Priority Setting in Higher Education Research Using a Mixed Methods Approach

Autor/inn/en	Choi, Tammie; Palermo, Claire; Sarkar, Mahbub; Whitton, Joy; Rees, Charlotte; Clemans, Allie
Titel	Priority Setting in Higher Education Research Using a Mixed Methods Approach
Quelle	In: Higher Education Research and Development, 42 (2023) 4, S.816-830 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi, Tammie) ORCID (Palermo, Claire) ORCID (Sarkar, Mahbub) ORCID (Whitton, Joy) ORCID (Rees, Charlotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2082389
Schlagwörter	Higher Education; Mixed Methods Research; Research Universities; College Faculty; College Students; Student Attitudes; Teacher Attitudes; School Personnel; Decision Making; Likert Scales; Foreign Countries; Critical Thinking; Creative Thinking; Resilience (Psychology); Well Being; Learner Engagement; Student Centered Learning; Educational Research; Strategic Planning; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungseinrichtung; Fakultät; Collegestudent; Schülerverhalten; Lehrerverhalten; Schulpersonal; Decision-making; Entscheidungsfindung; Likert-Skala; Ausland; Kritisches Denken; Kreatives Denken; Well-being; Wellness; Wohlbefinden; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsforschung; Pädagogische Forschung; Strategy; Planning; Strategie; Planung; Australien
Abstract	Setting priorities for higher education research is essential to maximise limited resources. Our study aimed to identify priorities for higher education research at one large research-intensive Australian university. A sequential three-phase mixed methods study was conducted. Phase 1 engaged 69 students, academics, and professional staff in an anonymous qualitative online survey to identify their perspectives on priorities. These qualitative data were analysed using thematic analysis and the findings were then converted to a quantitative online survey (phase 2) that engaged 187 students, academics, and professional staff to determine the top priorities and the reasons for their choices. Descriptive statistical analysis of phase 2 Likert scales and rank order of priorities revealed the top three priorities from 39 priorities: (1) understanding how to engage students in learning; (2) understanding how to teach creative and critical thinking skills; and (3) understanding how to promote resilience, wellbeing and student connectedness. In phase 3, five focus groups with 19 participants affirmed these ratings/rankings. Our study is the first to identify research priorities for higher education to our knowledge, and may be used to focus future higher education research strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01