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Higher Education: Knowledge, Curriculum and Student Understanding

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A special issue of Trends in Higher Education (ISSN 2813-4346).

Deadline for manuscript submissions: closed (28 October 2024) | Viewed by 24287

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Dr. Nataša Erceg

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Guest Editor

Faculty of Physics, University of Rijeka, 51000 Rijeka, Croatia
Interests: physics education

Prof. Dr. Ivica Aviani

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Guest Editor

Department of Physics, Faculty of Science, University of Split, 21000 Split, Croatia
Interests: solid state physics; physics education; biophysics

Special Issue Information

Dear Colleagues,

We live in highly volatile and unstable times, where external challenges and opportunities such as demographic shifts, political change, economic crises, wars and global pandemics have a significant impact on trends in higher education. Apart from the fact that higher education is increasingly placed in the context of global challenges, one of the prominent trends refers to the increasing influence of technology on higher education teaching, as well as the key role of higher education in the research, development, dissemination and application of new technological achievements. For example, thanks to modern technology, learning has become easily accessible and convenient, and teachers have become educational facilitators who adapt to the changing demands. The tendency is also to make higher education accessible to all interested students without reducing its quality. This results in the need for content and teaching methods in higher education that are adapted to individuals and depend on their choices. To this end, it is expected that diverse knowledge and flexible ways of teaching and learning are promoted, which in turn would encourage lifelong learning and motivate students to engage in real-world problem-solving. An important trend in higher education is also the underpinning of institutional teaching on the results of innovative research and the use of students' acquired knowledge and practices for the development of skills for life and responsible citizenship. In this sense, students are increasingly emphasizing the development of their soft skills that are valued in the workplace, such as critical thinking, problem-solving, people management, creativity, and teamwork. As responsible citizens, they should be able to meet the needs of society and the community at the global, regional, and local levels, especially when it comes to sustainability, socioeconomic development, and addressing environmental and climate challenges, after completing higher education.

This Special Issue is intended to serve a wide range of trends in higher education that emerge from different educational perspectives in response to global challenges. The collection of articles in this Special Issue will be a resource for appropriate theories, approaches, and practices that will help the broader higher education community continue to improve the effectiveness of teaching and learning at its institutions.

Accordingly, articles on (but not limited to) the following topics are of interest:

trends in learning and teaching in higher education
trends in higher education curriculum development
trends in higher education in STEM
trends in testing and assessment in higher education
modern technology in higher education
trends in higher education policy
trends in lifelong learning of higher education teachers.

We look forward to receiving your contributions.

Dr. Nataša Erceg
Prof. Dr. Ivica Aviani
Guest Editors

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Trends in Higher Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

higher education
trends
learning
teaching
curriculum
STEM
testing and assessment
modern technology
policy
lifelong learning

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Research

19 pages, 1297 KiB

Open AccessArticle

Geographic Information Systems Methods in Practice: Higher Education Curricula and Practitioner Registration Standards in South Africa

by Sizakele Matilda Serame and Gbenga Abayomi Afuye

Trends High. Educ. 2024, 3(4), 1053-1071; https://doi.org/10.3390/higheredu3040061 - 2 Dec 2024

Viewed by 334

Abstract

Integrating geographical information systems (GIS) in various sectors has significantly increased the global demand for skilled professionals, particularly in South Africa. Despite integrating GIS methods into higher education curricula, challenges like resource limitations, curriculum updates, and competency standardization may limit practical training scope. This study explores the alignment of South African qualifications and practitioner registration standards, including the South African Qualifications Authority (SAQA), National Qualification Framework (NQF) requirement, South African Council for Natural Scientific Professions (SACNASP), and South African Geomatics Council (SAGC), with job market demands. A structured literature review of scientometric research from 2004 to 2023 was used to assess the current GIS educational programs in South Africa, identify training gaps and skills, and propose strategies to enhance their relevance. The results indicated that, despite adhering to policies and standards, the GIS curriculum’s capacity to meet market demands is uncertain due to insufficient job market research and disparities between higher education curricula and practitioner registration standards (HEC_PRS). The University of Cape Town (UCT) and the University of South Africa (UNISA) are the top two South African institutions contributing significantly to GIS practice through published articles, with a few coming from affiliated research centres. The results revealed significant changes in higher education from 2004 to 2018, with teacher education becoming the most prominent theme. The 2019–2021 period emphasized interconnectedness between curriculum development, experiential learning, and 21st-century skills, while the 2022–2023 segment used curriculum as the most prevalent theme in this field. The prominence of key terms like “higher education”, “curricula”, “students”, and “teaching” highlights the role of educational institutions in preparing students for professional practice in GIS. These findings provide strategies for evaluating current GIS practices, identifying areas for improvement, and implementing modifications to enhance their effectiveness in practice. Full article

(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)

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11 pages, 996 KiB

Open AccessArticle

Exploring the Use of Videos and Virtual Simulations in College Microbiology Lab Courses: Student Perception and Pros and Cons

by Ewunkem Jude Akamu, Rochelle High, Uchenna B. Iloghalu, Yaser Ahmed and Liesl K. Jeffers-Francis

Trends High. Educ. 2024, 3(4), 861-871; https://doi.org/10.3390/higheredu3040049 - 10 Oct 2024

Viewed by 976

Abstract

This study aims to explore the advantages and drawbacks associated with the integration of videos and virtual simulations in university microbiology lab courses, comparing them to the traditional in-person approach at North Carolina A&T State University. Utilizing Qualtrics^XM survey software (XM/os2), data from 190 survey responses were analyzed to understand students’ preferences and perceptions. Participants were asked about their preferred learning style—traditional in-person, virtual, or a combination of both. Results indicated that 57.2% of students favored a hybrid approach, combining traditional in-person and virtual microbiology lab experiences, while 30.6% preferred in-person learning and 12.4% leaned towards virtual learning. Exploring student perceptions of lab simulations (Labster 7.25.0) and YouTube videos in comprehending microbiology lab etiquette, 65% found these resources beneficial, whereas 13.1% did not. When assessing students’ enjoyment of virtual lab simulations, responses varied, with 68.8% agreeing, 18% neither agreeing nor disagreeing, and 12.8% disagreeing with the statement “I enjoyed the virtual lab simulations”. This extensive exploration into student perspectives contributes insights for educators and institutions, guiding the development of effective pedagogical strategies in microbiology education amidst evolving instructional modalities. The findings underscore the significance of accommodating diverse learning preferences to enhance overall learning experiences. As educational institutions continue to work to recover from setbacks caused by the COVID-19 pandemic, results from this study will empower stakeholders to update their plans for responding to future pandemics. Full article

(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)

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14 pages, 612 KiB

Open AccessArticle

“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 952

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 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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9 pages, 746 KiB

Open AccessArticle

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 616

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 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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20 pages, 1270 KiB

Open AccessArticle

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 1368

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, 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, 3018 KiB

Open AccessArticle

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 890

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 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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35 pages, 2673 KiB

Open AccessArticle

Multiple Enrollment Policy: Clustering Dropout and Graduation Constellations in Psychology and Sociology Bachelor’s Programs

by Alexander Karl Ferdinand Loder

Trends High. Educ. 2024, 3(2), 373-407; https://doi.org/10.3390/higheredu3020023 - 30 May 2024

Cited by 2 | Viewed by 613

Abstract

In Austria, it is possible to enroll in an unlimited number of programs simultaneously and consecutively. Study duration and student performance are important performance indicators of the university system. The disciplines of psychology and sociology share similarities in their curriculum structures but are different in selectiveness due to their admission rules. They show differences in their motivations to enroll and their trajectories through higher education, leading to different constellations of “dropout” and “graduation.” The aim was to identify and compare groups of students’ outcomes in bachelor’s programs of psychology and sociology along the dimensions of workload and duration, incorporating the possibility of enrolling in multiple programs. The sample consisted of 6498 students between the academic years of 2010/11 and 2022/23 who either graduated or dropped out of one or more programs. Cluster analyses using four algorithms per individual outcome constellation, categorization, and aggregation of the results suggest a longer overall study duration for students with more than one program. In graduation–graduation and graduation–dropout clusters, groups with less overall workload could be identified. The transferability of passed exams may be an important component for students in multiple programs. Implications for policy and practice are discussed. Full article

(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)

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13 pages, 1116 KiB

Open AccessArticle

In Search of a More Balanced Engineering Curriculum: The Perspective of Students, Teachers, Alumni and Employers

by Carla Ferreira, Bárbara Gabriel, Robertt Valente, António Andrade-Campos, João Dias-de-Oliveira, Victor Neto, Sandra Soares, Teresa Carvalho and Cláudia Figueiredo

Trends High. Educ. 2024, 3(1), 142-154; https://doi.org/10.3390/higheredu3010008 - 22 Feb 2024

Cited by 1 | Viewed by 1463

Abstract

The purpose of this paper is to raise important issues in engineering education in the face of contemporary challenges and demands through the voices of different stakeholders in engineering curricula and in the practice of professional engineering. Several challenges and future perspectives are based on important skills, like soft skills, which are required by employers and include communication, decision-making, problem-solving, leadership and emotional intelligence, as well as the ability to work with people of different backgrounds and apply technical knowledge. A qualitative data analysis of interviews with students, alumni, teachers and employers revealed the demand for more balanced qualified curricula for higher education institutions in the field of engineering. This includes the promotion of collaborative learning spaces, authentic learning experiences based on engaging students in real situations, project-based learning, industrial visits, guest lectures and problem-solving methodologies that are perceived by these stakeholders as essential in the construction of a curriculum, in line with the specific technical competences of each area. Full article

(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)

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17 pages, 2406 KiB

Open AccessArticle

The Use of Educational Process Mining on Dropout and Graduation Data in the Curricula (Re-)Design of Universities

by Alexander Karl Ferdinand Loder

Trends High. Educ. 2024, 3(1), 50-66; https://doi.org/10.3390/higheredu3010004 - 17 Jan 2024

Viewed by 1214

Abstract

High college dropout rates are not a desired outcome for university management. Efforts have been made to increase student retention via understanding dropouts and building support mechanisms. With the emergence of Big Data, educational process mining came into existence, allowing for new methods of structuring and visualizing data. Previous studies have established an approach to generate process maps from the course sequences students take. This study improves this method by focusing on visualizing students’ pathways through a study program dependent on their status as a “dropout” or “graduate” and on the level of every degree program. An interactive framework in a web application dedicated to curriculum designers was created. The data of 53,839 students in 78,495 studies at the University of Graz (Austria) between 2012/13 and 2022/23 were used for process mining. The generated process maps provide information on the exam sequence of students. They have been implemented in discussion forums with stakeholder groups and are part of the curriculum (re)design processes. The maps provide the benefit of being able to compare and monitor successful and non-successful students’ maps using real-time data. Despite their use for curriculum development, they are limited in their size and the number of exams that can be displayed, making them a good fit for early dropout evaluation. Full article

(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)

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15 pages, 2045 KiB

Open AccessArticle

Assessing Service Quality Using SERVQUAL Model: An Empirical Study on Some Private Universities in Bangladesh

by Umma Salma Hoque, Nazmoon Akhter, Nurul Absar, Mayeen Uddin Khandaker and Abdullah Al-Mamun

Trends High. Educ. 2023, 2(1), 255-269; https://doi.org/10.3390/higheredu2010013 - 13 Mar 2023

Cited by 7 | Viewed by 14196

Abstract

The increased competitive academic environment pushes higher institutions to improve their service quality for meeting the market demands. It is thus necessary to assess the factors that satisfy students and make them loyal to the university. This study has focused on assessing service quality, using the SERVQUAL Model to measure students’ satisfaction with private universities in Bangladesh. In the study, the primary data collection method through a questionnaire with the 5-point Likert scale was adopted to collect data from 229 students who are currently studying in different private universities in Chattogram, Bangladesh. Structural equation modeling (SEM) has been performed to analyze the data through the AMOS 22 statistical package. The findings report that a comfortable lecture room under the tangible dimension, providing service on time under the reliability dimension, the capacity of administrative staff to solve immediate problems under the responsiveness dimension, proficient lecturers for teaching and research under the assurance dimension, and focus of university management on students under the empathy dimension have a great influence on student satisfaction. The study concludes that managers and authorities of private universities must focus on ensuring better service quality as student satisfaction largely affects the sustainability and recurrence development of the institutions. Full article

(This article belongs to the Special Issue Higher Education: Knowledge, Curriculum and Student Understanding)

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