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Trends High. Educ., Volume 3, Issue 3 (September 2024) – 18 articles

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15 pages, 1465 KiB  
Article
Reframing Unseen Exams in Post-Pandemic Pedagogy Based on Student Perceptions
by Charlotte E. Lyddon
Trends High. Educ. 2024, 3(3), 812-826; https://doi.org/10.3390/higheredu3030046 - 18 Sep 2024
Viewed by 723
Abstract
The COVID-19 pandemic had unprecedented impacts, both directly and indirectly, on student populations across the UK. As teaching has returned to ‘normal’, in person exams have made a comeback and so has the debate about the value of unseen exams as a method [...] Read more.
The COVID-19 pandemic had unprecedented impacts, both directly and indirectly, on student populations across the UK. As teaching has returned to ‘normal’, in person exams have made a comeback and so has the debate about the value of unseen exams as a method of assessment. This research provides a comprehensive insight into student perception of exams in light of their COVID-19 educational experiences. This research combines student perspectives on unseen exams, considering this is a generation of students who have perhaps never sat a regular written exam before due to pandemic. Student perceptions are combined with academic staff experience on delivering unseen exams to identify their suitability within curriculums that promote authentic assessment and research-led teaching. The thematic analysis of results identifies that students feel strongly about the purpose, fairness, and authenticity of unseen exams, and the COVID-19 pandemic is likely to have lasting impacts on student perception of their university experience. The themes identify practical considerations for academic staff when considering the inclusion of unseen exams in their teaching, most notably with respect to accessibility, support needs, and assessment design. Full article
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19 pages, 2162 KiB  
Essay
A Futures Perspective on Learning and Teaching in Higher Education: An Essay on Best and Next Practices
by Nada Jarni and David Gurr
Trends High. Educ. 2024, 3(3), 793-811; https://doi.org/10.3390/higheredu3030045 - 12 Sep 2024
Viewed by 1672
Abstract
Higher education is a sector that can be slow to change, yet there are significant pressures on universities and other providers to change. Learning and teaching are central to what higher education does, and pressures, such as the switch to remote learning during [...] Read more.
Higher education is a sector that can be slow to change, yet there are significant pressures on universities and other providers to change. Learning and teaching are central to what higher education does, and pressures, such as the switch to remote learning during the pandemic and the increasing use of generative AI, are causing a reconsideration about good learning and teaching. This essay provides a futures framework to explore best and next practices in learning and teaching in higher education. Four important and influential papers and reviews are used to consider past and current views of good teaching and learning in higher education. From these, six evidence-informed teaching practices are described as examples of current best-practice views, and then these are developed into possible, plausible, probable, and preferred next practices. This essay provides a stimulus for practitioners and researchers to adopt a futures mindset for thinking about the development of teaching and learning in higher education. Full article
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14 pages, 612 KiB  
Article
“Straight from the Horse’s Mouth”: Equine-Assisted Services Curriculum Development Using Industry-Based Survey Assessment of Horse Welfare and Healthcare Management Practices
by Perri Purvis, Carter Hill, Molly Nicodemus, Katie Holtcamp, Clay Cavinder, Lori Irvin, Jessica Wells and Erdogan Memili
Trends High. Educ. 2024, 3(3), 779-792; https://doi.org/10.3390/higheredu3030044 - 6 Sep 2024
Viewed by 916
Abstract
Equine-assisted services (EAS) is a relatively new area of study within higher education requiring the development of a curriculum that best prepares the undergraduate student for the demands of the industry. Further, coursework targeting the specific management challenges for ensuring the welfare of [...] Read more.
Equine-assisted services (EAS) is a relatively new area of study within higher education requiring the development of a curriculum that best prepares the undergraduate student for the demands of the industry. Further, coursework targeting the specific management challenges for ensuring the welfare of horses utilized within EAS is limited. Therefore, the objective of this study was to apply an industry-based survey assessment utilizing EAS professionals within the United States to document management practices associated with healthcare and pain management challenges in the EAS horse. Suggested curriculum for undergraduate students targeting a career in EAS is given, utilizing data collected from the survey. Participant responses (n = 30) indicated that all of the surveyed facilities cared for more than three geriatric horses within their program, with the majority (60% responding “definitely yes”) utilizing regularly functionally lame horses, although the prevalence of lameness was not correlated with number of geriatric horses within a program (0.20, p = 0.22). While lameness is a common healthcare challenge within EAS, gastrointestinal conditions (73%) were one of the other leading health concerns for these facilities. The most common equine pain detection method for EAS facilities was behavior assessment (93%), in which this method was positively correlated with years of horse experience (0.51, p = 0.01). Horse pain was primarily managed through annual alternative therapeutic interventions (76%), daily prescriptions (73%), and nutritional supplements (73%). As such, the curriculum for undergraduate EAS degree programs should cover healthcare practices targeting geriatric horse management and associated health issues such as gastrointestinal conditions and lameness, including early detection and pharmaceutical, nutritional, and alternative therapeutic treatments. Full article
(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)
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22 pages, 5189 KiB  
Article
Project-Based Learning at Dracula Digital: A Comparative Perspective from Romania and Brunei
by Mayyer Ling, Yong Liu and Florin Nechita
Trends High. Educ. 2024, 3(3), 757-778; https://doi.org/10.3390/higheredu3030043 - 6 Sep 2024
Viewed by 1280
Abstract
Despite being an educational approach that has existed for more than five decades, project-based learning (PBL) has remained a conceptual fog, with limited applications beyond the medical and health sciences. This paper detailed the scarcity of the academic literature on PBL, specifically in [...] Read more.
Despite being an educational approach that has existed for more than five decades, project-based learning (PBL) has remained a conceptual fog, with limited applications beyond the medical and health sciences. This paper detailed the scarcity of the academic literature on PBL, specifically in relation to PBL and film productions and/or competitions. Using the Dracula Digital 2022 competition as the chosen context, this paper aimed to fill two gaps: (1) adding to the academic literature on PBL’s applications beyond those most frequently found in the medical and health sciences, the learning of foreign languages, or business and management learning; and (2) proposing that film production and competition are novel approaches to PBL. In an attempt to fill these research gaps, this study employed the 10 dimensions of PBL to identify the PBL components present in the Dracula Digital competition. The results showed that all 10 dimensions of PBL were found in the Dracula Digital competition, proving that film production and competition can indeed be considered an educational approach that satisfies PBL’s core components. This study calls for the consideration of a myriad of creative activities which should be added to curriculums to not only engage students in their learning but also reap the coveted benefits offered by the PBL approach. Full article
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23 pages, 559 KiB  
Systematic Review
Methods and Target Values Used to Evaluate Teaching Concepts, with a Particular Emphasis on the Incorporation of Digital Elements in Higher Education: A Systematic Review
by Tobias Morat and Anna Hollinger
Trends High. Educ. 2024, 3(3), 734-756; https://doi.org/10.3390/higheredu3030042 - 28 Aug 2024
Cited by 1 | Viewed by 1147
Abstract
Previous evaluations of teaching quality have not considered the integration of digital elements. This systematic review was conducted in accordance with the PRISMA guidelines and offers a critical examination of the integration of digital elements in university teaching quality evaluations. The objective is [...] Read more.
Previous evaluations of teaching quality have not considered the integration of digital elements. This systematic review was conducted in accordance with the PRISMA guidelines and offers a critical examination of the integration of digital elements in university teaching quality evaluations. The objective is to provide a comprehensive and systematic overview of the methods and target values used for special attention on the incorporation of digital elements in teaching concepts. This review analyzed 22 articles published between 2004 and 2023 from a pool of 11,851 manuscripts. The studies were classified into evidence levels A to C based on the clarity of quality criteria and documentation of measurement instruments. The findings indicate a significant gap in comprehensive quality criteria and instrument references. Self-developed questionnaires and performance examinations were prevalent, mostly classified under the lowest evidence level (C). A limited number of studies focused on psychological outcomes and the evaluation of digital teaching concepts, fulfilling all criteria for the highest evidence level (A). The results indicate a focus on using open-ended questions, interviews, and feedback mechanisms to gain insights into students’ perceptions, which are essential for refining teaching concepts. There is a need to develop and validate evidence-based measurement techniques to better accommodate digital elements integration in teaching evaluations for future university pedagogy enhancements. The findings of this review provide a robust foundation for this purpose. This systematic review has been registered on INPLASY (INPLASY202460060). Full article
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9 pages, 746 KiB  
Article
The Impact of Primary Literature-Based, Critical Thinking Activities on Competency Enhancement for Pre-Health Students
by Shoshana D. Katzman, Carmen A. Carrion and Jennifer Hurst-Kennedy
Trends High. Educ. 2024, 3(3), 725-733; https://doi.org/10.3390/higheredu3030041 - 22 Aug 2024
Viewed by 601
Abstract
Thinking and reasoning competencies are crucial for the success of future healthcare professionals and are noted as pre-professional competencies for medical school admissions. At Agnes Scott College, our graduate-level Medical Cell Biology class focuses on cellular structure and function in human disease. In [...] Read more.
Thinking and reasoning competencies are crucial for the success of future healthcare professionals and are noted as pre-professional competencies for medical school admissions. At Agnes Scott College, our graduate-level Medical Cell Biology class focuses on cellular structure and function in human disease. In this course, students complete assignments meant to foster critical thinking competencies, wherein they analyze primary articles on the cellular pathogenesis of disease and relevant drug therapies. To assess student perspectives on these assignments, we developed a survey to gauge student attitudes toward the effectiveness of these assignments in supporting their learning and preparing them as applicants to various health professions programs. Attitudinal data shows that these assignments have helped students think critically when evaluating scientific literature and bolstered their understanding of cell biology in the progression and treatment of human pathologies, better preparing them for their future careers in the health professions. Full article
(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)
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15 pages, 670 KiB  
Systematic Review
Educational Programs Supporting Higher Education Individuals with Autism Spectrum Disorder: A Systematic Literature Review
by Christine Syriopoulou-Delli, Kyriaki Sarri, Elpis Papaefstathiou, Areti-Eirini Filiou and Eleni Gkiolnta
Trends High. Educ. 2024, 3(3), 710-724; https://doi.org/10.3390/higheredu3030040 - 21 Aug 2024
Viewed by 1037
Abstract
Young individuals with autism spectrum disorder (ASD) seem to attend higher education more frequently. Yet, the academic performance of students with ASD and the graduation rate appear to be poorer than those of typical development students. Moreover, college students with ASD face several [...] Read more.
Young individuals with autism spectrum disorder (ASD) seem to attend higher education more frequently. Yet, the academic performance of students with ASD and the graduation rate appear to be poorer than those of typical development students. Moreover, college students with ASD face several challenges in their everyday and social lives. Students with ASD seem not to receive the appropriate social and educational support in higher education. This article reports the results of a systematic literature review of research programs and services designed to meet the needs of students with ASD enrolled in higher education. Several interventions are available and appear to be effective in supporting students with ASD in higher education (e.g., social planning intervention, focus groups, coaching paired with behavioral skills training, video feedback, visual framework, peer mentoring, and virtual reality). In addition, this article shows that colleges and universities face the challenge of preparing for these students and the need to provide psychological support for them. Moreover, studies of experiences and opinions of college students with ASD from their perspectives are included. Full article
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15 pages, 1211 KiB  
Article
Opposing Trends in Antiracism in North Atlantic Rim Universities: Converging Interests or Public Non-Performativity?
by David B. Roberts
Trends High. Educ. 2024, 3(3), 695-709; https://doi.org/10.3390/higheredu3030039 - 16 Aug 2024
Viewed by 830
Abstract
University senior management teams are reacting to an evolving trend of identifying and eliminating institutional racism in universities along the North Atlantic Rim. They are tasked with designing and constructing processes for the implementation of remedial antiracist policies, in conjunction with minority employee [...] Read more.
University senior management teams are reacting to an evolving trend of identifying and eliminating institutional racism in universities along the North Atlantic Rim. They are tasked with designing and constructing processes for the implementation of remedial antiracist policies, in conjunction with minority employee interest groups, in a putatively inclusive but also hegemonically White environment. Evidence is presented from an international academic survey of non-managerial university minorities, comprising mainly academics and conducted in 2021. This reveals a trend whereby Sara Ahmed’s model of performativity and non-performativity in antiracism is shown to be contingent upon the reputational interests of university senior management, as predicted in Derrick Bell’s convergence theory. This article presents a new synthesized model to explain and predict the trend of non-performativity in university antiracist practices, and then identifies further strands of research that might focus on closing the convergence gap to make antiracism leadership more substantive. Full article
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14 pages, 561 KiB  
Article
Second-Career Academics and the Influence of ‘Professionalism’ in Higher Education: A Phenomenographic Study in STEM
by Philip Moffitt and Brett Bligh
Trends High. Educ. 2024, 3(3), 681-694; https://doi.org/10.3390/higheredu3030038 - 14 Aug 2024
Viewed by 1068
Abstract
This article examines the phenomenon whereby ‘professionalism’ is used as a concept in higher education (HE), specifically regarding HE’s relationships with professions in science, technology, engineering and mathematics (STEM). We examine the implications for human development arising from the influence of professionalism in [...] Read more.
This article examines the phenomenon whereby ‘professionalism’ is used as a concept in higher education (HE), specifically regarding HE’s relationships with professions in science, technology, engineering and mathematics (STEM). We examine the implications for human development arising from the influence of professionalism in HE, presenting the qualitative interpretations of second-career academics, a term we use to describe university teaching staff recruited for their prior industrial experience in STEM professions. Using a phenomenographic approach, we examine the conception of second-career academics and how professionalism influences educational policy and practice in HE. We present four successively inclusive conceptions of experiences, with professionalism expressed as making normative judgements of students’ interactions and behaviours, negotiating those interactions and behaviours with students, critiquing the professional applicability of curricula and activities, and changing those curricula and activities to suit the needs of STEM professions. These conceptions expose challenges related to policy and practice and the roles undertaken by second-career academics, including their enculturation of students into the normative expectations of STEM professions, their influence on the apparent correspondence between HE and work in STEM, and their marketing of STEM professions inside HE. Full article
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44 pages, 2618 KiB  
Article
Graduate Student Resilience: Exploring Influential Success Factors in U.S. Graduate Education through Survey Analysis
by Karen M. Collier and Margaret R. Blanchard
Trends High. Educ. 2024, 3(3), 637-680; https://doi.org/10.3390/higheredu3030037 - 13 Aug 2024
Cited by 1 | Viewed by 2093
Abstract
Graduate education holds the potential to stimulate personal growth in individuals that leads to economically viable career opportunities. First-generation college students, underrepresented minorities (URM), and females often face unique obstacles that can undermine their progress in graduate programs. These obstacles may be more [...] Read more.
Graduate education holds the potential to stimulate personal growth in individuals that leads to economically viable career opportunities. First-generation college students, underrepresented minorities (URM), and females often face unique obstacles that can undermine their progress in graduate programs. These obstacles may be more pervasive in fields where these students have lower enrollment, such as STEM graduate programs. The Graduate Student Success Survey+ (GSSS+) was broadly distributed to a national population of graduate students in the United States, with a particular focus on seeking the participation of students from universities that serve first-generation, URM, and female graduate students, capturing both STEM and non-STEM programs. Exploratory and confirmatory factor analyses were used to test the survey’s validity and reliability, with 648 participants from 23 universities. A 7-factor, 40-item model was determined with the following subscales: mentor support, imposter phenomenon, financial support, microaggressions (race and gender), access and opportunity, resilience, and peer support. Item analysis revealed differences in students’ perceptions of their graduate school experiences based on gender identity, racial and ethnic groups, residency status, enrollment type, program type, and program area. Findings lead to recommendations related to financial support, mental health counseling, and access and opportunity, to enhance graduate student success. Full article
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14 pages, 249 KiB  
Article
Building and Patching a Pipeline: Establishing Viable Pathways from 2-Year Institutions to Graduate School for Aspiring Mental Health Professionals
by Emalinda Leilani McSpadden, Esther Alyse Levy, Angelica Cristina Vega and Rhaida Maldonado
Trends High. Educ. 2024, 3(3), 623-636; https://doi.org/10.3390/higheredu3030036 - 6 Aug 2024
Viewed by 2149
Abstract
Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research [...] Read more.
Students at 2-year colleges who wish to enter the mental health professions, particularly students of color in urban community college environments, often lack opportunities for internships and experience-building programming relevant to their field. Some programs targeting such students do exist, but little research has been performed on these models. In addition, while pipeline programs in 2-year college settings often focus on successful transitions to senior colleges, many students in such programs also seek to eventually enter graduate school. The purpose of this case study is to bridge this research gap by focusing on a community college-based peer support and psychoeducational outreach program in the northeastern United States, serving as a career development internship for aspiring mental health professionals. Qualitative data in the form of student participant feedback was analyzed to determine the impact of the program on their experiences later in their educational careers. Results from this qualitative analysis indicate the substantial importance of such a program to the successful academic progress of its student participants, providing insights into how pipeline programs can accommodate student preparation and support, not only toward successful senior college transition, but also specific to graduate school program entry. Full article
(This article belongs to the Special Issue Degree Apprenticeships)
21 pages, 301 KiB  
Article
Computer Competencies Needed for Implementing Artificial Intelligence in Special Education Schools from the Perspective of Pre-Service Teachers
by Yasmeen Nzam Abu Mukh, Aysha Mohamad Abd-Rabo and Safia Tarteer
Trends High. Educ. 2024, 3(3), 602-622; https://doi.org/10.3390/higheredu3030035 - 30 Jul 2024
Viewed by 906
Abstract
The purpose of this study is to investigate, through the use of both quantitative and qualitative methods, the computer capabilities that pre-service teachers believe are necessary for integrating Artificial Intelligence (AI) in Special Education Schools (SES). They reviewed earlier research on schooling and [...] Read more.
The purpose of this study is to investigate, through the use of both quantitative and qualitative methods, the computer capabilities that pre-service teachers believe are necessary for integrating Artificial Intelligence (AI) in Special Education Schools (SES). They reviewed earlier research on schooling and created a three-dimensional survey to determine what computing skills are required for implementing AI. Additionally, a range of Al-Qasemi Academy students from the first to the fourth year of study participated in semi-structured interviews with the researchers. These interviews are intended to gather information related to the research questions. After testing, the reliability of the questionnaire produced a reliability score of (0.963). Within the Green Line, it consists of 580 male and female students from Al-Qasemi Academy. A sample of 150 kids was selected by researchers, with 10 female students participating in the interviews. The results of this study show a moderate level of computer competency availability required for utilizing artificial intelligence. It is suggested that training pre-service teachers in the essential AI application skills is necessary for practical implementation. Full article
24 pages, 15757 KiB  
Article
Multiple Enrollment Policy: Survival Analyses and Odds of Graduating in at Least One University Degree Program
by Alexander Karl Ferdinand Loder
Trends High. Educ. 2024, 3(3), 578-601; https://doi.org/10.3390/higheredu3030034 - 12 Jul 2024
Viewed by 1151
Abstract
Austria (Europe)’s university system does not allocate tuition fees to its students and allows for multiple simultaneous enrollments. This leads to students having different constellations between earlier enrollments, i.e., “pre-studies”, and their current ones. This study aimed at gathering explorative insights into the [...] Read more.
Austria (Europe)’s university system does not allocate tuition fees to its students and allows for multiple simultaneous enrollments. This leads to students having different constellations between earlier enrollments, i.e., “pre-studies”, and their current ones. This study aimed at gathering explorative insights into the relationship of these constellations with students’ outcomes (graduation/dropout). The sample consisted of 61,098 unique students in 108,915 programs between the academic years 2010/11 and 2022/23, with 24% of students having multiple enrollments and 26% having pre-studies. Survival analyses showed higher probabilities of graduating in each semester when students had pre-studies. Odds ratio tests revealed that the odds of graduation in at least one program are lower when having pre-studies in bachelor’s programs, but higher in master’s programs. This can be explained by the transferability of exam results, a possible knowledge transfer and academic readiness as well as a higher workload with an increasing number of enrollments. Full article
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18 pages, 2274 KiB  
Article
Continuous Improvement of an Exit Exam Tool for the Effective Assessment of Student Learning in Engineering Education
by Hilal El-Hassan, Anas Issa, Mohamed A. Hamouda, Munjed A. Maraqa and Tamer El-Maaddawy
Trends High. Educ. 2024, 3(3), 560-577; https://doi.org/10.3390/higheredu3030033 - 12 Jul 2024
Viewed by 1140
Abstract
The exit exam is a comprehensive assessment tool that provides direct evidence of student learning and the level of achievement of program learning outcomes (PLOs). Initial offerings of exit exams showed poor student performance and little correlation to their coursework grades. Accordingly, a [...] Read more.
The exit exam is a comprehensive assessment tool that provides direct evidence of student learning and the level of achievement of program learning outcomes (PLOs). Initial offerings of exit exams showed poor student performance and little correlation to their coursework grades. Accordingly, a continuous improvement process was prompted, including planning, implementing, monitoring, responding, and reporting. In this context, four remedial actions were applied to the exit exam over five semesters, including distributing practice questions, followed by rescheduling exams, simplifying and distributing questions, and increasing the exit exam’s weight contribution. This study explores the effectiveness of these remedial actions to assess and improve student learning and the attainment of PLOs. The performance data indicated significant improvements in exit exam scores, with the average exit exam score increasing from 47% to 78%. Students’ exit exam performances aligned with their grade point averages (GPAs, %), evidenced by a reduction in the variation between the two parameters from 39.2% to 0.6%. Furthermore, the study confirmed that the exit exam, through continuous improvement and targeted remedial strategies, improved the attainment level of PLOs to achieve the target of 70%. The study highlights how strategic interventions can lead to significant enhancements in individual and cohort performances, providing a model for other engineering programs aiming to boost student outcomes and align with accreditation standards and student needs. Full article
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20 pages, 1270 KiB  
Article
Optimizing Learning: Predicting Research Competency via Statistical Proficiency
by Tarid Wongvorachan, Siwachoat Srisuttiyakorn and Kanit Sriklaub
Trends High. Educ. 2024, 3(3), 540-559; https://doi.org/10.3390/higheredu3030032 - 8 Jul 2024
Viewed by 1333
Abstract
In higher education, the cultivation of research competency is pivotal for students’ critical thinking development and their subsequent transition into the professional workforce. While statistics plays a fundamental role in supporting the completion of a research project, it is often perceived as challenging, [...] Read more.
In higher education, the cultivation of research competency is pivotal for students’ critical thinking development and their subsequent transition into the professional workforce. While statistics plays a fundamental role in supporting the completion of a research project, it is often perceived as challenging, particularly by students in majors outside mathematics or statistics. The connection between students’ statistical proficiency and their research competency remains unexplored despite its significance. To address this gap, we utilize the supervised machine learning approach to predict students’ research competency as represented by their performance in a research methods class, with predictors of students’ proficiency in statistical topics. Predictors relating to students’ learning behavior in a statistics course such as assignment completion and academic dishonesty are also included as auxiliary variables. Results indicate that the three primary categories of statistical skills—namely, the understanding of statistical concepts, proficiency in selecting appropriate statistical methods, and statistics interpretation skills—can be used to predict students’ research competency as demonstrated by their final course scores and letter grades. This study advocates for strategic emphasis on the identified influential topics to enhance efficiency in developing students’ research competency. The findings could inform instructors in adopting a strategic approach to teaching the statistical component of research for enhanced efficiency. Full article
(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)
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12 pages, 555 KiB  
Article
Undergraduate Achievement Disparities between Demographic Subgroups in English Universities
by Pallavi Banerjee and Nurullah Eryilmaz
Trends High. Educ. 2024, 3(3), 528-539; https://doi.org/10.3390/higheredu3030031 - 27 Jun 2024
Viewed by 932
Abstract
In this paper, we report a comprehensive analysis of the disparities in undergraduate degree achievements across different demographic groups in English universities. The focus is on the “degree achievement gap”, which refers to the variation in the rates of students from diverse backgrounds [...] Read more.
In this paper, we report a comprehensive analysis of the disparities in undergraduate degree achievements across different demographic groups in English universities. The focus is on the “degree achievement gap”, which refers to the variation in the rates of students from diverse backgrounds obtaining First- or Upper Second-Class degrees. The significance of this gap lies in its profound impact on graduates’ future opportunities, particularly in terms of access to advanced studies and professional trajectories. Recognising the critical nature of this issue, the Office for Students (OfS) has emphasised the need for higher education institutions to actively work towards bridging this gap to enhance equity and social mobility. To map how far the call for bridging this gap has been effective, our research examines trends and patterns by age, ethnicity, disability, and gender over a five-year period from 2017/2018 to 2021/2022. Methodologically, this paper employs a detailed descriptive analysis. Our findings highlight a persistent and significant gap for Black students, who are consistently less likely to achieve a First- or Upper Second-Class degree when compared to their White peers. Based on the analysis, literature review, and policy mapping exercise, we make recommendations for the implementation of targeted support, student engagement, revisiting curriculum designs, and the promotion of a more inclusive campus culture. The insights and proposed strategies will be of interest to educators and policymakers. Full article
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24 pages, 681 KiB  
Article
Towards a Capability Maturity Model for Micro-Credential Providers in European Higher Education
by Omiros Iatrellis, Nicholas Samaras and Konstantinos Kokkinos
Trends High. Educ. 2024, 3(3), 504-527; https://doi.org/10.3390/higheredu3030030 - 26 Jun 2024
Cited by 1 | Viewed by 1222
Abstract
Navigating the complexities of establishing sustainable micro-credentialing programs in European higher education requires a tailored approach for providers. The goal of this research is to develop an assessment tool that enhances the implementation and recognition of micro-credentials in European higher education. This article [...] Read more.
Navigating the complexities of establishing sustainable micro-credentialing programs in European higher education requires a tailored approach for providers. The goal of this research is to develop an assessment tool that enhances the implementation and recognition of micro-credentials in European higher education. This article introduces the INVEST Micro-credentialing Capability Maturity Model (MCMM), designed to assist educational institutions in assessing and enhancing their readiness for micro-credential establishment. Through a systematic six-stage process, we identify supportive conditions, specify levels of process maturity, develop domains and aspects, characterize levels of capability, consult with stakeholders, and finalize the model. The resulting Capability Maturity Model (CMM) outlines five levels of process maturity encompassing educational, administrative, regulatory, and collaborative aspects, aligning with the principles outlined by the European Union (EU) initiatives for micro-credential establishment. Through establishing clear objectives, the model aids in the strategic development and evaluation of micro-credential programs. Stakeholders are offered a comprehensive roadmap to evaluate their progress, identify required resources, and strategize for further advancement in micro-credentialing initiatives. Full article
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12 pages, 3018 KiB  
Article
A Statistical Analysis of GRE/GMAT Data for Admission to Master’s Degree Programs
by Kuiyuan Li and Achraf Cohen
Trends High. Educ. 2024, 3(3), 492-503; https://doi.org/10.3390/higheredu3030029 - 25 Jun 2024
Viewed by 861
Abstract
In this paper, we investigate the waiving of GRE/GMAT for admission to master’s degree programs in a state university in Florida, USA. Standardized tests, such as GRE/GMAT, were required for admission to the master’s degree programs in 2019/2020, waived in 2020/2021, and removed [...] Read more.
In this paper, we investigate the waiving of GRE/GMAT for admission to master’s degree programs in a state university in Florida, USA. Standardized tests, such as GRE/GMAT, were required for admission to the master’s degree programs in 2019/2020, waived in 2020/2021, and removed or modified in 2021/2022. We analyzed the application, enrollment, and performance data to assess the impact of these changes. The data show that the number of applicants and enrolled students exhibit an upward trend from 2019 to 2021. The undergraduate GPA of new applicants who did not submit the GRE in 2021 tends to be statistically significantly higher than for those who did submit the GRE in 2019 (p < 0.001). The new students’ first-semester graduate GPA in 2021 (no GRE requirement) tends also to be statistically significantly higher than the new students’ first-semester graduate GPA in 2019 (GRE requirement) (p < 0.01). The study employed random forest feature importance using the Gini index to analyze the predictive power of GRE and undergraduate GPA for forecasting first-semester graduate GPA. The results show that undergraduate GPA is a more significant factor than GRE. Overall, the study’s statistical evidence indicates that waiving GRE/GMAT requirements for master’s degree programs did not affect applicants’ performance, as measured by their undergraduate GPA, nor did it lead to a decline in student performance, as measured by first-semester graduate GPA. Full article
(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)
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