| 1. |
- Annala, Johanna
(författare)
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What knowledge counts—boundaries of knowledge in cross-institutional curricula in higher education
- 2023
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Ingår i: Higher Education. - Berlin/Heidelberg : Springer Science+Business Media B.V.. - 0018-1560 .- 1573-174X. ; 85:6, s. 1299-1315
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore knowledge in the context of creating a shared curriculum between research-intensive and vocationally oriented universities of applied sciences. Curriculum knowledge was explored from the accounts of 26 teachers from four institutions in Finland. Shared curriculum initiatives created an environment in which teachers were obliged to negotiate and make explicit their approaches to curriculum knowledge and knowledge practices. The phenomenon of blurring boundaries is approached with Bernstein’s sociology of education. The present findings show that institutions have a distinct foundation for curriculum knowledge, but cross-curricular initiatives brought pressure to change towards the knowledge practices of the other institution. Discrepancies were found between knowledge and learning outcomes, and between knowledge as a negotiated artefact and knowledge as enacted in curriculum implementation. Curriculum knowledge emerged with symbolic boundaries and an invisible pedagogic order. This resulted in practices where the official discourse appears to have similar learning outcomes, which are not similar from the perspective of knowledge. Focus on a harmonised degree, as stated in the European qualification framework, obscures the question of knowledge and requires more attention. This is especially the case if the boundaries between degrees and institutions are purposely weakened. If the rationale to weaken the boundaries is on the streamlined educational processes and their efficacy, there is a risk of gaps in knowledge provided for students in the higher education.
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| 2. |
- Björck, Ville, 1982-
(författare)
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Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability
- 2021
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Ingår i: Higher Education. - : Springer. - 0018-1560 .- 1573-174X. ; 82:2, s. 307-322
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Tidskriftsartikel (refereegranskat)abstract
- Work-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory–practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where ‘theory’ and ‘practice’ is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that ‘theory’ is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students
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| 3. |
- Broström, Anders, Docent, 1978-, et al.
(författare)
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Negotiating meritocracy and gender equality across organisational spaces : the case of a tenure track system
- 2024
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Ingår i: Higher Education. - : Springer Nature. - 0018-1560 .- 1573-174X.
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we study how meritocratic systems and gender equality concerns are negotiated across different organisational spaces in Higher Education Institutions (HEIs). Based on a case study of the organising of a tenure track system in a Swedish university, we suggest that the intersection of meritocratic processes and gender equality work can be analysed as a set of negotiated orders in these spaces. This fragmentation may imply problems for advancing gender equality agendas in relation to established notions of meritocracy but may also imply opportunities for change as existing organisational spaces can be reconstructed or new ones created. Our notions of fragmentation and negotiated orders thereby suggest that the current situation is both stable and legitimate and that re-negotiations need to involve reconstructions of the various spaces and not only interventions into them.
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| 4. |
- Cervin-Ellqvist, Maria, 1994, et al.
(författare)
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Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science
- 2021
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 82:3, s. 477-498
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Tidskriftsartikel (refereegranskat)abstract
- Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use ineffective learning strategies but believe them to be effective—a phenomenon known as metacognitive illusion. In a bid to broaden the perspective on students’ use of learning strategies, this study draws on the notion of self-regulated learning as a theoretical lens. A questionnaire, comprising both open-ended and closed-ended questions, was developed to gather data from 416 engineering students. The questionnaire was geared towards (1) mapping what learning strategies students use in a real-world setting, in real courses, (2) probing their metacognitive awareness of the effectiveness of various learning strategies and (3) investigating why students choose certain learning strategies. We also compared which learning strategies the engineering students chose across programs and types of courses. The findings reveal a complex picture of why students sometimes use seemingly ineffective learning strategies, and we conclude that this is not always due to metacognitive illusion. It is instead often linked to attempts to regulate behaviour, motivation and/or learning context, sometimes in response to the context. This study adds to the current HE research investigating students’ abilities to reflect on, assess and take control of their learning in an effective way, confirming that students need explicit guidance.
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| 5. |
- Chiodaroli, Marco, et al.
(författare)
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“Every morning I take two steps to my desk…” : students’ perspectives on distance learning during the COVID-19 pandemic
- 2024
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Ingår i: Higher Education. - : Springer Science+Business Media B.V.. - 0018-1560 .- 1573-174X.
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Tidskriftsartikel (refereegranskat)abstract
- During the COVID-19 pandemic, distance learning became the predominant teaching method at most universities, exposing students and teachers alike to novel and unexpected challenges and learning opportunities. Our study is situated in the context of higher physics education at a large Swedish university and adopts a mixed-methods approach to explore how students perceive shifts to distance learning. Quantitative student survey responses comparing distance learning during the pandemic with previous in-person learning are analyzed with k-means cluster analysis and with a random-intercept multilevel linear model. Combined analyses produce a consistent picture of students who report having experienced the greatest challenges. They are on average younger, report being less autonomous in their learning, and find it harder than peers to ask questions to the instructor. They are also less likely to have access to a place where they can study without interruptions. Variation across courses is small with students being largely subjected to the same set of challenges. Qualitative data from semi-structured focus group interviews and open-ended questions supports these findings, provides a deeper understanding of the struggles, and reveals possibilities for future interventions. Students report an overall collapse of structure in their learning that takes place along multiple dimensions. Our findings highlight a fundamental role played by informal peer-to-peer and student-instructor interactions, and by the exchange of what we refer to as “structural information.” We discuss implications for teachers and institutions regarding the possibility of providing support structures, such as study spaces, as well as fostering student autonomy.
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| 6. |
- Erdocia, Iker, et al.
(författare)
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English language and the career progression of academics in Anglophone universities
- 2023
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Ingår i: Higher Education. - 0018-1560 .- 1573-174X.
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to contribute to the ongoing scholarly debate about linguistic privilege in academia. The article pushes this debate forward by considering the role of English in the career development of academics in Anglophone universities. More concretely, our study empirically explores the career trajectories of multilingual scholars in Ireland who speak English as an additional language (EAL). Adopting a Bourdieusian lens, the article conceptualises academia as a locus of competitive struggle over authority, recognition, and prestige, in which scholars avail themselves of different kinds of capital, including linguistic capital, and deploy strategies to flourish. Through a qualitative approach, the article examines data from university documents and procedures, from interviews with EAL scholars in different disciplines and at different stages of their career, and from interviews with academics holding senior management positions in three universities in Dublin. We analyse the language-related challenges that EAL scholars encounter and the affordances with which Anglophone universities provide them, as well as the ways in which language impacts on their career progression. The empirical data reveals a complex and nuanced interplay between language and other academic factors. Our findings suggest the need to go beyond simple hierarchies of academic privilege or disadvantage based on a scholar’s first or additional language alone.
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| 7. |
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| 8. |
- Geschwind, Lars, 1970-, et al.
(författare)
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To be or not to be a technical university : organisational categories as reference points in higher education
- 2021
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Ingår i: Higher Education. - : Springer Nature. - 0018-1560 .- 1573-174X.
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Tidskriftsartikel (refereegranskat)abstract
- Classifications of higher education institutions into categories that are more or less clearly differentiated through prestige and status are legion in the world of higher education. The notion of parallel categories with comparable statuses, such as those of different types of universities, is however much less well understood. This paper investigates how universities navigate between such alternative categories. We examine boundary work and institutional change involving Swedish higher education institutions with significant activity in engineering sciences in order to analyse how actors relate to ideas regarding the category ‘technical university’ as an ideal potentially distinct from that of the broad, comprehensive university. Analysis of two cases in the second half of the twentieth century shows that for engineering faculty, a focused technical university was an attractive alternative to the institutional model of the broad university. In contrast, analysis of two twenty-first-century cases suggests that aspirations to be recognised as a technical university were largely driven by adaption to external stakeholders’ interests. We discuss these findings in light of the emergence of the global hegemonic category ‘research university’. We also suggest that the organisational identity of a HEI may be tied to ideas about an organisational category through imprinting and path dependency. Moreover, we propose that changes over time in how categories are perceived may serve as an impetus to organisational change.
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| 9. |
- Hagvall Svensson, Oskar, 1990, et al.
(författare)
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Authenticity work in higher education learning environments: a double-edged sword?
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 84, s. 67-84
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Tidskriftsartikel (refereegranskat)abstract
- Educational authenticity occupies a strong position in higher education research and reform, building on the assumption that correspondence between higher education learning environments and professional settings is a driver of student engagement and transfer of knowledge beyond academia. In this paper, we draw attention to an overlooked aspect of authenticity, namely the rhetorical work teachers engage in to establish their learning environments as authentic and pedagogically appropriate. We use the term “authenticity work” to denote such rhetorical work. Drawing on ethnography and critical discourse analysis, we describe how two teachers engaged in authenticity work through renegotiating professional and educational discourse in their project-based engineering course. This ideological project was facilitated by three discursive strategies: (1) deficitization of students and academia, (2) naturalization of industry practices, and (3) polarization of the state of affairs in academia and in industry. Our findings suggest that authenticity work is a double-edged sword: While authenticity work may serve to bolster the legitimacy that is ascribed to learning environments, it may also close down opportunities for students to develop critical thinking about their profession and their education. Based on these findings, we discuss implications for teaching and propose a nascent research agenda for authenticity work in higher education learning environments.
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| 10. |
- Harring, Niklas, 1979, et al.
(författare)
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Higher education, norm development, and environmental protection
- 2020
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Ingår i: Higher Education. - : Springer. - 0018-1560 .- 1573-174X. ; 79:2, s. 291-305
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Tidskriftsartikel (refereegranskat)abstract
- There is a debate on whether higher education in the social sciences generates stronger democratic and environmental norms among students. In our study, we focus on students’ perceptions about legitimate rule in the case of environmental protection. We contribute to this debate by using a unique longitudinal data set from seven universities and university colleges in Sweden. Our results show that higher education in the social sciences does not generate stronger democratic or environmental norms, at least not in the case of environmental protection. We discuss why this is the case and refine our results further by looking at individual-level factors, such as gender and ideology.
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| 11. |
- Heiden, Marina, 1974-, et al.
(författare)
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Telework in academia : associations with health and well-being among staff
- 2021
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Ingår i: Higher Education. - : Springer. - 0018-1560 .- 1573-174X. ; 81, s. 707-722
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Tidskriftsartikel (refereegranskat)abstract
- As the development of technical aids for telework has progressed, work has become more flexible in time and space. Among academics, the opportunity to telework has been embraced by most, but it is unclear how it relates to their health and well-being. The aim of this study was to determine how frequency and amount of telework is associated with perceived health, stress, recuperation, work-life balance, and intrinsic work motivation among teaching and research academics. An electronic questionnaire was sent to junior lecturers, senior lecturers, and professors at Swedish public universities. It included the General Health Questionnaire, Work Stress Questionnaire, items for assessing recuperation, the Basic Psychological Need Satisfaction at Work scale, and parts of Copenhagen Psychosocial Questionnaire, as well as questions about the frequency and amount of telework performed. In total, 392 academics responded to the survey. Multivariate analysis of variance showed significant differences between groups of academics with different telework frequency (p < 0.05). Univariate analyses of variance showed that ratings of stress related to indistinct organization and conflicts were higher among academics that telework several times per week or more than among academics that telework less than once per month. In regression analyses of associations between amount of telework (in hours per week) and the dependent variables, no significant effects were found. Although it cannot be concluded whether stress is a cause or an effect of frequent telework, the findings warrant further attention to academics who telework frequently.
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| 12. |
- Jedemark, Marie, 1961-, et al.
(författare)
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Four different assessment practices : how university teachers handle the field of tension between professional responsibility and professional accountability
- 2021
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Ingår i: Higher Education. - : Springer. - 0018-1560 .- 1573-174X. ; 81, s. 1293-1309
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Tidskriftsartikel (refereegranskat)abstract
- Various efforts have been made in higher education in Sweden to meet the demand for more transparent governance and increased efficiency and quality. The purpose of this article is to investigate how university teachers handle standardized models for assessment and examination and orientate in this field of tension between professional responsibility and professional accountability. This study examines school-based courses in teacher education programs at a university and is based on observations from 20 seminars, 10 interviews with university teachers, and 11 focus group interviews with 55 students. The results show that university teachers interpret governing documents in different ways leading to a lack of equivalence. Within one course, four assessment practices are identified: governance as confirmation, governance with need for reinforcement, governance as distrust, and governance as others' responsibility. This study reveals the variation in university teachers' professional assessment practices that challenge and interplay with the context of a curriculum in different ways. Aspects of the university teachers' professional obligation are under tension in the context of a more pronounced accountability. University teachers' professional assessment practices emerges as fragmented in terms of what professional responsibility includes and what professional discretion involves.
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| 13. |
- Laakso, Liisa, et al.
(författare)
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‘The unofficial curriculum is where the real teaching takes place’ : faculty experiences of decolonising the curriculum in Africa
- 2023
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X.
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Tidskriftsartikel (refereegranskat)abstract
- This paper analyses faculty experiences tackling global knowledge asymmetries by examining the decolonisation of higher education in Africa in the aftermath of the 2015 ‘Rhodes Must Fall’ student uprising. An overview of the literature reveals a rich debate on defining ‘decolonisation’, starting from a critique of Eurocentrism to propositions of alternate epistemologies. These debates are dominated by the Global North and South Africa and their experiences of curriculum reform. Our focus is on the experiences of political scientists in Botswana, Ghana, Kenya, and Zimbabwe. These countries share the same Anglophone political science traditions but represent different political trajectories that constitute a significant condition for the discipline. The 26 political scientists we interviewed acted toward increasing local content and perspectives in their teaching, as promoted in the official strategies of the universities. They noted that what was happening in lecture halls was most important. The academic decolonisation debate appeared overambitious or even as patronising to them in their own political context. National politics affected the thematic focus of the discipline both as far as research topics and students’ employment opportunities were concerned. Although university bureaucracies were slow to respond to proposed curricula changes, new programmes were approved if there was a market-based demand for them. International programs tended to be approved fastest. Political economy of higher education plays a role: dependency on foreign funding, limited national resources to conduct research and produce publications vis-à-vis international competition, and national quality assurance standards appeared to be most critical constraints for decolonising the curriculum.
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| 14. |
- Lott, Lars
(författare)
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Academic freedom growth and decline episodes
- 2023
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Ingår i: Higher Education. - 0018-1560 .- 1573-174X.
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Tidskriftsartikel (refereegranskat)abstract
- Academic freedom is under threat across the globe and a wave of substantial academic freedom declines affects not only autocracies but also (liberal) democracies. However, although the development of academic freedom has generated scholarly attention, this article presents the first systematic conceptualization and measurement of academic freedom growth and decline episodes. In particular, this article systematically analyzes the development of academic freedom across the globe and shows that global development follows waves of growth and decline. The first growth wave started in the mid-1940s and was succeeded by a second growthwave that started around 1977 and lasted for more than 30years resulting in the greatest improvement in academic freedom that has been recorded since 1900. However, since 2013, we see an ongoing decline wave in academic freedom. Overall, this article highlights how academic freedom developed over time and across the globe in waves of growth and decline.
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| 15. |
- Loughlin, Colin, et al.
(författare)
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The use of lectures : effective pedagogy or seeds scattered on the wind?
- 2023
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 85:2, s. 283-299
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Tidskriftsartikel (refereegranskat)abstract
- This case study of large-class teaching at a UK university focuses on the place of large-scale lectures in academics’ approaches to teaching, their use by students in their studies, and their relationship to institutional quality assurance policies. The case is a second-year module comprised of 180 students, and it includes two-hour lectures as the primary mode of teaching. The data is drawn from a range of sources including observations, interviews, focus groups, institutional documentation, and a student survey. Observations revealed largely transmissive lectures with little student interaction. The analytic framework of constructive alignment and outcome-based education is used to examine the promoted educational values and the practice experienced by students. The results are further explored in relation to two texts celebrating 50 years since publication: Donald Bligh’s What’s the Use of Lectures and Benson Snyder’s The Hidden Curriculum, Both highlight the dissonance of espoused approaches to teaching, and the realities of large-class environments. While the institutional literature foregrounds student-centred, ‘active learning’ approaches, the teacher-centred practice observed would have been very familiar to Bligh and Snyder; the principles of constructive alignment were visible only at the policy level. The implicit reward mechanisms of the hidden curriculum ensure that the majority of students succeed and are satisfied with the educational offering. The students who attended the lectures appeared to enjoy them and indicated that the primary benefits are the structure offered by live lectures and the support of the peer networks which develop as a result of attendance.
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| 16. |
- Luna-Cortés, Gonzalo
(författare)
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Managing students’ illusion of control in higher education : effect on unrealistic optimism and expectancy disconfirmation
- 2024
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Ingår i: Higher Education. - : Springer. - 0018-1560 .- 1573-174X.
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Tidskriftsartikel (refereegranskat)abstract
- Prior studies showed that optimism has positive benefits for students in higher education. However, research indicates different types of optimism, including the unrealistic optimism associated with the illusion of control. The literature review showed a lack of research on the effect of the illusion of control among students in higher education. Two studies were conducted to fill this gap. In Study 1 (N = 210), university students responded to two surveys: one before oral presentations in class (measuring illusion of control and unrealistic optimism) and another after they received their grades for the presentations (measuring disconfirmation and satisfaction). The results show that the illusion of control is positively associated with unrealistic optimism, which leads to disconfirmation and dissatisfaction. Study 2 was a between-subjects design experiment (condition (N = 102) vs. control (N = 102)) that tested a stimulus to mitigate the illusion of control in this context. The results of Study 2 show that explaining to students their inability to control some variables during the presentation helps to reduce the illusion of control. This influences lower unrealistic optimism and disconfirmation, leading to higher satisfaction after the presentations. When testing moderating effects of demographics among these relationships, we found that gender moderates the effect of the stimulus used to reduce the illusion of control, with females showing a significantly higher decrease in this bias in comparison with male students. Based on these findings, we provide recommendations that can help to decrease the illusion of control in the context of higher education, with benefits for students and educators.
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| 17. |
- Perez Vico, Eugenia
(författare)
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When Average Joe met the Inexperienced Superstar—a case study of the consequences for a university of a partnership with IKEA
- 2021
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Ingår i: Higher Education. - Dordrecht : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 81:4, s. 795-813
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore how consequences from a university-wide partnership unfolded at various levels within a university and induced intra-organizational dynamics. This was achieved via an in-depth investigation of “The Bridge,” a collaborative partnership between the young mid-range Swedish Linnaeus University (“Average Joe”) and the home furnishing retail giant IKEA, which despite its global reach has only limited research capacity (the “Inexperienced Superstar”). Based on previous research that conceptualizes consequences of collaborations as changes in wide-ranging resource categories over time, this article develops a conceptual framework that advances the understanding of the consequences of collaborative efforts at both the level of faculty individuals and groups, as well as on a university-wide level. The study identified both differences and similarities between the two levels related to material, knowledge, and social resource mobilization, and revealed consequent tensions within the university due to an imbalance in material resource mobilization and social resource mobilization. The resource-based multi-level perspective that this study puts forward enables a more fine-grained and dynamic understanding of the conditions for undertaking and organizing university-wide long-term collaborative efforts.
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| 18. |
- Powell, Stina, et al.
(författare)
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The conundrums of formal and informal meritocracy: dealing with gender segregation in the academy
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 83, s. 969-985
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Tidskriftsartikel (refereegranskat)abstract
- Despite the academy's commitment to the idea of meritocratic and fair principles in recruitments, promotions, student admissions and progress, gender segregation and gender inequalities continue to trouble universities worldwide. Through case-studies of two education programs at a Swedish university, we investigate how processes of formal merit, both formal (required for admission such as high grades) and what we identify as informal merit (needing to act in particular ways once admitted) work to obviate or reproduce gender-segregation. We analyze how everyday gendering processes in the classroom play a central role in what gets constructed as merit. Changing notions of merit during the period of study can hamper possibilities for ending gender segregation in HE or open up for ways to circumvent it. We show that a complex and ongoing construction of informal merit can restrain students from minority groups (in relation to gender, but also ethnic background, socioeconomic position, or sexuality) to enter, and importantly, remain in the program. At the same time, new ways of addressing the subject itself provides potential openings. We argue that in order to achieve gender balance at universities, it is urgent to understand how informal and formal merit interplay once students have joined the university and importantly also when they have made the leap and broken with gender segregated education choices.
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| 19. |
- Roxå, Torgny, et al.
(författare)
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Reconceptualizing student ratings of teaching to support quality discourse on student learning : a systems perspective
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 83:1, s. 35-55
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Tidskriftsartikel (refereegranskat)abstract
- This paper summarizes the discourse on student ratings of teaching in higher education. It reconceptualizes student ratings within a larger process of promoting quality in teaching and student learning. As students engage in productive dialogue with teachers and administrators, metrics drawn from decontextualized surveys are admittedly a vital resource. Our paper contends, however, that student ratings can only become a tool for enhancement when they feed reflective conversations about improving the learning process and when these conversations are informed by the scholarship of teaching and learning. We illustrate this view with a case study of an Engineering Faculty that uses three interconnected initiatives to support an evolving conversation on quality among teachers in partnership with students. The role of student engagement in enhancement efforts is discussed as well as potential challenges to implementation. Our purpose is to spark wider discussion of a systems perspective on student ratings that supports a coherent discourse towards positive change.
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| 20. |
- Shih, Tommy, et al.
(författare)
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Origins, motives and challenges in Western-Chinese research collaborations amid recent geopolitical tensions - Findings from Swedish-Chinese research collaborations
- 2023
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 85:3, s. 651-667
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Tidskriftsartikel (refereegranskat)abstract
- Until recently, modern science had been dominated by a handful of Western countries. However, since the turn of the millennium the global science landscape has undergone dramatic changes. The number of nations where a significant proportion of research done is of high international standard has now increased considerably. China particularly stands out and is today one of the leading science nations in the world. Overall, Chinese research collaborations with countries in the Western world exemplify the general trend towards increasing complexity in the global research landscape. It has gradually become obvious that differences between institutional settings need to be managed more systematically to promote cross-border research cooperation for shared benefits, from individual to institutional levels. An informed discussion of managing complex conditions necessitates an understanding of the relationship-level dynamics of research collaborations. In order to identify what aspects of international research collaborations are the most pertinent to systematically manage at individual and institutional levels, this paper investigates projects in a bilateral Swedish– Chinese funding program. The paper finds that the majority of collaborations funded had yielded positive impact in terms of publications, strengthened research capacity in research groups and resource accumulation. The challenges found in the collaborations are related to needs such as improving transparency, ethical concerns, and imbalances in reciprocity.
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| 21. |
- Sinha, Anamika, et al.
(författare)
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Moving beyond bureaucratic grey zones. Managing sexual harassment in Indian higher education
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 84, s. 469-485
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Tidskriftsartikel (refereegranskat)abstract
- In the aftermath of the global #Metoo-movement, sexual harassment (SH) and other forms of gender-based violence (GBV) have emerged at the forefront of public debate and research. Higher education instituions (HEI) worldwide have responded with different preventive measures, targeting context-specific challenges and solutions. In India, post the enactment of the law on prevention and repatriation of SH of women at work in 2013, governing bodies in HE have issued several policies and guidelines. However, almost no empirical studies have explored the implementation and consequences of these initiatives. This pioneering study explores the Indian experiences of procedural change in this sense, through the challenges faced by internal complaints committee members. A specific focus in the analysis is on the members discourses on executing the quasi-legal and behavioural mandates of the law. In conclusion, ambiguities within the law as such, misrecognized cognitive biases in committee members narratives, and a lack of adequate conversation on GBV and SH sums up to identified bureaucratic grey zones. Several recommendations on context specific preventive measures are suggested as well as core recommendations on future research targeting prevention of GBV and SH in HEI more generally.
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| 22. |
- Stolpe, Karin, PhD, 1981-, et al.
(författare)
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Different profiles for the assessment of student theses in teacher education
- 2021
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X.
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows a discrepancy between different teachers’ assessment of student theses. This might be an even larger problem in the context of teacher education, since teacher trainers originate from different disciplines. This study aims to investigate how different assessors prioritise between criteria for assessment. Criteria were elucidated using repertory grid interviews with teacher trainers. These criteria formed the basis for a web-based Qsort that was distributed to teacher trainers at three different universities. The 66 teacher trainers in this study represented different disciplines, but were all engaged in the supervision and examination of student theses from teacher education programmes. The analysis revealed three different factors, which have been labelled: logic text structure as product, research process as product and results as product. The differences may not be explained by the background (e.g. discipline, university or gender) of the teacher trainers. Together, these three factors explain why teachers assessing student theses may accentuate different personal criteria. Hence, this might impact on their grading practice and also the interrater reliability.
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| 23. |
- Yoshioka-kobayashi, Tohru, et al.
(författare)
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Determinants of Ph.D. progression: student’s abilities and lab local environment
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 1573-174X .- 0018-1560. ; 84:4
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Tidskriftsartikel (refereegranskat)abstract
- Ph.D. training is an important mechanism for developing scientists who will serve our knowledge-based society. Because the quality of students who join Ph.D. programs significantly impacts the outcome of Ph.D. training, students’ career choices at this initial stage—whether to proceed to Ph.D. or not—are of crucial interest. This study investigates how students’ attributes and the local lab environment influence their career choices using a unique empirical design in the Japanese graduate education context. The results show that students with high scientific abilities are more likely to proceed to Ph.D., and that students are more likely to proceed to Ph.D. if the lab has a favorable local environment for research and for training. Importantly, the findings suggest that students’ abilities and local environments interactively shape their career choices. In particular, high-ability students are drawn to local environments with high training capacities, whereas low-ability students are attracted to local environments with high research capacities.
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