Journal of Higher Education Theory and Practice
type: channel
description: The Journal of Higher Education Theory and Practice (JHETP) is dedicated to the advancement and dissemination of academic and intellectual knowledge by publishing, through a blind, refereed process, ongoing results of research in accordance with international scientific and scholarly standards. Articles should combine disciplinary methods with key insight to contemporary issues central to students, faculty, administrators, and industry specialists. Articles of regional interest are welcome, especially those dealing with lessons that may be applied in other regions around the world. Accepted manuscripts should make strong empirical and/or theoretical contributions and highlight the significance of those contributions to the higher education field.​
publisher: North American Business Press
language: en
publication name: Journal of Higher Education Theory and Practice
issn: 2158-3595
copyright: Copyright by North American Business Press
items: Beyond the Brand: Utilizing the “Dud Index” for Academic Impact
items: Factors Influencing Women’s Access to Education in North Kivu, Democratic Republic of Congo: An Empirical Analysis
items: Recalibrating the Modern University Presidency: Structural Transformation, Leadership Preparation, and the Case for Enterprise Level Competence
items: Level of Satisfaction of Undergraduate Students With the Academic and Administrative Services Provided by the University of Panama, Veraguas Regional University Center, 2025
items: Experiential Learning for Sustainability in Accounting: Leveraging ERPsim and Case Study Pedagogy
items: The Shadow Culture of Higher Education: Exploring Educational Pathways for Undocumented and DACA Students
items: AI in Healthcare Curricula: Preparing Future Healthcare Professionals for AI in the Workplace
items: Rethinking Assessment Practices for Multilingual Learners: Bridging Theory and Classroom Evidence in Mathematics Education
items: WhatsApp as a Vector of Language Change: Indications from Igbo Aboriginal Students in South-Western Nigerian Universities
items: Exploring Doctoral Students’ Thoughts about the Use of Artificial Intelligence for Learning
items: Critical Race Study of Intergroup Dialogue Facilitator and Student Experiences in Virtual Learning
items: A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education
items: Conscious Branding, Archetypes, and Consumer Identity: A Jungian Framework for Symbolic Meaning, Cultural Individuation, and Ethical Marketing
items: Humanizing AI Feedback: Enhancing Self-Efficacy and Creative Agency in Design Education
items: Visualizing Beyond the Mask: Black Collegians Cultivating Safety Through Joy
items: School Management Factors Affecting Student Quality: A Case Study of the Thai Triam Udom Suksa Pattanakarn School Group
items: The Leonard Bernstein Music Method Education Model: Young People’s Concerts for Thai Primary Students
items: Role of LMS Assessment Tools
items: Information and Communication Technologies in the Daily Life of Elementary School Teachers: An Attitudinal Framework
items: Fostering Higher Academic Performance in African American Youth Through Enhanced Self-Efficacy: The Importance of Integrated Racial-Ethnic Identity
items: Learning Arabic Vocabulary: The Effectiveness of Teaching Vocabulary and Vocabulary Learning Strategies
items: Developing and Using Disruptive Technologies in Agricultural Education
items: Student Participation and Peer-To-Peer Learning Processes in Primary Education
items: A Critique of ‘Early School Leaving’, ‘Drop Out’ and ‘NEET’ From the UK, Denmark and Norway: Marginalisation and Co-created Education Research Project
items: Lessons for the Future of the Bologna Process and the Internationalization of Higher Education
items: Integrative Medicine and Health Training for Thai General Practitioners (GP): A SEM Analysis
items: European Education: Phenomenon, Myth, or Project?
items: A Dynamic Model of Organizing Research Work of Graduates
items: A Fresh Look at the Interplay of Work Goals, Work Attributes and Graduates’ Intention to Apply for a Job
items: Assessing Critical Thinking Skills and Creativity Skills of Higher Education Students by Using ASSURE Models

Beyond the Brand: Utilizing the “Dud Index” for Academic Impact
type: item
description: Google Gemini is a modern large language model (LLM) that has quickly become a “super tool for superusers.” Similar to garbage in, garbage out (GIGO) in statistics, in the hands of an expert user, Gemini is a tool indissoluble with speed and accuracy of answering important research questions. Knowing how to frame expert questions to prompt the LLM is essential. I ended up asking Gemini nine carefully crafted questions that evolved as Gemini answered each of my previous questions, respectively. By the time question #9 was answered, a “Dud Index” had been firmly established and justified. With the use of Gemini, I was able to developed a utility threshold to identify where journal “prestige” masks a lack of “utility.” This helps identify Type 1 Errors (False Positives: High rank but low impact) and Type 2 Errors (False Negatives: Low rank but high impact. Facts support the claim there is a Type 1 Error (Prestige Trap): ABDC Rank is A/A*, but the Dud Index is > 35%. Facts support a Type 2 Error (Hidden Gem): ABDC Rank is B/C, but the Dud Index is < 15%. Implications for business school deans and tenure review committees are critical and discussed regarding academic impact policies that inadvertently hurt faculty.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: Dud Index
  topic: keywords
subject: Gatekeeper Effect
  topic: keywords
subject: Gemini
  topic: keywords
subject: h-index
  topic: keywords
subject: High-Ranked Graveyards
  topic: keywords
subject: Hidden Gem
  topic: keywords
subject: legacy journal skew
  topic: keywords
subject: Matthew Effect
  topic: keywords
subject: paywall penalty
  topic: keywords
subject: Prestige Trap
  topic: keywords
subject: ranks
  topic: keywords
subject: Type 1 Error
  topic: keywords
subject: Type 2 Error
  topic: keywords
subject: Uncitedness Ratios
  topic: keywords
subject: Utility Threshold
  topic: keywords
creator: Reginald L. Bell
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-05-07
publication date: 2026-05-07
doi: 10.33423/5fspy681

Factors Influencing Women’s Access to Education in North Kivu, Democratic Republic of Congo: An Empirical Analysis
type: item
description: This study analyzes the factors affecting women’s access to education in North Kivu Province, Democratic Republic of Congo, where prevailing customs and practices often limit their educational opportunities. Using a qualitative approach based on interviews, discriminant analysis and multinomial logistic regression were conducted to identify the variables that discriminate against and/or explain women’s access to education. The results indicate that parents’ level of education, the type of union between parents, parental income, and the religious affiliation of the head of household significantly influence the level of education attained by women.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: determining factors
  topic: keywords
subject: access to education
  topic: keywords
subject: women
  topic: keywords
subject: North Kivu
  topic: keywords
subject: DRC
  topic: keywords
creator: Eurasme Milando Kakule
creator: Maguy Bakinga Nzuzi
creator: Augustin Mapapa Mbangala
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-05-07
publication date: 2026-05-07
doi: 10.33423/vefc8628

Recalibrating the Modern University Presidency: Structural Transformation, Leadership Preparation, and the Case for Enterprise Level Competence
type: item
description: The contemporary university presidency is undergoing structural transformation. Declining public confidence, shorter tenures, reduced state funding, heightened accountability, growing fundraising pressures, governance strain, commercialization demands, and political polarization are reshaping executive leadership. This study uses a structured integrative literature review with staged thematic synthesis to examine how these pressures alter the institutional environment and whether leadership preparation has adapted. Evidence draws on peer-reviewed scholarship and high-credibility sector data on trends in public trust, tenure, state finance, and philanthropy. Findings show a shift from internal stewardship to cross-domain leadership under volatile conditions. Six core domains emerge: strategic systems leadership, financial and resource orchestration, relational legitimacy, political intelligence and narrative leadership, entrepreneurial ecosystem integration, and adaptive resilience with ethical stewardship. Case illustrations indicate these domains are operational requirements, not aspirational traits. The study concludes that recalibrating presidential qualifications and preparation systems is essential. Without alignment between expectations and leadership development, institutions risk persistent turnover, weakened governance legitimacy, and declining public trust.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: university presidency
  topic: keywords
subject: higher education leadership
  topic: keywords
subject: presidential preparation
  topic: keywords
subject: institutional governance
  topic: keywords
creator: Osman Özturgut
creator: Eda Nur Coşkun
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-05-07
publication date: 2026-05-07
doi: 10.33423/9xe3yx37

Level of Satisfaction of Undergraduate Students With the Academic and Administrative Services Provided by the University of Panama, Veraguas Regional University Center, 2025
type: item
description: The aim of the research is to analyze the level of satisfaction of students at the University of Panama, Veraguas Regional University Center, with the academic and administrative services it provides. The research has a non-experimental design based on a quantitative approach. The study is exploratory and descriptive; a questionnaire was developed based on the approaches of Do Santo, (2014) and Álvarez et al., (2015). It was found that 89.89% of the students surveyed were dissatisfied with academic services and 34.20% were dissatisfied with administrative services. They suggested updating the methodology applied, the teacher evaluation process, and improving customer service.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: student satisfaction
  topic: keywords
subject: academic
  topic: keywords
subject: administrative
  topic: keywords
subject: university
  topic: keywords
subject: quality
  topic: keywords
creator: Pablo Díaz
creator: Luz Mariela Saavedra
creator: Adriano Ariel Díaz Saavedra
creator: Moisés Díaz Rodríguez
creator: Camila Lizbeth Cisneros Ábrego
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-05-07
publication date: 2026-05-07
doi: 10.33423/9tm0pj53

Experiential Learning for Sustainability in Accounting: Leveraging ERPsim and Case Study Pedagogy
type: item
description: As sustainability reporting standards evolve, accounting and finance students must be prepared to apply ESG concepts in enterprise systems and decision‑making. This study introduces an experiential design integrating the ERPsim Logistics Sustainability Game with an adapted EYARC “Solar Energy” case in a Managerial Accounting course to strengthen understanding of sustainability in logistics, supply chains, and financial reporting. Grounded in experiential learning theory, the design enables students to use managerial accounting tools while making real‑time decisions in a live SAP ERP environment. Post‑simulation survey results show improved ESG comprehension, higher engagement, and strong support for integrating sustainability into ERP‑focused curricula.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: experiential learning
  topic: keywords
subject: sustainability education
  topic: keywords
subject: managerial accounting
  topic: keywords
subject: ESG integration
  topic: keywords
subject: simulation‑based learning
  topic: keywords
subject: accounting pedagogy
  topic: keywords
creator: Ozer Asdemir
creator: Wen Yu
creator: Arindam Tripathy
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-05-07
publication date: 2026-05-07
doi: 10.33423/h51pnv32

The Shadow Culture of Higher Education: Exploring Educational Pathways for Undocumented and DACA Students
type: item
description: This qualitative case study employed validation and organizational theories to explore the nuanced ways in which a private university validates, supports, and promotes the success of undocumented and DACAmented students. The findings revealed that an institutional “shadow culture” exists to mobilize access to resources, community, and foster success to degree completion. The authors theorize that students are validated and affirmed by resources and support services faculty and staff establish and sustain within the shadows of the institution.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: undocumented
  topic: keywords
subject: DACAmented
  topic: keywords
subject: Organizational Theory
  topic: keywords
subject: institutional culture
  topic: keywords
subject: Validation Theory
  topic: keywords
creator: Kevin Graham
creator: Chad Coates
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-05-07
publication date: 2026-05-07
doi: 10.33423/qr1xcb86

AI in Healthcare Curricula: Preparing Future Healthcare Professionals for AI in the Workplace
type: item
description: Artificial Intelligence (AI) is increasingly reshaping healthcare delivery, offering new capabilities in diagnostics, treatment planning, patient management, and administrative efficiency. As these technologies rapidly expand across clinical and operational domains, healthcare professionals must be prepared to navigate both opportunities and challenges. This paper examines the need for integrating AI education into healthcare curricula to ensure graduates are equipped with the knowledge, skills, and ethical awareness required in an AI-driven workplace. Drawing on current research and emerging best practices, the implications of AI adoption for professional roles and competencies are highlighted, as are the barriers to effective curriculum design and strategies for embedding AI literacy within medical and health sciences education. Higher education institutions play a critical role in shaping the healthcare workforce’s readiness by fostering both technical fluency and critical reflection on AI’s societal impact. The manuscript concludes with recommendations for aligning curricula to support future healthcare professionals as competent, adaptive, and responsible users of AI technologies.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: Artificial Intelligence (AI)
  topic: keywords
subject: healthcare education
  topic: keywords
subject: ethical decision-making
  topic: keywords
subject: curriculum development
  topic: keywords
subject: healthcare administration/management
  topic: keywords
creator: Amanda Gabarda
creator: Jennifer James
creator: Christopher R. Mosley
creator: Thomas J. Sloan
creator: Sisay Teketele
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-05-07
publication date: 2026-05-07
doi: 10.33423/gnzanf40

Rethinking Assessment Practices for Multilingual Learners: Bridging Theory and Classroom Evidence in Mathematics Education
type: item
description: Mathematics assessments in higher education are often treated as neutral measures of student understanding, yet assessment design strongly shapes what multilingual learners (MLs) can demonstrate. Linguistic complexity, implicit curricular and cultural assumptions, and representational demands embedded in assessment tasks can obscure mathematical reasoning and compromise validity. This mixed empirical and conceptual study examines how common mathematics assessment practices function as barriers for MLs—not because of mathematical rigor, but because of avoidable design features. Analysis of assessment tasks, practitioner observations, and professional learning artifacts identifies three recurring barriers: linguistic density and ambiguity, hidden curricular and cultural assumptions, and representational overload. Situated within scholarship on language, validity, and equity in mathematics education, the findings illustrate how construct-irrelevant variance is introduced through assessment design in postsecondary and teacher preparation contexts. This article reframes assessment challenges for MLs as design issues rather than learner deficits and advances practical, design-oriented strategies to support more equitable and instructionally useful mathematics assessment.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: multilingual learners
  topic: keywords
subject: mathematics assessment
  topic: keywords
subject: equity in mathematics education
  topic: keywords
subject: linguistic complexity
  topic: keywords
subject: assessment validity
  topic: keywords
creator: Adrienne N. Westlake
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-03-30
publication date: 2026-03-30
doi: 10.33423/jhetpv26i1.8140

WhatsApp as a Vector of Language Change: Indications from Igbo Aboriginal Students in South-Western Nigerian Universities
type: item
description: Social media, especially WhatsApp, are increasingly shaping language use among young Nigerians at the expense of indigenous languages. This study examines the effect of WhatsApp on the use of the Igbo language among Igbo university students in southwestern Nigeria and how it may contribute to the endangerment of the Igbo language. The study draws on Media Ecology Theory, Technological Determinism Theory, and a mixed-methods approach combining quantitative surveys and interviews to examine how students engage with language on WhatsApp and whether the platform nurtures or undermines linguistic sustainability. Findings show that WhatsApp holds vast potential for the development of the Igbo language, which is currently neglected. The use of the Igbo language is principally confined to cultural or domestic contexts, while English language and Nigerian Pidgin are used in everyday media discussions. The absence of user consciousness that WhatsApp offers language-specific features contributes to the decline. Also, this reduces the intentional use of digital conversations, which hastens endangerment. The study concludes that the absence of deliberate effort to place the language in digital platforms, such as WhatsApp, increases the risk of extinction. It recommends the growth of online-centered language groups and university-centered programmes to accelerate the prominence and usage of the Igbo language.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: Igbo language
  topic: keywords
subject: WhatsApp
  topic: keywords
subject: language endangerment
  topic: keywords
subject: Nigeria
  topic: keywords
subject: youth
  topic: keywords
subject: Biafra
  topic: keywords
creator: Emmanuel Ezimako Nzeaka
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-03-30
publication date: 2026-03-30
doi: 10.33423/jhetpv26i1.8171

Exploring Doctoral Students’ Thoughts about the Use of Artificial Intelligence for Learning
type: item
description: The use of artificial intelligence (AI) in the classroom is a timely concept that needs more exploration to understand its impact. Therefore, we investigated this concept with four doctoral students in the United States and their written reflections about such topics. Participants were involved in a graduate-based mentoring program, where the directors of the program introduced the concept of AI-based tools as part of their monthly reflection work. Coding was conducted on the reflections with four themes prevailing: Ethical Concerns, Quality Work, Time-consuming, and Time-saver. Sample participant reflections, as well as implications for future research, were also detailed.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: graduate students
  topic: keywords
subject: mentoring program
  topic: keywords
creator: Ann Wheeler
creator: Holly Hansen-Thomas
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-03-30
publication date: 2026-03-30
doi: 10.33423/jhetpv26i1.8141

Critical Race Study of Intergroup Dialogue Facilitator and Student Experiences in Virtual Learning
type: item
description: This qualitative case study examined how virtual intergroup dialogue (IGD) courses at a Mid Atlantic university impacted teaching and learning of power, oppression, and justice. Utilizing case study methodology and Critical Race theory (CRT), the research team explored the teaching and learning experiences of four facilitators and three students who taught or participated in IGD courses related to topics of race, gender, socioeconomic status, and religion and spirituality. Findings from the study highlighted challenges that facilitators and students faced while navigating a dominant ideology on a historically white campus, various social identities and educational backgrounds, and sharing a commitment to social justice outside the classroom with those of differing viewpoints. This study is significant because it is one of the first of its kind to document teaching and learning of participants in a virtual IGD course, examined through a CRT lens.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: intergroup dialogue
  topic: keywords
subject: critical race theory
  topic: keywords
subject: virtual learning
  topic: keywords
creator: Patrice Greene
creator: Victoria Alexander-Thompson
creator: Lee Gordon
creator: Alex Mullen
creator: Lachelle Stamps Spells
creator: Jazmin Pichardo
creator: Ron Padrón
creator: Bridget Turner Kelly
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-02-20
publication date: 2026-02-20
doi: 10.33423/jhetp.v26i1.8099

A Multi-Factor Model of Student Achievement: Examining the Interplay of Cognitive and Non-Cognitive Factors in Higher Education
type: item
description: This study examines the determinants of student achievement in a required undergraduate finance course at a mid-sized private university. Drawing on 500 observations, the analysis integrates cognitive (intelligence) and non-cognitive (effort, motivation, interest, support, and mentoring) factors within a single framework. The study addresses a gap in the literature by testing multiple predictors simultaneously and demonstrating that certain interactions— particularly between GPA and mentorship—yield especially substantial gains in performance. The findings underscore the importance of holistic interventions that target both cognitive and non-cognitive dimensions of student success.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: mentoring
  topic: keywords
subject: student achievement
  topic: keywords
subject: student performance
  topic: keywords
creator: Chris Brune
creator: Kevin Lee
creator: Scott Miller
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-03-06
publication date: 2026-03-06
doi: 10.33423/7esm8j86

Conscious Branding, Archetypes, and Consumer Identity: A Jungian Framework for Symbolic Meaning, Cultural Individuation, and Ethical Marketing
type: item
description: This paper develops an analytical-psychological framework, grounded in Jungian depth psychology, for understanding branding as a symbolic and archetypal process within contemporary consumer culture. Brands are conceptualized as modern mythic narratives through which collective psychological tensions are culturally expressed, displaced, and negotiated. Through an interpretive analysis of Nike, Apple, and Dove, the study demonstrates how archetypal constellations—the Hero, the Creator, and the Caregiver—structure brand meaning and invite symbolic participation in identity formation and aspirational self-construction. Integrating cultural branding theory and symbolic consumption research, the paper reframes consumer engagement as a dialogical process of projection and potential reflection rather than a purely behavioral outcome. Drawing on Jung’s concepts of persona and shadow, it clarifies how brand identities function as public masks that express aspiration while simultaneously concealing contradiction and ambivalence. Ethical implications are examined through this tension, highlighting how symbolic power may intensify unconscious identification or foster reflective awareness. A final neuro-symbolic discussion offers a strictly heuristic analogy between individuation and integrative regulatory processes without neuroscientific reductionism.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: Jungian psychology
  topic: keywords
subject: archetypes
  topic: keywords
subject: branding
  topic: keywords
subject: consumer identity
  topic: keywords
subject: symbolic meaning
  topic: keywords
subject: cultural branding
  topic: keywords
subject: conscious branding
  topic: keywords
subject: individuation
  topic: keywords
subject: consumer culture theory
  topic: keywords
subject: ethics
  topic: keywords
subject: myth
  topic: keywords
subject: brand storytelling
  topic: keywords
creator: Rafael Maria Friebe
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-03-06
publication date: 2026-03-06
doi: 10.33423/56r52t42

Humanizing AI Feedback: Enhancing Self-Efficacy and Creative Agency in Design Education
type: item
description: Artificial intelligence (AI) is increasingly used in higher education, however, little is known about how AI feedback can be designed to support the relational and affective dimensions of studio learning. This mixed-methods pilot study examines an AI feedback system intentionally crafted with empathic and partnership-oriented features to assist senior design students in a studio course. Drawing on social-cognitive theory and feedback literacy, we propose an AI-Empathic Feedback Design model that positions AI as a relational co-participant in studio feedback processes. Twenty final-year design majors used a prototype tool providing qualitative critiques, sentiment-aware prompts, and progress dashboards over a 15-week semester. Pre/post self-efficacy scores increased from 3.40 to 4.10 (Cohen’s d ≈ 1.20), and students engaged in more iterations than a historical cohort. Thematic analysis highlighted enhanced creative confidence, heightened psychological safety, AI as a collaborative partner, and recognized limits of automated critique. While not designed for causal inference, the study shows how empathically framed AI feedback can foster mastery experiences, social persuasion, and low-risk experimentation in design learning.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: artificial intelligence in education
  topic: keywords
subject: design pedagogy
  topic: keywords
subject: feedback literacy
  topic: keywords
subject: learning analytics
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: creative agency
  topic: keywords
subject: psychological safety
  topic: keywords
creator: Zinka Bejtic
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-02-20
publication date: 2026-02-20
doi: 10.33423/ckwdbm58

Visualizing Beyond the Mask: Black Collegians Cultivating Safety Through Joy
type: item
description: This nationwide study examined how 25 Black undergraduate and graduate students defined and constructed the meaning of safety and joy on their campuses. Through our newly developed Critical Socioecological Framework for Racialized School Safety (CSFRSS), we address students’ experiences of cultivating joy within a liberatory framework, given that these students have historically been underserved and invalidated in academic spaces deemed unsafe. Using the study’ s data, we found that 1) feeling authentic–particularly within Black racial identity–was rooted in how students determined feeling safe, and 2) even in their unsafe academic spaces, students could cultivate joy due to their Black communities.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: safety
  topic: keywords
subject: joy
  topic: keywords
subject: Black identity
  topic: keywords
subject: artifact/photo-elicitation
  topic: keywords
creator: Ashley J. Carpenter
creator: Taylor Lewis
creator: Janella Benson
creator: Brittney Pemberton
creator: Pempho Chinkondenji
creator: Tita Feraud-King
creator: Devin Henry
rights: Copyright (c) 2026 Journal of Higher Education Theory and Practice
date: 2026-03-06
publication date: 2026-03-06
doi: 10.33423/sm4bet04

School Management Factors Affecting Student Quality: A Case Study of the Thai Triam Udom Suksa Pattanakarn School Group
type: item
description: The research objectives were to study the factors of school management and their guidelines that affect learner quality. The sample was drawn from one of Thailand’s 19 Triam Udom Suksa Pattanakarn (TRIAMPAT) group schools which have an enrollment of 30,644 students and 1,404 educators. Using a mixed research methodology and stratified random sampling 246 teachers and administrators were selected from 1,404 educators. This included 19 school administrators, 56 deputy administrators, 19 academic supervisors, and 152 teachers from eight learning groups. Descriptive statistics included the percentage, mean, and standard deviation used. Stepwise multiple regression and content analysis were also used. The results revealed that two factors affect institutional management and have a statistically significant effect on learner quality. These were the learning resource, media, technology, innovation, and research (x5) factors and the curriculum and teaching-learning system (x6) factors at the 0.01 level, with a predictive coefficient (R2 ) of 0.35. This indicates that x5 and x6 together predicted the quality of learners in the TRIAMPAT school group by 35%.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: Chulalongkorn University
  topic: keywords
subject: OBEC
  topic: keywords
subject: preparatory school
  topic: keywords
subject: Thailand
  topic: keywords
subject: TRIAMPAT
  topic: keywords
creator: Supakrit Ditsuwan
creator: Aukkapong Sukkamart
rights: Copyright (c) 2022 Journal of Higher Education Theory and Practice
date: 2022-09-30
publication date: 2022-09-30
doi: 10.33423/jhetp.v22i12.5472

The Leonard Bernstein Music Method Education Model: Young People’s Concerts for Thai Primary Students
type: item
description: The research aim was to study teaching and learning conditions and an educational concert based on Leonard Bernstein Music Method (LBMM) for primary students in Chiang Mai, Thailand. The sample consisted of 180 Grade 5-6 students and four music teachers. Tools used for data collection consisted of a teacher interview form and an educational concert plan. Two revised educational concert plans from the Lennard Bernstein ‘Young People’s Concerts ‘were adopted for the analysis. Efficiency results from the two concerts were rated well above the 80% cutoff, with the classical music performance activity having a process efficiency value (E1) of 77.83, and the resultant efficiency value (E2) was 81.61. From the classical instrument types, the process efficiency (E1) was 77.88, and the resultant efficiency (E2) was 81.56. The study concluded that when the four steps and eight principles are followed, there is a straightforward procedure for organizing learning activities. The study expands and details the findings.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: Church of Christ
  topic: keywords
subject: educational concerts
  topic: keywords
subject: music education
  topic: keywords
subject: primary schools
  topic: keywords
subject: Thailand
  topic: keywords
creator: Norrasate Udakarn
creator: Pongpitthaya Sapaso
creator: Pornpan Kaenampornpan
rights: Copyright (c) 2022 Journal of Higher Education Theory and Practice
date: 2022-11-24
publication date: 2022-11-24
doi: 10.33423/jhetp.v22i16.5601

Role of LMS Assessment Tools
type: item
description: To address the crisis of low retention and graduation rates at two-year colleges, public policy has focused on accountability and evidence of achievement based on outcomes. Further, online learning environments and their tools have caused a major paradigm shift in the policies, practices and learning processes of higher education. However, research on the use of technology for educational purpose and the use of the LMS tools for learning outcomes is still limited. This mixed-methods action research study (MMAR) explored the use of LMS assessment tools among faculty teaching English Composition at a community college. The aim was to increase their use for informed decision-making on student outcomes through faculty-led workshops. Based on the findings, the V-FLC was able to develop a plan for further and sustained use of the tools and make recommendations to the division for wide-scale adoption and use. This study’s findings also contribute to the existing literature addressing faculty needs and the role of grass root leadership in LMS tool use to inform assessment practices.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: Introduction to English Composition (Eng 101)
  topic: keywords
subject: Learning Management Systems (LMS)
  topic: keywords
subject: Canvas Assessment Tools (CAT)
  topic: keywords
subject: Virtual Faculty Learning Committee (V-FLC)
  topic: keywords
creator: Sophia Mitra
rights: Copyright (c) 2022 Journal of Higher Education Theory and Practice
date: 2022-03-08
publication date: 2022-03-08
doi: 10.33423/jhetp.v22i2.5034

Information and Communication Technologies in the Daily Life of Elementary School Teachers: An Attitudinal Framework
type: item
description: Within the framework of the inclusion of Information and Communication Technologies (ICTs) in primary education classrooms in the City of Toluca, State of Mexico, this research proposes an analysis on the social construction of meaning that teachers make about technology. The focus is mainly on the universe of meaning in which teachers relate to technology, for which it is sought to obtain from teachers a story about how ICT is meant by them. This communication deals in particular with the element that precedes the possible action and thought around any entity in the universe of meaning: attitude. For the formation of our attitude towards an entity, favorable or not, positive or negative, a previous representation of it is required. The analysis is developed under the structure of three general indicators: What do you think about the technologies? Do you like to use technologies in your daily life? and Do you like to work with technologies?
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: technology
  topic: keywords
subject: attitude
  topic: keywords
subject: sense
  topic: keywords
subject: teachers
  topic: keywords
creator: Juan Carlos Ayala Perdomo
creator: Anaid Pérez Monteagudo
rights: Copyright (c) 2021 Journal of Higher Education Theory and Practice
date: 2021-10-21
publication date: 2021-10-21
doi: 10.33423/jhetp.v21i11.4667

Fostering Higher Academic Performance in African American Youth Through Enhanced Self-Efficacy: The Importance of Integrated Racial-Ethnic Identity
type: item
description: Although the dimensions that constitute racial-ethnic identity (REI) interrelate to affect psychosocial and academic outcomes, few studies have explored the nature (e.g., directionality) of these interrelations in understanding a strong and healthy REI among African American youth in relation to psychosocial and academic outcomes. In the current study, we applied path analysis to investigate the potential mediation effects of private regard in translating the effects of racial centrality and public regard to affect African American youth’s academic performance through self-efficacy. Using a nationally representative sample of African American youth, findings suggest that racial centrality and public regard correlate to affect private regard, controlling for neighborhood safety and sociodemographic backgrounds. Private regard in turn, associated with self-efficacy to affect academic performance measured by GPA. These results indicate the need to investigate the potential mediation effects among REI dimensions to understand the nuanced pathways REI dimensions configure to form a strong and healthy REI to affect psychosocial and academic outcomes among African American youth.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: education
  topic: keywords
subject: racial disparities
  topic: keywords
subject: African American youth
  topic: keywords
subject: racial-ethnic identity
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: academic performance
  topic: keywords
creator: Eric Kyere
creator: Sadaaki Fukui
creator: James Holly Jr.
rights: Copyright (c) 2021 Journal of Higher Education Theory and Practice
date: 2021-08-25
publication date: 2021-08-25
doi: 10.33423/jhetp.v21i7.4483

Learning Arabic Vocabulary: The Effectiveness of Teaching Vocabulary and Vocabulary Learning Strategies
type: item
description: This paper intends to contribute to the research field of vocabulary learning from an Arabic language acquisition perspective. After a brief introduction, the paper deals first with some linguistic, Arabic-specific considerations within the vocabulary teaching theoretical framework and then presents a research project, the scope of which is the monitoring of students’ vocabulary proficiency in two subsequent terms, where vocabulary instruction differed in focus on teaching methods. Specifically, the paper outlines the frequency ranges of the words taught during the course, accounts for the methods chosen to measure the students’ vocabulary proficiency and compares and discusses the results.
subject: Articles
  topic: section
subject: Higher Education
  topic: keywords
subject: Arabic
  topic: keywords
subject: Arabic vocabulary
  topic: keywords
subject: Arabic language
  topic: keywords
subject: vocabulary learning
  topic: keywords
subject: vocabulary teaching
  topic: keywords
subject: vocabulary learning strategies
  topic: keywords
creator: Barbara Bakker
rights: Copyright (c) 2020 Journal of Higher Education Theory and Practice
date: 2020-12-04
publication date: 2020-12-04
doi: 10.33423/jhetp.v20i10.3662

Developing and Using Disruptive Technologies in Agricultural Education
type: item
description: This paper looks at different technologies that are being used currently in agricultural education at the University of Queensland (UQ), Australia through the lens of ‘disruption’ as a positive force. The paper describes tools and systems that have been developed, tested and implemented to engage students and provide an interesting, educative interactive experience. These tools include Internet of Things (IoT) multisensory mesh networks and associated data dashboard developments for biophysical monitoring, drone technology design and build for agricultural management, and augmented reality simulations as blended learning experiences. These tools have all been used in teaching from 2018-2020.
subject: Articles
  topic: section
subject: Higher Education
  topic: keywords
subject: internet of things
  topic: keywords
subject: drones
  topic: keywords
subject: data dashboards
  topic: keywords
subject: augmented reality
  topic: keywords
creator: Kim Bryceson
rights: Copyright (c) 2020 Journal of Higher Education Theory and Practice
date: 2020-12-04
publication date: 2020-12-04
doi: 10.33423/jhetp.v20i10.3649

Student Participation and Peer-To-Peer Learning Processes in Primary Education
type: item
description: This study considers the influence that classmates have over a student’s learning process in an individual sport. “Others” are defined as classmates who become educational agents and establish mechanisms of educational influence during learning processes through peer-to-peer relationships. From the perspective of the teacher researcher, the goal of changing and improving the author’s own teaching practice is presented as the starting point for the design, validation and implementation of a support-recall-projection (SRP) proposal for intervention. The data analysis showed that the proposal contributed to the development of independence, decision-making, teamwork and respect for each person’s pace of learning among primary education students in physical education.
subject: Articles
  topic: section
subject: Higher Education
  topic: keywords
subject: student participation
  topic: keywords
subject: peer-to-peer learning
  topic: keywords
subject: basic competencies
  topic: keywords
subject: teamwork
  topic: keywords
creator: Eduard Ramirez Banzo
rights: Copyright (c) 2020 Journal of Higher Education Theory and Practice
date: 2020-12-02
publication date: 2020-12-02
doi: 10.33423/jhetp.v20i9.3638

A Critique of ‘Early School Leaving’, ‘Drop Out’ and ‘NEET’ From the UK, Denmark and Norway: Marginalisation and Co-created Education Research Project
type: item
description: The European Marginalisation and Co-created Education (MaCE) project co-created proposals for an equitable education system through participative action research with students and young people. Academics and university students co-researched between one and five young people’s educational experiences each using an ‘Indirect Approach’ (Bunting and Moshuus, 2017) This paper presents a critical contextual overview of ‘Early School Leaving’, introduces the Indirect Approach, and presents the findings from the first year of research across three countries in the light of the Equalities Literacy Framework. Conclusions are drawn from suggestions made by young people and researchers.
subject: Articles
  topic: section
subject: Higher Education
  topic: keywords
subject: Theory and Practice
  topic: keywords
subject: action research
  topic: keywords
subject: Equity
  topic: keywords
subject: early school leaver
  topic: keywords
subject: Drop Out
  topic: keywords
subject: NEET
  topic: keywords
subject: Denmark
  topic: keywords
subject: Norway
  topic: keywords
creator: Kaz Stuart
rights: Copyright (c) 2020 Journal of Higher Education Theory and Practice
date: 2020-10-25
publication date: 2020-10-25
doi: 10.33423/jhetp.v20i7.3151

Lessons for the Future of the Bologna Process and the Internationalization of Higher Education
type: item
description: The progress of the case study countries, Portugal and Spain, toward change in higher education provide important lessons for policy reforms at the national level. Domestic political attributes that incentivize reforms are supportive leadership at national and institutional levels, dedicated funding, and government structure. The case study research identified that the National Qualifications Framework (NQF) for degree structure in the EHEA was established in 2007 in both Portugal and in Spain. The three explanatory variables -- economic pressures from globalization, domestic politics from intergovernmentalism, and ideational processes from the EU supranational governance through Europeanization – have promoted international policy coordination and institutional change in higher education in the region of Europe. The EHEA model has influenced other world regions to adopt similar policy reforms in higher education. The ties of Portugal and Spain with countries in Ibero-America come from shared cultural and historical experiences.
subject: Articles
  topic: section
subject: Higher Education
  topic: keywords
subject: Bologna Process
  topic: keywords
subject: EHEA
  topic: keywords
subject: European Union
  topic: keywords
subject: Policy Reform
  topic: keywords
subject: National Qualifications Framework
  topic: keywords
subject: Internationalization
  topic: keywords
subject: Portugal
  topic: keywords
subject: Spain
  topic: keywords
creator: Beverly Barrett
rights: Copyright (c) 2019 Journal of Higher Education Theory and Practice
date: 2019-10-15
publication date: 2019-10-15
doi: 10.33423/jhetp.v19i6.2301

Integrative Medicine and Health Training for Thai General Practitioners (GP): A SEM Analysis
type: item
description: The study aimed to determine which factors affected a Thai general practitioner’s (GP) intent to take integrative medicine and health (IMH) training. From the literature review, it was noted that IMH has other similar programs globally with names such as complementary and alternative medicine (CAM) and complementary and integrative medical procedures (CIM). Additionally, three latent variables were selected for the study and used in the confirmatory factor analysis (CFA) and structural equation model (SEM) LISREL 9.10 path analysis of the five hypotheses. The SEM results for each GP’s training attendance intention (TAI) discovered that first in importance was each medical professional’s learning ability (LA), then their perception of the innovative training course (ITC), and finally, their innovative attitude (IA). Final determination was then made that all the causal variables in the model had a positive influence on TAI, with the variability of factors influencing TAI (R2) at 41%. The three causal variables determined to affect TAI had total effect values of 0.64 (LA), 0.52 (ITC), and 0.43 (IA), respectively.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: complementary and alternative medicine (CAM)
  topic: keywords
subject: complementary and integrative medical procedures (CIM)
  topic: keywords
subject: healthcare education
  topic: keywords
subject: healthcare pedagogy
  topic: keywords
subject: Thailand
  topic: keywords
creator: Bancha Daengneam
creator: Samart Deebhijarn
creator: Amnuay Saengnoree
rights: Copyright (c) 2023 Journal of Higher Education Theory and Practice
date: 2023-01-31
publication date: 2023-01-31
doi: 10.33423/jhetp.v23i1.5783

European Education: Phenomenon, Myth, or Project?
type: item
description: The paper discusses issues of reforming the system of higher professional education in Russia. The authors state that the main goals of organizing the European zone of higher education were alien to the Russian educational tradition and were not implemented in Russia over the past two decades. Moreover, these efforts have led to the destruction of the unified educational space of the country, a decline in the quality and accessibility of education, and the loss of value-based worldviews. Analyzing the situation, the authors of the article reveal the underlying causes of failure in the fundamental incompatibility of the socio-cultural paradigms of European and Russian education. A comparative analysis of the activities of European and Russian universities formed the basis for the statement about the necessary and reasonable formation of a national education system capable of a productive dialogue with the Euro-American civilization. The authors speak in favor of the approach would meet the Russian national features and ensure the sustainable development of the Russian educational system.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: university idea
  topic: keywords
subject: education paradigm
  topic: keywords
subject: worldview
  topic: keywords
subject: cultural code
  topic: keywords
subject: comparative studies
  topic: keywords
creator: Alisa P. Valitskaya
creator: Anastasia А. Nikiforova
creator: Kira V. Preobrazhenskaya
rights: Copyright (c) 2022 Journal of Higher Education Theory and Practice
date: 2022-11-16
publication date: 2022-11-16
doi: 10.33423/jhetp.v22i15.5556

A Dynamic Model of Organizing Research Work of Graduates
type: item
description: The article is devoted to the training of graduates for research work. Getting a master’s degree, students develop research and general professional skills. Research work of graduates is creative. We took this into account explaining the need for a dynamic model of organizing the research work to personalize training, namely, developing individual educational trajectories for graduates. The research objective is to develop and test a dynamic, structural, and functional model for organizing the research work of the graduates, contributing to the development of their research skills. We studied the efficiency of the model on the basis of the Department of Electric Drive and Electrical Technologies and the Department of Pedagogics and Psychology of Professional Education of the Russian State Agrarian University, Moscow Timiryazev Agricultural Academy.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: dynamic modeling
  topic: keywords
subject: Master’s degree
  topic: keywords
subject: research work
  topic: keywords
subject: research skills
  topic: keywords
subject: personalization of education
  topic: keywords
subject: individual educational trajectories
  topic: keywords
creator: Liudmila I. Nazarova
creator: Yana S. Chistova
rights: Copyright (c) 2022 Journal of Higher Education Theory and Practice
date: 2022-09-07
publication date: 2022-09-07
doi: 10.33423/jhetp.v22i11.5407

A Fresh Look at the Interplay of Work Goals, Work Attributes and Graduates’ Intention to Apply for a Job
type: item
description: University graduates are a favorable source of human capital but due to changing dynamics of the external environment and growing uncertainties, managers of both public and private sector find it difficult to attract, recruit and retain competent graduates. Therefore there is a need to study work goals and work attributes of a new generation of workforce. To fill this void, the present study aims to explore the effect of work goals and work attributes on graduates’ intention to apply for the job. To this end, we involved (n = 270) university graduates from Pakistan and the data were analyzed using SPSS 24.0. Results show that the majority of university graduates intend to join public sector organizations upon their graduation. Our findings further indicate that work goals influence university graduates to apply for a job at different types of organizations. Finally, we discuss the limitations, future research opportunities, and implications for theory and practice in depth.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: talent management
  topic: keywords
subject: university graduates
  topic: keywords
subject: work attributes
  topic: keywords
subject: work goals
  topic: keywords
subject: public sector
  topic: keywords
creator: Naveed Akhtar Qureshi
creator: Nisar Ahmed Channa
creator: Rabail Aisha
rights: Copyright (c) 2022 Journal of Higher Education Theory and Practice
date: 2022-03-08
publication date: 2022-03-08
doi: 10.33423/jhetp.v22i2.5042

Assessing Critical Thinking Skills and Creativity Skills of Higher Education Students by Using ASSURE Models
type: item
description: This study aims to assess the students critical thinking skills and creative thinking skills progress by using the ASSURE learning model to implement problem-based learning for second-grade college students. The method of this study is an action research model that identifies the learning process activities start from planning, acting, observing, and reflecting process. This study supports the previous research that ASSURE Models can increase critical and creative thinking skills. Results showed that 53% of critical thinking skills students in the category had satisfactory and outstanding results. For creative thinking, 46% of students in the category had satisfactory and outstanding results.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: critical thinking skills
  topic: keywords
subject: creative thinking skills
  topic: keywords
subject: action research method
  topic: keywords
subject: ASSURE learning model
  topic: keywords
creator: Iston Dwija Utama
creator: Ivan Diryana Sudirman
creator: Rachmi Kumala Widyasari
creator: Mila Andria Savitri
creator: Doni Morika
rights: Copyright (c) 2022 Journal of Higher Education Theory and Practice
date: 2022-02-09
publication date: 2022-02-09
doi: 10.33423/jhetp.v22i1.4958