《创新高等教育》是一本经过评审的学术期刊，致力于以简单易读的方式将高等教育中的新思想打包。创新高等教育的四个主要目的是： (1) 对当前的创新和具有启发性的新思想进行描述和评估，这些创新与超越当前高等教育背景的行动相关； （二）关注此类创新对教学和学生的影响； (3) 在选择适合期刊的主题时保持灵活性，对各种形式的学术和研究方法持开放态度； (4) 通过以可读和学术的方式向学术界的教职员工和管理人员展示手稿，在实践和理论之间取得平衡。

Innovative Higher Education is a peer-reviewed academic journal dedicated to presenting new ideas in higher education in a clear and accessible manner. The journal has four main objectives: (1) to describe and evaluate current innovations and inspiring new ideas related to actions that transcend the current higher education context; (2) to focus on the impact of such innovations on teaching and students; (3) to maintain flexibility in selecting topics suitable for the journal and to be open to various forms of academic and research methodologies; (4) to balance practice and theory by presenting manuscripts in a readable and scholarly manner for the benefit of faculty and administrators in the academic community.

《创新高等教育》是一本经过评审的学术期刊，旨在以简洁易懂的方式传播高等教育领域的新思想。该期刊的四个主要目标是： (1) 描述和评估当前与高等教育相关的创新和启发性新思想； (2) 关注这些创新对教学和学生的影响； (3) 在选择适合期刊的主题时保持灵活性，并对各种学术和研究方法持开放态度； (4) 通过以可读且学术的方式展示手稿，平衡实践与理论，以服务于学术界的教职员工和管理人员。

Innovative Higher Education

Abstract This study examines the diversity of institutional human capital at Historically Black Colleges and Universities (HBCUs) by analyzing faculty educational backgrounds using a large data set on faculty hiring and placement. The analysis includes approximately four thousand faculty members employed at 10 research-intensive R2 HBCUs between 2011 and 2020. The results reveal that the 10 R2 HBCUs primarily hired tenure-track faculty from predominantly White R1 institutions. In contrast, HBCUs hired approximately 20% of their own graduates, while less than 10% of hires came from other HBCUs. Regarding placement, about 60% of HBCU graduates sought employment at HBCUs, while only a small number found employment at R1 institutions. Notably, Howard University placed 30 graduates at R1 institutions. This downward placement pattern underscores a significant trend: most HBCU hires are from R1 institutions, while HBCU graduates primarily find employment at institutions with lower research intensity. Understanding these patterns is crucial for addressing disparities in faculty representation and supporting the growth of Black professionals in academia.

Erjia Yan

Robert T. Palmer

Jiangen He

Chaoqun Ni

Mat Kelly

Diversity of HBCUs’ Institutional Human Capital: A Cross-Discipline, Longitudinal Analysis of Faculty Hiring and Placement at HBCUs

HBCUs机构人力资本的多样性：对HBCUs教师招聘与安置的跨学科纵向分析

Abstract In this paper, we discuss the skills required for academics to effectively utilize digital technologies within open distance learning institutions in South Africa. The growing prevalence of activities within these institutions has led to shifts in academic skill requirements, particularly as academics increasingly work remotely from home or in distant areas. Core academic responsibilities such as teaching and learning, research, academic citizenship, and community engagement have undergone various transformations. Drawing from the practical experiences and insights of the authors, who have extensive backgrounds in open distance learning, it becomes evident that many academics encounter challenges in adapting to and adopting digital technologies for their work. We utilized both quantitative and qualitative research methods in this study. We found out that key skills of adaptability in workplace learning, proficiency in innovative technologies, development of new module strategies, and effective time management are fundamental for academics working in open distance learning institutions. Various digital tools such as learning management systems, iPads, computers, audio/video conferencing, multimedia, online learning platforms, web-based management systems, webinars, and applications like Microsoft Teams, Zoom, and WhatsApp are prevalently used, with emerging technologies like Augmented Reality, Artificial Intelligence, and machine learning gaining influence. These technologies have significantly enhanced teaching, research, and social networking within academic contexts. The study recommends the importance of reskilling among academics to ensure proficiency in utilizing contemporary digital tools for improved service delivery.

Rexwhite Tega Enakrire

Madeleine C. Fombad

Lebogang Morodi

Skills Required of Academics to Use Digital Technologies in Open Distance Learning Institutions

开放远程学习机构中学者使用数字技术所需的技能

Intra-organizational relationships have become common in higher education. Scholars have offered limited knowledge about the ways in which ancillary organizations pursue and maintain intra-organizational relationships in higher education. Notably, the literature provides no examination of their legitimacy-seeking efforts. Based on data collected from program visits of 151 Army ROTC programs on college campuses, we analyzed legitimizing behaviors through the neo-institutionalist perspective of professional legitimacy to identify the substantive nature of intra-organizational relationships. We drew on Husserl's constitutive phenomenology to uncover the process and manner in which legitimacy-seeking among ancillary organizations within postsecondary intra-organizational relationships took place. The findings demonstrate a heightened set of efforts expected for ROTC legitimation on college campuses, which we have called the Heightened Contributory Partnership phenomenon. This phenomenon represents an interconnected approach to legitimacy seeking which may be used to understand the legitimation of other ancillary organizations as well, and offers legitimacy seeking constructs, which are open for future testing and refinement through further research.

Jeffrey C. Sun

Meghan J. Pifer

Heather A. Turner

Taylor L. Pratt

The heightened contributory partnership phenomenon: Legitimacy-seeking goals and behaviors within ROTC

高度贡献性伙伴关系现象：ROTC中的合法性寻求目标与行为

Amanda Isabel Osuna

Kathleen Darcy

Sarah Prior

Travis Olson

Joseph A. Hamm

Students’ experienced harm at higher education institutions: A qualitative study

高等教育机构中学生经历的伤害：一项定性研究

Claire Major

John M. Braxton

Embracing Innovation in “Interesting Times”

拥抱“有趣时代”中的创新

Abstract This study aimed to investigate the relationship between social ties and knowledge sharing among academics in a research team. A qualitative case study approach was employed, using semi-structured interviews to uncover key factors that facilitate or hinder this relationship. The findings emphasize the crucial role of social ties in facilitating knowledge sharing among academics and highlight the central role of research team leaders in promoting and strengthening these ties. Informal contexts and routines as well as in-person attendance were identified as core elements in cultivating social ties. Conversely, limited face-to-face interactions, workplace location, barriers to participation in informal activities, and differences in worldviews were identified as potential deterrents to the formation of strong social ties. We conclude that institutional administrators and research team leaders should promote shared physical and digital spaces and informal social practices, which, in turn, facilitate personal relationships and stimulate collaboration and knowledge sharing.

Roberto Hernández-Soto

Mónica Gutiérrez-Ortega

Bartolomé Rubia-Avi

Sergi Fàbregues

Influence of Social Ties on Knowledge Sharing Among Academics: A Qualitative Case Study

学术社交关系对知识共享的影响：一项定性案例研究

This study evaluates the effectiveness of a Bystander Leadership™ Program (BLP) designed to mitigate gender and racial biases among faculty at a research university. The BLP workshop, grounded in comprehensive local research, provided faculty with practical intervention skills to address observed biases in academic settings. A quasi-experimental design was employed, involving tenured and tenure-track faculty (N = 253) from STEM and Social and Behavioral Science (SBS) departments. Participants were surveyed before and three months after the workshop (Intervention Group) or three months apart (Comparison Group), assessing five variables: notice bias, self-efficacy, perceived benefits of action, perceived risks of action, and actual intervention in bias incidents. The findings reveal that the Intervention Group exhibited significant increases in self-efficacy and actual interventions from pretest to posttest, unlike the Comparison Group, which showed no changes. Notably, foreign-born faculty initially had lower notice bias scores compared to U.S.-born faculty. Post-intervention, notice bias significantly increased among foreign-born faculty in the Intervention Group. Furthermore, a 60% faculty participation rate was identified as the threshold for perceiving departmental endorsement of inclusive practices. These results underscore the BLP's potential to enhance faculty's confidence and proactive engagement in addressing bias, particularly among foreign-born faculty, and highlight the importance of broad participation for fostering inclusive academic environments.

Suzanna M. Rose

Sanaz Farhangi

Michelle Hospital

Kirsten Wood

Effectiveness of a Bystander Intervention Training Program to Interrupt Gender and Race Bias Among U.S and Foreign Faculty

旁观者干预培训计划在美国及外籍教职员工中中断性别和种族偏见的效果

Abstract This study investigated the experiences of college-student mentors to gain a nuanced understanding of ‘humility’ in higher education (HE) and to illuminate how it operates within mentoring dyads. Seventeen mentors, comprising both undergraduate (9) and graduate (8) students, were interviewed in this exploratory qualitative research. One-on-one semi-structured interviews were employed as the primary method of data collection. The analysis followed a deductive approach guided by the HEXACO (Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness, Openness) personality framework. While the mentors’ narratives are situated within the Indian context, the study appraises implications for the broader landscape of HE. The investigation shows that mentors viewed humility as essential. They demonstrated it by reflecting on their own humility, adjusting their behavior to guide mentees toward program goals effectively, and navigating relationships in a socio-culturally humble manner. Additionally, humility was also found to be instrumental in resolving conflicts and enhancing the quality of mentorship. The study fills a critical gap in HE and mentoring literature and underscores the role of humility in fostering generativity and socially responsible leadership among college-student mentors. The outcome also encourages HE institutions to leverage mentoring programs to cultivate humility in their students, preparing them holistically for the professional world by integrating personal growth with technical expertise.

Anuradha Thittai Kumar

Òscar Prieto-Flores

“I am not any Greater than you are” Cultivation of Humility in Higher Education through Mentoring

“我不比你更伟大”：通过导师制在高等教育中培养谦逊

Abbreviation	Innov High Educ
Journal Impact	2.34
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q1)

ISSN	0742-5627, 1573-1758
h-index	55

Publication Information	Publisher: Springer Netherlands，Publishing cycle: 6 issues per year，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2004，Proportion of original research papers: 100.00%，Self Citation Rate:9.10%， Gold OA Rate: 19.61%

Innovative Higher Education

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience

Diversity of HBCUs’ Institutional Human Capital: A Cross-Discipline, Longitudinal Analysis of Faculty Hiring and Placement at HBCUs

Skills Required of Academics to Use Digital Technologies in Open Distance Learning Institutions

The heightened contributory partnership phenomenon: Legitimacy-seeking goals and behaviors within ROTC

Students’ experienced harm at higher education institutions: A qualitative study

Embracing Innovation in “Interesting Times”

Diversity of HBCUs’ Institutional Human Capital: A Cross-Discipline, Longitudinal Analysis of Faculty Hiring and Placement at HBCUs

Influence of Social Ties on Knowledge Sharing Among Academics: A Qualitative Case Study

Effectiveness of a Bystander Intervention Training Program to Interrupt Gender and Race Bias Among U.S and Foreign Faculty

“I am not any Greater than you are” Cultivation of Humility in Higher Education through Mentoring

Embracing Innovation in “Interesting Times”