Educational Leadership Commons^™

Casting A Critical Lens On Thailand’S Higher Education System: A Case Study Of Women’S Experiences As Agricultural Extension Faculty, Morgan A. Richardson Gilley, Richie Roberts, Kristin Stair, J. Joey Blackburn

Journal of International Agricultural and Extension Education

The agricultural industry and higher education have traditionally been male-dominated spaces in the developing world. However, in recent decades, significant progress in female representation has been achieved in both sectors. Previous research has suggested that women in the Southeast Asian agricultural industry have been more empowered than women in other regions. However, women in Thailand’s agricultural postsecondary programs have been understudied. In response, this study examined the experiences and perceptions of women agricultural extension faculty in Thailand’s higher education system. Through qualitative analysis of in-depth interviews with women, three distinct themes emerged: (1) gendered disparities, (2) barriers to success in …

Improving The High School And College Classroom Experience For Learners With Refugee Status: Theory, Practice, And Change., Kayte Thomas, Sara-Jean Lipmen

Journal of Applied Disciplines

Refugee populations are increasing globally, and children make up more than fifty percent of those displaced. Unique experiences that come with forced migration including fragmented education, trauma, family separation, grief, and adverse other effects can impact learning in the classroom for refugee students. Existing data indicates that schools lack sufficient protocols to meet the needs of students with refugee status who consistently face risks associated with ill-prepared learning environments, and therefore must rethink possibilities to address this. By adopting strategic decolonized approaches, educational leaders can create supportive environments which improve instructional methods and learning outcomes for these students as they …

University Administrators’ Visions For The Recovery Of International Student Exchange In A Post–Covid-19 World, Yusuke Sakurai, Yukiko Ishikura, Ryoko Nakano, Yuki Nabeshima, Yu Sengoku, Akito Okada, Sachihiko Kondo

Higher Learning Research Communications

Objectives: Little is known about how international functions of higher education, such as exchange programmes, can be resumed during recovery from a disruptive global crisis, such as COVID-19. We collected the opinions of administrators of international exchange programmes regarding their plans to resume their exchange programmes in the recovery phase and identified variations in the responses concerning institution type (public vs. private) and the presence or absence of a medical school.

Method: We used multiple-choice survey questions in our study, resulting in 180 valid responses. We examined overall patterns using descriptive statistics and institutional uniqueness using Fisher’s exact test.

Results: …

Selling Graduation: Higher Education And The Loaning Of Liberation, Annie Pocklington, Elizabeth J. Flanagan, Christopher Bodenheimer Knaus

Essays in Education

While the costs to attend college continue to rise exponentially, a bachelor’s degree is held up as required for economic stability within the U.S. and across the globe. With drastic disparities in earning potentials after graduation reduced by racism, sexism, classism, heterosexism, ableism, and related structural disparities, the value of a degree continues to be questioned, especially for historically marginalized communities. As the loan industrial complex continues to profit off of students, President Biden has offered $10,000 in student loan relief for some borrowers, though this action has been blocked by federal courts and is currently on hold. Whether Biden’s …

White Student Affairs Practitioner's Role In Actualizing An Antiracist Environment, Patrick Lovelace

The Vermont Connection

This article is meant to serve as a resource for white student affairs practitioners to continue to consider their role in engaging in anti-racism work by learning about both theoretical and practical tools. Through the lens of Critical Race Theory, this piece examines the way racism is used as a tool by those with power to marginalize and harm Black individuals and communities people specifically through a higher education and student affairs context. Using existing research and practice that requires the self-examination of whiteness by white people, this piece will hopefully engage practitioners in considering ways to leverage whiteness as …

Ya'll Don't Hate White Supremacy Enough For Me: How Performative Dei Prevents Anti-Racism And Accountability In Higher Education, Dr Frederick V. Engram Jr, Katie Mayer

The Vermont Connection

Many institutions of higher learning and more specifically predominately white institutions (PWIs) have created divisions, teams, and administrative roles aimed at transforming problematic and racism-centered institutions. However, the teams and leaders almost never have true autonomy or institutional support in creating an environment not centered in whiteness or white feelings but one centered in disruption of the status quo and truly anti-racist. As scholars and practitioners, we find ourselves being requested to tailor our talks or teaching in a way that is digestible for white people. Meanwhile, students of color are being berated at athletic events, in their classes, and …

Innovative Assessment Feedback Practices In Higher Education: A Path Towards Building Learning Circles Or Just Closing The Feedback Gap?, Mihaela A. Lynn

Journal of Graduate Education Research

Considered a vital aspect of learning, feedback is usually a common element in instructional practice. In higher education, assessment feedback has been found to lack the ability to impact student learning. Therefore, recent feedback literature has stressed a change in practice to address this issue. This review examines the extent to which innovative assessment feedback practices succeed in engaging undergraduate students to use the feedback they receive. Findings indicate that making assessment feedback a dialogic, reiterative process that provides opportunities for reflection and interaction with peers can enable adaptive engagement and promote mastery learning. However, most of these affordances revolve …

Reflections On Inclusive Teaching, Michelle Pacansky-Brock

Journal of Educational Research and Practice

The COVID-era has left a lasting impression on each of us. How are college educators applying the full complexity of these experiences to their work to make teaching and learning in all modalities more welcoming, meaningful, and fulfilling for everyone? This reflection opens a conversation about inclusive teaching and invites you to be part of it.

Designing Effective Online Courses: Exploring The Relationships Amongst Online Teaching Self-Efficacy, Professional Development, Online Teaching Experience, And Reported Implementation Of Effective Higher Education Online Course Design Practices, Elizabeth Mcmahon

The Interactive Journal of Global Leadership and Learning

How best to prepare and support higher education faculty to design and teach effective online courses is a topic of great significance to higher education institutional leaders and faculty developers. This study explored how hours of professional development along with online teaching and learning experiences were related to online teaching self-efficacy and the extent to which participants reported implementation of effective online course design practices. Using a non-experimental quantitative correlational explanatory research study design, data were collected using a questionnaire. Participants included 104 online faculty from a large public higher education system located in the upper Midwest that includes both …

Core Self-Evaluation Theory In Qualitative Research: Extending A Quantitative Theory Into A Qualitative Framework To Study Community College Faculty., Patria Lawton

The Interactive Journal of Global Leadership and Learning

The use of qualitative research in higher education has long been underutilized, specifically when examining community colleges. The purpose of this article is to demonstrate the need for more qualitative research focusing on the lives and work of community college faculty and to introduce the reader to Judge et al. (1997) Core Self-Evaluation Theory (CSE). The article describes the rationale and process of utilizing CSE as a viable theoretical framework in qualitative research. The author discusses the way in which CSE was extended from a traditional quantitative measure to a qualitative framework by walking the reader through a study which …

Engaged Social Media In Higher Education While Avoiding The Label Of "Striving", Jessica Nerren

Journal of Critical Issues in Educational Practice

Striving has become a word laden with problematic meanings in the world of higher education. For instance, if a university is too aligned with business, or becomes overly selective, or deviates from original purpose or mission, then, at times, those actions are seen as striving (O’Meara, 2007). O’Meara (2007) defines striving as participation in efforts to improve status and prestige in line with the hierarchy. Allen (2021) echoes the problematic nature of this practice witnessed abroad, equating striving educational practices with neoliberalism, potentially overshadowing primary purposes of the institution, such as learning and teaching, or drowning out important parts of …

(Re)Imagining A Dialogic Curriculum: Humanizing And Epistemically Liberating Pedagogies, Parise Carmichael-Murphy, Josephine Gabi Dr

Race and Pedagogy Journal: Teaching and Learning for Justice

This paper is a call to university leaders across the United Kingdom to stand in solidarity with racialized and racially minoritized students by embracing humanizing and epistemically liberating practices that open up possibilities for authentic dialogue and action. This dialogue should seek to resist the barriers which have resulted in the marginalization, and often systemic discrimination of racially minoritized students within higher education. We seek to illuminate the revolutionary leadership of university students, who have initiated the movement toward racial representation, multiple truths, and a more equitable curriculum that subverts the violence of Western cognitive imperialism. Black feminist thought informs …

Impact Of Organizational Support On Faculty Commitment To Academic Accreditation In Higher Education Institutions, Yasser F. Hendawy Al-Mahdy, Nesreen Salah El-Din, Aisha Al-Harthi

International Journal for Research in Education

The study aimed to identify the degree of perceived organizational support (POS) of faculty members and their commitment to academic accreditation (CTAA). Then, it explores the effect of POS on CTAA, gender, nationality, and administrative positions on them. Participants included a convenient sample of 221 faculty members from Sultan Qaboos University in Oman. Data analysis included measures of central tendency and structural equation modeling to conduct confirmatory factor analysis and build regression models. Results showed moderate degree of faculty POS and high level of CTAA. Significant gender difference is also observed for POS, with male faculty members showing higher POS …

Iranian Students’ Experience Of K-12 And Higher Education: Use Of Drawings To Convey The Difference Between Ideals And Reality, Iman Tohidian, Abbas Abbaspour, Ali Khorsandi Taskoh

The Qualitative Report

The focus of education during K-12 and Higher Education (HE) in Iran is on theoretical empowerment of students; therefore, our students get an illusion of knowing. In fact, what happens is not learning and understanding; rather, it is verbatim transfer of available information in the textbooks into the students’ minds. It might be because the students and teachers (as the main stakeholders of the education) are the least powerful parties within the pyramid of power amongst educational practitioners and policymakers. It means their voice, feedback, needs, and ideologies have no place in the educational decisions and policies. In alignment with …

What Makes For A Career In Higher Education?, Charles Bicak

Mountain Plains Journal of Business and Technology

Reflections on a career in higher education, offered by UNK Senior Vice Chancellor for Academic & Student Affairs Charlie Bicak.

Junior Faculty Advising For Effective Student Growth And Academic Success: A Qualitative Study, Noreen Powers, Russell Wartalski

Teacher-Scholar: The Journal of the State Comprehensive University

Supporting the academic advising needs of adult learners is paramount for colleges and universities. Research suggests that the faculty advisor's role is pivotal in students' academic progress. At both the undergraduate and graduate levels, faculty advisors are tasked with supporting adult learners in achieving their professional goals and providing resources to ensure their academic success. Specifically, they help students navigate curriculum requirements and provide support both inside and outside the classroom. The tasks and responsibilities associated with faculty advising can vary based on the institution type and program needs. However, junior faculty who take on advising responsibilities at regional public …

Factors Affecting Successful Quality Assurance Implementation In Vietnamese Higher Education: A Qualitative Study, Loc Thi My Nguyen, Trung Tran, Thuan Van Pham, Tien-Trung Nguyen, Hien Thi Thu Le, Thao Thi Phuong Trinh, Thanh Thi Nghiem

The Qualitative Report

Quality assurance and accreditation was officially introduced into the higher education system in Vietnam over ten years ago. It is evident that quality assurance has resulted in positive impacts on university management, teaching, learning and research activities. This paper aims to explore factors that aid the successful implementation of higher education quality assurance and accreditation in Vietnam. Through semi-structured interviews with 32 participants, this study identified a number of factors that contributed to quality assurance processes, including awareness of the importance of quality assurance, better institutional manager leadership, support of university lecturers, staff, and students, and the vital responsibility of …

Research At The Royal University Of Bhutan And Ways Forward, Deki C. Gyamtso, Kezang Sherab, T. W. Maxwell

Journal of Global Education and Research

The Royal University of Bhutan (RUB) was formed by an amalgamation of teaching institutions in 2003. RUB policy requires research; however, studies have shown that RUB faculty are variable in their response to the requirement to add research to their workload. While improvements have been made, challenges to research output have been identified. This article sets out recent developments in research at RUB. Data were gathered through an online survey of RUB faculty (n = 206) and semi-structured interviews with the college Presidents (n = 5) and Deans of Research and Industrial Linkages (n = 8). Findings show …

Cross-Border Development: A Long-Term Role For Universities, Robert Brian Smith, Nucharee Nuchkoom Smith

ASEAN Journal of Community Engagement

Low-income economies are experiencing potential serious threats in terms of long-term sustainability and social development. At the same time, most developing economies are grappling with possible disruptions from the Fourth Industrial Revolution and the current COVID-19 pandemic and its economic consequences. However, every economy has the same goal of elevating its status to that of a developed country. This research uses the narrative/case study approach to examine cross-border development and the role that universities can play as important actors in the development of society. Moreover, this research combines observations and literature analysis. Universities are clearly best placed to play an …

Blending Credit & Non-Credit Courses: Best Practices, Opportunities, Barriers, Keisha Samuels, M. Todd Estes, Heather Eckman, Kelly Gillerlain, Shanda Jenkins, Wendy Miller-Edwards, Olivia Reinauer, Nicole Walker

Inquiry: The Journal of the Virginia Community Colleges

Community colleges offer an array of programs designed to help students meet different goals. Noncredit education provides training for students seeking targeted, often shorter, courses for personal and professional enrichment (Cohen, Brawer, & Kisker, 2014). Many community colleges are now increasingly emphasizing noncredit workforce education as they support regional workforce development efforts and strive to meet the needs of their local industry partners (Van Noy, Jacobs, Korey, Bailey, & Hughes, 2008). Despite the millions of students enrolled in these courses and their potential to generate revenue for the institutions delivering programs, Voorhees and Milam (2005) refer to noncredit community college …

Increasing Diversity Of Faculty And Administrators In The Virginia Community College System, Nicole Munday, Rachel Angel, Mahzar Anik, Sylvia Clay, Lorraine Justice, Cheri Maea, Gena Mckinley, Tim Merrill, Aaron Rosenthal

Inquiry: The Journal of the Virginia Community Colleges

In 2013, Chancellor DuBois convened a Task Force on Diversity with the aim of making the Virginia Community College System (VCCS) a model for diversity by “increasing the demographic diversity of the VCCS so that teaching faculty and leaders look more like the communities we serve” (Chancellors Diversity Task Force, 2014, p. 3). The hard work of the Task Force members culminated in a report that summarized their findings and recommendations, including a “Call to Action” list of 11 steps, many of which have been implemented or are in progress. Several of these key initiatives have put the VCCS on …

Using Artificial Intelligence To Enhance Educational Opportunities And Student Services In Higher Education, Mandy Barrett, Lisa Branson, Sheryl Carter, Frank Deleon, Justin Ellis, Cirrus Gundlach, Dale Lee

Inquiry: The Journal of the Virginia Community Colleges

Artificial intelligence (AI) technology is becoming the basis for business. Most businesses use it to improve the customer experience. The education community is just beginning to find ways to successfully implement AI for staff and students. Artificial Intelligence should be leveraged to create a better student experience. For example, Elon University uses AI to assist students with tracking previously taken courses and helps them apply the information to their course-planning (Gardner, 2018). Georgia State University uses Pounce, a chatbot built by AdmitHub, reducing summer melt by over 20% by reaching out to students via text when they have not completed …

Accelerating Student Success: The Case For Corequisite Instruction, Maggie Emblom-Callahan, Nekisha Burgess-Palm, Sandra Davis, Amanda Decker, Heather Diritto, Shana Dix, Camisha Parker, Eric Styles

Inquiry: The Journal of the Virginia Community Colleges

The successes of corequisite remediation courses and supplemental instruction over traditional remediation courses such as the modular Math Essentials have been widely and recently documented (Logue, Watanabe-Rose, & Douglas, 2016). Corequisite reform is an important strategy to improve student completion of higher education goals. A robust corequisite model integrates gateway course content with lifelong tools such as time management and study skills that help students beyond the scope of one course. Corequisite remediation may not completely eliminate developmental courses; however, “a fundamental redesign of the support system for academically underprepared students” will include corequisite remediation (Vandal, 2014). This broader “support …

Promoting The Value Of Career Education Programs, David Howell, Maryanne Serignese, Shawn Anderson, Rachel Dodson, Joshua Mcdowell, Jesse Miller, Dana Newcomer, Regina Sanders, Brooklyn Shehan

Inquiry: The Journal of the Virginia Community Colleges

12.5 million secondary and postsecondary students are currently enrolled in Career and Technical Education (CTE) programs in the United States (“Career,” 2019). CTE programs provide students with the academic skills, technical skills, knowledge, and training necessary to succeed in future careers and to become lifelong learners (“Career,” 2019). Students are prepared for the workplace as a result of a competency-based learning approach and through partnerships with local employers who provide hands-on experience and work-based learning opportunities (“Career,” 2019). By 2020, 65 percent of American jobs will require some postsecondary education or training, with half of these positions requiring an associate …

Taking The Leap (Learner Engaged Advising Programs): Vccs Advising Practices And Recommendations, Valerie Burge-Hall, Latoya Garrison, Leigh Giles-Brown, Dan Lepore, Melanie Mcnall, Christine Pauly, Andrew Quinn, Lisa Vaughn Jordan

Inquiry: The Journal of the Virginia Community Colleges

The Virginia Community College System (VCCS) administration identified the need for adequate and proactive advising programs to foster student success. This paper presents a review of “best practices” in advising to determine commonalities, provides a comparison with current VCCS advising practices, and offers recommendations that support the goal of ensuring high quality advising programs.

Communication And Data Sharing Between K-12 And Community Colleges, Beth Page, Jacob Surratt, Debbie Bond, Mitzi Jones, Josh Meyer, Amy Webster, Brian Wright

Inquiry: The Journal of the Virginia Community Colleges

This report investigates communication and data sharing between K-12 and community colleges to identify best practices. This wide-ranging topic encompassed many efforts that impact student recruitment, retention and success in their postsecondary education. To prioritize the most pressing issues, this report focuses on recent system-wide findings and recommendations. In 2016, the Virginia General Assembly directed the Joint Legislative Audit and Review Commission (JLARC) to review the VCCS, a process that had not been done since 1991. The JLARC report in 2017 stated that a relatively low percentage of community college students obtain a degree or credential (39 percent). In addition …

Improving Completion Rates For Underrepresented Populations, Jen Daniels, Lynn Bowers, Megan Cook, Mark D'Antonio, Amber Foltz, Carlita Mccombs, John Sound, Jenni Vancuren

Inquiry: The Journal of the Virginia Community Colleges

Most experienced educators recognize that many students will not complete optional assignments, and often those students who need additional help do not seek assistance. Current research demonstrates that students in underrepresented populations (see definition below) are less likely to seek support than others because they see needing help as a confirmation that they don’t really “belong” in college in the first place. Research shows that those who do access currently optional supports such as tutoring are more likely to succeed, so this research group looked for ways to build structured connections between underrepresented students and resources.

We found that our …

Improving Transferability Case Studies: 'Building A Better Bridge To The Bachelor's', Tamra Lipscomb, Cindy Wallin, David Braun, Katherine Clatterbuck, Faison Dana, Leonda Keniston, John Lipp, Christian Mason

Inquiry: The Journal of the Virginia Community Colleges

Many Virginians aspiring to earn a four-year degree intentionally begin their journey at one of the 23 community colleges within the Virginia Community College System (VCCS). In concert with those aspirations, the VCCS is committed to providing its residents an affordable and accessible program of study that prepares them to transfer and earn a bachelor’s degree at any one of Virginia’s colleges and universities. The establishment of an affordable and accessible pathway was one of the emanating purposes of the community college (Mellow & Heelan, 2015). The dream of affordable transfer education is one of three key legislative efforts of …

Increasing Success With Online Degree Courses And Programs In The Vccs, Thomas Chatman, Dave Dick, Paula Ford, Pamela Henry, Kim Hobert, Miles Keller, Kevin Riley, Christina Tidwell, Roberta Wright

Inquiry: The Journal of the Virginia Community Colleges

Over the last three years, 724,116 online courses were attempted within the Virginia Community College System (VCCS). From these attempts, 206,533 resulted in a grade of D or F or a withdrawal, accounting for 29% of all attempted online courses (Virginia Community College System, 2015). This does not account for the students who may have dropped the course early in the semester to avoid academic and/or financial consequences. Studies have shown that students who do not experience success in their courses drop out significantly more than their counterparts (Thayer, 1973). Additionally, these students experience delayed degree or certificate completions, higher …

Cognitive Factors In Higher Education Students: Goals, Mindset, And Internalized Motivation, Mary Kovach

Journal of Research, Assessment, and Practice in Higher Education

This manuscript demonstrates the value of understanding three cognitive factors in higher education. These three cognitive factors (i.e. goals, mindset, and internalized motivation) provide educators with the ability to enhance academic outcomes and to motivate students towards achievement. Each cognitive factor is dissected and applied to students in the higher education classroom. Additionally, research is presented to create a motivational atmosphere, specifically within the classroom environment, that will improve student mindset and develop stronger academic goals for students. Lastly, this manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation in an …