cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.25611990.v1
title: A sense of belonging and loyalty among Turkish undergraduate students: serial mediating role of college outcome expectation and engagement

description: This study examines the serial mediating role of college outcome expectation and engagement in the relationship between a sense of belonging and loyalty. It goes further by exploring the serial mediating roles of college outcome expectation and student engagement, in contrast to previous research that primarily concentrated on the direct relationship between the sense of belonging and student loyalty. The data were collected from 677 full-time undergraduate students using the Student Loyalty Scale, the Sense of Belonging Scale, the College Outcome Expectation Questionnaire, and the University Student Engagement Inventory. The path analysis was conducted using the PROCESS macro. The analysis shows that college outcome expectation and student engagement serially mediate the relationship between a sense of belonging and student loyalty. When students feel a strong sense of belonging and their college outcome expectations are satisfied, they are more likely to be engaged in their educational pursuits, which, in turn, impacts their loyalty towards the institution. The findings of this study have significant implications for higher education administrators and instructors, including the need to adopt a student-centered strategy, and offer inclusive guidance, support services for the benefit of students.
DOI: 10.6084/m9.figshare.25981559
title: Tuition fees for international students: a policy instrument of cost sharing and control or simply income generation

description: The introduction of tuition fees in Sweden in 2011 is an interesting example of how the design of a tuition fee reform for international students surges beyond simple narratives of revenue generation. More than 10 years after implementing the Swedish reform, this article examines to what extent such market-oriented instruments induce HEIs and the government to seek revenue on the global market. Through a comprehensive analysis, the research employs two theoretical models – the ‘revenue-seeking’ and the ‘cost-sharing and control’ model – to explore the inherent hybridity governance features between market and state-centred objectives. The findings reveal that while the reform primarily adheres to its intended goals of cost-sharing and controlled internationalisation, there is an emerging trend towards revenue generation, particularly in HEIs with strong market positions and in lucrative disciplines like Engineering & Technology and Business Management. The study highlights the reform’s multifaceted impact, aligning with state-centric objectives but gradually shifting towards a revenue-seeking approach. This research contributes to understanding the nuanced effects of tuition fee policies on HEIs and calls for further comparative studies to deepen insights into the diverse outcomes of such reforms in the context of higher education internationalisation.
DOI: 10.6084/m9.figshare.25981559.v1
title: Tuition fees for international students: a policy instrument of cost sharing and control or simply income generation

description: The introduction of tuition fees in Sweden in 2011 is an interesting example of how the design of a tuition fee reform for international students surges beyond simple narratives of revenue generation. More than 10 years after implementing the Swedish reform, this article examines to what extent such market-oriented instruments induce HEIs and the government to seek revenue on the global market. Through a comprehensive analysis, the research employs two theoretical models – the ‘revenue-seeking’ and the ‘cost-sharing and control’ model – to explore the inherent hybridity governance features between market and state-centred objectives. The findings reveal that while the reform primarily adheres to its intended goals of cost-sharing and controlled internationalisation, there is an emerging trend towards revenue generation, particularly in HEIs with strong market positions and in lucrative disciplines like Engineering & Technology and Business Management. The study highlights the reform’s multifaceted impact, aligning with state-centric objectives but gradually shifting towards a revenue-seeking approach. This research contributes to understanding the nuanced effects of tuition fee policies on HEIs and calls for further comparative studies to deepen insights into the diverse outcomes of such reforms in the context of higher education internationalisation.
DOI: 10.6084/m9.figshare.25744904
title: Managing internationalisation versus managing diversity? Global imperatives and national trajectories in German and Polish universities

description: In institutions of higher education, both internationality and diversity are highly valued. Yet the relationship between these two values often remains undefined. On the one hand, the ‘internationalisation imperative’ and the ‘diversity imperative’ can be regarded as two sides of the same coin. On the other hand, they are perceived as two different tasks and are associated with different groups, interests, and organisational units. To better understand their nexus, this article presents a comparative analysis of German and Polish universities. It identifies the administrative units and actors responsible for managing internationalisation and diversity. Mixed methods were used, including surveys in university administrations, publicly available data from universities’ websites, and qualitative interviews with practitioners in both fields. The results illustrate how the traditional ‘International Offices’ and the more recently established ‘Diversity Offices’ are equipped and related to each other. Regarding internationalisation, German and Polish universities have comparable national trajectories as both institutionalise this task at the administrative level and within university leadership. At the same time, there is a gap between the two countries in terms of how they deal with the diversity imperative. Finally, the article raises the practical question of whether the respective units need to reconceptualise their relationship in the future.
DOI: 10.6084/m9.figshare.25744904.v2
title: Managing internationalisation versus managing diversity? Global imperatives and national trajectories in German and Polish universities

description: In institutions of higher education, both internationality and diversity are highly valued. Yet the relationship between these two values often remains undefined. On the one hand, the ‘internationalisation imperative’ and the ‘diversity imperative’ can be regarded as two sides of the same coin. On the other hand, they are perceived as two different tasks and are associated with different groups, interests, and organisational units. To better understand their nexus, this article presents a comparative analysis of German and Polish universities. It identifies the administrative units and actors responsible for managing internationalisation and diversity. Mixed methods were used, including surveys in university administrations, publicly available data from universities’ websites, and qualitative interviews with practitioners in both fields. The results illustrate how the traditional ‘International Offices’ and the more recently established ‘Diversity Offices’ are equipped and related to each other. Regarding internationalisation, German and Polish universities have comparable national trajectories as both institutionalise this task at the administrative level and within university leadership. At the same time, there is a gap between the two countries in terms of how they deal with the diversity imperative. Finally, the article raises the practical question of whether the respective units need to reconceptualise their relationship in the future.
DOI: 10.6084/m9.figshare.25828385
title: ‘Is it me or … ?’. A multimethod study to explore the impact of personal and contextual factors on PhD students’ well-being

description: As PhD students’ well-being gathers relevance, exploring what factors influence it and how is crucial. Therefore, this study quantitatively examined the joint effect of personal and contextual variables on PhD students’ well-being and qualitatively assessed their perceptions about the main issues they faced during their doctoral course. Through a multimethod study, we collected quantitative data from 216 Italian PhD students, 123 of whom responded to an open-ended question. We tested a moderating mediation model to understand whether (1) there was an indirect relationship between self-efficacy and exhaustion, mediated by the perceptions of impostor syndrome; (2) supervisor instrumental support moderated the self-efficacy – impostor syndrome relationship and the indirect relationship abovementioned. Quantitative findings showed that self-efficacy was negatively associated with exhaustion via perceptions of impostor syndrome. Concerning the moderation effect, when self-efficacy was high, the higher the supervisor support, the lower the perceptions of impostor syndrome. When self-efficacy was low, the higher the supervisor support, the higher the perceptions of impostor syndrome. Qualitative findings reported various personal and contextual aspects PhD students perceived as problematic, which may jeopardise their well-being. These results may inform policymakers and academic staff interventions for promoting PhD students’ well-being.
DOI: 10.6084/m9.figshare.25828385.v1
title: ‘Is it me or … ?’. A multimethod study to explore the impact of personal and contextual factors on PhD students’ well-being

description: As PhD students’ well-being gathers relevance, exploring what factors influence it and how is crucial. Therefore, this study quantitatively examined the joint effect of personal and contextual variables on PhD students’ well-being and qualitatively assessed their perceptions about the main issues they faced during their doctoral course. Through a multimethod study, we collected quantitative data from 216 Italian PhD students, 123 of whom responded to an open-ended question. We tested a moderating mediation model to understand whether (1) there was an indirect relationship between self-efficacy and exhaustion, mediated by the perceptions of impostor syndrome; (2) supervisor instrumental support moderated the self-efficacy – impostor syndrome relationship and the indirect relationship abovementioned. Quantitative findings showed that self-efficacy was negatively associated with exhaustion via perceptions of impostor syndrome. Concerning the moderation effect, when self-efficacy was high, the higher the supervisor support, the lower the perceptions of impostor syndrome. When self-efficacy was low, the higher the supervisor support, the higher the perceptions of impostor syndrome. Qualitative findings reported various personal and contextual aspects PhD students perceived as problematic, which may jeopardise their well-being. These results may inform policymakers and academic staff interventions for promoting PhD students’ well-being.
DOI: 10.6084/m9.figshare.27044759
title: How does peer feedback impact academic performance? An empirical investigation in an undergraduate business context

description: This study explores the peer feedback process with first-year undergraduate business students at an Irish University. This research explicitly examines (1) whether the act of generating or receiving high-quality peer feedback had a significant impact on student performance (grades) and (2) participants’ attitudes to peer feedback (pre and post-process). A mixed methods approach was adopted where the data gathered included draft and final assignment grades, content analysis and quality ratings of peer feedback and responses to student attitude and perception questionnaires. Results demonstrate that the quality of peer feedback generated has a statistically significant impact on students’ final grades. While the feedback received is often seen as the main benefit derived from the peer feedback process, this study provides empirical evidence that students who generated high quality feedback, were able to self-evaluate and enhance their own work which resulted in improved performance. Together with positive attitudes, this finding suggests that there is more scope to support and encourage students’ role as assessor in higher education. A limitation of the study is that it did not control for intrinsic motivation or innate academic ability.
DOI: 10.6084/m9.figshare.27044759.v1
title: How does peer feedback impact academic performance? An empirical investigation in an undergraduate business context

description: This study explores the peer feedback process with first-year undergraduate business students at an Irish University. This research explicitly examines (1) whether the act of generating or receiving high-quality peer feedback had a significant impact on student performance (grades) and (2) participants’ attitudes to peer feedback (pre and post-process). A mixed methods approach was adopted where the data gathered included draft and final assignment grades, content analysis and quality ratings of peer feedback and responses to student attitude and perception questionnaires. Results demonstrate that the quality of peer feedback generated has a statistically significant impact on students’ final grades. While the feedback received is often seen as the main benefit derived from the peer feedback process, this study provides empirical evidence that students who generated high quality feedback, were able to self-evaluate and enhance their own work which resulted in improved performance. Together with positive attitudes, this finding suggests that there is more scope to support and encourage students’ role as assessor in higher education. A limitation of the study is that it did not control for intrinsic motivation or innate academic ability.
DOI: 10.15468/dl.4e763n
title: Occurrence Download

description: A dataset containing 1099 species occurrences available in GBIF matching the query:
{
 "and" : [
 "DatasetKey is Malacology Collection at the Academy of Natural Sciences of Philadelphia",
 "Country is Croatia"
 ]
}

 The dataset includes 1099 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032317-250811113504898/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.25961662
title: Understanding the varieties in first-year university students’ experience of self-regulated learning during emergency remote teaching

description: First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students’ experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed.
DOI: 10.6084/m9.figshare.25961662.v2
title: Understanding the varieties in first-year university students’ experience of self-regulated learning during emergency remote teaching

description: First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students’ experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed.
DOI: 10.6084/m9.figshare.26892516
title: Why do parental education effects on wages differ by study fields? An analysis of bachelor- and master graduates in Austria

description: From an equity perspective, it is important that higher education graduates have the same labour market opportunities after graduation regardless of their social background. However, empirical evidence on the direct effect of parental education on labour market outcomes is mixed, with heterogeneous effects across fields of study. A common finding is that social origin is more relevant for labour market success for graduates in business, law, and the arts than for graduates in engineering, IT, or medicine. Analysis of comprehensive Austrian administrative data show disadvantages for first-generation graduates compared to graduates with tertiary educated parents in some fields (e.g. law), but advantages in others (e.g. engineering). Multilevel models show that the composition of study fields in terms of first-generation graduates plays a crucial role in explaining these differences. Other factors such as the distinction between ‘soft’ and ‘hard’ disciplines or the proportion of graduates working in more bureaucratic institutions play no or a lesser role.
DOI: 10.6084/m9.figshare.26892516.v1
title: Why do parental education effects on wages differ by study fields? An analysis of bachelor- and master graduates in Austria

description: From an equity perspective, it is important that higher education graduates have the same labour market opportunities after graduation regardless of their social background. However, empirical evidence on the direct effect of parental education on labour market outcomes is mixed, with heterogeneous effects across fields of study. A common finding is that social origin is more relevant for labour market success for graduates in business, law, and the arts than for graduates in engineering, IT, or medicine. Analysis of comprehensive Austrian administrative data show disadvantages for first-generation graduates compared to graduates with tertiary educated parents in some fields (e.g. law), but advantages in others (e.g. engineering). Multilevel models show that the composition of study fields in terms of first-generation graduates plays a crucial role in explaining these differences. Other factors such as the distinction between ‘soft’ and ‘hard’ disciplines or the proportion of graduates working in more bureaucratic institutions play no or a lesser role.
DOI: 10.6084/m9.figshare.27015633.v1
title: Shifting geopolitics of the European higher education space

description: Given recent major geopolitical events in the European region, such as Brexit and the launch of a full-scale invasion of Ukraine, this article explores recent and under-researched shifts in the geopolitics of the European higher education space, focusing specifically on the European Higher Education Area (EHEA). The analysis is informed by the critical geopolitics approach and relies on interviews with stakeholders in the four countries that established the EHEA (Germany, France, Italy and the UK), key recent EHEA official communications, and a thematic analysis of these datasets. The analysis has revealed three major recent overlapping shifts in EHEA geopolitics: regarding its borders, identity and values. These findings are significant, highlighting the existence and dynamics of the phenomenon of higher education geopolitics in Europe and addressing an under-researched area in the literature on European geopolitics and the role of higher education in it.
DOI: 10.6084/m9.figshare.25744904.v1
title: Managing internationalisation versus managing diversity? Global imperatives and national trajectories in German and Polish universities

description: In institutions of higher education, both internationality and diversity are highly valued. Yet the relationship between these two values often remains undefined. On the one hand, the ‘internationalisation imperative’ and the ‘diversity imperative’ can be regarded as two sides of the same coin. On the other hand, they are perceived as two different tasks and are associated with different groups, interests, and organisational units. To better understand their nexus, this article presents a comparative analysis of German and Polish universities. It identifies the administrative units and actors responsible for managing internationalisation and diversity. Mixed methods were used, including surveys in university administrations, publicly available data from universities’ websites, and qualitative interviews with practitioners in both fields. The results illustrate how the traditional ‘International Offices’ and the more recently established ‘Diversity Offices’ are equipped and related to each other. Regarding internationalisation, German and Polish universities have comparable national trajectories as both institutionalise this task at the administrative level and within university leadership. At the same time, there is a gap between the two countries in terms of how they deal with the diversity imperative. Finally, the article raises the practical question of whether the respective units need to reconceptualise their relationship in the future.
DOI: 10.6084/m9.figshare.25765625
title: Leveraging diversity through purposeful flexibility: towards a redefinition of the international classroom

description: To date, participation in an international classroom has been positioned as a means to prepare most Dutch higher education students to live and work in a globalised world. Nevertheless, it is not clear how the international classroom is defined and how lecturers should be equipped to deliver on its potential for Internationalisation at Home, especially within culturally diverse, practice-oriented universities of applied sciences. Through a Delphi study engaging 28 expert lecturers and policy makers from five Dutch universities of applied sciences, this study offers a new definition of the international classroom, framing it as an approach that centralises diversity across the classroom as an asset in the design and facilitation of education. Drawing on the panel’s collective experience, it proposes eight competences that lecturers need to implement this approach, providing a framework to rethink professional development, curriculum innovation and human resource policies within and beyond Dutch universities of applied sciences.