Students with Disabilities in Higher Education: A Review of the Literature and an Agenda for Future Research

2016 ◽  
pp. 91-156 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Ryan S. Wells ◽  
Benjamin J. Ostiguy ◽  
Catherine A. Manly ◽  
Alexandra A. Lauterbach
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Review Of The Literature

scholarly journals An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis

2021 ◽  
Vol 13 (19) ◽  
pp. 10798
Author(s):  
Ahmed Tlili ◽  
Daniel Burgos ◽  
Ronghuai Huang ◽  
Sanjaya Mishra ◽  
Ramesh Chander Sharma ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Open Data ◽  
Open Science ◽  
Future Research ◽  
Educational Practices ◽  
Bibliometric Mapping ◽  
Mapping Analysis ◽  
Open Educational Practices ◽  
New Research

This study undertook a bibliometric mapping analysis of research papers on Open Educational Practices (OEP) in the Web of Science and Scopus databases. This study functions as a guide for new research, serving to identify trends in the OEP field and compare the existing research so as to identify gaps and promising future paths. A total of 635 studies were obtained; however, only 156 were finally selected for the analysis. VOSviewer software was used to identify the most frequently used keywords and terms in the abstracts and titles. This software was also used to analyse the studies for co-authorship and citations. The findings showed that research on OEP started in 2007 and focused on higher education, including open and distance higher education. Most of the OEP studies were published in English as journal articles, in particular, many were published in Distance Education, International Review of Research in Open and Distributed Learning, and Open Praxis. The United Kingdom, Spain, and Australia were the top contributors to the OEP literature. The analysis of keywords and terms in the titles and abstracts revealed that current OEP trends covered only open pedagogy and open collaboration, suggesting a need for more research on other trends, such as open assessment, open data, and open science. The results also suggested that future research needs to focus more on inclusive open educational practices that accommodate students with disabilities.

scholarly journals Chinese International Students’ Experiences in American Higher Education Institutes: A Critical Review of the Literature

2018 ◽  
Vol 8 (2) ◽  
pp. 1173-1197 ◽  
Author(s):  
Qianqian Zhang-Wu
Keyword(s):  
Higher Education ◽  
Education Research ◽  
International Students ◽  
Literature Review ◽  
Research Synthesis ◽  
Chinese International Students ◽  
Future Research ◽  
Review Of The Literature ◽  
American Higher Education ◽  
Research Designs

Using database searches in ProQuest Sociology, Education Research Complete, ERIC, and Google Scholar, this landscape literature review provides research synthesis and analysis on research designs, underlying assumptions and findings of 21 recent peer-reviewed scholarly articles focusing on Chinese international students’ experiences in American higher education institutes. Patterns observed across studies regarding colorblind racism are presented in the discussion. Towards the end, this review closes with implications and directions for future research.

scholarly journals Categories for Barriers to Digital Transformation in Higher Education: An Analysis Based on Literature

2021 ◽  
Vol 11 (12) ◽  
pp. 658-664
Author(s):  
Bayu Rima Aditya ◽  
◽  
Ridi Ferdiana ◽  
Sri Suning Kusumawardani
Keyword(s):  
Higher Education ◽  
State Of The Art ◽  
Resistance To Change ◽  
Fish Bone ◽  
Digital Transformation ◽  
Future Research ◽  
Review Of The Literature ◽  
Basic Understanding ◽  
Insight Into ◽  
Structured Literature Review

For higher education institutions that encourage digital transformation, understanding the barriers are necessary for the digital transformation accomplishment. The purpose of this paper is to present a review of the literature on barriers to digital transformation in higher education. To get a wide overview in identifying the barriers to the implementation of digital transformation, a structured literature review was used to select the relevant studies published. Nine categories were identified based on the literature reviewed: vision, strategy and policy, resources, leadership, digital skill and knowledge, technology, adaptability, resistance to change, and government and economic. Our findings provided a fish-bone diagram that outlines twenty-two barriers to digital transformation in higher education. The main contribution of this study is a synthesis of the state of the art of barriers to digital transformation in higher education. We contribute to provide a common basic understanding of barriers to digital transformation in higher education to overcome barriers for improving the possibility of success. Moreover, we give an insight into future research on barriers exploration

scholarly journals Employers’ Perspectives on the Performance of Higher Education Institutions in Preparing Graduates for the Workplace: A Review of the Literature

2018 ◽  
Vol 8 (3) ◽  
pp. 92 ◽  
Author(s):  
Matthew R Hodgman
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Future Research ◽  
Review Of The Literature ◽  
Education Professionals ◽  
For Profit ◽  
Work Related ◽  
Job Attainment ◽  
Higher Education Professionals ◽  
Educational Credentials

Educational credentials play an important role in the job attainment process. To employers, academic credentials signal that a prospective employee has acquired certain competencies that certify readiness for the workplace. As grantors of educational credentials, higher education institutions (HEIs) are entrusted with the important duty of preparing graduates to enter the workforce. In order to better understand what employers need from HEIs in terms of preparing recent graduates for the workforce and the degree to which employers currently view the performance of HEIs in terms of preparing graduates to meet these needs, a review of the literature concerning employers’ perceptions of HEI performance was conducted for the current study. Sources were reviewed and analyzed for reoccurring ideas or themes in the literature. Three themes emerged from the review: (a) the need for work-related skills, (b) the need for internships, and (c) skepticism toward for-profit higher education (FPHE) graduates. Suggestions for future research are offered based on the emergent themes. This study is beneficial to prospective college students, college administrators, employers, and higher education professionals and scholars. 

Telepractice for Adult Speech-Language Pathology Services: A Systematic Review

2020 ◽  
Vol 5 (1) ◽  
pp. 326-338 ◽  
Author(s):  
Kristen Weidner ◽  
Joneen Lowman
Keyword(s):  
Systematic Review ◽  
Primary Progressive Aphasia ◽  
Future Research ◽  
Service Delivery Model ◽  
Speech Language Pathology ◽  
Review Of The Literature ◽  
Research Designs ◽  
Assessment And Treatment ◽  
Language Pathology ◽  
Screening Assessment

Purpose We conducted a systematic review of the literature regarding adult telepractice services (screening, assessment, and treatment) from approximately 2014 to 2019. Method Thirty-one relevant studies were identified from a literature search, assessed for quality, and reported. Results Included studies illustrated feasibility, efficacy, diagnostic accuracy, and noninferiority of various speech-language pathology services across adult populations, including chronic aphasia, Parkinson's disease, dysphagia, and primary progressive aphasia. Technical aspects of the equipment and software used to deliver services were discussed. Some general themes were noted as areas for future research. Conclusion Overall, results of the review continue to support the use of telepractice as an appropriate service delivery model in speech-language pathology for adults. Strong research designs, including experimental control, across multiple well-described settings are still needed to definitively determine effectiveness of telepractice services.

UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

scholarly journals Evaluation of Diversity Programs in Higher Education Training Contexts in Spain

2021 ◽  
Vol 11 (5) ◽  
pp. 226
Author(s):  
David Pérez-Jorge ◽  
Eva Ariño-Mateo ◽  
Ana Isabel González-Contreras ◽  
María del Carmen Rodríguez-Jiménez
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Social Conditions ◽  
Dropout Rates ◽  
Educational Institutions ◽  
Educational Systems ◽  
University Teachers ◽  
Diversity Programs ◽  
Spanish Universities

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.

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