https://ojed.org/index.php/jimphe/issue/feed International Journal of Multidisciplinary Perspectives in Higher Education 2023-12-01T01:48:15+00:00 Leonardo Veliz lveliz@une.edu.au Open Journal Systems <p>The&nbsp;<em>International Journal of Multidisciplinary Perspectives in Higher Education&nbsp;</em>(Print ISSN 2474-2546 &amp; Online ISSN 2474-2554)<em>&nbsp;</em>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.</p> https://ojed.org/index.php/jimphe/article/view/5447 “It gave me so much faith in myself” University Students' Experiences of Agency in Summative Teacher-centered Assessment Feedback Practices in Higher education 2023-08-06T04:29:44+00:00 Minna Maunumäki minna.j.maunumaki@jyu.fi Minna Maunula minna.r.h.maunula@jyu.fi Heidi Harju-Luukkainen heidi.harju-luukkainen@jyu.fi <p><em>Strengthening the agency of higher education students is one of the key objectives of higher education. Research has shown that the agency of higher education students can be significantly strengthened through different types of assessment feedback practices. However, the role of assessment feedback in strengthening the students agency is not fully understood in practice. While formative, student-centred feedback practices are becoming more common, summative, end-of-course, teacher-centred feedback practices are still prevalent in higher education. This study seeks to address the research gap of how university students perceive their agency to be constructed in the context of teacher-centred summative written and audio feedback. From these premises, the research question was designed: what kind of agency emerges from students' experiences of summative assessment feedback? The study was conducted as a qualitative online survey for university students (N=35) in Finland. The data was analyzed by means of qualitative systematic data driven content analysis. According to the results, students perceive the summative assessment feedback they receive from their teachers as a reflection of their own agency and how it is shaped. In the light of the assessment practices examined, students' agency was found to be reflexive, contradictory and incomplete. The results show that the recognition of the relationship between student agency and assessment feedback in higher education is important but still less well recognised. The results of this study are relevant for the development of assessment feedback practices that sustainably promote the construction of student agency in the context of lifelong learning and digitalisation of teaching in higher education.</em></p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education https://ojed.org/index.php/jimphe/article/view/5210 The Relevance of Versatile Learning Online Assessment Feedback for University Student 2023-03-12T15:43:24+00:00 Minna Maunula minna.maunula@gmail.com Minna Maunumäki minna.j.maunumaki@jyu.fi Heidi Harju-Luukkainen heidi.k.harju-luukkainen@jyu.fi <p><em><span style="font-weight: 400;">In the process of learning, assessment is relevant from multiple perspectives. Learning assessment guides student learning and teaching either knowingly or unconsciously. This study takes a closer look at the meanings given to online assessment by academic adult students and how they experience different assessment feedback. The study was conducted as a qualitative online survey for adult students (N=35). Adult students valued assessment feedback and their perceptions about assessment were mainly traditional. They considered assessment feedback as truthful and used self-assessment as a natural part of their own learning process. They did not experience the peer-assessment of their own learning as central or reliable. Written teacher assessment feedback on whether the content to learn was understood correctly was central from students´ point of view. New forms of assessment and assessment such as group-peer feedback or teacher asynchronous voice feedback were perceived as interesting novelties. According to the results of this study, the objectives of learning assessment should be clear and shared with the students. The continuous nature of the sustainable learning process emphasizes the versatility of assessment as a natural part of e-learning. Versatile online assessment practices will play an important role in strengthening student agency and ownership of their own learning in the future of digitally-enhanced higher education.</span></em></p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education https://ojed.org/index.php/jimphe/article/view/5484 Teachers' Perception on Local Curriculum in School Education of Nepal 2023-04-14T09:09:40+00:00 Nirmal Mishra nirmaltu@gmail.com <p><em>This research paper aims at exploring the teachers' perception and their conceptual understanding on local curriculum, importance of local curriculum and local curriculum development process in school education of Nepal. For this, the interpretive paradigm was adopted to explore the subjective realities concerned with the central phenomenon. Within this process, this qualitative phenomenological study collected the intense information through the in-depth interviews with the selected community schools' basic level teachers. Based on the information, three themes have been developed for presenting the results and discussion. The major findings of this study are that the teachers positively perceived the local curriculum for preserving the local knowledge, cultures as well as the tourism areas of a community. The teachers also perceived that the teachers, parents and community participation is also essential during the local curriculum development process as well as selection of local subject. Apart from these shining areas, they did not develop the local curriculum at school or local level. Instead of the local subject, English and computer subject were implemented in the name of optional subjects in grade one to five and six to eight respectively.</em></p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education https://ojed.org/index.php/jimphe/article/view/6086 Opportunities for developing intercultural competence during COVID-19: A case study of international students in Australia 2023-08-07T03:31:03+00:00 Leonardo Veliz Leonardo.Veliz@une.edu.au Pegah Marandi pegah.marandi@excelsia.edu.au <p><em>It is known that international students must possess a variety of cognitive, affective and behavioural skills and dispositions to succeed in intercultural environments in their host countries. In Australia, opportunities for international students to participate in intercultural encounters were limited by ongoing lockdowns and social-distancing restrictions due to the COVID-19 pandemic. This article reports on a two-year ethnographic research study that critically examined the lived multilingual and multicultural experiences of two international students in search of heightened intercultural awareness and enhanced levels of intercultural competence during the pandemic. Drawing on a constructivist view of intercultural competence, this study comprehends the ways in which students use their ‘action-oriented’ capacity to cope successfully with new, unknown, unfamiliar, and unpredictable challenges and situations in the host culture. Informed by a narrative inquiry approach, data were gathered through participants’ oral narratives at approximately eight-week intervals over the course of 2020 and 2021. Analysis of the ethnographic data revealed while students appreciated and fully exploited the limited opportunities for intercultural communication and connectedness presented to them, a higher level of self-awareness, a greater understanding of cultural distance, a desire for cultural affinity and mutuality led them to exploring alternative avenues for becoming interculturally competent citizens.&nbsp; </em></p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education https://ojed.org/index.php/jimphe/article/view/5109 A Case Study: Multidisciplinary Faculty Members’ Study Abroad Experiences in a Nursing Course 2023-06-05T06:14:41+00:00 Jennifer Talleff jtalleff@twu.edu Luis Espinoza luis.espinoza01@utrgv.edu Madison Ollive mollive.2017@gmail.com <p>This case study explores the lived experience of three faculty from different disciplines engaged in an experiential undergraduate nursing study abroad (SA) course, which is largely absent from the literature. This research found specific personal and professional transformative effects of multidisciplinary SA experiences for faculty. Considerations for faculty planning to engage in multidisciplinary SA will be identified, including impacts of faculty dynamics and physical and psychological demands. These findings further highlight, document, and contribute to the growing literature related to the experiential impacts of SA on faculty professional development.</p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education https://ojed.org/index.php/jimphe/article/view/5778 Emotional difficulties 2023-08-10T06:52:51+00:00 Gian-Louis Hernandez hernag@usi.ch <p>This article expands upon a synthetic framework for examining affective-discursive responses to representations of race by drawing upon a merged framework of analyses of stance and emotional manifestation to advance the notion of how “emotional difficulties” shape and are shaped by readings of diversity. These difficulties show how and where potential growth and reflection on notions of inclusion and diversity occur. Student responses to images commonly found on international study office websites show the emotional tensions in interpretations of diversity representation using photo-elicitation techniques. In the analysis, individuals evaluated, positioned, and aligned themselves, relying on affective stances in three forms: uncritical acceptance, aggressive indifference, and wry amusement. The article argues that these emotional trends reveal student positions on inclusion and diversity in higher education and are an integral part of how students discursively and affectively navigate the embodied complexities of diversity representation.</p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education https://ojed.org/index.php/jimphe/article/view/5668 How Many Turned Out? College Student Voting in Student Government Elections Reconsidered 2023-08-06T04:05:52+00:00 Michael Miller mtmille@uark.edu Daniel Nadler nadlerdan22@gmail.com <p>Student governments can play an important part of the habit development of participating in democracy. A study in 2012, however, illustrated just how few students actually voted in their own student government elections. With a changing world of national politics, there is a need to understand student voting as a possible reflection of participation after college. This study compared student voting in their own government elections between 2012 and 2020, finding several, yet no significant, differences in voter turnout. The study used a sample of doctoral and comprehensive institutions, finding under one-in-five students voted in their own government elections.</p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education https://ojed.org/index.php/jimphe/article/view/4084 Revolutionizing Education for Women Empowerment during Pandemic and Post-Pandemic Times 2023-06-12T11:43:36+00:00 Cathy Mae Toquero cathymaetoquero@gmail.com <p><em>Women are underrepresented and denied equal opportunities in the scientific community as a result of a rigid research culture and a lack of genuine academic support. Higher Education should go beyond the superficial treatment of women's empowerment. This article reflects on the heightened gender-based inequality during pandemic and calls for the academic community to take social action and contribute to women empowerment. It also advocates re-creating and revolutionizing the educational system to promote women's rights and welfare in pedagogical instruction, as well as involving more men as one of the potential solutions to strengthen women's empowerment. Higher Education should create and encourage more research opportunities and amplify policy spaces for women amid the fight against COVID-19. Academia should therefore adopt a feminist lens as an integral part of its structure to enact social change, because women empowerment is beyond mediocrity.</em></p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education https://ojed.org/index.php/jimphe/article/view/6351 Navigating New Horizons 2023-11-28T15:48:37+00:00 Leonardo Veliz Leonardo.Veliz@une.edu.au <p><strong>I</strong>t is with great enthusiasm and honor that I assume the role of Editor for our esteemed journal – The<a href="https://ojed.org/index.php/jimphe/index"> International Journal of Multidisciplinary Perspectives in Higher Education</a>. As I embark on this journey, I am filled with a profound sense of responsibility and commitment to maintaining the high standards of academic excellence that this publication has long been known for.</p> 2023-12-01T00:00:00+00:00 Copyright (c) 2023 International Journal of Multidisciplinary Perspectives in Higher Education