. Moreover, it provides recommendations on how to create a welcoming and supportive environment that promotes academic excellence and career development.
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| 10. |
- Schedin, Staffan, et al.
(författare)
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Work integrated learning model in relation to CDIO standards
- 2016
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Ingår i: Journal of Applied Research in Higher Education. - London : Emerald Group Publishing Limited. - 2050-7003 .- 1758-1184. ; 8:3, s. 278-286
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to develop a practical model of work integrated learning for undergraduate engineering students in relation to Conceiving-Designing-Implementing-Operating standards 7 (Integrated Learning Experiences) and 8 (Active Learning). Moreover, it is discussed the role of cultural-social perspective and peer learning in enhancing the developed learning model from a pedagogical point of view.Design/methodology/approach – The model is based on an organized collaboration with the industrial partners in the surrounding geographic region. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer period. In the model, company-based projects are integrated with some of the study program courses. Moreover, the participating students are given a possibility to perform their final thesis at the chosen company.Findings – A number of positive effects have been observed and documented as follows: first, the integrated learning improves the learning process for the students, where learning, knowledge and practice are integrated into the engineering curricula; second, the general quality of the study programs in the faculty has been developed and improved based on the professional skills as required by modern industrial companies; and third, the obtained advantage for the industrial partners has been to establish professional contacts with the students as well as the possibility to be acquainted with potential future employees.Research limitations/implications – The feedback the authors received so far from the industrial partners has been positive. A detailed evaluation will be made at a later stage when more information is available. Practical implications – The developed learning model supports the expected learning outcomes, especially with regard to interpersonal skills, teamwork and communication. As a part of the collaboration, each participating student is guaranteed internships at a chosen company over the summer periods. The authors consider this collaboration as a “win-win situation” for the three parties involved in the learning model: the students, the university/faculty and the industrial partners.Originality/value – Case study based on observations and evaluation of a developed learning model.
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