studies in higher education journal

Studies in Higher Education

Subject Area and Category

Publication type.

03075079, 1470174X

Information

How to publish in this journal

The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.

This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.

Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.

International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.

Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.

Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.

Name * Required

Email (will not be published) * Required

* Required Cancel

The users of Scimago Journal & Country Rank have the possibility to dialogue through comments linked to a specific journal. The purpose is to have a forum in which general doubts about the processes of publication in the journal, experiences and other issues derived from the publication of papers are resolved. For topics on particular articles, maintain the dialogue through the usual channels with your editor.

Cookie settings

Cookie Policy

Legal Notice

Call Us +44 20 7427 2350
Email Us [email protected]

Studies in Higher Education

Publications

Published by: Taylor & Francis Group Frequency: Twelve issues per year Print ISSN: 0307-5079 Online ISSN: 1470-174X

Buy: Further information: www.tandfonline.com

This journal has a wide ranging interest in higher education and the social and institutional contexts within which it takes place, but gives particular emphasis to education as practice, with a view to influencing its development.

Editor in Chief

Professor Creso Sá Ontario Institute for Studies in Education, University of Toronto, Canada.

Senior Editor

Professor Maria Slowey Higher Education Research Centre (HERC), Dublin City university, Ireland.

Associate Editors

Dr Johanna Annala Faculty of Education and Culture, Tampere University, Finland.

Professor Molly Lee School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia.

Dr Giulio Marini Department of Economics and Business, University of Catania, Italy.

Professor Stephen Wilkins British University in Dubai, Dubai.

Special issues Editors

Associate Professor Jens Jungblut Department of Political Science , University of Oslo, Norway.

Professor Sarah O’Shea National Centre for Student Equity in Higher Education, Curtin University, Australia.

SRHE Member Savings

SRHE Members can receive an annual print copy subscription to all issues of Studies in Higher Education for £80 per annum, a significant saving over the publishers’ price.

Keep up to date with Studies in Higher Education

You can keep up to date with Studies in Higher Education using both RSS Feed and Email Alerts. To receive RSS feed, you will need to use an aggregator or news reader. Most modern internet browsers have one. Email alerts are send when new issues become available.

To set up RSS Feed and Email Alerts, simply navigate to the link below and click on the RSS or Email icon. Email Alerts require informaworld registration whereas RSS feed does not.

This will notify you to new content published in the journal.

RSS Feed Email Alert

SRHE Follow

An independent and financially self-supporting international learned society. Advancing the understanding of Higher Education through research and scholarship.

CFP: @SRHE73 #HEC19 network online #ResearchShowcase (5 June 2024) on #StudentExperiences of #COVID19 and beyond in #HigherEducation.Research/practitioner perspectives on #CareerProspects #MentalHealth #engagement #inequalities and more. Send 150-250wd abstract by 30 April. 1/2

Join us for an in-person event on the 20th of June with @SRHE73 #SAENetwork co-organised with Farhana Ghaffar entitled: *Understanding Graduate Experiences Of Indebtedness In England And Scotland*

Please Login

Registration, forgotten password.

English Editing
Translation
Figure Services
Poster Preparation
Video Abstracts
My Searches
My Journals

Studies in Higher Education

Aims and scope.

Studies in Higher Education is a leading international journal publishing research-based articles dealing with higher education issues from either a disciplinary or multi-disciplinary perspective. Empirical, theoretical and conceptual articles of significant originality will be considered. The Journal welcomes contributions that seek to enhance understanding of higher education policy, institutional management and performance, teaching and learning, and the contribution of higher education to society and the economy. Comparative studies and analysis of inter-system and cross-national issues are also welcomed, as are those addressing global and international themes. The Journal will publish annually two special issues on topics of international significance to higher education.

Responsiveness Not Provided

Publication speed not provided, submission fees $.

None listed

Publication or page charges $

Color charges, open access policy, open access available no, verified journal.

This journal is included in the JournalGuide whitelist of reputable titles. Learn more here.

General information

Journal profile.

This journal's profile page has not been yet been claimed by an official representative.

More actions

Journal common names.

Do you know this journal by another common name or abbreviation? Enter it here and use it for your future searches

Higher Education Journals: Studies in Higher Education

The Chronicle of Higher Education
Community College Journal of Research and Practice
Community College Review
Higher Education Quarterly
Innovative Higher Education
Journal of College Student Development
Studies in Higher Education
The College Student Affairs Journal
The Journal of Higher Education
The Review of Higher Education

Studies in Higher Education---Taylor & Francis---7,000 words

Description:

Submission Guidelines:

These instructions will ensure we have everything required so your paper can move through peer review, production and publication smoothly. Please take the time to read and follow them as closely as possible, as doing so will ensure your paper matches the journal’s requirements. For general guidance on the publication process at Taylor & Francis please visit our Author Services website .

This journal uses ScholarOne Manuscripts (previously Manuscript Central) to peer review manuscript submissions. Please read the guide for ScholarOne authors before making a submission. Complete guidelines for preparing and submitting your manuscript to this journal are provided below.

Use these instructions if you are preparing a manuscript to submit to Studies in Higher Education . To explore our journals portfolio, visit http://www.tandfonline.com/ , and for more author resources, visit our Author Services website.

Studies in Higher Education considers all manuscripts on the strict condition that

· the manuscript is your own original work, and does not duplicate any other previously published work, including your own previously published work.

· the manuscript has been submitted only to Studies in Higher Education ; it is not under consideration or peer review or accepted for publication or in press or published elsewhere.

· the manuscript contains nothing that is abusive, defamatory, libellous, obscene, fraudulent, or illegal.

Please note that Studies in Higher Education uses CrossCheck™ software to screen manuscripts for unoriginal material. By submitting your manuscript to Studies in Higher Education you are agreeing to any necessary originality checks your manuscript may have to undergo during the peer-review and production processes.

Any author who fails to adhere to the above conditions will be charged with costs which Studies in Higher Education incurs for their manuscript at the discretion of Studies in Higher Education ’s Editors and Taylor & Francis, and their manuscript will be rejected.

Manuscript preparation

1. General guidelines

· Manuscripts are accepted in English. Any consistent spelling and punctuation styles may be used. Please use single quotation marks, except where ‘a quotation is “within” a quotation’. Long quotations of 40 words or more should be indented without quotation marks.

· A typical manuscript will not exceed 7000 words including tables, references, captions and endnotes. Manuscripts that greatly exceed this will be critically reviewed with respect to length. Authors should include a word count with their manuscript.

· Manuscripts should be compiled in the following order: title page (including Acknowledgements as well as Funding and grant-awarding bodies); abstract; keywords; main text; acknowledgements; references; appendices (as appropriate); table(s) with caption(s) (on individual pages); figure caption(s) (as a list).

· Abstracts of 150 words are required for all manuscripts submitted.

· Each manuscript should have 5 to 6 keywords .

· Search engine optimization (SEO) is a means of making your article more visible to anyone who might be looking for it. Please consult our guidance here .

· Section headings should be concise.

· All authors of a manuscript should include their full names, affiliations, postal addresses, telephone numbers and email addresses on the cover page of the manuscript. One author should be identified as the corresponding author. Please give the affiliation where the research was conducted. If any of the named co-authors moves affiliation during the peer review process, the new affiliation can be given as a footnote. Please note that no changes to affiliation can be made after the manuscript is accepted. Please note that the email address of the corresponding author will normally be displayed in the article PDF (depending on the journal style) and the online article.

· All persons who have a reasonable claim to authorship must be named in the manuscript as co-authors; the corresponding author must be authorized by all co-authors to act as an agent on their behalf in all matters pertaining to publication of the manuscript, and the order of names should be agreed by all authors.

· Biographical notes on contributors are not required for this journal.

· Please supply all details required by any funding and grant-awarding bodies as an Acknowledgement on the title page of the manuscript, in a separate paragraph, as follows:

o For single agency grants: "This work was supported by the [Funding Agency] under Grant [number xxxx]."

o For multiple agency grants: "This work was supported by the [Funding Agency 1] under Grant [number xxxx]; [Funding Agency 2] under Grant [number xxxx]; and [Funding Agency 3] under Grant [number xxxx]."

· Authors must also incorporate a Disclosure Statement which will acknowledge any financial interest or benefit they have arising from the direct applications of their research.

· For all manuscripts non-discriminatory language is mandatory. Sexist or racist terms must not be used.

· Authors must adhere to SI units . Units are not italicised.

· When using a word which is or is asserted to be a proprietary term or trade mark, authors must use the symbol ® or TM.

· Authors must not embed equations or image files within their manuscript

Transparency:

· Submitting authors should disclose and detail all sources of research funding, including direct and indirect financial support, supply of equipment or materials, and other support (such as specialist statistical or writing assistance).

· Submitting authors should disclose the role of the research funder or sponsor in the research design, execution, analysis, interpretation, and reporting.

· Submitting authors should disclose relevant financial and non-financial interests and relationships that may be considered likely to affect the interpretation of their findings or which editors, reviewers or readers should be cognisant of, including any prior or extant relationship with the journal and its editors.

2. Style guidelines

· Description of the Journal’s article style.

· Description of the Journal’s reference style.

· Guide to using mathematical scripts and equations.

· Word templates are available for this journal. If you are not able to use the template via the links or if you have any other template queries, please contact [email protected].

3. Figures

· Please provide the highest quality figure format possible. Please be sure that all imported scanned material is scanned at the appropriate resolution: 1200 dpi for line art, 600 dpi for grayscale and 300 dpi for colour.

· Figures must be saved separate to text. Please do not embed figures in the manuscript file.

· Files should be saved as one of the following formats: TIFF (tagged image file format), PostScript or EPS (encapsulated PostScript), and should contain all the necessary font information and the source file of the application (e.g. CorelDraw/Mac, CorelDraw/PC).

· All figures must be numbered in the order in which they appear in the manuscript (e.g. Figure 1, Figure 2). In multi-part figures, each part should be labelled (e.g. Figure 1(a), Figure 1(b)).

· Figure captions must be saved separately, as part of the file containing the complete text of the manuscript, and numbered correspondingly.

· The filename for a graphic should be descriptive of the graphic, e.g. Figure1, Figure2a.

4. Publication charges

Submission fee

There is no submission fee for Studies in Higher Education .

Page charges

There are no page charges for Studies in Higher Education .

Colour charges

Colour figures will be reproduced in colour in the online edition of the journal free of charge. If it is necessary for the figures to be reproduced in colour in the print version, a charge will apply. Charges for colour figures in print are £250 per figure ($395 US Dollars; $385 Australian Dollars; 315 Euros). For more than 4 colour figures, figures 5 and above will be charged at £50 per figure ($80 US Dollars; $75 Australian Dollars; 63 Euros).

Depending on your location, these charges may be subject to Value Added Tax .

5. Reproduction of copyright material

If you wish to include any material in your manuscript in which you do not hold copyright, you must obtain written permission from the copyright owner, prior to submission. Such material may be in the form of text, data, table, illustration, photograph, line drawing, audio clip, video clip, film still, and screenshot, and any supplemental material you propose to include. This applies to direct (verbatim or facsimile) reproduction as well as “derivative reproduction” (where you have created a new figure or table which derives substantially from a copyrighted source).

You must ensure appropriate acknowledgement is given to the permission granted to you for reuse by the copyright holder in each figure or table caption. You are solely responsible for any fees which the copyright holder may charge for reuse.

The reproduction of short extracts of text, excluding poetry and song lyrics, for the purposes of criticism may be possible without formal permission on the basis that the quotation is reproduced accurately and full attribution is given.

For further information and FAQs on the reproduction of copyright material, please consult our Guide .

6. Supplemental online material

Authors are encouraged to submit animations, movie files, sound files or any additional information for online publication.

· Information about supplemental online material

Manuscript submission

All submissions should be made online at the Studies in Higher Education Scholar One Manuscripts website. New users should first create an account. Once logged on to the site, submissions should be made via the Author Centre. Online user guides and access to a helpdesk are available on this website. Manuscripts may be submitted in any standard editable format, including Word and EndNote. These files will be automatically converted into a PDF file for the review process. LaTeX files should be converted to PDF prior to submission because ScholarOne Manuscripts is not able to convert LaTeX files into PDFs directly. All LaTeX source files should be uploaded alongside the PDF.

Click here for information regarding anonymous peer review.

Studies in Higher Education aims to publish all articles online within eight weeks of acceptance.

To assure the integrity, dissemination, and protection against copyright infringement of published articles, you will be asked to assign to Society for Research into Higher Education, via a Publishing Agreement, the copyright in your article. Your Article is defined as the final, definitive, and citable Version of Record, and includes: (a) the accepted manuscript in its final form, including the abstract, text, bibliography, and all accompanying tables, illustrations, data; and (b) any supplemental material hosted by Taylor & Francis. Our Publishing Agreement with you will constitute the entire agreement and the sole understanding between Society for Research into Higher Education and you; no amendment, addendum, or other communication will be taken into account when interpreting your and Society for Research into Higher Education rights and obligations under this Agreement. Copyright policy is explained in detail here .

Free article access

As an author, you will receive free access to your article on Taylor & Francis Online. You will be given access to the My authored works section of Taylor & Francis Online, which shows you all your published articles. You can easily view, read, and download your published articles from there. In addition, if someone has cited your article, you will be able to see this information. We are committed to promoting and increasing the visibility of your article and have provided guidance on how you can help . Also within My authored works , author eprints allow you as an author to quickly and easily give anyone free access to the electronic version of your article so that your friends and contacts can read and download your published article for free. This applies to all authors (not just the corresponding author).

Reprints and journal copies

Corresponding authors can receive a complimentary copy of the issue containing their article. Article reprints can be ordered through Rightslink® when you receive your proofs. If you have any queries about reprints, please contact the Taylor & Francis Author Services team at [email protected] . To order a copy of the issue containing your article, please contact our Customer Services team at [email protected] .

Open Access

Taylor & Francis Open Select provides authors or their research sponsors and funders with the option of paying a publishing fee and thereby making an article permanently available for free online access – open access – immediately on publication to anyone, anywhere, at any time. This option is made available once an article has been accepted in peer review.

<< Previous: Journal of College Student Development
Next: The College Student Affairs Journal >>
Last Updated: Jun 15, 2017 10:32 AM
URL: https://library.ws.edu/highereducationjournals

Higher Education Studies
Announcements

HES, Vol. 14, No. 2, June 2024: Call for Papers

Posted on Feb 6, 2024 Higher Education Studies (HES) is calling for papers for the Vol. 14, No. 2, June 2024 issue (Deadline: May 1, 2024). Read More

ERIC Metrics Report Generated for: Higher Education Studies

Posted on May 5, 2023 This report shows the number of views of the ERIC records for your content and the number of PDF downloads if you permit the full text to display in ERIC. These statistics are for the six-month... Read More

HES Indexed in ERA

Posted on Jul 5, 2019 Higher Education Studies (HES) has been indexed in ERA, Excellence in Research for Australia, Australia’s national research evaluation framework. ERA identifies and promotes excellence across the full spectrum of research activity in Australia’s higher ed Read More

Current: Vol. 14, No. 2 (2024)

Fostering Global Competence in Teacher Education: Curriculum Integration and Professional Development
Dech-siri Nopas
Chakree Kerdsomboon

Creative Economy Learning Management to Promote Sustainable Citizenship for Secondary School Students in the Upper Northern Special Economic Development Zones, Thailand
Charin Mangkhang
Nitikorn Kaewpanya
Teerawat Cheunduang
Kasamas Muangkaew
Monton Onwanna
Evaluating Student Satisfaction: A Small Private University Perspective in Japan
Greg Stein
Yvonne Wei
Based on the CIPP Theory Perspective: The Application of Information Technology Integration in Physical Education Course Evaluation - A Case Study of Software Engineering Institute of Guangzhou
Wanjun Chen
Prasert Ruannakarn
Feasibility Study on the Implementation of the Two-Phase Teaching Method of "Short Tennis + Standard Tennis" in General Colleges and Universities
Yu Ke
Jiraporn Chano
The Application of Digital Transformation in Accounting Education: A Case Study of Internet + Technology Improving Academic Performance
Ningxin Ma
The Development of English Grammar Learning Skills by Using Explicit Teaching Method of University Students: The Case Study of Thai University Students
Saichon Pianpadungporn
Development of Digital Literacy and Digital Empathy with Micro-learning via Activities on Metaverse
Aphinanh Suvandy
Pinanta Chatwattana
Prachyanun Nilsook

Journal Publishing Workflow

Please see the workflow for the article publication:

Paper Selection and Publication Process

a) Upon receipt of paper submission, the Editor sends an E-mail of confirmation to the corresponding author within 1-3 working days. If you fail to receive this confirmation, your submission/e-mail may be missed. Please contact the Editor in time for that. b) Peer review. We use double-blind system for peer-review; both reviewers and authors’ identities remain anonymous. The paper will be peer-reviewed by three experts; two reviewers from outside and one editor from the journal typically involve in reviewing a submission. The review process may take 4-10 weeks . c) Notification of the result of review by E-mail.

d) If the submission is accepted, the authors revise accordingly and pay the article processing charge (formatting and hosting).

e) A PDF version of the article is available for download on the journal’s webpage free of charge.

f) From July 1, 2018, we will not automatically provide authors free print journals. We will provide free print copies for authors who really need them. Authors are requested to kindly fill an application form to request free print copies. Additionally, we are happy to provide the journal’s eBook in PDF format for authors, free of charge. This is the same as the printed version.

The publisher and journal have a policy of “Zero Tolerance on the Plagiarism”. We check the plagiarism issue through two methods: reviewer check and plagiarism prevention tool (ithenticate.com).

All submissions will be checked by iThenticate before being sent to reviewers.

------------------------------------------------------------------------------------------------------------------------------

ISSN(Print): 1925-4741
ISSN(Online): 1925-475X
Started: 2011
Frequency: quarterly
AcademicKeys
CNKI Scholar
Education Resources Information Center (ERIC)
Elektronische Zeitschriftenbibliothek (EZB)
EuroPub Database
Excellence in Research for Australia (ERA)
Google Scholar
JournalSeek
Open Access Journals Search Engine(OAJSE)
PKP Open Archives Harvester
SHERPA/RoMEO
Sherry Lin Editorial Assistant
[email protected]
Journal Home
Editorial Team
Order Hard Copies

Open Journals in Education (OJED) at STAR Scholars Network publishes high quality peer reviewed, open access journals based at research universities.

OJED journals are required to be indexed in major academic databases to ensure quality and maximize article discoverability and citation. Journals follow best practices on publication ethics outlined in the COPE Code of Conduct . Journals work to ensure timely decisions after initial submission, as well as prompt publication online if a manuscript is accepted for publication. OJED journals benefit from the editorial, production, and marketing expertise of our team of volunteers.

Upon publication articles are immediately and freely available to anyone, anywhere, at any time. All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License . All articles are permanently available online. The final version of articles may be posted to an institutional repository or to the author's own website as long as the article includes a link back to the original article posted on OJED.

Journal of International Students

Journal of International Students (JIS) is a Scopus-ranked (Q1) quarterly peer-reviewed publication on international education (Print ISSN 2162-3104 & Online ISSN 2166-3750). As an independent multilingual journal based in Baltimore, Maryland (USA), we aim to actively speak to the most consequential conversations in international and global education.

View Journal
Current Issue

Journal of Comparative & International Higher Education

The Journal of Comparative & International Higher Education (JCIHE) is the official journal of the Comparative and International Education Society's (CIES) Higher Education Special Interest Group (HESIG). HESIG supports development, analysis, and dissemination of theory-, policy-, and practice-related issues that influence higher education. Accordingly, JCIHE (Print ISSN 2151-0393 & Online ISSN 2151-0407) publishes work from the complementary fields of comparative, international, and development education addressing these issues. It is indexed in major academic databases to maximize article discoverability and citation (Google Scholar H5 index: 4 ; H5 Median: 7).

Critical Internationalization Studies Review

The Critical Internationalization Studies Review (CISR) (ISSN: 2832-3211) is an open-access annual publication that compiles the essays published monthly in the Critical Internationalization Studies (CIS) Network Newsletter .

Our goals with the CIS Newsletter, and the subsequent compilation on the CISR, are threefold.

First, we aim to provide the Network members with short summaries of recent research in the field that reimagines dominant patterns of relationship, representation, and resource distribution in the internationalization of education.
Second, we aim to connect critical research with internationalization in practice, thus providing a venue for collaboration and the exchange of ideas between these two all-too-often disconnected worlds.
Third, we aim to provide a venue for critical scholarly perspectives of internationalization that speak to fresh approaches to internationalization research and practice.

We encourage contributions that take a critical approach to the exploration of internationalization to deepen and complexify the academic conversation, stay apprised of relevant scholarship, and think about the ways in which we can translate our research to different audiences.

We currently accept submissions of three types: Research Briefs, Practitioner Briefs, and Critical Voices pieces, which serve as scholarly-informed opinion pieces. More information about these submission types can be found under Submissions.

Please note that we do not publish original research articles.

Journal of Underrepresented & Minority Progress

The Journal of Underrepresented & Minority Progress (JUMP) is a refereed interdisciplinary publication (Print ISSN 2574-3465 & Online ISSN 2574-3481) dedicated to the educational, economic, and social progress of minority and underrepresented communities around the world. JUMP strives to provide space for a meaningful, intentional, and actionable scholarship that aims to advance social justice.

Journal of Trauma Studies in Education

The Journal of Trauma Studies in Education (JTSE) is an online open-access academic peer-reviewed journal dedicated to the generation of knowledge regarding mental health and well-being, with a focus on the impact of traumatic stress within the context of Pre K-12 and postsecondary education.

Journal of Interdisciplinary Studies in Education

As a Scopus-indexed publication, the Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) emerges as a pivotal platform for scholars keen on shaping the educational landscape through groundbreaking research. JISE stands at the forefront of educational exploration, bridging diverse disciplines and content areas to address critical issues in education. The journal, published bi-annually, invites national and international scholars to contribute their insights. It employs a rigorous double-blind peer review process overseen by an esteemed national and international editorial board, ensuring the publication of high-caliber articles.

Supported by the Center for Excellence in Education at Arkansas State University, United States

International Journal of Multidisciplinary Perspectives in Higher Education

The International Journal of Multidisciplinary Perspectives in Higher Education (Print ISSN 2474-2546 & Online ISSN 2474-2554) is a scholarly publication that seeks to create conversations about education, especially policy, practice, and research of teaching, among scholars across the academic disciplines and across national and cultural borders. Behind this rigorously peer-reviewed journal is a vision that defines scholarship – its function, process, and view of quality – differently. We strive to foster a community of educators who need and value access, equity, and interaction across borders in educational conversation.

Higher Education Politics and Economics

Higher Education Politics and Economics is an academic, interdisciplinary, peer-reviewed journal on higher education featuring research from a range of perspectives, including education finance, political science, social science, policy, and law to critically examine dynamics in the nexus of social, political, and economic forces shaping major changes in higher education in the US and around the world (Print ISSN 2577-7270 & Online ISSN 2577-7289).

Journal of School Administration Research and Development

The Journal of School Administration Research and Development (JSARD) (ISSN: 2470-850X, online & ISSN: 2470-8496, print) is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 (primary and secondary) school administration and leadership. JSARD publishes scholarly articles on topics pertinent to school leaders, such as innovative practices and/or programs, professional development, hiring practices, leadership principles, equity issues, improving student achievement, and assessment and grading.

American Journal of STEM Education

American Journal of STEM Education: Issues and Perspectives is a multidisciplinary peer-reviewed journal that publishes empirical research, reviews, and practitioner opinions related to issues and perspectives in science, technology, engineering, and mathematics education. The journal is peer-reviewed through a blind review process that utilizes a national and international editorial board and peer reviewers. The journal aspires to advance research and practices in the field of STEM education through a collection of quality, relevant, and advanced interdisciplinary articles in all related fields.

American Journal of Medicine and Health Studies

The American Journal of Medicine and Health Studies publishes original research that significantly contributes to the prevention of severe, long-lasting diseases and the advancement of individual and community health. It covers areas such as prevention and infectious diseases, addiction medicine, behavioral health, community health, COVID-19, critical care medicine, environmental health, family medicine, mental health, public health, respiratory medicine, and more. It aims to bridge the gap between research findings and the application of those findings in clinical and public health practices, fostering the improvement of health outcomes on a global scale.

STAR Scholar Books

The STAR Scholars Network (SSN) press seeks to explore new ideas and best practices related to international student mobility, study abroad, exchange programs, student affairs from the US and around the world, and from a wide range of academic fields, including student affairs, international education, and cultural studies. Many titles are published by Routledge and other university presses.

More information about the publishing system, Platform and Workflow by OJS/PKP.

Academic Integrity and Artificial Intelligence in Higher Education (HE) Contexts: A Rapid Scoping Review

Helen Pethrick University of Calgary
K. Alix Hayden University of Calgary
Jason Wiens University of Calgary
Brenda McDermott University of Calgary

Artificial Intelligence (AI) developments challenge higher education institutions’ teaching, learning, assessment, and research practices. To contribute timely and evidence-based recommendations for upholding academic integrity, we conducted a rapid scoping review focusing on what is known about academic integrity and AI in higher education. We followed the Updated Reviewer Manual for Scoping Reviews from the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic reviews Meta-Analysis for Scoping Reviews (PRISMA-ScR) reporting standards. Five databases were searched, and the eligibility criteria included higher education stakeholders of any age and gender engaged with AI in the context of academic integrity from 2007 through November 2022 and available in English. The search retrieved 2223 records, of which 14 publications with mixed methods, qualitative, quantitative, randomized controlled trials, and text and opinion studies met the inclusion criteria. The results showed bounded and unbounded ethical implications of AI. Perspectives included: AI for cheating; AI as legitimate support; an equity, diversity, and inclusion lens into AI; and emerging recommendations to tackle AI implications in higher education. The evidence from the sources provides guidance that can inform educational stakeholders in decision-making processes for AI integration, in the analysis of misconduct cases involving AI, and in the exploration of AI as legitimate assistance. Likewise, this rapid scoping review signals key questions for future research, which we explore in our discussion.

Author Biographies

Beatriz antonieta moya, university of calgary.

Beatriz Moya is a Ph.D. candidate in the Werklund School of Education at the University of Calgary in the Educational Research program, specializing in Leadership. Her primary motivation as a student researcher is to contribute to the continuous transformation of higher education institutions’ cultures to pursue academic and research integrity and social justice. For this reason, Beatriz situates herself at the intersections of the Scholarship of Teaching and Learning (SoTL), Leadership, and Academic Integrity. In this space, Beatriz is currently involved in projects seeking to contribute to a ‘glocal’ scholarly dialogue concerning academic integrity as a teaching and learning imperative. For instance, Beatriz is exploring the situated meanings and experiential insights from academic integrity educational leaders, and is also a contributing author for a chapter on academic integrity policy in Latin America in the Handbook of Academic Integrity (2nd ed.).

Sarah Elaine Eaton, University of Calgary

Dr. Sarah Elaine Eaton, PhD, is an Associate Professor of Education at the University of Calgary, Canada. She served as the inaugural Educational Leader in Residence, Academic Integrity at Taylor Institute for Teaching and Learning, University of Calgary. Dr. Eaton’s research focuses on academic ethics in higher education. Her work can be found in the British Educational Research Journal, the Journal of Academic Ethics, and the Journal of Educational Thought and Interchange, among other places. She is the Editor-in-Chief of the International Journal for Educational Integrity (Springer Nature) and co-founder and co-editor of Canadian Perspectives on Academic Integrity. In 2020 she received the National Research and Scholarship award from the Canadian Society for the Study of Higher Education (CSSHE) for her contributions to research on academic integrity in Canadian higher education. In 2022, she received the outstanding research award from the European Network for Academic Integrity (ENAI). Her books include Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity, Academic Integrity in Canada: An Enduring and Essential Challenge (Eaton & Christensen Hughes, eds.), Contract Cheating in Higher Education: Global Perspectives on Theory, Practice, and Policy (Eaton, Curtis, Stoesz, Clare, Rundle, & Seeland, eds.) and Ethics and Integrity in Teacher Education (Eaton & Khan, eds.).

Helen Pethrick, University of Calgary

Helen Pethrick, MA, is a researcher and educator in Calgary, Alberta, Canada. Helen’s research encompasses academic integrity in higher education, post-secondary student mental health, and mentorship in academia. Helen has interdisciplinary expertise in systematic literature review methodology, qualitative research, project management, and knowledge exchange. With Dr. Sarah Elaine Eaton and Jamie J. Carmichael, Helen is co-Editor of the volume Fake Degrees and Fraudulent Credentials in Higher Education (Eaton, Carmichael, & Pethrick, forthcoming 2023). Currently, Helen’s role is Research Associate, Academic Integrity, which involves acting as Project Manager (administrative) for the Academic Integrity and Artificial Intelligence project at the University of Calgary.

K. Alix Hayden, University of Calgary

Dr. Alix Hayden is a Librarian at the University of Calgary.

Robert Brennan

Holds a PhD in mechanical engineering from the University of Calgary. He is a Professor of Mechanical and Manufacturing Engineering at the University of Calgary, holds the NSERC Chair in Design Engineering, and has served as President of the Canadian Engineering Education Association (CEEA). His research interests range from engineering education to intelligent automation and control systems. 

Jason Wiens, University of Calgary

Dr. Wiens is a Professor (Teaching) in the Department of English at the University of Calgary. His areas of research interest include contemporary poetry, Canadian literature, archival studies, literary audio, and pedagogy.  He has published articles in numerous journals including LIT: Literature Interpretation Theory, Canadian Literature, Studies on Canadian Writing, and Canadian Poetry. He has recently guest edited a special issue of English Studies in Canada on "Pedagogies of the Archive." He is currently a co-investigator on the SSHRC Partnership project The SpokenWeb, and is a co-investigator on the Academic Integrity and Artificial Intelligence project at the University of Calgary. 

Brenda McDermott, University of Calgary

Dr. McDermott completed her PhD in communication studies at the University of Calgary.  Her research involves looking at ableism embedded in teaching and learning practices, particular assessment. She regularly provided training to faculty to help creating learning environments that reflect the diversity of learners.  

Alonso, A. N. (2022). Online translators in online language assessments. CALL-EJ, 23(3), 115-135. http://callej.org/journal/23-3/Alonso2022.pdf

Anselmo, L., Kendon, T. & Moya, B. (2023). A First Response to Assessment and ChatGPT in your Courses. Taylor Institute for Teaching and Learning. https://taylorinstitute.ucalgary.ca/first-response-assessment-and-chatgpt

Anson, C. M. (2022). AI-based text generation and the social construction of “fraudulent authorship”: A revisitation. Composition Studies, 50(1), 37-46.

Aromataris, E., & Munn, A. (2020). JBI manual for evidence synthesis. JBI. https://doi.org/10.46658/JBIMES-20-01

Australian Academic Integrity Network (AAIN). (2023). AAIN generative artificial intelligence guidelines. https://www.teqsa.gov.au/sites/default/files/2023-04/aain-generative-ai-guidelines.pdf

Barker, T., Stone J. C., Sears K., Klugar M., Tufanaru, C., & Leonardi-Bee, J. (2023). The revised JBI critical appraisal tool for the assessment of risk of bias for randomized controlled trials. JBI Evidence Synthesis, 21(3), 494-506. https://journals.lww.com/jbisrir/Fulltext/2023/03000/The_revised_JBI_critical_appraisal_tool_for_the.5.aspx

Bearman, M., & Luckin, R. (2020). Preparing university assessment for a world with AI: Tasks for human intelligence. In M. Bearman, P. Dawson, R. Ajjawi, J. Tai & D. Boud (Eds.), Re-imagining university assessment in a digital world (pp. 49-63). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-030-41956-1

Brake, J. (2022). Education in the world of ChatGPT. The Absent-Minded Professor https://joshbrake.substack.com/p/education-in-the-world-of-chatgpt?utm_source=direct&utm_campaign=post&utm_medium=web

Bretag, T. (2016). Defining academic integrity: International perspectives – Introduction. In T. Bretag (Ed.), Handbook of Academic Integrity (1st edition). Springer Singapore: 3-5. https://link.springer.com/content/pdf/10.1007/978-981-287-098-8_76.pdf

Brusini, A. (2023). ChatGPT: A brief introduction and considerations for academic integrity. The Innovative Instructor. https://ii.library.jhu.edu/2023/01/30/chatgpt-a-brief-introduction-and-considerations-for-academic-integrity/

Bubeck, S., Chandrasekaran, V., Eldan, R., Gehrke, J., Horvitz, E., Kamar, E., Lee, P., Tat Lee, Y. Li, Y., Lundberg, S., Nori, H., Palangi, H., Ribeiro, M. T., & Zhang, Y. (2023). Sparks of artificial general intelligence: Early experiments with GPT-4. https://arxiv.org/pdf/2303.12712.pdf

Cassidy, C. (2023, January 10). Australian universities to return to ‘pen and paper’ exams after students caught using AI to write essays. The Guardian. https://www.theguardian.com/australia-news/2023/jan/10/universities-to-return-to-pen-and-paper-exams-after-students-caught-using-ai-to-write-essays

Chen, M. H., Huang, S.-T., Chang, J.S., & Liou, H.-C. (2015). Developing a corpus-based paraphrase tool to improve EFL learners' writing skills. Computer Assisted Language Learning, 28(1), 22-40. http://dx.doi.org/10.1080/09588221.2013.783873

Cochrane, T., & Ryan, T. (2023). ChatGPT and academic integrity: Options for adapting. Melbourne Centre for the Study of Higher Education. https://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0008/4533218/ChatGPT-and-Academic-Integrity.pdf

Dans, E. (2019, February 6). Meet Bertie, Heliograf and Cyborg, the new journalists on the block. Forbes. https://www.forbes.com/sites/enriquedans/2019/02/06/meet-bertie-heliograf-and-cyborg-the-new-journalists-on-the-block/?sh=669bf965138d

Dawson, P. (2020). E-Cheating, assessment security and artificial intelligence. In P. Dawson (Ed.), Defending assessment security in a digital world (pp. 83-97). Routledge. http://doi.org/10.4324/9780429324178

Delaney, M. (2023). ChatGPT, AI language bot, can pass business, law and medical exams. Washington Times. https://www.washingtontimes.com/news/2023/jan/29/chatgpt-ai-language-bot-can-pass-business-law-and-/

Delisio, L. A., & Butaky, C. A. (2019). UDL and assistive technology: Utilizing technology beyond mere accessibility. In W. W. Murawski & K. L. Scott (Eds.), What really works with Universal Design for Learning (pp. 157-172). Corwin.

Dignum, V. (2021). The role and challenges of education for responsible AI. London Review of Education, 19(1), 1-11. https://ezproxy.lib.ucalgary.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=157082792&site=ehost-live

Dinneen, C. (2021). Students’ use of digital translation and paraphrasing tools in written assignments on direct entry English programs. English Australia Journal, 37(1). https://files.eric.ed.gov/fulltext/EJ1341751.pdf

Ducar, C., & Schocket, D. H. (2018). Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google Translate. Foreign Language Annals 51(4), 779-795.

Eaton, S. E. (2022). Student Academic Integrity: A Handbook for Academic Staff and Teaching Assistants. Taylor Institute of Teaching and Learning. https://taylorinstitute.ucalgary.ca/resources/student-academic-integrity-handbook

Eaton, S. E. (2023). Sarah’s Thoughts: Artificial Intelligence and Academic Integrity. Learning, Teaching and Leadership: A blog for educators, researchers and other thinkers. https://drsaraheaton.wordpress.com/2022/12/09/sarahs-thoughts-artificial-intelligence-and-academic-integrity/

Eaton, S. E., & L. Anselmo (2023). Teaching and learning with artificial intelligence apps. Taylor Institute for Teaching and Learning. https://taylorinstitute.ucalgary.ca/teaching-with-AI-apps

Eaton, S. E., Pethrick, H., & Turner, K. L. (2023). Academic integrity and student mental well-being: A rapid review. Canadian Perspectives on Academic Integrity, 5(2). https://doi.org/10.11575/cpai.v5i2.73748

Education USA. (n.d.). The U.S. educational system - Glossary. https://educationusa.state.gov/experience-studying-usa/us-educational-system/glossary#T

European Union. (2022). Ethical guidelines on the use of artificial intelligence (AI) in teaching and learning for educators. https://op.europa.eu/en/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1/language-en

Flinders University (2023). What is artificial intelligence? Flinders University Library. https://library.flinders.edu.au/students/ai

Fyfe, P. (2022). How to cheat on your final paper: Assigning AI for student writing. AI & Society. https://link.springer.com/article/10.1007/s00146-022-01397-z

Foltýnek, T., Bjelobaba, S., Glendinning, I, Khan, Z.R., Santos, R. Pavletic, P., & Kravjar, J. (2023). ENAI Recommendations on the ethical use of Artificial Intelligence in Education. International Journal for Academic Integrity, 19, 12. https://doi.org/10.1007/s40979-023-00133-4

Gero, K. I., et al. (2022). Sparks: Inspiration for science writing using language models. DIS '22: Designing Interactive Systems Conference, Association for Computing Machinery, Inc. https://arxiv.org/abs/2110.07640

Government of Canada. (2022). Education in Canada: Post-secondary. https://www.canada.ca/en/immigration-refugees-citizenship/services/new-immigrants/new-life-canada/education/types-school/post-secondary.html

Groves, M., & Mundt, K. (2021). A ghostwriter in the machine? Attitudes of academic staff towards machine translation use in internationalised Higher Education. Journal of English for Academic Purposes, 50. https://doi.org/10.1016/j.jeap.2021.100957

Hartling, L., Guise, J. M., Hempel, S., Featherstone, R., Mitchell, M. D., Motu’Apuaka, M. L., Robinson, K. A., Schoelles, K., Totten, A., Whitlock, E., Wilt, T. J., Anderson, J., Berliner, E., Gozu, A., Kato, E., Paynter, R., & Umscheid, C. A. (2017). Fit for purpose: Perspectives on rapid reviews from end-user interviews. Systematic Reviews, 6(32). https://doi.org/10.1186/s13643-017-0425-7

Hemsley, B., Power, E., & Given, F. (January 18, 2023). Will AI tech like ChatGPT improve inclusion for people with communication disability. The Conversation. https://theconversation.com/will-ai-tech-like-chatgpt-improve-inclusion-for-people-with-communication-disability-196481

Hiatt, B. (2023, January 28). ChatGPT: Educators hold emergency meetings as AI disrupts schools and universities across Australia. The West Australian. https://thewest.com.au/technology/chatgpt-educators-scramble-as-ai-disrupts-schools-and-universities-across-australia-c-9565061

Hong, Q. N., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M., & Vedel, I. (2018). Mixed methods appraisal tool (MMAT). McGill University. http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf

Hotson, B., & Bell, S. (2023). Academic writing and ChatGPT: Step back to step forward. Canadian Writing Centers Association. https://cwcaaccr.com/2023/04/09/chatgpt-step-back-to-step-forward/ .

ICAI (2021). The Fundamental Values of Academic Integrity. https://academicintegrity.org/resources/fundamental-values

Keith, T. (2023). Combating Academic Dishonesty, Part 6: ChatGPT, AI, and Academic Integrity. Academic Technology Solutions. https://academictech.uchicago.edu/2023/01/23/combating-academic-dishonesty-part-6-chatgpt-ai-and-academic-integrity/

Khan, Z. R. (2023). Artificial intelligence content generators in education for schools and universities: A good practice guide, European Network for Academic Integrity Working Group Centre for Academic Integrity in the UAE. University of Wollongong in Dubai. https://academicintegrity-uae.com/category/faculty- resources/

Kim, J. (2018, April 25). Are the professions (disciplines?) of educational developer and learning designer merging? Or not? Inside Higher Ed. https://www.insidehighered.com/digital-learning/blogs/technology-and-learning/are-professions-disciplines-educational-developer-and

Kublik, D., & Saboo, S. (2022). GPT-3: Building innovative NLP products using large language models. O’Reilly.

Lesage, J., Brennan, R., Eaton, S. E., Moya, B., McDermott, B., Wiens, J., & Herrero, K. (2023). Exploring natural language processing in mechanical engineering education: Implications for academic integrity. International Journal of Mechanical Engineering Education. https://journals.sagepub.com/doi/full/10.1177/03064190231166665

Lockwood, C., Munn, Z., & Porritt, K. Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence Based Healthcare, 13(3), 179–187. https://pubmed.ncbi.nlm.nih.gov/26262565/

Lunny, C., Antony, J., Ríos, P., Williams, C., Ramkissoon, N., Straus, S. E., & Tricco, A. C. (2021). Safety and effectiveness of dose-sparing strategies for intramuscular seasonal influenza vaccine: A rapid scoping review. BMJ Open, 11. https://doi.org/10.1136/bmjopen-2021-050596

McArthur A, Klugarova J, Yan H, & Florescu S. Chapter 4: Systematic reviews of text and opinion. In E. Aromataris & Z. Munn (Eds), JBI Manual for Evidence Synthesis. https://doi.org/10.46658/JBIMES-20-01

McNeill, L., & Chaudhuri, A. (2023). The opportunities of ChatGPT. University of British Columbia. https://academicintegrity.ubc.ca/2023/02/15/the-opportunities-of-chatgpt/

Merine, R., Purkayastha, S. (2022). Risks and benefits of AI-generated text summarization for expert level content in graduate health informatics. 2022 IEEE 10th International Conference on Healthcare Informatics (ICHI), Institute of Electrical and Electronics Engineers Inc. https://ieeexplore.ieee.org/document/9874678/

Mindzak, M. (2020, February 17). What happens when a machine can write as well as an academic? University Affairs. https://www.universityaffairs.ca/opinion/in-my-opinion/what-happens-when-a-machine-can-write-as-well-as-an-academic/

Monash University. (2023). Generative AI and assessment. https://www.monash.edu/learning-teaching/teachhq/Teaching-practices/artificial-intelligence/generative-ai-and-assessment

Moya, B. A., Eaton, S. E., Pethrick, H., Hayden, K. A., Brennan, R., Wiens, J., McDermott, B., & Lesage, J. (2023). Academic integrity and artificial intelligence in higher education contexts: A rapid scoping review protocol. Canadian Perspectives on Academic Integrity, 5(2). https://journalhosting.ucalgary.ca/index.php/ai/article/view/75990

Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(143). https://doi.org/10.1186/s12874-018-0611-x

Munn, Z., Pollock, D., Khalil, H., Alexander, L., Mclnerney, P., Godfrey, C. M., Peters, M., & Tricco, A. (2022). What are scoping reviews? Providing a formal definition of scoping reviews as a type of evidence synthesis. JBI Evidence Synthesis, 20(4), 950-952. https://pubmed.ncbi.nlm.nih.gov/35249995/

Murphy, S. (2023). ChatGPT passes exams from law and business schools. CNN Business. https://www.cnn.com/2023/01/26/tech/chatgpt-passes-exams/index.html

Nature (2023). Tools such as ChatGPT threaten transparent science. Nature (613). https://www.nature.com/articles/d41586-023-00191-1

OECD. (2002). Education at a glance: OECD indicators 2002. https://www.oecd-ilibrary.org/docserver/eag-2002-en.pdf?expires=1660686371&id=id&accname=guest&checksum=91C5FA8FBA74551E2A1C380F1079D47F

Ouyang, F., Zheng, F., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies 27(6): 7893-7925. https://link.springer.com/article/10.1007/s10639-022-10925-9

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuiness, L. A., Stewart, L. A., Thomas, J., Tricco, A.C., Welch, V. A, Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(71). https://doi.org/10.1136/bmj.n71

Perkins, M. (2023). Academic integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2). https://ro.uow.edu.au/cgi/viewcontent.cgi?article=3071&context=jutlp

Peters, M. D., Godfrey, C., McInerney, P., Munn, Z., Tricco, A., & Khalil, H. (2020). Chapter 11: Scoping reviews. In E. Aromataris & Z. Munn (Eds.), JBI manual for evidence synthesis. JBI. https://doi.org/10.46658/jbimes-20-12

Peters, M. D. J., Godfrey, C., McInerney, P., Khalil, H., Larsen, P., Marnie, C., Pollock, D., Tricco, A. C., & Munn, Z. (2022). Best practice guidance and reporting items for the development of scoping review protocols. JBI Evidence Synthesis, 20(4), 953-968. https://doi.org/10.11124/JBIES-21-00242

Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22). https://doi.org/10.1186/s41039-017-0062-8

Prentice, F. M., & Kinden, C. E. (2018). Paraphrasing tools, language translation tools and plagiarism: An exploratory study. International Journal for Educational Integrity, 14. https://edintegrity.biomedcentral.com/articles/10.1007/s40979-018-0036-7

Roe, J., & Perkins, M. (2022). What are automated paraphrasing tools and how do we address them? A review of a growing threat to academic integrity. International Journal for Educational Integrity, 18(1). https://edintegrity.biomedcentral.com/articles/10.1007/s40979-022-00109-w

Roe, J., Renandya, W., & Jacobs, G. (2023). A review of AI-powered writing tools and their implications for academic integrity in the language classroom. Journal of English and Applied Linguistics 2(1). https://animorepository.dlsu.edu.ph/jeal/vol2/iss1/3/

Rogerson, A. M., & McCarthy, G. (2017). Using internet based paraphrasing tools: Original work, patchwriting or facilitated plagiarism? International Journal for Educational Integrity, 13(2). https://edintegrity.biomedcentral.com/articles/10.1007/s40979-016-0013-y

Sabzalieva, E., & Valentini, A. (2023). ChatGPT and artificial intelligence in higher education: Quick start guide. UNESCO. https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf

Sharples, M. (2022). Automated essay writing: An AIED opinion. International Journal of Artificial Intelligence in Education, 32(4), 1119-1126. https://link.springer.com/article/10.1007/s40593-022-00300-7

Sloan, K. (2023, January 25). ChatGPT passes law school exams despite 'mediocre' performance. Reuters. https://www.reuters.com/legal/transactional/chatgpt-passes-law-school-exams-despite-mediocre-performance-2023-01-25/

Statistics Canada. (2018). National Occupational Classification (NOC) 2011. https://www23.statcan.gc.ca/imdb/p3VD.pl?Function=getVD&TVD=122372&CVD=122375&CPV=511&CST=01012011&CLV=3&MLV=4&D=1

Statistics Canada. (2022). Table 37-10-0076-01 number of full-time teaching staff at Canadian universities, by rank, sex, inactive. https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3710007601

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching 6(1). https://journals.sfu.ca/jalt/index.php/jalt/article/view/731/559

Tauginiené, L., Gaižauskaité, I., Glendinning, I., Kravjar, J., Ojsteršek, M., Ribeiro, L., Odiņeca, T., Marino, F., Cosentino, M., Sivasubramaniam, S., Foltýnek, T. Glossary for Academic Integrity. https://www.academicintegrity.eu/wp/wp-content/uploads/2023/02/EN-Glossary_revised_final_24.02.23.pdf

Tertiary Education Quality and Standards Agency (TEQSA). (2023). Artificial intelligence. https://www.teqsa.gov.au/guides-resources/higher-education-good-practice-hub/artificial-intelligence

Tricco, A. C., Antony, J., Zarin, W., Strifler, L., Ghassemi, M., Ivory, J., Perrier, L., Hutton, B., Moher, D., & Straus, S. E. (2015). A scoping review of rapid review methods. BMC Medicine, 13(224). https://doi.org/10.1186/s12916-015-0465-6

UNESCO OECD EUROSTAT. (2001). 2001 Data Collection on Education Systems: Definitions, Explanations and Instructions.

UNESCO. (2021). The ethics of artificial intelligence. https://unesdoc.unesco.org/ark:/48223/pf0000381137

Wollscheid, S., & Tripney, J. (2021). Rapid reviews as an emerging approach to evidence synthesis in education. London Review of Education, 19(1). https://doi.org/10.14324/lre.19.1.32

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0

How to Cite

Endnote/Zotero/Mendeley (RIS)

Most read articles by the same author(s)

Beatriz Antonieta Moya, Sarah Elaine Eaton, Helen Pethrick, K. Alix Hayden, Robert Brennan, Jason Wiens, Brenda McDermott, Jonathan Lesage, Academic Integrity and Artificial Intelligence in Higher Education Contexts: A Rapid Scoping Review Protocol , Canadian Perspectives on Academic Integrity: Vol. 5 No. 2 (2023)
Sarah Elaine Eaton, Helen Pethrick, Kristal Louise Turner, Academic Integrity and Student Mental Well-Being: A Rapid Review , Canadian Perspectives on Academic Integrity: Vol. 5 No. 2 (2023)
Alix Hayden, Sarah Elaine Eaton, Katherine Crossman, Lee-Ann Penaluna, Bartlomiej A. Lenart, Text-matching software in post-secondary contexts: A systematic review protocol , Canadian Perspectives on Academic Integrity: Vol. 3 No. 1 (2020): Volume 3, Issue 1
Helen Pethrick, Sarah Elaine Eaton, Kristal Louise Turner, Academic Integrity and Mental Well-being: Exploring an Unexplored Relationship , Canadian Perspectives on Academic Integrity: Vol. 4 No. 2 (2021): Volume 4, Issue 2
Beatriz Moya, Sarah Elaine Eaton, Helen Pethrick, Robert Brennan, Jason Wiens, Brenda McDermott, Jonathan Lesage, A Rapid Scoping Review on Academic Integrity and Algorithmic Writing Technologies , Canadian Perspectives on Academic Integrity: Vol. 6 No. 1 (2023)

Developed By

Français (Canada)

Information

For Readers
For Authors
For Librarians

“Making It Remarkable”: Teaching Professional Youth Work Values in a UK Higher Education Institution

Original Article
Open access
Published: 27 March 2024

Cite this article

You have full access to this open access article

Martin E. Purcell ORCID: orcid.org/0000-0001-8316-768X 1 ,
Di Cantali ORCID: orcid.org/0000-0002-6189-3426 1 &
Tracey Colville ORCID: orcid.org/0000-0003-1887-7962 1

55 Accesses

3 Altmetric

Explore all metrics

This paper reports on the findings of a study exploring the role of values in professional qualifying courses taught at a Scottish University. The study aimed to enhance understanding of the way in which these courses draw on values-based pedagogy to incorporate professional values laid out in formal standards by external professional bodies. The paper reports on the findings relating specifically to values teaching on a professionally qualifying youth work programme, drawing on contributions uploaded to an online survey by students and lecturers engaged with the programme. It explores the themes to emerge from the survey data, including the centrality of values in practice and teaching; how these align with students’ personal values and are shaped by wider societal influences; lecturers’ pedagogical approaches; and the importance of supervised placements and dialogue between students, their supervisors, and lecturers in building their understanding and helping them to navigate the complexities of enacting values-based practice. The study concludes that youth worker education programmes, in which professional values are thoroughly embedded, offer the potential to deliver a transformative educative experience to students, and to potentially disrupt the reductionist values systems that have permeated the neo-liberal university.

Investing in Australian Youth: Nurturing Values Integrated Through Action-Based Learning

Cultivating Confucius’ Ren in Hong Kong Higher Education

Mentoring as a Model of Resistance in Times of Austerity

Avoid common mistakes on your manuscript.

I ntroduction

The practice of educating and facilitating the professional formation of youth workers has achieved increased attention over the past decade, reflecting deliberations in Europe (including the UK) to give greater recognition to youth work and non-formal education, and to strengthen the professional status of youth work (e.g. Alldred and Howard 2022 ; Taru et al. 2020 ; Seal 2019 ). This paper contributes to the continuing dialogue around youth worker education, focussing in particular on the teaching of professional values, drawing on qualitative data gathered in a study conducted in one higher UK education institute (HEI), exploring the role and importance of professional values in children’s services qualifying courses. While the study encompassed professionally qualifying courses taught in a School of Education & Social Work at this Scottish university (including Initial Teacher Education and Social Work), this paper addresses the findings relating specifically to teaching on an undergraduate programme accredited under the QAA Youth & Community Work framework (QAA 2019 ) and validated by the national agency for community learning and development (CLD Standards Council 2021 ). Both validations foreground underpinning professional values (including voluntary participation and active involvement; social justice; and equity, diversity and inclusion), requiring accredited courses to.

“encourage students to develop inclusive and anti-oppressive practice in their own settings as well as in the wider social context of education [and] equip students with the ability to deal with complex ethical issues” (QAA 2019 ).

Reflecting on the history of these values in youth and community work practice, Batsleer ( 2021 : 645) asserts that youth worker education has been a “site of contestation” in the UK, particularly as.

“the ethical and political imperatives associated with anti-oppressive practice remain in contradiction with [those] of ‘capitalist realism’ in both universities and many contemporary forms of youth work practice”.

These contestations have been shaped by the neo-liberal ideologies which have dominated political discourse over the past 30 years, and which have had a profound impact on the way in which youth work is perceived and supported by policy-makers (Bradford and Cullen 2014 ). Neo-liberalism—a political and economic doctrine giving precedence to the principles of market logic over public sector provision of services—has altered the way in which young people are perceived and has changed radically the provision of youth work services to them. These shifts in rhetoric and policy subjectify both young people and youth workers, effectively denying young people any place in society other than as consumers and workers-in-making, and re-defining the purpose of youth work from a radical and transformational practice to an instrumental element of the process of preparing young people for work (Giroux 2015 ). Contested by practitioners and theorists alike (e.g. Davies 2015 ; de St Croix 2018 ), the de-professionalising pressures of neoliberalism have increasingly positioned youth workers as managers of this risky population (characterised as irresponsible, incapable, and dependent outsiders), ensuring their engagement with education to ensure they fulfil their obligation as citizens (Bessant 2011 ). Youth work has been promoted as a counterbalance to the wider deleterious impacts of neo-liberalism and its attendant ills (including climate collapse, heightened social and economic inequalities, precarity, insecurity, and a global mental health crisis) on young people (e.g. Davies 2015 ; Purcell et al. 2022 ).

The prevalence of these contradictory conceptualisations of youth work requires youth worker educators to prepare their students for the challenge of enacting values-based transformational practice with young people in a working environment in which they will encounter pressures to work instrumentally. Reflecting similar pressures experienced by youth workers in the field (de St Croix 2018 ), these pressures are prevalent in the very HEIs where professionally qualifying youth work programmes are delivered, with neo-liberal policies having re-shaped universities such that efficiency, managerialism, and performativity prevail over academic democracy and debate and professional judgement, all while lecturers face de-professionalising pressures (Taberner 2018 ). Educators in this context need—through the application of praxis—to embed the professional values in their own practice as a means of modelling to students how to achieve this themselves (Corney 2019 ).

The study on which this paper reports aimed to enhance our understanding of the way in which these societal, professional, and contextual drivers play out in the delivery of children’s service qualifying courses. It sought to generate responses to any practical manifestations of the likely contradictions to emerge in programme delivery, and—in relation to youth worker education in particular—with the objectives being to:

determine the extent to which HEI practice is shaped by professional youth work values;

identify how values are incorporated into the delivery of a youth work degree programme;

capture lecturer and student perspectives on the place of values in the delivery of a professionally qualifying youth work programme; and

assess the extent to which participation on the programme enables students to align their practice with the professional youth work values.

L iterature R eview

Youth worker education.

Forms of practice across the globe that align with youth work in the UK—including child and youth care in Canada, youth development in the USA, youth work in Europe, the Commonwealth, Australia, and Canada—are all subject to some degree of professionalisation, including adherence to professional principles, ethical codes, and values (Brooker 2017 ). While the nomenclature reflects clear distinctions in paradigms reflecting their unique framing of practice (informal education in the UK; positive youth development in the USA, Australia, and New Zealand; and therapeutic care in Canada), the professional formation of these practitioners is undertaken through the completion of degree level qualifications, with academic study undertaken alongside supervised practice in community-based settings (ibid). Similar routes to professionalisation are being developed in countries across the Commonwealth and in European states, where attention has been paid over the past decade to clarifying the role of youth work and in seeking to strengthen the profession through the development of common codes of practice and values (Commonwealth Secretariat 2017 ; Council of Europe (CoE) 2013 ).

These developments distinguish between vocational youth worker training in situ and undergraduate level youth worker qualifications intended to prepare practitioners for a more developmental role. Formal recognition of HEI-based professional qualifications validates and certifies learning processes and outcomes in youth work, as well as the professional formation of youth workers within the context of youth work itself, albeit framed within formal education systems (CoE 2013 ). Central to the pedagogical approaches to youth worker education in these diverse contexts is a commitment to embed the professional values of youth work in the delivery of professional qualifications, and to align these with informal and critical approaches to engagement with policy and theory, so that newly qualified practitioners are equipped to be reflective and critical practitioners, promoting equality, social justice, and human rights (Flett and Tyler 2019 ; Kiilakoski 2020 ).

This foregrounds the importance of lecturers modelling and embedding reflection and praxis as key components of the educative process, particularly in relation to the enactment of professional values (Russo 2001 ; Daniels 2017 ). Through the integration of knowledge (theory) and action (practice), praxis is a profound form of engagement with the world, based on a moral disposition to further human wellbeing and to engage in thought and deed to transform the lives of those with whom we work, foregrounding the role of values, respect, dialogue, and action in the effort to make a difference in the world (Freire 1970 ).

Personal, Professional, and Institutional Values

Professional values reflect the professional identity held by those members of each children’s service profession (e.g. NYA Footnote 1 2023 ). For professions where effective practice requires particular moral qualities (including youth work), practitioners require “principled dispositions or virtues” to discharge their duties in a moral and fair manner; these include temperance, courage, honesty, and justice (Carr 2011 : 173). Practitioners’ personalities and professional activity should both be underpinned by high ideals and aspirations, and driven by a desire to encourage the development of these in the young people with whom they work. Youth worker motivations range from “a desire to right wrongs and resolve social and political problems to ensuring that others do not have to suffer through similar personal difficulties” (Sapin 2013 : 16). This interplay between the personal and the professional is reflected in the trajectories of youth worker educators, the majority of whom are recruited from the profession and should shape their pedagogy to facilitate students’ understanding and the development of dispositions required to enact the values in practice (Carr 2011 ).

Tensions can arise between the professional values and an individual’s personal values, particularly with the increasing predominance of neo-liberal economic thought, which influences discourse and practice (Gunetilleke et al. 2011 ). For instance, exacerbated by the tensions between professional and organisational values, community workers continually strive to balance competing values claims, seeking to prioritise those of the groups with whom they work over those of their host organisation (Banks 2019 ). Likewise, teachers have found that the only way to overcome this “values-practice gap” is through continuous professional learning and the sharing of practice in managing values tensions in communities of practice with colleagues demonstrating similar values sets (Brennan and King 2022 ).

Although these real and perceived tensions are often resolved by individuals choosing to work in areas which align more closely with their own values, students should be supported in grappling with these challenges as they develop their professional identity, to help them overcome anxiety or self-doubt arising from these values clashes, and to achieve greater fulfilment in their work (Englebertink et al. 2021 ). Furthermore, practitioner education programmes should incorporate forms of critical activism to support emerging practitioners in challenging societal inequalities and hegemonic discourses (Kennedy 2018 ). This approach enables tensions between compliant and disruptive narratives in higher education professional training programmes to be tackled in such a way that the professional values are honoured (ibid).

Most HEIs produce statements reflecting the institution’s espoused values and beliefs, commonly emphasising the overall purpose of university education as being to benefit society (Elwick 2020 ). For instance, the case study university’s publicly stated values are described on its website as “ valuing people, working together, integrity, making a difference, and excellence” (Anonymised online ). However, university mission statements and strategies increasingly incorporate reference to managerialist agendas concerned with performance, competition, and excellence agendas reflecting the neo-liberal formulation of higher education. This has re-framed educational values such that they are “synonymous with economic return and institutional accountability” and has transformed the relationship between students and institutions to be increasingly transactional (Tomlinson 2018 : 715). As with their students, lecturers must grapple with the challenge of balancing these opposing values claims, being required to align their practice required by their employer when they are, in the main, practitioners committed to enacting the values of the youth work profession.

Youth Work Values

Values are the primary, foundational element of effective youth work practice, in which all youth workers’ actions are shaped by personal and professional values and beliefs (Davies 2015 ; Sapin 2013 ). The values and principles underpinning practice are based on progressive political and ideological positions on social justice and a commitment to human rights (ibid). Central to the professional values base is a recognition of the autonomy of each young person and respect for their right to make and enact decisions about their lives, starting with choices about who they associate with, reflected in the principle of voluntary participation (Davies 2015 ). As intimated above, youth work values run counter to the prevailing neo-liberal narrative articulated in mainstream youth policy (Bradford and Cullen 2014 ), aiming to empower young people and facilitate their agency and control over their lives, by valuing young people for who they are (not as measured by some arbitrary, externally determined yardstick), meaning that youth workers:

“value different perspectives and address expressed needs and interests … recognise young people’s rights to be treated with dignity as individuals … reject negative labelling and challenge negative stereotypes” (Sapin 2013 : 3).

Professional youth work practice starts where young people are at, giving prominence to their lifeworlds (Davies 2015 ; Metz 2017 ). Hence, practitioners engage with young people in different domains, including (Dunne et al. 2014 ; Cooper 2016 ) working with young people in their own spaces, starting from young people’s perspectives, and helping young people to formulate their own sense of identity. Such an approach affords youth workers considerable access to and influence over the lives of the young people with whom they work, creating a moral obligation on them to focus attention solely on the needs and aspirations of those young people (Banks 2010 ). This obligation will inevitably present practitioners with ethical dilemmas, responses to which should be shaped by professional wisdom informed by these values, with critical reflection being the process by which by the youth worker determines the efficacy of their intervention (ibid). Conceived of as someone who has been educated in an identifiable body of knowledge, values and beliefs and who can integrate these into their practice, the training of practitioners promotes adherence to professional practice frameworks such that they act from a particular knowledge and value stance and are able to apply these in different contexts (Fook et al. 2000 : 243–44).

Teaching Youth Work Values in Higher Education

Teaching practice in the HEI context reflects lecturers’ commitment to informal methodologies and critical pedagogical approaches so that work with students reflects our professional imperative to “address social disadvantage and ensure that the voices of the most marginalised are included in policy creation and societal formation” (Curran et al. 2022 : 3). The delivery of qualifying programmes involves a process of “professional socialisation”, specifically the “acquisition of values, attitudes, skills and knowledge pertaining to the profession” (Corneilissen and van Wyk 2008 : 826). This is achieved through facilitated engagement with theory, practice (via placements with external agencies), and interactions with more experienced practitioners, to:

“produce graduates who display mastery of theoretical ideas, competence in applying theory in complex workplace settings, and professional dispositions that foster ethical and reflective professional practices’ (Trede et al. 2012 : 365).

The delivery of youth worker education within the confines of HEIs’ formal learning environments presents challenges in many areas, including the need to devise a flexible curriculum, allowing for co-construction with and challenge by the students, within the rigid university systems and the framing of education within an overarching neo-liberal values-base contradictory to our professional values (Smith and Seal 2021 : 19–20). Indeed, the way in which neo-liberal “values” have permeated the formal education system presents specific challenges to youth work programmes in that our “non-traditional” students are often under-valued and excluded by universities, and the value ascribed by youth work to criticality and transformation threatens their power structures (Woolley et al. 2021 ).

R esearch D esign

The interpretivist design of the study on which this paper reports was informed by our commitment to utilising participants’ perspectives to enhance the professionally qualifying programmes under consideration (youth work, social work, and initial teacher education). We sought to capture and interpret the perspectives of participants with experience of engagement in the programmes and an understanding therefore of professional values and teaching on the programmes.

We created two discrete surveys which were made available to potential participants via JISC Online Surveys. These were used to capture the perspectives of students and lecturers engaged with the three professionally qualifying courses, all of which share a core first year module addressing the interplay of personal, professional, and societal values. This approach elicited personal descriptions of participants’ experiences, helping us to better understand the meanings that individual lecturers and students hold in relation to “values” (van Manen 2016 ).

The issue was investigated incrementally, allowing us to challenge our own pre-conceived ideas about the issues under consideration, although we sought throughout to embody our own professional values in the process, as we do in our practice and teaching. Questions were designed to reflect our understanding of themes drawn from the literature and to generate “rich” description; this facilitated our active and ongoing engagement with the interplay of informants’ experience and theory.

Using purposive sampling, an invitation to participate in the online surveys was sent by e-mail to all students and lecturers engaged with the qualifying courses. Initial data collection took place in June, 2021. However, due to the impact of the ongoing covid-19 pandemic, the initial trawl generated only a very small response rate. Consequently, the invitation was re-sent in December, 2021, and participants were provided with a 6-week timeframe within which to complete the survey. Data emerging from both phases were combined for the final analysis; hence, the findings are based on sample sizes of 24 staff and 39 students, with participants drawn from across all three disciplines.

Reflecting our own diverse backgrounds and adherence with the professional codes of our professions, our approach to the study was rooted in ethical practice. Specifically, we followed BERA ethical guidance (BERA 2018 ) and complied with the University’s Code of Practice for Non-clinical Research (Anonymised 2016 ), securing ethical approval from the School’s Research Ethics Committee before involving any human participants. We recognised the potential for power dynamics to interfere with the study, in relation to the recruitment of staff and of students. Accordingly, the use of a neutral e-mail address created a “buffer zone” between researchers and informants for the duration of the study, thereby minimising potential complications arising from these unequal relationships (Gormally and Coburn 2014 ).

Before completing the survey, participants were invited to read an opening statement about the purpose of the study and the use to which we intended to put the anonymised data generated from their responses. We reaffirmed here the voluntary nature of participation in the study, and reiterated participants’ right to withdraw at any time without negative consequences.

We used thematic analysis to interrogate data (Braun and Clarke 2012 ), which was split up so that responses were grouped by discipline. As two members of the research team teach on the programmes under investigation, we were conscious of the need to neutralise the potential for our positionality to impede the objectivity of our analysis, and sought to curtail any potential bias in our interpretations of participants’ contributions (Dwyer and Buckle 2009 ). This was achieved by ensuring that we only had access to the data sets relating to the programmes for which we hold no responsibilities, and by subsequently cross-checking one another’s analysis to generate a set of themes from across all datasets.

Our data analysis identified common themes present across the different participant populations that enabled us to identify actions to strengthen values teaching on the programmes under consideration. The findings from this analysis are presented here specifically as they apply to youth work in particular, and to identify recommendations for the teaching of values in youth worker education more generally.

HEI Practice and Professional Youth Work Values

Local factors with the potential to impact teaching on the professionally qualifying programmes, specifically relating to values, include the university’s statement on its identify, purpose, and values. This foregrounds the importance of values, stating at the outset:

“We are a university that holds social purpose, building on our long-standing values, dear to our hearts. We are not afraid to act purposively to make a real difference in the world … as we continue to transform lives, locally and globally, working together as a community to deliver positive change” (Anonymised online ).

This statement appears to align the university closely with the stated purpose of youth work, a potentially transformative associational and educative intervention in young people’s lives that allows individuals “to act together to promote well-being or human flourishing” (Smith 1988 : 111), aiming to:

“enable young people to develop holistically, working with them to facilitate their personal, social and educational development, to enable them to develop their voice, influence and place in society and to reach their full potential” (NYA 2023 ).

The university develops its rationale on its purpose, stating that its values (valuing people; working together; integrity; making a difference; excellence) “inform how we behave, make decisions, communicate and work” (Anonymised online ). Again, there is some overlap in the university’s espoused values, and those of the youth work profession, which should underpin and be reflected in practice (CLD Standards Council 2019 ):

participation and active involvement;

equity, diversity, and inclusion;

partnership with young people and others; and

personal, social, and political development.

Attention is paid to personal, professional, and societal values throughout the delivery of the programme, starting in the first module students on professionally qualifying courses complete together (Anonymised 2023 ). The application of these values is revisited explicitly in module descriptors for practice-aligned modules in each of the four years of the programme, as well as in modules addressing collaboration, praxis, and critical reflection (ibid). The professional values and competencies (CLD Standards Council 2019 ) are addressed implicitly in all other taught modules.

There were contradictory views on the extent to which the professional values promoted on the programme align with those of the university, with some students in particular expressing strong views about the contradictions these present. For instance, when discussing the professional values, one student opined “I don’t think the university shares these values” (CES5), while another said “I don’t believe the values of the university as a whole sometimes fit with the values of my profession” (CES1). One lecturer observed that the professional values “map on quite neatly” to the university values (CEL2), though a student demonstrated the subtleties in interpreting espoused and enacted values, highlighting one specific conflict in relation to inclusion and anti-discriminatory practice, stating:

“I don’t think CLD practice would expect nor pressure anyone into achieving ‘excellence’, as the word itself has connotations of struggle and comparison” (CES3).

Incorporating Values into a Youth Work Programme

The embedded nature of values across all areas of the programme featured in responses from both staff and students, reflecting previous emphasis on how the teaching of professional values on higher education programmes should help students bridge the theory/practice gap (e.g. Brennan and King 2022 ). Lecturers identified the importance of values as a core component of the curriculum, with one claiming that values are “imbued throughout our programme” (CEL1), and another asserting that values “are threaded throughout all the modules I have taught on” (CEL2). Students reflected a similar perspective, locating values at the heart of the curriculum, with one articulating how the teaching of values evolved throughout their engagement in the programme:

“I feel the values have been taught well and implemented from the very beginning … and these are developed on as the course continued” (CES1).

The majority of respondents confirmed that there is alignment between what is being taught on the programme and the values required by the professional qualifying organisation, particularly in the shared first year module. Lecturers emphasised the fact that the professional values are given prominence, and that these are “clearly laid out by CLD Standards Council” (CEL2), and that students are required to reflect on how their personal and professional values align in the context of their evolving practice throughout their time on the programme. Students, too, acknowledged the usefulness of reference to the professional competences framework within the programme, with one stating that:

“the CLD Standards Council provides a clear and concise set of core values that are easily accessible” (CES4).

Conversely, some students suggested that values are only “touched upon”, and that these are only addressed explicitly in the first year values module and thereafter only by “certain members of staff” (CES2). This highlights the need for consideration to be given to enhancing taught input about values on the programme, to ensure opportunities to engage in meaningful dialogue about values beyond the core first year module.

Values and Placements

A mandatory element of all qualifying courses, successful completion of supervised placements was recognised by both students and staff as critical in understanding the way in which values shape our work with young people, and the continuous interplay between values and practice. Students’ descriptions of their experience of values on placement highlight how this process helps values come to life, with one student suggesting that “professional values have been made example of during practice. I implement these in my daily practice when working with the community” (CES1). One student emphasised the benefits of placement in “being able to continuously see the values in practice” (CES7), while others emphasised how placements enable them to reflect on values in real-life scenarios and over extended periods. From the lecturers’ perspective, placements provide them with the opportunity to assess how students make sense of the theoretical discussions about values in a practice context, meaning that they can determine the extent to which students meet requirements in relation to values-based practice.

These contributions confirm findings from previous studies highlighting the unfeasibility of separating learning taking place in the university setting from that which occurs during professional practice (Lovat 2011 ; Brennan and King 2022 ). Indeed, they reinforce the view that surfacing values can bring about holistic benefits for students’ learning, enabling them to interrogate their personal views and apply their learning about professional values in real-life situations.

Teaching of Values

Students identified a number of different aspects of the pedagogical approaches adopted by lecturers in engaging them in learning about values. Several students seemed to appreciate the fact that their pre-conceived views were open to challenge and revision through their interactions with lecturers, with one stating typically that “lecturers aimed to challenge ways of thinking which helped to develop and understand professional values” (CES1). While one student reflected on their view that “values have been focused on from the very beginning, but I do think this has been necessary ” (CE7, emphasis added), another claimed that “lecturers have applied these values to their teaching, making it remarkable” (CES3).

Dialogue was the most cited approach to teaching values, with many references to this peppering student and staff responses. For instance, one student asserted that “conversation about values is actively encouraged to develop understanding” (CES3). Additionally, reference was made to access to “good resources to identify our professional values” (CES2).

The merit in staff modelling their professional values was recognised by staff and students, both within the classroom and in practice settings. This seems to be equally important in lecturer-led theoretical discussions about values, and in discussions with practice supervisors and colleagues, with students appreciating the efforts made by their mentors to model sound, values-based practice. Priority was given to “difference” by several students, who flagged the need for more opportunities to understand how different approaches can be applied in a variety of contexts while maintaining alignment between practice and the professional values. Some participants highlighted the need for more role modelling and learning about real-life situations before encountering these in practice, particularly in relation to how these ideas interact with the students’ own values base. As one student observed, there is merit in providing:

“Opportunities that highlight the differences in values that we have [to] help illustrate how we interpret them differently” (CES4).

Reflecting the breadth of issues covered in the youth work “curriculum”, one student acknowledged the usefulness of locating values in “discussions and debates around … global issues that we face” (CES3). Additionally, students highlighted the value of these discussions in empowering them to not only discuss the importance of values but also to practice their enactment on placement.

Aligning Student Practice with Professional Youth Work Values

Reflections on the alignment of values—at personal, professional, and university levels—featured throughout responses from both students and staff. As one student explained, professional values “act as a way of making sure you do right by the people you work with, not just what you think is right” (CES3, original emphasis). Another student saw how their participation on the programme has helped them to put their values “into context, link[ing] them with all areas of my practice” (CES6).

One student, reflecting on how their own values align with the professional values, indicated that their participation on the programme had helped them to “better understand values required within my chosen profession” (CES3). Another student flagged up the fact that “values I hadn’t considered myself to have previously have come up” in discussions of the professional values (CES4), demonstrating the depth of impact of the programme in facilitating reflection and transformation in students’ perspectives.

The process of balancing competing values through reflection, dialogue, and challenge in class and practice settings—as highlighted by Banks ( 2019 ) and Brennan and King ( 2022 )—was found to be problematic for some students. Concerns raised in their responses included the potential for being judged if they were seen to challenge the received orthodoxy around values, and the fact that their limited understanding—developed only in abstract terms in class-based teaching—was brought into sharper focus once tested in practice. Furthermore, given the range of placement settings, the issue of diversity in interpretation and application of professional values was identified as potentially problematic by lecturers and students alike.

A small number of responses expanded on the challenges of reflecting on ethical dilemmas, both to keep the discourse around values relevant and up to date (i.e. relating them to contemporary socio-political issues) and to prepare students to respond to the kinds of challenges they may face in practice. This suggests that qualifying programmes might provide more opportunities for students to reflect current trends and priorities, and to provide a safe space to engage in dialogue about the alignment of their personal and professional values, and how they might navigate potential difficulties in future.

Conclusions and Recommendations

This study has successfully engaged students and lecturers from one professionally qualifying youth work programme in reflecting on the role and importance of values in the professional formation of those students, foregrounding their perspectives on the place of values in its delivery. The findings demonstrate that programme lecturers—all coming to the HEI context with professional youth work qualifications and experience in the field—can navigate the complexity of delivering what is essentially a qualification in informal education within the constraints of a formal education setting. Moreover, the study has shown how lecturers are able to teach, model, and support the development of the professional values they bring from the field, even though they potentially conflict with those of the HE context within which the programme is delivered. It seems that the imposition of a neo-liberal framing of higher education more generally needs not undermine lecturers’ ability to foster contradictory values and criticality in professionally qualifying youth work programmes.

It is encouraging to see how this programme is able to incorporate values in all areas of delivery, helping students better understand the interplay between personal, professional, and societal values in their chosen career, both in abstract discourse in the university classroom, and in supervised practice on placements. The professional formation of youth workers is a complex process, and the study has demonstrated that this is particularly so in relation to the enactment of values in practice. The findings confirm the utility of the placement experience in helping students test out theory learnt in class, and in exposing them to contextual facets within and between different practice contexts; something they will need to be able to navigate throughout their careers. The anchoring effect of values in this process is key, allowing for classroom-based discussion—led by lecturers with nuanced differences in their interpretation of the central values of inclusive, participatory, and anti-oppressive practice—to be complemented by students’ own experiences and dialogue with practitioners on placement. This reflects the importance of lecturers’ pedagogical approach being framed more by their dispositional traits than the performative requirements of neo-liberal university systems.

Given that youth work practice is undertaken within a wider socio-political context shaped by neo-liberalism, it is useful for students to learn to negotiate a way through the apparent values contradictions between the qualifying programme’s host institution and their chosen career. This affords students further opportunities to juggle with the areas of contestation surrounding their profession. The extent to which students have agency to question or/and challenge sometimes contradictory messages they encounter in the course of their studies remains unclear from this study. This “values schizophrenia” (Ball 2003 : 221), highlighting the disjuncture between being an authentic practitioner following one’s own values in the face of challenges from myriad perspectives (in particular potentially contradictory accountabilities to employers, communities, and professional bodies), is something that lecturers and placement supervisors must try to ameliorate.

It is important to recognise the limitations of the study as a basis on which to make generalisable recommendations. A single case inquiry—particularly one with a relatively small sample size—does not necessarily provide sufficiently robust evidence to be able to make assertions about the findings’ transferability, though their alignment with prior research gives some confidence in their veracity (Yin 2018 ). It may not be unreasonable to suppose that professionally qualifying programmes delivered within HEIs—both in the UK and further afield—experience similar values contradictions with host institutions and tensions in relation to the delivery of a programme promoting critical and informal practice in a formal education context. Hence, one might expect to find similar discourse around the teaching of values in other settings, suggesting that these findings will not be unique, and that the conclusions are transferrable, making this a potentially useful illustrative case.

This suggests that programmes should consider carefully the factors that shape and influence students’ attitudes and values bases, particularly how these impact on their emerging professional values. Explicit teaching and reflection on broader societal issues reflected here are useful in acknowledging how socio-political aspects of education need to permeate both university and placement learning contexts on all professionally qualifying programmes, to enhance the contributions made by both placement supervisors and university lecturers in shaping the development of student values. Further, lecturers on these programmes should be confident in applying critical and dialogical pedagogical approaches that challenge and offer the potential to disrupt the status quo of the universities in which they teach, modelling their values as a central element of transformational practice.

Bringing their professional values to life in this way goes beyond simply teaching what is required by PSRBs, and demonstrates how values can shape effective practice in multiple contexts, making the learning experience “remarkable”. This underlines the importance of sustaining placements at settings demonstrating genuinely transformative practice. Additionally, programmes should help students explore—through extensive dialogue around alternative solutions to common challenges—approaches to resolving ethical dilemmas, thereby equipping them to enact ethics in action. Similarly, more effort needs to be applied to developing students’ understanding values in inter-disciplinary working, as this will feature in their future practice.

Although published by the national agency for youth work in England, these standards apply to the nations of the UK and all Ireland. They are drafted by representatives of the Professional, Statutory and Regulatory Bodies (PSRBs) for youth and community work in each country, which also oversee validation and standard setting for courses leading to qualifications in professional youth work (CLD in Scotland). This quality assurance function is central to the profession’s obligation to ensure that youth workers are fit to practice.

Alldred P, Howard F (2022) Educating informal educators. Educ Sci 12:301

Article Google Scholar

ANONYMISED (2016) Code of practice for non-clinical research ethics on human participants. X: University of X

ANONYMISED (2023) BA(Hons) Community education programme handbook. X: University of X

ANONYMISED (online) Our identify, purpose & values. X: University of X. Available online. Accessed 28 Jan 2024

Ball S (2003) The teacher’s soul and the terrors of performativity. J Educ Policy 18:215–228

Banks S (2010) Ethics and the youth worker. In: Banks S (ed) Ethical Issues in Youth Work. Routledge, London

Chapter Google Scholar

Banks S (2019) Ethics, equity and community development. Policy Press, Bristol

Book Google Scholar

Batsleer J (2021) Re-assembling anti-oppressive practice (1): The Personal, the Political, the Professional. Education Sciences 11:645

BERA (2018) Ethical guidelines for educational research, 4th edn. British Educational Research Association, London

Google Scholar

Bessant J (2011) Youth work and the education of professional practitioners in Australia. In: Fusco D (ed) Advancing youth work: current trends, critical questions. Routledge, New York, pp 52–68

Bradford S, Cullen F (2014) Positive for youth work? Contested terrains of professional youth work in austerity England. Int J Adolesc Youth 19(1):93–106

Braun V, Clarke V (2012) Thematic analysis: a practical guide. Sage, London

Brennan A, King F (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Camb J Educ 52(2):175–193

Brooker J (2017) Youth work education: a look at international youth work education programs from Australia, Canada, New Zealand, the United Kingdom and the USA. J Appl Youth Stud 2(1):43–58

Carr D (2011) Values, virtues and professional development in education and teaching. Int J Educ Res 50:171–176

CLD Standards Council (2019) National occupational standards for youth work. CLD Standards Council for Scotland, Edinburgh

CLD Standards Council (2021) CLD professional approval standards. CLD Standards Council for Scotland, Edinburgh

Commonwealth Secretariat (2017) Youth work in the commonwealth: a growth profession. Commonwealth Secretariat, London

Cooper T (2016) Spirituality in a secular age: possibilities for youth work. In: Daughtry P, Devenish S (eds) Spirituality for Youth-Work: New Vocabulary, Concepts and Practices. Cambridge Scholars, Newcastle, pp 32–51

Corneilissen JJ, van Wyk AS (2008) Professional socialisation: an influence on professional development and role definition. S Afr J High Educ 21(7):826–841

Corney, (2019) Teaching youth work in Australia: values-based education and the threat of neo-liberalism. In: Seal M (ed) Teaching youth work in higher education: tensions, connections, continuities and contradictions. University of Tartu, Tartu

Council of Europe (2013) Getting there: action plan for the recognition of youth work and non-formal learning/education in the youth field. Council of Europe, Strasbourg

Curran SM, Gormally S, Smith C (2022) Re-imagining approaches to learning and teaching: youth and community work education post COVID-19. Educ Sci 12(3):201

Daniels J (2017) Professional learning in higher education: making good practice relevant. Int J Acad Dev 22(2):170–181

Davies B (2015) Youth work: a manifesto for our times – revisited. Youth Policy 114:96–117

de St Croix T (2018) Youth work, performativity and the new youth impact agenda: getting paid for numbers? J Educ Policy 33(3):414–438

Dunne A, Ulicna D, Murphy I, Golubeva M (2014) Working with young people: the value of youth work in the European Union. IFC GHK, Brussels

Dwyer SC, Buckle JL (2009) On being an insider-outsider in qualitative research. Int J Qual Methods 8:54–63

Elwick A (2020) The purpose of university value statements. In: Gibbs P, Jameson J, Elwick A (eds) Values of the university in a time of uncertainty. Springer, Cham, pp 61–73

Englebertink MMJ, Colomer J, Woudt-Mittendorff KM, Alsina A, Kelders SM, Ayllón S, Westerhof GJ (2021) The reflection level and the construction of professional identity of university students. Reflective Pract 22(1):73–85

Flett J, Tyler M (2019) Action Learning and professional formation of youth and community work students. J Pract Teach Learn 16(3):38–58

Fook J, Ryan M, Hawkins L (2000) Professional expertise, practice theory and education for working in uncertainty. Whiting & Birch, London

Freire P (1970) Pedagogy of the oppressed. Continuum, New York

Giroux HA (2015) Resisting youth and the crushing state violence of neoliberalism. In: Kelly P, Kamp A (eds) A critical youth studies for the 21st century. Brill, Boston, pp 223–239

Gormally S, Coburn A (2014) Finding nexus: connecting youth work and research practices. Br Edu Res J 40(5):869–885

Gunetilleke N, De Silva N, Lokuge G (2011) Development professionals: reconciling personal values with professional values. IDS Bull 42(5):45–51

Kennedy A (2018) Developing a new ITE programme: a story of compliant and disruptive narratives across different cultural spaces. Eur J Teach Educ 41(5):638–653

Kiilakoski T (2020) Early career perspectives on the educational pathways of youth workers. In: Taru M, Krzaklewska E, Basarab T (eds) Youth worker education in Europe: policies, structures, practices. Council of Europe & European Commission, Strasbourg, pp 149–167

Lovat T (2011) Values education and holistic learning: updated research perspectives. Int J Educ Res 50:148–152

Metz J (2017) The professionalism of professional youth work and the role of values. Soc Work Soc 15(2):16

NYA (2023) Youth work in England: policy, practice and the national occupational standards. National Youth Agency, Leicester

Purcell ME, Page J, Reid J (2022) Love in a time of Colic : mobilizing professional love in relationships with children and young people to promote their resilience and wellbeing. Child Youth Serv 43(1):3–27

QAA (2019) Subject benchmark statement: youth and community work. Quality Assurance Agency for Higher Education, Gloucester

Russo A (2001) Taking back our lives: a call to action for the feminist movement. Routledge, New York

Sapin K (2013) Essential skills for youth work practice. Sage, London

Seal M (ed) (2019) Teaching youth work in higher education: tensions, connections, continuities and contradictions. University of Tartu, Tartu

Smith MK (1988) Developing youth work: informal education, mutual aid and popular practice. Open University Press, Milton Keynes

Smith A, Seal M (2021) Contested terrain of critical pedagogy and teaching informal education in higher education. Educ Sci 11:476–492

Taberner MA (2018) The marketisation of the English higher education sector and its impact on academic staff and the nature of their work. Int J Organ Anal 26(1):129–152

Taru M, Krzaklewska E, Basarab T (eds) (2020) Youth worker education in Europe. Policies, structures, practices. Council of Europe & European Commission, Strasbourg

Tomlinson M (2018) Conceptions of the value of higher education in a measured market. High Educ 75:711–727

Trede F, Macklin R, Bridges D (2012) Professional identity development: a review of the higher education literature. Stud High Educ 37(3):365–384

van Manen M (2016) Researching Lived Experience. Routledge, New York

Woolley L, Connolly D, Bowler R, Buchroth I (2021) Resistance is not futile. In Seal M (ed) (2019) Teaching youth work in higher education: tensions, connections, continuities and contradictions. University of Tartu, Tartu, pp 221–229

Yin RK (2018) Case study research and applications: design and methods. Sage, Los Angeles

Download references

Author information

Authors and affiliations.

Department of Education & Society, School of Humanities, Social Sciences & Law, University of Dundee, Nethergate, Dundee, Scotland, DD1 4HN, UK

Martin E. Purcell, Di Cantali & Tracey Colville

You can also search for this author in PubMed Google Scholar

Contributions

This undertaking has been a collegial and collaborative group effort, involving input from all three researcher-authors. Responsibility for work undertaken in shaping and promoting participation in the study was shared equally among the authors, as was work on the data analysis. As the named lead researcher, responsibility for day-to-day management of the study on which this paper reports was assumed by Di Cantali. As lead author, Martin E. Purcell has been responsible for shaping and presenting the findings in this paper.

Corresponding author

Correspondence to Martin E. Purcell .

Ethics declarations

Ethical approval.

The study was performed in accordance with the ethical standards as laid down in the BERA Ethical Guidelines for Educational Research (2018). Ethical approval for the study was granted by the Research Ethics Committee of the School of Education & Social Work at the University of Dundee prior to commencement of fieldwork involving human subjects. Informed consent was obtained from all participants, each of whom was provided with details about how their contribution was to be used prior to clicking the “consent & proceed” button in the online survey. Correspondence confirming ethical approval (along with copies of approved Participant Information Sheets and Consent Forms which were used in the introduction to the online survey) can be made available on request.

Competing Interests

The authors declare no competing interests.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Purcell, M.E., Cantali, D. & Colville, T. “Making It Remarkable”: Teaching Professional Youth Work Values in a UK Higher Education Institution. JAYS (2024). https://doi.org/10.1007/s43151-024-00122-5

Download citation

Received : 06 September 2023

Revised : 29 January 2024

Accepted : 17 March 2024

Published : 27 March 2024

DOI : https://doi.org/10.1007/s43151-024-00122-5

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Professional values
Youth worker education
UK higher education
Find a journal
Publish with us
Track your research

Research Journal of Education, Teaching and Curriculum Studies Journal / Research Journal of Education, Teaching and Curriculum Studies / Vol. 2 No. 1 (2024) / Articles (function() { function async_load(){ var s = document.createElement('script'); s.type = 'text/javascript'; s.async = true; var theUrl = 'https://www.journalquality.info/journalquality/ratings/2404-www-ajol-info-rjetcs'; s.src = theUrl + ( theUrl.indexOf("?") >= 0 ? "&" : "?") + 'ref=' + encodeURIComponent(window.location.href); var embedder = document.getElementById('jpps-embedder-ajol-rjetcs'); embedder.parentNode.insertBefore(s, embedder); } if (window.attachEvent) window.attachEvent('onload', async_load); else window.addEventListener('load', async_load, false); })();

Article sidebar.

Article Details

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Main Article Content

Internet of things security and privacy in higher education institutions in developing countries, ruth nthenya wambua.

Technological breakthroughs like the Internet of Things (IoT) technology have tremendously impacted today's world and have led to changes in many spheres of life, including education. With the pervasiveness of IoT devices, learning and academic institutions are already integrating IoT into educational activities. Nonetheless, despite the numerous technological advancements and the demand for high-quality education for everyone, IoT's adoption and impact on education are still in their infancy. On the other hand, with the number of connected items having reached billions and still growing, there is cause for concern regarding the Internet of Things' potential for serious privacy violations, considering it is one of the most potent technologies for creating, modifying, and sharing data. Therefore, to emphasise the thematic areas and prospects for additional research related to the security and privacy of the Internet of Things (IoT) and within Higher Education Institutions (HEIs), this study explores the security and privacy of IoT in the context of HEIs within developing countries.

AJOL is a Non Profit Organisation that cannot function without donations. AJOL and the millions of African and international researchers who rely on our free services are deeply grateful for your contribution. AJOL is annually audited and was also independently assessed in 2019 by E&Y.

Your donation is guaranteed to directly contribute to Africans sharing their research output with a global readership.

For annual AJOL Supporter contributions, please view our Supporters page.

Journal Identifiers

IMAGES

Studies in Higher Education Aims & Scope
Liceo Journal of Higher Education Research 2008 by Brian Tubongbanua
(PDF) Higher Education
CEEOL
Active Learning in Higher Education: SAGE Journals
(PDF) Higher Education Students’ Reflective Journal Writing and

COMMENTS

Studies in Higher Education
Aims and scope. Studies in Higher Education is a leading international journal publishing research-based articles dealing with higher education issues from either a disciplinary or multi-disciplinary perspective. Empirical, theoretical and conceptual articles of significant originality will be considered.
Studies in Higher Education
Find out about the scope, publication type, ISSN, and H-index of Studies in Higher Education, a leading international journal on higher education issues. Compare its SJR and quartile with other journals in the education category.
Studies in Higher Education
Studies in Higher Education. Studies in Higher Education is a peer-reviewed academic journal of higher education, published by Routledge on behalf of the Society for Research into Higher Education. As of May, 2022, its editor-in-chief is Creso Sa, University of Toronto . Two issues per year were published until 1986, and three per year until 2001.
Studies in Higher Education
Studies in Higher Education. This journal has a wide ranging interest in higher education and the social and institutional contexts within which it takes place, but gives particular emphasis to education as practice, with a view to influencing its development. Editor in Chief. Ontario Institute for Studies in Education, University of Toronto ...
Home
Research in Higher Education is a journal that publishes empirical research on postsecondary education. Open to studies using a wide range of methods, with a special interest in advanced quantitative research methods. Covers topics such as student access, retention, success, faculty issues, institutional assessment, and higher education policy.
Home
Overview. Recognized as the leading international journal on higher education studies, this publication examines educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It reports on developments in both public and private higher education sectors.
JournalGuide
Studies in Higher Education is a leading international journal publishing research-based articles dealing with higher education issues from either a disciplinary or multi-disciplinary perspective. Empirical, theoretical and conceptual articles of significant originality will be considered. The Journal welcomes contributions that seek to enhance ...
50 years of Higher Education: a critical reflection and thoughts on an
This introduction to the 50th anniversary special issue of Higher Education recounts the history of the journal and reflects on the evolution and expansion of the journal and the field. Higher education studies is an object-oriented field that combines academic explanations with practical interventions. The journal takes an agnostic approach to disciplinary frameworks, theories, and ...
Developing Meaningful Internationalisation that Impacts ...
The most commonly included journals were Journal of Studies in International Education (n = 41), Journal of International Students (n = 37), and Higher Education (n = 31). The 493 journal outlets demonstrate that research is prolific across disciplines, most prominently in education (n = 207 journals, 42%).
Studies in Higher Education
Description: Studies in Higher Education is a leading international journal publishing research-based articles dealing with higher education issues from either a disciplinary or multi-disciplinary perspective.Empirical, theoretical and conceptual articles of significant originality will be considered. The Journal welcomes contributions that seek to enhance understanding of higher education ...
Higher Education for the Future: Sage Journals
Higher Education for the Future is a bi-annual peer-reviewed multi-disciplinary journal that is designed to shape the new generation of higher education based on national and international experience. It seeks to address a wide spectrum of issues including policy, pedagogy, and research in higher education. View full journal description
Home
Higher Education Studies (HES) is a double-blind peer-reviewed international journal dedicated to promoting scholarly exchange among teachers and researchers in the field of post-secondary education. The journal is published quarterly in both print and online versions by the Canadian Center of Science and Education. Authors are encouraged to submit complete, unpublished, original, and full ...
Trends in Higher Education
Trends in Higher Education is an international, peer-reviewed, open access journal on higher education published quarterly online by MDPI.. Open Access — free for readers, with article processing charges (APC) paid by authors or their institutions.; Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 18.9 days after submission ...
Journal of Studies in International Education: Sage Journals
The Journal of Studies in International Education (JSIE) is the premiere forum for higher education leaders, administrators, educators, researchers and policy makers interested in all facets of the internationalization of higher education. Articles discuss theoretical, conceptual and practical aspects of internationalization including regional, national and institutional policies and ...
OJED
The International Journal of Multidisciplinary Perspectives in Higher Education (Print ISSN 2474-2546 & Online ISSN 2474-2554) is a scholarly publication that seeks to create conversations about education, especially policy, practice, and research of teaching, among scholars across the academic disciplines and across national and cultural borders.. Behind this rigorously peer-reviewed journal ...
Volumes and issues
Issue 1 March 1974. Volume 1 March - December 1973. Issue 4 December 1973. Issue 3 September 1973. Issue 2 June 1973. Issue 1 March 1973. Volumes and issues listings for Research in Higher Education.
Intercultural Learning and Diversity in Higher Education
Drawn from regions with an explicit diversity policy tradition in higher education—namely, the United States, Canada, and Australia—ways and problems of its adaptation to the European context will be discussed. The article provides an orientation for setting up diversity activities and diversity plans aimed at intercultural learning.
Academic Integrity and Artificial Intelligence in Higher Education (HE
Five databases were searched, and the eligibility criteria included higher education stakeholders of any age and gender engaged with AI in the context of academic integrity from 2007 through November 2022 and available in English. ... He has recently guest edited a special issue of English Studies in Canada on "Pedagogies of the Archive ...
More Than Promotion Points
The participants' ages ranged from 27 to 57 years old, with the median age being 40.5 years old. Age groups consisted of three (6.52%) participants in their 20s, 16 (34.78%) in their 30s, 23 (50%) in their 40s, and three (6.52%) in their 50s, with one (2.17%) participant declining to answer. This diversity offered an exceptional array of life ...
"Making It Remarkable": Teaching Professional Youth Work ...
Journal of Applied Youth Studies - This paper reports on the findings of a study exploring the role of values in professional qualifying courses taught at a Scottish University. ... It seems that the imposition of a neo-liberal framing of higher education more generally needs not undermine lecturers' ability to foster contradictory values and ...
Research Journal of Education, Teaching and Curriculum Studies
Technological breakthroughs like the Internet of Things (IoT) technology have tremendously impacted today's world and have led to changes in many spheres of life, including education. With the pervasiveness of IoT devices, learning and academic institutions are already integrating IoT into educational activities.
Interviewer Stress and Coping: Interpreting Admission ...
The 'corporatization of higher education' (Sallee & Tierney, 2011) has further pushed academicians to take up various administrative roles. Besides teaching and research that are cognitively taxing, an 'intensification' of role demands and associated workload has been observed in the teaching profession.
The reshaping of higher education: technological impacts, pedagogical
The papers listed in Table 1 show the growing influence of technology on higher education with more papers published in the first four years of the current decade (31) than HERD published in the first three decades of its life (22). It is important to recognise that this list does not encompass the extent of scholarship on educational uses of technology - there are many other journals with ...

Studies in Higher Education

Subject Area and Category

Information

Leave a comment

Studies in Higher Education

SRHE Member Savings

Keep up to date with Studies in Higher Education

Please Login

Studies in Higher Education

Responsiveness Not Provided

Publication or page charges $

General information

More actions

Higher Education Journals: Studies in Higher Education

Studies in Higher Education---Taylor & Francis---7,000 words

HES, Vol. 14, No. 2, June 2024: Call for Papers

ERIC Metrics Report Generated for: Higher Education Studies

HES Indexed in ERA

Current: Vol. 14, No. 2 (2024)

Journal Publishing Workflow

Paper Selection and Publication Process

Journal of International Students

Journal of Comparative & International Higher Education

Critical Internationalization Studies Review

Journal of Underrepresented & Minority Progress

Journal of Trauma Studies in Education

Journal of Interdisciplinary Studies in Education

International Journal of Multidisciplinary Perspectives in Higher Education

Higher Education Politics and Economics

Journal of School Administration Research and Development

American Journal of STEM Education

American Journal of Medicine and Health Studies

STAR Scholar Books

Academic Integrity and Artificial Intelligence in Higher Education (HE) Contexts: A Rapid Scoping Review

Author Biographies

Sarah Elaine Eaton, University of Calgary

Helen Pethrick, University of Calgary

K. Alix Hayden, University of Calgary

Robert Brennan

Jason Wiens, University of Calgary

Brenda McDermott, University of Calgary

How to Cite

Most read articles by the same author(s)

Developed By

Information

“Making It Remarkable”: Teaching Professional Youth Work Values in a UK Higher Education Institution

Cite this article

Similar content being viewed by others

Investing in Australian Youth: Nurturing Values Integrated Through Action-Based Learning

Cultivating Confucius’ Ren in Hong Kong Higher Education

Mentoring as a Model of Resistance in Times of Austerity

I ntroduction

L iterature R eview

Personal, Professional, and Institutional Values

Youth Work Values

Teaching Youth Work Values in Higher Education

R esearch D esign

HEI Practice and Professional Youth Work Values

Incorporating Values into a Youth Work Programme

Values and Placements

Teaching of Values

Aligning Student Practice with Professional Youth Work Values

Conclusions and Recommendations

Author information

Contributions

Corresponding author

Ethics declarations

Competing Interests

Rights and permissions

About this article

Share this article

Article Details

Main Article Content

Journal Identifiers

IMAGES

COMMENTS