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Book part
Publication date: 21 May 2024

Joop Schippers

This chapter is focussed on the macro context of higher education and describes the historical developments in higher education and how these developments affect academic jobs and…

Abstract

This chapter is focussed on the macro context of higher education and describes the historical developments in higher education and how these developments affect academic jobs and academic work. When we sketch the development of higher education with a few broad strokes of the pen, we see (1) a development from a small-scale elite institution to broad training (and research) institutes; (2) a struggle over control of higher education; and (3) a movement in which higher education is professionalized and increasingly assigned a societal task, with a series of consequences for education, research and impact. These developments contribute to a field of tension in which old traditions of academic behaviour must be reconciled with demands that are placed on higher education by society. This makes talent management, both on an individual and collective level, no easy task.

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Book part
Publication date: 12 November 2021

Melissa Reshma Jogie

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may…

Abstract

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.

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Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-80262-441-0

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Article
Publication date: 26 January 2022

Hongxin Wang, Xin Jiang, Wenqing Wu and Yuchen Tang

The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning…

947

Abstract

Purpose

The purpose of this study is to reveal the influence mechanism of social innovation education (SIE) on sustainability learning outcomes and analyze the roles of intrinsic learning motivation and prosocial motivation.

Design/methodology/approach

A sample of 322 undergraduates from one higher education institution in Tianjin was used to test the hypotheses.

Findings

This study found that SIE positively affected sustainability learning outcomes, and intrinsic learning motivation mediated the relationship between them. The results showed that prosocial motivation positively moderates the positive effect of SIE on intrinsic learning motivation and the overall mediation model.

Practical implications

The findings have important practical implications for higher education institutions to carry out SIE. Higher education institutions should focus on integrating social innovation and sustainability into top-level design. Furthermore, higher education institutions should focus on stimulating students’ intrinsic learning motivation and cultivating their prosocial motivation.

Originality/value

This study identified the relationship between SIE and sustainability learning outcomes and clarified the influence mechanism of SIE on sustainability learning outcomes. Moreover, this study emphasized the importance of prosocial motivation as a key boundary condition of SIE.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Available. Open Access. Open Access
Book part
Publication date: 21 May 2024

Abstract

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Talent Management in Higher Education
Type: Book
ISBN: 978-1-80262-688-9

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Book part
Publication date: 30 October 2018

Josipa Roksa, Soojeong Jeong, David Feldon and Michelle Maher

Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we…

Abstract

Studies of inequality in higher education on both undergraduate and graduate levels have rarely examined experiences of Asians and Pacific Islanders (APIs). In this study, we focus on the experiences and outcomes of API students in doctoral education. More specifically, we examine socialization experiences and research productivity of three groups of students: domestic API, international API, and domestic white students. The results, based on a national cohort of PhD students in biology, reveal notable differences in experiences and outcomes of domestic and international API students. Although variation in socialization experiences explains differences in research productivity in the first year, that is not the case in the second year of doctoral study. In the second year, international API students have publication productivity comparable to their white peers, despite less favorable socialization experiences. Domestic API students, however, have lower research productivity than their white peers, even though they have comparable socialization experiences. Given the presumption of APIs’ success, especially in the STEM fields, findings for domestic API students are surprising and not aligned with the model minority stereotype. Contributions to research on API students, doctoral education, and socialization theory are discussed.

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Research in the Sociology of Education
Type: Book
ISBN: 978-1-78769-077-6

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Article
Publication date: 8 September 2023

Mousumi Singha Mahapatra, Jing Jian Xiao, Ram Kumar Mishra and Kexin Meng

This study aims to examine the association between parental financial socialization and life satisfaction and the mediating roles of desirable financial behavior in the…

564

Abstract

Purpose

This study aims to examine the association between parental financial socialization and life satisfaction and the mediating roles of desirable financial behavior in the association between parental financial socialization and life satisfaction of college students in India. Furthermore, this research also explores the moderating effects of parents’ socioeconomic characteristics (education, income and professions) in the association between parental financial socialization and desirable financial behavior.

Design/methodology/approach

A sample of 1,161 college students was collected in India. Parental financial socialization is measured by direct parental teaching in this study. The first stage moderated mediation model is performed to examine the direct and indirect effects through financial behavior of parental financial on life satisfaction as well as the moderating role of parents’ socioeconomic characteristics.

Findings

The mediation analysis shows that parental direct teaching is positively associated with young adults’ financial behavior, which in turn contributes to their life satisfaction. Furthermore, this study also finds negative moderation effects of parental education on the association between parental direct teaching and children's financial behavior.

Originality/value

This study extends the knowledge of family financial socialization in the context of India. Moreover, it examines the mediation roles of desirable financial behavior in the association between parental direct teaching and children’s life satisfaction. Furthermore, this paper explores the potential influence of parents’ education, income and professions on children’s financial behavior and life satisfaction.

Details

Young Consumers, vol. 25 no. 1
Type: Research Article
ISSN: 1747-3616

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Article
Publication date: 22 December 2021

Leah M. Omilion-Hodges, Scott E. Shank and Christine M. Johnson

While Millennials are the most educated generation to date, the unique contributions of higher education as a source of vocational anticipatory socialization (VAS) for…

633

Abstract

Purpose

While Millennials are the most educated generation to date, the unique contributions of higher education as a source of vocational anticipatory socialization (VAS) for organizational success remains unknown. Thus, this paper aims to establish a formative understanding from the student perspective of how faculty help ready the youngest of the Millennial generation for industry. This also allows for a comparison to their older counterparts.

Design/methodology/approach

Data were collected via an online mixed-methods survey with nearly 400 Millennials (n = 353).

Findings

Two prominent themes emerged including the professor as a socialization agent, where Millennials report learning from faculty as they are “managers of the classroom.” Additionally, the data indicate that many Millennials doubt the strength of the connection between higher education and career socialization, though a smaller cohort reported using the university environment, and more specifically, their interactions with faculty to practice and refine future workplace behaviors. In contrast to parents and peers, faculty nearly always ranked as the lowest source of VAS information.

Research limitations/implications

Some Millennials demonstrate a keen awareness of the importance of relational communication, boding especially well for their relationships with future managers and for their leadership skills as they transition into positions of management.

Practical implications

Faculty should consider how to address three concerns: a potential lack of perceived relevance, workplace inferences based on college experiences and leveraging interactions to strengthen student practice of professional communication. Managers would be well served to anticipate how to address newcomers’ expectations that stem from interpreting communicative experiences in the college classroom as analogous to workplace interactions.

Originality/value

The data indicate that traditional ideas about the impact of vocational anticipatory socialization sources and messaging need to be rethought, and instead, it appears some of the most fruitful socialization experiences faculty can provide is in giving students space and opportunity to practice and refine future workplace behaviors.

Details

Management Research Review, vol. 45 no. 5
Type: Research Article
ISSN: 2040-8269

Keywords

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Book part
Publication date: 4 March 2024

Frank Fitzpatrick

Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts, 2nd Edition
Type: Book
ISBN: 978-1-83753-438-8

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Article
Publication date: 28 March 2023

Torrie A. Cropps

The purpose of this study is to examine how intersecting oppressed identities shape the socialization experiences of Black women doctoral candidates in agricultural disciplines at…

236

Abstract

Purpose

The purpose of this study is to examine how intersecting oppressed identities shape the socialization experiences of Black women doctoral candidates in agricultural disciplines at historically white institutions. This paper addresses a gap in literature examining the experiences of Black women within the context of higher agricultural sciences education.

Design/methodology/approach

This study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant.

Findings

Three themes regarding participants’ socialization experiences were identified. Themes are presented according to its site of socialization: lack of trust in advising relationships, departmental belonging and negative interactions with department faculty and isolation and exclusion at conferences.

Originality/value

This study adds to the small body of research on Black women in higher agricultural sciences education. Further, this study contributes to the larger body of socialization research and the minimal research on socialization for marginalized populations in higher agricultural sciences education.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 3
Type: Research Article
ISSN: 2398-4686

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Book part
Publication date: 19 May 2009

Julia Kaufman and Liqun Yin

In this chapter, we utilize qualitative and quantitative data from a yearlong study in four urban Chinese middle schools to investigate the learning environments for girls at…

Abstract

In this chapter, we utilize qualitative and quantitative data from a yearlong study in four urban Chinese middle schools to investigate the learning environments for girls at these schools; the behavior and performance of girls and boys in these environments; and what factors impact that behavior and performance. This study particularly focuses on socialization through moral education and the examination system as two sources of authority motivating students’ behavior and performance in school. In the analysis, girls attending three co-educational schools are compared with girls attending one single-sex school, and outcomes for girls are also considered alongside those of boys in the co-educational institutions. Findings indicate that although moral education is particularly emphasized by teachers at the all-girls school, female misbehavior and engagement with teachers is no different for girls attending the single-sex school compared to girls in co-educational schools. Furthermore, differences in outcomes between females and males across schools transcend school-level differences for misbehavior and engagement. However, at the same time, girls at all co-educational schools report higher Chinese and English grades compared to their math and science grades, whereas all-girls school students report no such differences in grades. In regression analysis, socialization variables appear to explain more about students’ misbehavior, whereas the desire to progress to higher levels of schooling explains more about grades and engagement with teachers. That said, socialization variables including moral attitude and attachment to teachers matter more for girls’ math and science grades and their engagement with teachers as compared to boys. This research provides a rare comparative look at education for urban Chinese students and offers new insights about what matters most for girls’ behavior and performance in school.

Details

Gender, Equality and Education from International and Comparative Perspectives
Type: Book
ISBN: 978-1-84855-094-0

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