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Direct linkTim M. Stevens; Indira N. Z. Day; Perry J. den Brok; Frans J. Prins; Hanneke J. H. E. Assen; Marlies ter Beek; Gunter Bombaerts; Remco Coppoolse; Petra H. M. Cremers; Rik Engbers; Madeleine Hulsen; Rachelle J. A. Kamp; Jur J. Koksma; Kariene Mittendorff; Jan Riezebos; Roeland M. van der Rijst; Margje W. J. van de Wiel; Jan D. Vermunt – Higher Education Research and Development, 2024
Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices…
Descriptors: Professional Development, Educational Innovation, Higher Education, Expertise
Valentina C. Tassone; Piety Runhaar; Perry den Brok; Harm J. A. Biemans – Higher Education Research and Development, 2024
In response to challenges emerging in society, universities are searching for ways to innovate their courses through novel institutional educational policies and practices. Those efforts, however, are often not informed by knowledge about course innovation characteristics university-wide, and are often not supported by processes of reflection…
Descriptors: Universities, Educational Innovation, College Curriculum, Curriculum Development
Xu, Xing; Peng, Jing; Xia, Yunni; Zhang, Rui – Higher Education Research and Development, 2023
Despite an extensive body of literature scrutinising international students' short-term and long-term mobility experiences, little is known about the connection between the two. To address this gap, this study looks into the perception of a group of Chinese international students on how participation in their short-term mobility (STM) experience…
Descriptors: Student Mobility, Foreign Students, Student Experience, Achievement Gains
Tassone, Valentina C.; Biemans, Harm J. A.; den Brok, Perry; Runhaar, Piety – Higher Education Research and Development, 2022
This paper presents a multi-faceted analytical Course Innovation Framework (CIF) that can help institutes of higher education analyze multiple aspects of course innovation. The CIF was constructed by integrating insights from literature, policy documentation and course-innovation practices at Wageningen University and Research in the Netherlands.…
Descriptors: Instructional Innovation, Higher Education, College Curriculum, Curriculum Development
Skakni, I.; Maggiori, C.; Masdonati, J.; Akkermans, J. – Higher Education Research and Development, 2023
This study examines the extent to which career competencies (knowledge, skills, and abilities necessary to manage one's own work and learning experiences to achieve the desired career progression) are prevalent amongst early career researchers (ECRs). We adapted the Career Competencies Questionnaire [Akkermans, J., Brenninkmeijer, V., Huibers, H.,…
Descriptors: Foreign Countries, Career Development, Competence, Job Skills
Wimpenny, Katherine; Beelen, Jos; Hindrix, Karine; King, Virginia; Sjoer, Ellen – Higher Education Research and Development, 2022
As decolonization?of the curriculum in higher education (HE) gains traction, academics?may question?their positionality and role as actors in the field. The concept of decolonization is contentious, but primarily focuses on uncentering the?Western?filter through which the world is viewed both socially and academically. Just as Gavin Sanderson has…
Descriptors: Decolonization, College Curriculum, Higher Education, Global Approach
Poort, Irene; Jansen, Ellen; Hofman, Adriaan – Higher Education Research and Development, 2022
Group work is a common active learning strategy in higher education when the goal is to enhance deep learning and develop teamwork skills. Culturally diverse learning groups are particularly valuable in preparing university students to participate in a globalized world. Student engagement in group work is critical in realizing these benefits.…
Descriptors: Trust (Psychology), Diversity, Cultural Differences, Cooperative Learning
Guppy, Neil; Matzat, Uwe; Agapito, Jenilyn; Archibald, Audon; De Jaeger, Amy; Heap, Tania; Moreno, Ma Monica; Rodrigo, Maria Mercedes; Bartolic, Silvia – Higher Education Research and Development, 2023
When COVID-19 struck, higher education scrambled. Teaching and learning swerved abruptly to emergency remote instruction. For many students, the rapid refashioning of courses of instruction meant suddenly confronting new, radically different learning scenarios. We know relatively little about what enabled or constrained students' confidence in…
Descriptors: COVID-19, Pandemics, Barriers, Affordances
Kiltz, Lisa; Fokkens-Bruinsma, M.; Jansen, E.P.W.A. – Higher Education Research and Development, 2023
In response to COVID-19 pandemic-related social restrictions, university students have reported being more depressed, lonelier, and less resilient, potentially affected by changes within the academic system. The present study investigates how students' social and physical well-being affect their psychological well-being and additionally explores…
Descriptors: Foreign Countries, COVID-19, Pandemics, School Closing
Schillings, Marlies; Roebertsen, Herma; Savelberg, Hans; van Dijk, Anne; Dolmans, Diana – Higher Education Research and Development, 2021
Feedback plays a vital role in the process of mastering writing in many academic disciplines. Although peer feedback has been proven helpful to develop students' academic writing competency, the role of additional face-to-face peer dialogue in this context remains indistinct. Face-to-face peer dialogue on written peer feedback is expected to…
Descriptors: Feedback (Response), Peer Evaluation, Synchronous Communication, Dialogs (Language)
Brouwer, Jasperina; Jansen, Ellen – Higher Education Research and Development, 2019
The ability to share knowledge is an important attribute that students develop in learning communities (LCs), enabling them to succeed in their education and careers. Insufficient research addresses the development of such knowledge sharing in LCs though, including whether it aligns with students' success (i.e., grades). To address this gap, the…
Descriptors: Grades (Scholastic), Trust (Psychology), Communities of Practice, Cooperative Learning
Duchatelet, Dorothy; Donche, Vincent – Higher Education Research and Development, 2019
By implementing student-centred learning environments, higher education institutions aim to foster student self-efficacy and self-regulation. Previous research that focuses on how students perceive these learning environments usually does not take the differential impact of students' study motivation into account. However, the type of motivation…
Descriptors: Self Efficacy, Metacognition, Student Motivation, Independent Study
Snijders, Ingrid; Rikers, Remy M. J. P.; Wijnia, Lisette; Loyens, Sofie M. M. – Higher Education Research and Development, 2018
This study investigated the overall "quality" of the interpersonal relationship students have with faculty and staff, that is, relationship quality (RQ). In relationship management research, RQ is paramount for the creation of bonds with customers, which in turn is necessary for the sustainability of organizations, that is, continuity…
Descriptors: Higher Education, Program Validation, Interpersonal Relationship, Teacher Student Relationship
Garraway, James – Higher Education Research and Development, 2017
Though the future cannot be accurately predicted, it is possible to envisage a number of probable developments which can promote thinking about the future and so promote a more informed stance about what should or should not be done. Studies in technology and society have claimed that the use of a type of forecasting using plausible but imaginary…
Descriptors: Curriculum Development, Prediction, Predictor Variables, Teacher Workshops
Huisman, Bart; Saab, Nadira; van Driel, Jan; van den Broek, Paul – Higher Education Research and Development, 2017
There does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance.…
Descriptors: Feedback (Response), Peer Evaluation, Undergraduate Students, Quasiexperimental Design
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