Academic tutoring as a human development process. Using semantic field analysis to explore the concept

This article explores the structural and semantic features of compound nouns formed with the root “Schnee” (snow) in the German language. Focusing on their morphological composition, denotative and connotative meanings, and synonymic relationships, the study highlights how such nouns precisely describe various snow-related natural phenomena. The analysis includes determinative and possessive compounds such as Schneesturm, Schneefall, and Schneewinter, demonstrating the productivity and expressiveness of German word formation. Employing methods of morphological and semantic field analysis, the research also examines cultural associations and emotional overtones conveyed through these compounds. A tabular synthesis presents the structure, meaning, and pragmatic nuances of each term, revealing the interplay between linguistic form and cultural perception in environmental lexicon. Keywords: German Language, Snow Lexicon, Compound Nouns, Denotation, Connotation, Morphology, Natural Phenomena, Semantic Field, Cultural Linguistics, Word Formation.

Purpose: The aim of this article is to present analysis literature interested in decision-making strategies in higher education institutions. Author keywords contained in the publications were analysed to show links between them and present recent interested areas of strategies in higher education. Design/methodology/approach: Analysis based on bibliometric data of world literature published in Web of Science and Scopus. The study included a quantitative analysis of publications. The results are presented in tables, graphs and figures. Findings: The successive part of the publication analyses the 4125 documents in Web of Science and Scopus. Based on the 2886 documents searched in Scopus, author keywords were analysed and connections between them were visualised (software support visualisations). The study identified an increase in interest in topics such as “sustainability”, “instructional strategies”. The analysis of publications interested in strategies, higher education institutions and decision-making showed that 57 publications met the defined search criteria. Only 12 of these were published up to 2012, while the remaining 46 were published in the last 10 years. Recurring author keywords in recent publications are: "strategic management", "strategic decision-making", "strategic decisions". Earlier publications have also included such keywords as “innovation”, “sustainabililty”, “information systems”, “knowledge management”. Research limitations/implications: Research based on two literature bases, limited to English language. Next step of research can be made in all languages ang more publication bases. The study focuses on quantitative analysis of publications based on author keywords. The research should be expanded of a detailed and qualitative analysis of the publications found and their evaluation in terms of strategies in university decision-making. It would be reasonable in the analysis and interpretation of the results obtained to group or standardize the keywords used in publications, e.g. “decision making” and “decision-making”. Originality/value: Paper presents bibliometric analysis of publication interested on strategies in higher education institutions decision-making. The analysis has made it possible to identify trends in the literature based on author keywords. The results of the survey shows the growing interest strategies in decision-making in higher education institutions. Keywords: Decision-making, strategies, higher education institutions, universities. Category of the paper: Literature review.

Higher education is a key pillar in constructing new knowledge economies for the 21st century, and the digitalization of higher education is a central focus area for national authorities. Visionary discourses from authorities state that the decision-making authority for digital strategies should be centralized to the domain of management. Digitalization is, however, driven by key features of modern technology and may also lead to the transformation of traditional educational methods as well as educational practices. Since the university contains several disciplines, different strategies can be used when products or processes within the disciplines are digitalized. It is important to consider in the ways that different disciplines can proceed to digitalize their educational practices. Based on these interests, our research question is as follows: how do digital strategies in higher education emerge, and how do they align with the educational context? Through a qualitative case study with interviews, participation in workshops, and document analyses, we investigated two digitalization efforts in the fields of medicine and law. We found that the two classical disciplines’ strategic approaches differed substantially. Based on the findings, our main contribution is a digitalization model with two archetypes, namely digital transformation strategy and digital innovation strategy. The model highlight the main object of the respective strategies, but also the institutional reaction to digitalization efforts. An implication from our study is the demonstration of how specific faculties adapt digital strategies to educational practices. This may sometimes lead to the transformation of educational practices, while other times more incremental moderate changes may be implemented. From a practical point of view, policymakers, politicians, educational management, and professionals need knowledge and expertise about the implications of digital strategies for educational practices. Our contribution, we propose, strengthens the understanding of strategies within digital infrastructures in higher education.

El objetivo del presente trabajo fue realizar una revisión sistemática de la literatura sobre las estrategias pedagógicas innovadoras en la educación superior en América Latina. Para ello, se realizó una búsqueda en las bases de datos Scielo y Latindex de artículos publicados en los últimos cinco años. A partir de la selección 20 artículos se identificó que las estrategias pedagógicas innovadoras en la educación superior son un tema de investigación en creciente interés en la región, y que existe una amplia variedad de enfoques y metodologías utilizadas para su implementación. Entre las implicancias prácticas, se destaca la necesidad de formación docente en estas metodologías y la importancia de la evaluación de su efectividad en el aprendizaje de los estudiantes. Los desafíos a futuro incluyen la necesidad de continuar investigando en esta temática para ampliar el conocimiento sobre su efectividad y adaptación a diferentes contextos educativos, así como la necesidad de promover su implementación a gran escala.

This study explores the potential application of Blue Ocean Strategy in the Palestinian higher education sector, addressing a significant gap in the literature regarding innovative strategies for higher education in developing regions.Blue Ocean Strategy, conceptualized by Kim and Mauborgne, has demonstrated success across various industries, yet its implementation in higher education, particularly in challenging contexts like Palestine, remains understudied.Our research aims to identify novel approaches to overcome the unique obstacles faced by Palestinian higher education institutions while creating uncontested market spaces.Employing a qualitative research design, we conducted an in-depth analysis of the Palestinian higher education landscape.Our methodology included semistructured interviews with 30 key stakeholders, comprising university administrators, faculty members, policymakers, and industry experts.Additionally, we performed a thorough document analysis of strategic plans, policy papers, and market reports.The data were analyzed using thematic coding to identify emerging patterns and potential Blue Ocean opportunities.Our findings reveal several promising areas for strategy implementation, including the development of niche programs aligned with emerging regional industries, the creation of virtual and augmented reality-enhanced learning experiences, and the establishment of innovation hubs fostering university-industry collaboration.The study also uncovers significant challenges to implementation, such as resource limitations, regulatory constraints, and resistance to change within traditional academic structures.Based on these insights, we propose a contextually adapted framework for Blue Ocean Strategy in Palestinian higher education, emphasizing value innovation, strategic partnerships, and gradual transformation.This research contributes to the growing discourse on innovative strategies in higher education and offers practical recommendations for institutional leaders and policymakers in Palestine and similar developing contexts.We conclude by suggesting future research directions, including case studies of early adopters and comparative analyses with other challenging educational environments.

RESEARCH OBJECTIVE: The aim of the article is to problematize and present the mosaic approach to the dimensions of dialogue in academic tutoring. THE RESEARCH PROBLEM AND METHODS: The considerations carried out in the article are aimed at solving the following research problem: “what are the structure and specific features of the mosaic approach to dialogue in academic tutoring?”. The method used in the process of constructing the scientific argumentation is problematization of issues, based on literature and the author’s experience gained during the “Masters of Didactics” project. THE PROCESS OF ARGUMENTATION: In order to answer the research question, first, tutoring was characterised as an exemplification of personalised education (learning), and then the author focused on the problematization of three dimensions of dialogue in academic tutoring. RESEARCH RESULTS: In the process of scientific analysis, three dimensions of dialogue were described (as a way of communication between the tutor and the tutee, a personal dialogue, and a motivational interviewing), showing the mosaic nature of dialogue in academic tutoring and the contribution of this process to the achievement of goals that complement one another. CONCLUSIONS, INNOVATIONS AND RECOMENDATIONS: In the mosaic approach to dialogue, each of its dimensions is important, and saturation of individual tutoring processes with them is conditioned by the factors corresponding to the personalization of education. Such an approach seems not only to legitimize and make varied tutoring practices more reflective, but it also inspires empirical research on the dimensions of dialogue at universities.

Aims: Fraud in the higher education environment is becoming increasingly complex, involving a range of violations that span from academic dishonesty, document forgery, and financial misappropriation. This study aims to analyze the differences in perceptions of fraud prevention strategies based on academic status (students, lecturers, and education personnel). Fraud prevention strategies are examined through four main dimensions: prevention, detection, investigation, and sanctions, as well as monitoring and evaluation. Population and Sample: The population in this study consisted of academicians in the college environment, including students, lecturers, and educational personnel. Sampling techniques were employed using purposive sampling, with participants meeting the criteria of having at least one year of experience in higher education institutions. Methodology: A quantitative approach was used in the research design and multivariate analysis of variance (MANOVA) was used to analyze data from 161 respondents obtained through purposive sampling. Results: The instrument was adapted from the Fraud Triangle and Fraud Diamond theories, as well as the COSO control framework. The MANOVA results show that academic status has a significant effect on the perception of the fraud prevention strategy (p < 0.05). Significant differences were found in the dimensions of detection, investigation, and monitoring, where lecturers had higher perceptions than students. Conclusion: This finding confirms the importance of a participatory approach to designing fraud prevention strategies that involve all elements of the academic community. Equitable anti-fraud literacy training is recommended to strengthen collective supervision and foster a culture of integrity in higher education institutions.

This chapter investigates correlations between learning theory and outcomes. Based on the hypotheses that in university pedagogy the assessment strategy should be interrelated with desired learning outcomes of the student, it is clear that assessment directly impacts student minds and behavior. Therefore, within the global context of assessment, measurement, and testing strategies, this chapter critically explores novel educational assessment methodology as a response to the following research questions: What are the main issues, controversies, and problems in the educational assessment? What are the most effective solutions for the development of life-long competence through an affordable assessment strategy? This study presents insights into the assessment theory concerning deviations in the acquisition settings between training and testing. It also provides an outlook for the potential of transfer assessment methodologies to metacognitive training of a particular target group.

The low interest in entrepreneurship among students is still a serious challenge for universities in Indonesia. Although various entrepreneurship programs and trainings have been widely organized, most graduates still prefer the path as a job seeker than a job creator. This study aims to identify the factors that hinder Generation Z, especially students, in choosing the path of entrepreneurship. The study uses a quantitative approach with Exploratory Factor Analysis (EFA) techniques to uncover the latent structure of barriers to entrepreneurship. The population of the study were students of Sebelas Maret University participants in the Independent Entrepreneurship program with 161 respondents from various study programs. The research instrument consisted of 14 valid statements measured by a 5-point Likert scale. The results of the analysis showed two main factors causing low interest in entrepreneurship, namely personal readiness as the dominant factor that includes limited knowledge, skills, motivation, and courage to take risks and the influence of the entrepreneurial ecosystem related to access to funding, mentoring, and contextual pressures. These two factors together account for 39% of the total variance. These findings provide theoretical contributions in expanding the understanding of multidimensional barriers faced by Generation Z as well as practical contributions as the basis for the formulation of more effective entrepreneurial learning strategies in higher education. Further research is recommended to use Confirmatory Factor Analysis (CFA) to test the suitability of the model and improve the reliability of research instruments.

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsEdward P. St. JohnEdward P. St. John is associate professor in the Department of Educational Leadership and Foundations at the University of New Orleans.

This research investigates the dynamic landscape of succession planning (SP) strategies in higher education, with a focus on synthesizing existing literature to guide improvements in presidential succession practices. The intense global competition in higher education has led to imbalances in the quantity and composition of potential successors, hindering institutions’ rapid advancement and affecting their competitiveness on the global stage. The study addresses critical challenges such as attracting, retaining, and nurturing successors in key positions beyond material incentives. Employing a literature analysis methodology, the research comprehensively examines the existing body of literature related to succession planning, offering recommendations to promote stability in leadership, foster continuous talent development, and mitigate talent crises. The study evaluates the current state of succession planning in higher education, identifying issues and their root causes. It provides a summary and analysis of ongoing research efforts related to successor quality, team formation, and cultivation models. Despite advancements through national talent cultivation policies, persistent challenges like talent scarcity, the absence of gender-inclusive succession plans, a lack of originality, and inconsistent staff flow hinder progress. The research attributes these challenges to traditional personnel systems and university administrators. Proactive measures are proposed, including creating awareness of succession planning, advocating for personnel mechanism reform, establishing a comprehensive training system, and developing a scientifically-grounded succession plan. Though the study aims to contribute to leadership development and address pressing issues faced by higher education institutions, with only a limited number utilizing mixed techniques, it restricted the comprehensive inclusion of social context knowledge and evidence regarding the motivations, beliefs, and experiences of individuals in this investigation.

Leadership in higher education has a strategic role in developing the professionalism of lecturers, especially in the Islamic higher education environment. The purpose of this study is to analyze leadership strategies in higher education and policies implemented to develop the professionalism of lecturers based on religious values. The study was conducted in two universities, UNHASY and UNIPDU. The type of research uses qualitative with a case study approach. Data collection involves observation, interviews, and documentation. Primary data was obtained from research subjects, namely the rector and lecturers, while secondary data was in public and private documents. Thematic data analysis techniques and data validity use triangulation techniques. The study results show that UNHASY and UNIPDU have a basic transformational leadership style but have different approaches. UNHASY applies leadership based on religious values ​​, focusing on character and ethical development. At the same time, UNIPDU adopts leadership that is more adaptive to global change and integrates religious practices with technological developments. Both leadership models significantly impact lecturer professionalism, as seen in competence in teaching, the use of technology, and the ability to be a moral role model. This study recommends the importance of developing visionary and responsive leadership to global change and the need to integrate ethical values ​​in developing lecturer professionalism. The implications of this study in the context of higher education confirm that supportive and participative leadership styles are essential for a thriving academic environment. Leadership styles must also be adjusted to the cultural context and values ​​that exist in each institution. This study also contributes to the development of the lecturer's professionalism theory. The findings suggest that effective higher education leadership contributes directly to improving the quality of lecturers' work, which includes innovation in teaching and achieving research targets.

This paper focuses on policy initiatives and strategies used to promote the use of information and communication technologies (ICTs) in higher education in South Africa. It explores a wider international outlook and current debates in South Africa to map out an emerging South African perspective concerning the integration of ICT in higher education. It also provides a brief survey of key policy developments on e-education in general to contextualize the use of ICTs. In doing so, the paper addresses the following questions: What general goals do policy makers in South Africa express in national policy documents for the integration of ICT in the education system? What is the role of government regarding the use of ICT in higher education? What policies and strategies for ICT do leaders of South African higher education institutions develop? How do South African national priorities and higher education institutional strategies match?

Content and Language Integrated Learning (CLIL), a methodology for teaching and learning content via a foreign language, has become a promising method for developing critical reading material and fostering students' analytical thinking and reasoning abilities in higher education. Numerous studies have examined the development of critical reading teaching materials, yet only some have focused on developing and implementing CLIL-based strategies in higher education. Therefore, this article explores the perceptions of English students and lecturers on implementing CLIL-based principles with interactive multimedia in developing critical reading material in higher education. The study collected data from students and teachers through questionnaires using a descriptive quantitative method. The closed-ended responses were analyzed by frequency and proportion, and compared between groups using the Mann-Whitney U test. Open-ended responses were categorized and analyzed through a matrix checklist to study a key variable or topic of public interest. The findings showed that most students believed that CLIL-based critical reading material using interactive multimedia enhanced their analytical thinking and reasoning abilities concerning the subject content. They also believed their learning outcomes would improve. All lecturers believed that the need for CLIL-based critical reading material employing the integration of interactive multimedia is essential, especially in an online learning setting. Furthermore, the lectures stated that engaging with critical reading material using interactive multimedia in the classroom increased the students’ motivation, promoting interaction among students and developing essential logical and cognitive competencies. Overall, the student and lecturer groups corroborated the need to further implement CLIL-based critical reading material development by using interactive multimedia in higher education.

The rapid development of artificial intelligence (AI) technologies has demonstrated their affordances and limitations in revolutionizing pedagogical strategies in higher education. Given the lack of guidelines, policies, and resources to assist instructors in efficiently and ethically integrating AI into teaching and learning practices, this systematic review aimed to investigate AI integration competencies and challenges in higher education from the intelligent Technological Pedagogical Content Knowledge (TPACK) perspective. We first applied the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) to identify 23 studies published between 2019 and 2023 that met the inclusion and exclusion criteria. After conducting open coding and thematic analysis, the research findings showed four AI integration competencies and strategies, including 1) AI literacy and readiness as intelligent technological knowledge, 2) AI-supported innovative pedagogy to supplement instructor social presence and transform the instructor-student relationship, 3) AI as intelligent learning partners to increase student engagement in self-regulated learning and higher-order thinking skills, and 4) AI-driven learning experience design and delivery. AI integration limitations and challenges contained: 1) the short-term novelty effect, 2) digital divides, 3) technical deficiencies, and 4) ethical concerns. Based on the implications for future practices, a diagram was developed to illustrate the systematic considerations to support the sustainability of AI-assisted teaching and learning in higher education.