Challenges and strategies for the internationalization of higher education in low-income East African countries [Scholarly Article - Higher Education, January 2023]

Title:

Challenges and strategies for the internationalization of higher education in low-income East African countries

 

Authors:

Mohammad Moshtari & Alireza Safarpour 

 

Published:

Higher Education, 23 January 2023

https://link.springer.com/article/10.1007/s10734-023-00994-1

Abstract:

As it becomes more crucial to push the boundaries of science to develop new technologies and important global initiatives, internationalization can be instrumental in helping underdeveloped countries overcome challenges such as poverty, climate change, and educational inequalities. Higher education institutions have always faced challenges in the process of internationalization, which have occupied scholarly attention in recent decades, but little research has been conducted on the internationalization of higher education in less developed African countries. This qualitative study aims to shed light on the challenges of internationalization of higher education in low-income countries in East Africa. After reviewing the literature and interviewing academics, the obtained data were thematically analyzed. The results suggested 12 main challenges, which were classified into four major categories. The challenges include a lack of clear policies and guidelines; the inefficiency of the organizational structure of internationalization; financial, infrastructure, and equipment problems; weaknesses in scientific, skill, and language competences; cultural differences; non-reciprocal relationships; and a brain drain. Finally, strategies for responding to these challenges with regard to the internal and external environments of higher education institutions were proposed. Among the internal strategies of higher education institutions are the development of clear policies and visions, planning for the development of human resources, and sustainable budgeting for internationalization programs. External strategies emphasize the development of national policies and laws based on contextual and environmental conditions, as well as interaction and participation in international meetings to expand communication and use the scientific and economic capacities of international agencies and institutions.

 

Challenges and strategies for the internationalization of higher education in low-income East African countries [Scholarly Article - Higher education, January 2023]

Title:

Challenges and strategies for the internationalization of higher education in low-income East African countries

 

Authors:

Mohammad Moshtari

Faculty of Management and Business, Industrial Engineering and Management, Tampere University, Tampere, Finland

& 

Alireza Safarpour

Sharif Policy Research Institute, Tehran, Iran

 

Published:

Higher Education, 23 January 2023 

https://link.springer.com/article/10.1007/s10734-023-00994-1

 

Abstract:

As it becomes more crucial to push the boundaries of science to develop new technologies and important global initiatives, internationalization can be instrumental in helping underdeveloped countries overcome challenges such as poverty, climate change, and educational inequalities. Higher education institutions have always faced challenges in the process of internationalization, which have occupied scholarly attention in recent decades, but little research has been conducted on the internationalization of higher education in less developed African countries. This qualitative study aims to shed light on the challenges of internationalization of higher education in low-income countries in East Africa. After reviewing the literature and interviewing academics, the obtained data were thematically analyzed. The results suggested 12 main challenges, which were classified into four major categories. The challenges include a lack of clear policies and guidelines; the inefficiency of the organizational structure of internationalization; financial, infrastructure, and equipment problems; weaknesses in scientific, skill, and language competences; cultural differences; non-reciprocal relationships; and a brain drain. Finally, strategies for responding to these challenges with regard to the internal and external environments of higher education institutions were proposed. Among the internal strategies of higher education institutions are the development of clear policies and visions, planning for the development of human resources, and sustainable budgeting for internationalization programs. External strategies emphasize the development of national policies and laws based on contextual and environmental conditions, as well as interaction and participation in international meetings to expand communication and use the scientific and economic capacities of international agencies and institutions.

 

Indigenous Inclusion and Indigenising the University [Scholarly Article - New Zealand Journal of Educational Studies, August 2022]

Title:

Indigenous Inclusion and Indigenising the University

 

Authors:

Te Kawehau Hoskins & Alison Jones 

University of Auckland, Waipapa Taumata Rau, Auckland, New Zealand

 

Published:

New Zealand Journal of Educational Studies, 29 August 2022

https://link.springer.com/article/10.1007/s40841-022-00264-1

 

Abstract:

‘Indigenous inclusion’ has been the most common approach to Māori engagement in university education in Aotearoa-New Zealand. Increasingly, another orientation, based on different premises, which might be called ‘indigenisation’, is becoming evident. We argue that indigenisation offers more hopeful possibilities for New Zealand universities as they/we continue to think about their/our obligations under Te Tiriti o Waitangi. 

 

Can Character Strengths Predict College Adjustment? A Study Carried Out in Nursing Students in the Argentine Republic [Scholarly Article - Trends in Psychology, August 2022]

Title:

Can Character Strengths Predict College Adjustment? A Study Carried Out in Nursing Students in the Argentine Republic

 

Authors:

Aldana Sol Grinhauz, 

Center for Human and Social Research for Defense (CISOHDEF), National Military College Headquarters, National Defense University (UNDEF), Army Faculty Salguero 2154, San Martín, Buenos Aires, Argentina 

Sergio Héctor Azzara 

Center for Human and Social Research for Defense (CISOHDEF), National Military College Headquarters, National Defense University (UNDEF), Army Faculty Salguero 2154, San Martín, Buenos Aires, Argentina 

 

& 

 

Susana Azzollini 

Research Secretariat of the Army Faculty, Center for Social and Human Research for Defense (CISOHDEF), National Council for Scientific and Technical Research (CONICET), National Defense University, Buenos Aires, Argentina

 

Published:

Trends in Psychology, 2 August 2022

https://link.springer.com/article/10.1007/s43076-022-00215-1

 

Abstract:

The objective of the study was to analyse and develop an explanatory model of the relationship between strengths of character and adaptation to the university in nursing students from different educational institutes of the Provinces of Buenos Aires and Formosa, in its three dimensions—academic, social, and institutional. The prediction model was based on the 24 character strengths of 210 nursing students from different educational institutes of the Provinces of Buenos Aires and Formosa, aged between 20 and 55 years (M = 28.49; SD = 7.51; 76% women). The Inventory of Virtues and Strengths and the Scale of Adaptation to the University were used. Three multiple linear regression analyses were carried out, one for each dimension of university adaptation. The strengths of citizenship, hope, prudence, and social intelligence predicted the social dimension. The strengths of vitality, citizenship, and fairness predicted the institutional dimension. The strengths of prudence, spirituality, and vitality predicted the academic dimension. The results allow us to state that character strengths constitute a valuable resource for the nursing student given their role as predictors of the ability to adapt to university life. 

 

CHILE - Green buildings in Chilean public higher education: a trend or a must-have in university strategic guidelines? [Scholarly Article - International Journal of Sustainable Development & World Ecology, July 2022]

Title:

Green buildings in Chilean public higher education: a trend or a must-have in university strategic guidelines?

 

Authors:

Claudia Mac-lean, GAIA Antarctic Research Centre, University of Magallanes, Punta Arenas, Chile

Pablo Núñez-Cárdenas, Horticulture & Floriculture Centre, Institute of Patagonia, University of Magallanes, Punta Arenas, Chile

Bárbara Rodríguez, Department of Architecture, Faculty of Architecture and Urbanism, University of Chile, Santiago, Chile

&

Cristian Aldea, GAIA Antarctic Research Centre, University of Magallanes, Punta Arenas, Chile; Department of Sciences and Natural Resources, University of Magallanes, Punta Arenas, Chile

 

Published:

International Journal of Sustainable Development & World Ecology, 3 July 2022

https://www.tandfonline.com/doi/abs/10.1080/13504509.2022.2095452?journalCode=tsdw20

 

Abstract:

Green buildings have gained increasing relevance and market share in recent decades. Also, higher education institutions are progressively incorporating the conceptualisation of sustainable development by greening campuses. Thus, given the construction sector relevance in climate change mitigation and the role universities have to play as models for society, the purpose of the present paper is twofold. First, the authors develop a baseline study to determine the extent to which green buildings’ features and certifications are being incorporated in public Chilean higher education institutions, as a first of its kind effort in the higher education sector in Chile. Second, the authors explore the opportunities that can support the advancement of campus greening through green buildings deployment on university campuses in Chile. This study follows a qualitative strategy approach in the form of a survey design based on the UI GreenMetric World University Ranking that was administered through an online questionnaire to representatives who hold the position of Sustainability or Infrastructure Heads in public universities, which are united in the Chilean State Universities Consortium. The main findings suggest a general maturation process of green building features´ incorporation on campuses at Chilean public higher education institutions in early or transitional stages. The leading indicators relate to open space, pedestrian paths, and efficient appliances, whereas the reported performance is lower with respect to sustainability budget, zero emission vehicles, and greenhouse gas emission reduction programmes. The opportunities identified for promoting the implementation of green buildings relate to three entrenched dimensions: research, promotion, and public policy.

Teach outside your comfort zone: A qualitative study of higher education students’ conceptions in Namibia [Cogent Education, 2022]

Title:

Teach outside your comfort zone: A qualitative study of higher education students’ conceptions in Namibia  

 

Authors: 

Elina M. Amadhila &James Guest |Lily Zeng (Reviewing editor)  

 

Published: 

Cogent Education, Volume 9, Issue 1, 20 January 2022 https://www.tandfonline.com/doi/full/10.1080/2331186X.2022.2026189   

 

Abstract: 

Namibian Higher Education Institutions offer education at the levels of certificate, diploma, undergraduate degree and some other post graduate levels and each typically pursues different levels of capacity in skill and knowledge development for their graduates. However, systematic investigations of students’ conceptions of good teaching are hardly carried as the focus tend to be on teachers’ views. Qualitative data was collected through face-to-face focus group discussions and was analysed using the Noticing, Collecting and Thinking method of analysis. It was found that good teaching requires teachers who operate using the student-centred, learning oriented conception framework. Such are teachers who ensure students understand the content of the subjects, understand students’ problems, are punctual and provide opportunities for students to access learning resources. Although many of the findings from this paper may not be unique from the existing literature, the implication of the absence of unique insights is that methods of instruction and administration continue to be modified to reach students’ hearts. This study contributes to furthering knowledge about good teaching in higher education institutions and its attributes in Namibia and analyses how this is different from developed countries.

 

Students' perceptions of learning, using interactive notes (by E Papageorgiou) [Scholarly Article: SAJHE, May 2021]

Title:

Students' perceptions of learning, using interactive notes

 

Author:

E Papageorgiou

University of the Witwatersrand, Johannesburg, South Africa

 

Published:

South African Journal of Higher Education, Volume 35, Number 2 (13 May 2021) 

https://www.journals.ac.za/index.php/sajhe/article/view/3975

Abstract:

Orientation: 

The main purpose of teaching should be to encourage and promote learning. Purpose: To assist lecturers to gain additional information about how students learn, through the use of “interactive notes”, as opposed to “comprehensive notes” that could affect their academic performance. Due to the lack of student engagement in large classes, the study investigated students’ perceptions of learning in lectures to establish how students learn and whether they have learnt and/or acquired knowledge in lectures.
 

Research Problem: 

The research question was “what teaching aids/tools accounting students prefer in relation to their race, gender, language and/or academic performance on how students learn and/or acquire knowledge in lectures”? 

 

Methodological approach: 

The research study was exploratory; N=382 students participated in the study at a South African university. Standard multiple regression analysis was employed and statistical tests were conducted to determine the relationships between categorical variables to answer the research question. 

 

Major findings: 

The findings provide a source for educators to introduce interactive learning in lectures. An increase in students’ academic performance was noted with the inclusion of “interactive notes” in lectures. We also find that students learn better when they actively engage, participate and interact in lectures when taking notes. 

 

Conclusion: 

The value of the study contributes to the knowledge of research in addressing first-year students’ learning perceptions in a more effective learning environment.

Understanding the governance dynamics of a supranational university: The African pioneering model [Scholarly Article - Tuning Journal for Higher Education, 2020]

Title:

Understanding the governance dynamics of a supranational university: The African pioneering model

 

Authors:

Lazarus Nabaho, Uganda Management Institute 

Wilberforce Turyasingura, Uganda Management Institute 

Jessica Norah Aguti, Makerere University 

&

Felix Adiburu Andama, Uganda Management Institute

Published:

Tuning Journal for Higher Education, Volume 8, Number 1 (2020)

DOI: https://doi.org/10.18543/tjhe-8(1)-2020pp27-5

Abstract:

Since the 1990s, university governance has attracted the attention of scholars. However, most of the extant studies focus on the governance of national-level universities and use national regulatory frameworks. Therefore, there is a dearth of studies that hinge on the governance of supranational higher education institutions, such as the Pan African University (PAU), with the aid of regional regulatory frameworks. Consequently, little is known about the governance architecture of supranational universities, which are a post-2010 phenomenon. In view of the above, the article answers the following question: How is the Pan African University governed within a multi-layer environment? Using an interpretive lens, data was collected from the Revised Statute of the Pan African University, 2016. Content analysis was used to analyse the resultant data. The findings revealed that observance of the values of higher education, adoption of the steering-at-a-distance university governance model by the African Union Commission and of the shared governance arrangement, and merit-based selection of staff are the hallmarks of the PAU governance architecture. The governance model of the PAU resonates with the governance architecture of country-level universities in form rather than in substance. The notable variations in the substance include the partial adoption of the philosophy of ‘letting the managers manage’, the existence of multi-governance layers, lay domination of the University Senate, the presence of ‘universities’ in PAU governance arrangement, the existence of a ‘quasi-governance’ organ with external representation at the level of the Institute, and the continental outlook of the PAU Council. Therefore, it can be concluded that the missions of the universities and their context shape universities’ governance architecture.

South African universities in a time of increasing disruption [Scholarly Article - South African Journal of Economic and Management Sciences, 2021]

Title:

South African universities in a time of increasing disruption

 

Authors:

Johan Coetzee, Brownhilder Neneh, Karlien Stemmet, Jana Lamprecht, Constance Motsitsi & Winnie Sereeco

All from the University of the Free State, Bloemfontein, South Africa

Published:

South African Journal of Economic and Management Sciences (SAJEMS), 26 April 2021

https://sajems.org/index.php/sajems/article/view/3739

Abstract 

Background: The Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have disrupted the higher education environment in unprecedented ways.  

 

Aim: This article identifies the impact of increasing disruption driven by the 4IR and COVID-19 on the content and curriculum design of degree programmes in economic and management sciences offered by South African universities.  

 

Setting: Six South African and five top-tier US and UK universities.  Methods: The study used a non-positivist qualitative research design and specifically the case-study approach. A document analysis of the information in university yearbooks and prospectuses was conducted, using a purposive sampling design.  

 

Results: An online presence will become more important due to increased disruption, and will not only ensure an additional revenue stream, but also promote continuity in operations and mitigate threats from competitors. COVID-19 has accelerated the extent of this disruption and expedited the migration to online teaching and learning platforms.  

 

Conclusion: Since science, technology, engineering and mathematics are integral to the majority of 4IR-related modules, South African universities must not shy away from degree programmes that ignore inter- and multi-disciplinary curriculum designs. Coupled with the challenges facing the majority of South African students to access electronic devices, data and the internet, COVID-19 has thrust this challenge to the forefront in the South African higher education landscape. By comparing the developments in South African universities with those in trendsetting, top-tier, global universities, management can assess the extent to which they are internationally competitive and adapting to the demands of the 4IR.

A socio-political approach on autistic students’ sense of belonging in higher education [Scholarly Article - Teaching in Higher Education, 1 December 2020]

Title:

A socio-political approach on autistic students’ sense of belonging in higher education

 

Authors:

Henri V. Pesonen, Juuso Henrik Nieminen, Jonathan Vincent, Mitzi Waltz, Minja Lahdelma, Elena V. Syurina & Marc Fabri

 

Published:

Teaching in Higher Education, 1 December 2020

https://www.tandfonline.com/doi/full/10.1080/13562517.2020.1852205

 

Abstract:

Although an unprecedented number of autistic students are entering higher education, research focusing on their sense of belonging is scarce. Autistic students’ sense of belonging can be jeopardized due to the students’ encounters with a network of social expectations, activities, responses and biased attitudes. Using a participatory approach, our objective was to examine autistic university students’ perceptions about their sense of belonging whilst at university. The study involved semi-structured interviews with 12 autistic university students and graduates from the Netherlands. Data were analysed using theory-guided content analysis and elaborative coding approaches. Findings indicate that autistic students’ sense of belonging is multi-dimensional, fluid, and located within affective, spatial, temporal, social and political contexts. Our findings offer a novel and theoretically robust framework to conceptualise and further understand the sense of belonging. Important practical implications are also given.

National Universities in Argentina during the pandemic outbreak by Mariana Mendonça [Scholarly Article - Transformation in Higher Education, 2 November 2020]

Title:

National Universities in Argentina during the pandemic outbreak 

 

Author:

Mariana Mendonça

 

Published:

Transformation in Higher Education, Volume 5, a91, 2 November 2020

https://thejournal.org.za/index.php/thejournal/article/view/91

 

From the abstract:

Background: The health emergency that Argentina is experiencing because of the COVID-19 pandemic radically changed institutional normality at all educational levels. Universities have certainly not escaped this logic. Whilst their first response was a general shut down, along with a shift to online teaching and learning, the actions taken in response to the pandemic went far and beyond. These institutions sought to contribute, in different ways, to satisfy the new social demands linked to the outbreak of the health emergency.  

 

Aim: We aim to give an account of the actions that the national universities in Argentina took in response to the distinctive social demands linked to the pandemic outbreak.

Frontiers in Education (2020) - Development of key performance measures for e-learning knowledge systems: The case of higher education institutions in Taiwan

Title:

Development of key performance measures for e-learning knowledge systems: The case of higher education institutions in Taiwan

 

Authors:

Shu-Ping Chang,  Chihlee University of Technology, Taiwan

Sheng-Yi Wu, National Pingtung University, Taiwan

An-Chi Liu, Feng Chia University, Taiwan

Published:

Frontiers in Education, 5 October 2020

https://www.frontiersin.org/articles/10.3389/feduc.2020.583562/abstract

Abstract:

To cope with the trend of e-learning and competition in global higher education, the Ministry of Education of Taiwan has promoted the ‘Project on deep ploughing of e-Learning’ to study the establishment of university e-learning knowledge systems, which will serve as a reference for universities to develop e-learning in response to the trends of the digital age. The research team developed a preliminary draft of the e-learning knowledge system through a literature review, modified it through the Delphi technique, and finally developed an e-learning knowledge system. The system consists of two dimensions: ‘organization’ and ‘teaching team’. The organization dimension is divided into the ‘level of preparation’ and ‘execution and implementation’ sub-dimensions. The dimension of the teaching team is divided into the ‘basic ability’ and ‘course design and application’ sub-dimensions for a total of 4 sub-dimensions. The dimensions and sub-dimensions are divided into levels, sub-levels, indicators, and the content of indicators. The results of the research include 2 dimensions, 4 sub-dimensions, 14 levels, 40 sub-levels, and 84 indicators.

Times Higher Education, 1 May 2020 - Australian universities, TAFEs dish up snack-sized courses

Title:
Australian universities, TAFEs dish up snack-sized courses

Author:
John Ross

Published:
Times Higher Education, 1 May 2020

From the article:
"The pandemic has fostered a plethora of short courses in Australia, as universities and colleges harness new funding opportunities to transform lockdown downtime into a feast of upskilling.  

But the online offerings have prompted questions about their legality and concerns about renewed competition between universities and the chronically underfunded vocational education and training (VET) sector."

To read this article:
https://www.timeshighereducation.com/news/australian-universities-tafes-dish-snack-sized-courses

Short Article - How to help students with a hearing impairment as courses move online

Title:
How to help students with a hearing impairment as courses move online

Author:
Dr Diane Bell, Researcher, Cape Peninsula University of Technology, South Africa

Published:
The Conversation, 2 April 2020

From the article:
"Some students may have a hearing impairment and make use of technology such as hearing aids or cochlear implants. Even under the best circumstances, their accessibility needs are frequently unmet. In this COVID-19 pandemic, with little time to prepare, the focus is understandably on accommodating the majority of students, but this leaves many students further marginalised."

To read this article:
https://theconversation.com/how-to-help-students-with-a-hearing-impairment-as-courses-move-online-134582

Final Report: Erasmus+ higher education impact study

"Between 2014 and 2018, two million students and staff in higher education undertook a learning, training or teaching period abroad with the new Erasmus+ programme. The objective of the study was to assess the impact of Erasmus+ mobilities on staff, students and the higher education institutions. It was based on almost 77,000 survey responses from these groups."

Published on the Publications Office of the European Union as part of EU Publications, 17 May 2019

Corporate autor(s): 
CHE Consult, Directorate-General for Education, Youth, Sport and Culture (European Commission), ICF Consulting

Themes: 
Educational policy

To read this report:
https://publications.europa.eu/en/publication-detail/-/publication/94d97f5c-7ae2-11e9-9f05-01aa75ed71a1