scholarly journals Demystifying Diversity, Equity, and Inclusion Among Students in Higher Education

2022 ◽  
pp. 93-104
Author(s):  
Sundra D. Kincey ◽  
Aziza Zemrani ◽  
Theresa L. Bailey
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Success ◽  
Minority Students ◽  
Colleges And Universities ◽  
Innovative Strategies ◽  
Inclusive Practice ◽  
The World ◽  
The Impact ◽  
Equity And Inclusion

Understanding the unique components of diversity, equity, and inclusion is essential for institutions of higher education to increase student success outcomes and to prepare graduates for the world of work. This chapter will focus on how diversity, equity, and inclusion as a single entity is perceived by enrolled students, particularly minority students, and how institutions may help to increase students' awareness of such topics and the impact on their lives upon graduation. Discussions will lend themselves to strategies that institutions may employ to demystify these terms for enrolled students. Specific focus will be given to the use of inclusive competencies and methods institutions may implore to promote inclusive practice. Implications will be provided on how colleges and universities may develop innovative strategies to increase student engagement centered on these concepts and provide opportunities for students to share their experiences and ideas for integration on their respective campuses.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

Impact of the European Higher Education in the World Initiative on Higher Education

2019 ◽  
pp. 237-252
Author(s):  
Andrew S. Herridge ◽  
Lisa J. James
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Collaborative Partnerships ◽  
The European Union ◽  
International Faculty ◽  
The World ◽  
European Higher Education ◽  
The Uk ◽  
The Bologna Process ◽  
The Impact

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.

Examining the Factors Shaping the Debate Around the Globalization of Higher Education

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Vlasios Sarantinos
Keyword(s):  
Higher Education ◽  
Research Agenda ◽  
Education Sector ◽  
African Continent ◽  
Colonial Legacy ◽  
The World ◽  
Challenges And Opportunities ◽  
The Impact

The chapter explores the impact globalization has created for the higher education sector, looking at how the landscape evolved across the world and how the role of universities has been transformed. Extending the analysis further, there is an investigation of how institutions have tried to respond to the emerging challenges and opportunities presented as a consequence of the shifting field. The focus then moves to the African continent and peruses the particular development of higher education under the influence of colonial legacy and globalization, examining how institutions have endeavored to adapt. The chapter draws to an end with a reflection of the main issues, inherent limitations, and how the research agenda could be taken further.

Higher Education at a Crossroads

2016 ◽  
pp. 27-57 ◽  
Author(s):  
Pamela A. Lemoine ◽  
Thomas Hackett ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Research Funding ◽  
Organizational Structures ◽  
University Research ◽  
Public Higher Education ◽  
The Road ◽  
Large Numbers ◽  
The World ◽  
Quality Learning ◽  
The Impact

The leadership needs to develop new organizational structures and systems that will promote and encourage quality learning and the ability to assess the impact of the teaching. Governments across the world have steadily minimized their support for public higher education, and costs associated with gaining a degree have increased constantly over the last decade. Most universities are forced to adopt a restructuring model for commoditizing education to make a profit from large numbers of students. The road ahead for higher education is filled with challenges, risks and uncertainties that begin with education being valued as more than a simple commodity: education becomes a public good. Higher education is increasingly viewed as a major instrument of economic development. In order to hold universities accountable despite limited governmental budgets, many nations have adopted performance-based university research funding strategies for targeted programs.

Higher Education Scenario from a Cross-Cultural Perspective

2012 ◽  
Vol 10 (4) ◽  
pp. 44-55
Author(s):  
Enric Serradell-López ◽  
Pablo Lara-Navarra ◽  
Cristina Casado-Lumbreras
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Cultural Perspective ◽  
Relevant Research ◽  
The World ◽  
Strategy Design ◽  
The Impact ◽  
Do So

Higher education institutions are crucial in the present. Universities play a role that varies with time and evolves with society. Globalization is changing the world and affecting higher education institutions in all their intrinsic characteristics: personnel, programs, infrastructures and students. Analyzed is the relevant research on cultural dimensions and applies it to higher education institutions focusing the analysis of the impact on eLearning setups. To do so, variables related to organizational strategy, design of curricula and teaching tools are proposed and analyzed from a set of cultural dimensions. Results show that higher education institutions are facing big challenges in their adaptation to multi-cultural arrangements.

scholarly journals Unreasonable rage, disobedient dissent

2018 ◽  
Vol 11 (1) ◽  
pp. 82-108 ◽  
Author(s):  
Jessica Gagnon
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Student Engagement ◽  
Social Construction ◽  
Media Coverage ◽  
Student Activists ◽  
The United Kingdom ◽  
The Social ◽  
Media Discourses ◽  
The Impact

This article explores the limits of student engagement in higher education in the United Kingdom through the social construction of student activists within media discourses. It scrutinises the impact of dominant neoliberal discourses on the notion of student engagement, constructing certain students as legitimately engaged whilst infantilising and criminalising those who participate in protest. Exploring media coverage of and commentary on students engaged in activism, from the 2010 protests against university fee increases and from more recent activism in 2016, the article draws upon Sara Ahmed’s (2014) Willful Subjects and Imogen Tyler’s (2013) Revolting Subjects to examine critically the ways in which some powerful discourses control and limit which activities, practices and voices can be recognised as legitimate forms of student engagement.

Critical Building Blocks: Mandatory Prerequisite Registration Systems and Student Success

2012 ◽  
Vol 32 (1) ◽  
pp. 30-42 ◽  
Author(s):  
Krista M. Soria ◽  
Lori Mumpower
Keyword(s):  
Student Success ◽  
Student Outcomes ◽  
Building Blocks ◽  
Colleges And Universities ◽  
Retention Rates ◽  
Composition Courses ◽  
Developmental Advising ◽  
Comprehensive University ◽  
Prescriptive Advising ◽  
The Impact

Many colleges and universities require prerequisites prior to enrollment in introductory composition courses; however, enforcement of prerequisites is not consistent across institutions. In this study, we examine the impact of an automated, mandatory prerequisite enforcement system on students and advisors at a public comprehensive university. Results indicate that prerequisite systems are positively associated with student outcomes including improved GPAs and retention rates; furthermore, while functioning similarly to prescriptive advising, prerequisite systems can also facilitate developmental advising relationships between students and academic advisors.

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