Studying Coronavirus (COVID-19) and Global Higher Education: Evidence for Future Research and Practice

2020 ◽  
Author(s):  
Roy Y. Chan
Keyword(s):  
Higher Education ◽  
Future Research ◽  
Research And Practice

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

scholarly journals Critical Thinking in Asynchronous Online Discussions: A Systematic Review | La pensée critique dans les discussions asynchrones en ligne : examen systématique

2018 ◽  
Vol 44 (2) ◽  
Author(s):  
Joshua DiPasquale ◽  
William Hunter
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Instructional Strategies ◽  
Online Discussions ◽  
Future Research ◽  
Common Goal ◽  
Research And Practice ◽  
Online Higher Education ◽  
Asynchronous Online Discussions ◽  
Mise En Pratique

Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. Our literature review was qualitative and systematic, and focused specifically on strategies that were effective in fully-online higher education contexts. Thematic analysis was used to synthesize the findings and conclusions from the various studies into recurrent themes and sub-themes. The results of the analysis indicated that practitioners should employ a multi-step approach to facilitating critical thinking and reflection in asynchronous online discussions. Implications for future research and practice are discussed.Améliorer la pensée critique est un objectif courant de l’éducation supérieure. Concevoir et faciliter des environnements d’apprentissage dans lesquels la pensée critique peut se développer est une responsabilité importante pour les instructeurs. Dans cet article, nous cherchons à renseigner les études et les pratiques futures en examinant les stratégies didactiques qui pourraient être utilisées pour promouvoir une pensée critique et réfléchie dans les discussions asynchrones en ligne. Notre examen des publications a été qualitatif et systématique. Il a été particulièrement axé sur les stratégies qui étaient efficaces dans les contextes d’éducation supérieure entièrement en ligne. L’analyse thématique a servi à synthétiser les résultats et les conclusions des différentes études en thèmes et thèmes sous-jacents récurrents. Les résultats de l’analyse indiquent que les intervenants devraient se servir d’une approche en plusieurs étapes pour promouvoir la pensée critique et réfléchie dans les discussions asynchrones en ligne. Une discussion de ce que cela implique pour les recherches et la mise en pratique est incluse.

scholarly journals Nontraditional Women Students' Experiences of Identity Recognition and Marginalization During Advising

2018 ◽  
Vol 38 (2) ◽  
pp. 45-60 ◽  
Author(s):  
Elizabeth Auguste ◽  
Becky Wai-Ling Packard ◽  
Alexandra Keep
Keyword(s):  
Higher Education ◽  
Women Students ◽  
Women's Colleges ◽  
Future Research ◽  
Research And Practice ◽  
Identity Recognition ◽  
Fast Growing ◽  
Face Identity ◽  
Positive Guidance ◽  
Low Expectations

Nontraditional women students, defined as older than 24 years, parents, or veterans, compose a fast-growing higher education population. Many face identity-related challenges when interacting with advisors. From 2 northeastern U.S. women's colleges, 42 nontraditional women students participated in phenomenological interviews focused on their advising experiences, including the way advisors engaged with their identities. We classified 6 themes, 3 positive (guidance, identity recognition, advocacy) and 3 negative (indifference, identity marginalization, gatekeeping), that underscored the centrality of advisor engagement with identity for advisee-defined experiences. Advisors encouraged nontraditional women when recognizing intersectional identities as assets but also marginalized students through stereotyping or communicating low expectations. We highlight implications for future research and practice in this domain.

scholarly journals Cultivating Graduate STEM Pathways: How Alliance-Based STEM Enrichment Programs Broker Opportunity for Students of Color

2021 ◽  
Vol 6 ◽  
Author(s):  
Ariana L. Garcia ◽  
Tonisha B. Lane ◽  
Blanca E. Rincón
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Single Case ◽  
Interorganizational Networks ◽  
Future Research ◽  
Single Case Study ◽  
Enrichment Programs ◽  
Research And Practice ◽  
Minority Participation

To understand how higher education institutions broker graduate opportunities for Students of Color (SOCs) in STEM, we employ a single case study of a Louis Stokes Alliance for Minority Participation (LSAMP) alliance. Drawing primarily from student interviews and informed by Small’s (2006) organizational brokerage theory, our findings illuminate how 1) alliance-based STEM enrichment programs (SEPs) bridge social capital via interorganizational networks and 2) how SEP instability creates barriers to building the trust that is central to the brokerage process. We conclude with recommendations for future research and practice.

scholarly journals A Systematic Literature Review of Students as Partners in Higher Education

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Lucy Mercer-Mapstone ◽  
Sam Lucie Dvorakova ◽  
Kelly E Matthews ◽  
Sophia Abbot ◽  
Breagh Cheng ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Future Research ◽  
Small Scale ◽  
Learning Enhancement ◽  
Undergraduate Level ◽  
Research And Practice ◽  
Academic Literature

“Students as Partners” (SaP) in higher education re-envisions students and staff as active collaborators in teaching and learning. Understanding what research on partnership communicates across the literature is timely and relevant as more staff and students come to embrace SaP. Through a systematic literature review of empirical research, we explored the question: How are SaP practices in higher education presented in the academic literature? Trends across results provide insights into four themes: the importance of reciprocity in partnership; the need to make space in the literature for sharing the (equal) realities of partnership; a focus on partnership activities that are small scale, at the undergraduate level, extracurricular, and focused on teaching and learning enhancement; and the need to move toward inclusive, partnered learning communities in higher education. We highlight nine implications for future research and practice.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2019 ◽  
pp. 172-205
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

scholarly journals Organizational Change Management for Sustainability in Higher Education Institutions: A Systematic Quantitative Literature Review

2021 ◽  
Vol 13 (13) ◽  
pp. 7299
Author(s):  
Nicola A. Rieg ◽  
Birgitta C. M. Gatersleben ◽  
Ian Christie
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Change Management ◽  
Higher Education Institutions ◽  
Future Research ◽  
Change Processes ◽  
Organizational Change Management ◽  
Research And Practice ◽  
Stakeholder Input ◽  
Management Approaches

Higher education institutions (HEIs) have been urged to integrate sustainability across all their structural and organizational dimensions. A promising area of research and practice that can help to deliver this is organizational change management for sustainability. While this field has received increasing attention over the past decade, a comprehensive assessment is still lacking. Therefore, a systematic quantitative review was carried out to summarize and synthesize the academic literature on organizational change management approaches that aim to holistically embed sustainability in HEIs. Furthermore, this review aims to illustrate what change factors have been observed and how they have been analyzed, and from this highlight implications for practice and pathways for future research. The literature reviewed puts strong emphasis on change processes and human factors, as well as elements of the institutional framework, such as vision and strategy. The findings highlight the value of strategic and reflective actions, the importance of understanding and actively shaping change processes, and that change towards sustainability requires broad stakeholder input and commitment. This review serves as an important reference point for future research and practice.

The Decision Process of Contracting in Supply Chain Management

2020 ◽  
Author(s):  
Jens K. Roehrich ◽  
Beverly B. Tyler ◽  
Jas Kalra ◽  
Brian Squire
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Decision Process ◽  
Interorganizational Relationships ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Chain Management ◽  
Research And Practice ◽  
Future Developments ◽  
The Relationship

Contracts are a formal mode of governing interorganizational relationships. They specify the terms and conditions of the agreement between two parties, interpret and adapt the relevant legal and industrial norms, serve as framing devices, and establish the rules and norms underpinning the relationship. The objective of this chapter is to synthesize the extant literature on interorganizational contracting to guide future research and practice. This chapter focuses on the three phases of contracting: (1) designing the contracting portfolio; (2) negotiating initial contracts; and (3) managing the relationship using contracts. The chapter explores the key decisions in each phase and the criteria involved in making these decisions. In doing so, it draws on existing research and theoretical frameworks that have contributed to the development of the contracting literature. The chapter also identifies some important and interesting directions for future contracting research and offers suggestions regarding how selected theoretical lenses might guide these endeavors. The principal conclusion is that while the existing research has primarily focused on the structural issues guiding contracting design, a more processual, social, and behavioral focus is required in future developments of the contracting literature.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

2021 ◽  
pp. 000494412110034
Author(s):  
Lucy Corbett ◽  
Philayrath Phongsavan ◽  
Louisa R Peralta ◽  
Adrian Bauman
Keyword(s):  
Professional Development ◽  
Future Research ◽  
Evidence Based ◽  
Development Programs ◽  
Research And Practice ◽  
Health And Wellbeing ◽  
Manual Search ◽  
Australian Education ◽  
Teacher Wellbeing ◽  
Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

“I Knew It Was Gonna Be Hard, but I Always Knew I Had Support From My Parents”: The Role of Family on Undocumented Students’ College Aspirations and Persistence

2021 ◽  
pp. 152102512110188
Author(s):  
Cinthya Salazar
Keyword(s):  
Higher Education ◽  
Undocumented Students ◽  
The United States ◽  
Public University ◽  
College Aspirations ◽  
Higher Education Research ◽  
Research And Practice ◽  
Postsecondary Success ◽  
States Experience

Literature shows that undocumented students in the United States experience significant challenges to and through higher education. Only a few studies have uncovered the mechanisms that undocumented students use to persist in college; in particular, the role that family plays on their postsecondary success is understudied. In this qualitative study, I examine the role that family plays on undocumented students’ college aspirations and persistence. Findings from a sample of 16 undocumented students attending a four-year public university show that their families are the stimulus motivating them to pursue higher education, as well as the support system they can rely on to manage college barriers. However, the data also revealed that for a few participants, their families are a source of stress, resulting in additional challenges they must manage as they navigate higher education. I present these findings using participants’ vignettes and conclude with implications for higher education research and practice.

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