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Zombies in the academy : living death in higher education
The theme of zombies is topical and provocative, with the potential to appeal to a wide range of readers. This book is an engaging call for recognition of the conditions of contemporary humanities research, teaching, and cultural and labour practices. The zombie trope offers an unusual perspective into discussions about the current crises in higher education, and the proposed structure of the book allows for the 3 editors to open up interdisciplinary discussion (with their 3 sections covering corporatisation & zombification, digital media & moribund content distribution, and zombie literacies & pedagogies). \"Zombies in the Academy\" taps into the current popular fascination with zombies and brings together scholars from a range of fields, including cultural and communications studies, sociology, film studies, and education, to give a critical account of the political, cultural, and pedagogical state of the university through the metaphor of zombiedom.
Book
nsaio6 : neuer schmuck aus Idar-Oberstein = new jewellery from Idar-Oberstein
Beginning with the renaissance of gemstones in jewellery design since the 1970s, Ute Eitzenhèofer, Theo Smeets, Lothar Brèugel (ret. 2014) and Eva-Maria Kollischan (since 2014) successfully established the Hochschule Trier in Idar-Oberstein as a creative European jewellery centre. To mark the exhibition in the Stadtmusem Simeonstift in Trier on thirty years of the Gemstone and Jewellery Department, the publication shows an exciting selection of works from the last ten years. Works in creative design and photography accompany diverse approaches that exemplify the contemporary use of a reputedly 'outmoded' raw material. In exploring the aesthetic characteristics of the material and the experimental confrontation with its physical qualities, the gemstone's potential for design comes entirely into its own. Within current discourse it comments ironically, on the one hand, on the unilateral societal ascription as a luxury item; on the other, it functions as a charming and noble object of nature. Exhibition: Stadtmuseum Simeonstift Trier, Germany (27.01.16 - 26.02.2017).
Book
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement
Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by student motivational characteristics such as academic self-concept. These relations have been well established with variable-centered analyses, but in this study, a person-centered analysis was applied to describe how the different aspects of student engagement are combined within individual students. Specifically, we investigated how the number of hand-raisings interacts with student cognitive and emotional engagement in various engagement patterns. Additionally, it was analyzed how these engagement patterns relate to academic self-concept as an antecedent and achievement as an outcome. In an empirical study, high school students (N = 397) from 20 eighth-grade classrooms were surveyed and videotaped during one mathematics school lesson. The design included a pre- and post-test, with the videotaping occurring in between. Five within-student engagement patterns were identified by latent profile analysis: disengaged, compliant, silent, engaged, and busy. Students with higher academic self-concept were more likely to show a pattern of moderate to high engagement. Compared with students with low engagement, students with higher engagement patterns gained systematically in end-of-year achievement. These findings illustrate the power of person-centered analyses to illuminate the complexity of student engagement. They imply the need for differentiation beyond disengaged and engaged students and bring along the recognition that being engaged can take on various forms, from compliant to busy. (ZPID).
Journal Article
Students' experiences of e-learning in higher education : the ecology of sustainable innovation
Grounded in relevant international research, this study helps academic instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning, such as learning in lectures, seminars and laboratories, as well as private study.
Book
The Digitalisation of Administrative Processes and Institutional Agility in SUCs Cebu City: The Mediating Role of Employee Digital Readiness
Research Aims: This study examines how the digitalisation of administrative processes influences institutional agility in SUCs in Cebu City, Philippines, and explicitly investigates employee digital readiness as a mediating capability that translates digital investments into organisational adaptability. Design/Methodology/Approach: A quantitative predictive research design was employed using a structured survey administered to 300 administrative employees selected through purposive sampling. PLS-SEM was used to test direct and indirect relationships. Research Findings: The digitalisation of administrative processes has a significant positive effect on institutional agility. Employee digital readiness partially mediates this relationship, indicating that technological modernisation alone yields limited gains in agility unless supported by digitally competent and confident employees. Institutions with higher levels of employee digital readiness demonstrate greater adaptability, responsiveness, and service efficiency. Theoretical Contribution/Originality: This study empirically demonstrating how employee digital readiness functions as a dynamic capability that links process digitalisation to institutional agility. This research highlights the capability-building mechanism through which administrative digitalisation enhances organisational responsiveness in public higher education institutions. Managerial Implication in the South East Asian Context: The results underscore the need for SUC leaders, HR managers, and digital governance officers across Southeast Asia to complement administrative digitalisation initiatives with sustained investments in employee digital capacity building. Research Limitation & Implications: This study is limited to SUCs in Cebu City, which may limit its generalizability to other public institutions and national contexts. Future research may adopt comparative cross-regional designs or qualitative approaches.
Journal Article
A meta-analysis of relations between achievement and self-concept
According to the internal/external frame of reference model, academic achievement has a strong impact on people's self-concept, both within and between subjects. We conducted a series of meta-analyses of k = 505 data sets containing the six bivariate correlations between achievement and self-concept in two subjects. Negative paths from achievement to noncorresponding self-concept, indicating dimensional comparison effects, were strongest when the subjects were dissimilar with regard to the math-verbal continuum, reduced but still significantly negative when both subjects belonged to the verbal domain, and near-zero when both subjects belonged to the math/science domain. Additionally, we found stronger positive paths from achievements to corresponding self-concepts, indicating social comparison effects, and stronger dimensional comparison effects for grades than for standardized test scores, and for older rather than younger students. We extend dimensional comparison theory by discussing these results with particular regard to the nonexistence of assimilation effects, the effects of subject similarity on dimensional comparison effects, and other moderators of dimensional comparison effects. (ZPID).
Journal Article
How Strong Is the Evidence for a Causal Reciprocal Effect? Contrasting Traditional and New Methods to Investigate the Reciprocal Effects Model of Self-Concept and Achievement
The relationship between students’ subject-specific academic self-concept and their academic achievement is one of the most widely researched topics in educational psychology. A large proportion of this research has considered cross-lagged panel models (CLPMs), oftentimes synonymously referred to as reciprocal effects models (REMs), as the gold standard for investigating the causal relationships between the two variables and has reported evidence of a reciprocal relationship between self-concept and achievement. However, more recent methodological research has questioned the plausibility of assumptions that need to be satisfied in order to interpret results from traditional CLPMs causally. In this substantive-methodological synergy, we aimed to contrast traditional and more recently developed methods to investigate reciprocal effects of students’ academic self-concept and achievement. Specifically, we compared results from CLPMs, full-forward CLPMs (FF-CLPMs), and random intercept CLPMs (RI-CLPMs) with two weighting approaches developed to study causal effects of continuous treatment variables. To estimate these different models, we used rich longitudinal data of N = 3757 students from lower secondary schools in Germany. Results from CLPMs, FF-CLPMs, and weighting methods supported the reciprocal effects model, particularly when math self-concept and grades were considered. Results from the RI-CLPMs were less consistent. Implications from our study for the interpretation of effects from the different models and methods as well as for school motivation theory are discussed.
Journal Article
Supporting Entrepreneurship and Innovation in Higher Education in Austria
The Austrian higher education system has consistently recognised the need to become more entrepreneurial and innovative with a view to supporting the economic, social and cultural development of the country and its regions. Over the past decades, the government has been implementing a broad reform agenda to provide strategic funding, diversify higher education institutions (HEIs) and promote an allocation of students that improves the quality of services and empowers them vis à vis the future of work and society.This review illustrates policy actions promoting the development of entrepreneurial and innovative activities in the Higher Education System and individual HEIs. In addition, based on information gathered during study visits, the review discusses strategies and practices adopted by Austrian HEIs to innovate, engage, and generate value for their own ecosystems and networks. The review is part of a series of national reports implementing the HEinnovate framework. HEinnovate is a holistic framework that the OECD and the European Commission have developed to promote the “entrepreneurial and innovation agenda” in higher education.
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