Vol. 23 No. 2 (2026): Quarterly Issue 2

Generative artificial intelligence’s (GenAI) emergence has compelled higher education leadership to design robust policies that foster safe and responsible integration and promote academic integrity. However, there is a lack of knowledge

Generative artificial intelligence’s (GenAI) emergence has compelled higher education leadership to design robust policies that foster safe and responsible integration and promote academic integrity. However, there is a lack of knowledge and evaluation of how higher education institutions comprehensively regulate GenAI usage. This study employed a qualitative policy analysis technique to examine the GenAI policies of thirty (30) highly ranked universities according to the Quacquarelli Symonds (QS) ranking across the top ten countries for AI preparedness. UNESCO's eight-component GenAI framework served as a lens for evaluating the robustness of the policies. The study’s findings reveal significant disparities in policy implementation. Specifically, although core ethical and governance principles are widely embraced, key issues like inclusion, equity, and sustainability, such as internet access, gender parity in AI, and environmental impact, are often overlooked. Nordic countries and New Zealand cover UNESCO’s elements more fully than some higher-ranked AI Preparedness Index (AIPI) countries, indicating that AIPI ranking does not guarantee strong GenAI policies. Notably, no public policies were found for German universities and Tallinn University of Technology. The study underscores the necessity for higher education leaders to develop more inclusive and future-oriented policies that integrate social equity, interdisciplinary experimentation, and sustainability considerations. Future studies can replicate this research by focusing on the long-term impact of the policies on university operations such as assessment, teaching, learning, research, academic performance.

This study investigates the teaching approaches used by faculty members at a Latin American university to identify distinct pedagogical profiles influenced by demographic, disciplinary, and institutional factors. Data were collected from

This study investigates the teaching approaches used by faculty members at a Latin American university to identify distinct pedagogical profiles influenced by demographic, disciplinary, and institutional factors. Data were collected from 385 university lecturers using the Approaches to Teaching Inventory (S-ATI-20) within a quantitative, cross-sectional design. The analysis revealed three faculty profiles that differ in how they balance content delivery with student engagement, the extent of their pedagogical preparation, and their use of reflective teaching practices. These results suggest that teaching approaches are shaped not only by academic background and professional experience, but also by the degree of institutional support available to lecturers. While grounded in a Latin American setting, the study offers insights that may guide faculty development and teaching policy in a wide range of higher education institutions facing similar challenges.

Higher education is an essential context for studying teacher leadership. It is a dynamic field that creates a challenging continuously renewed work environment for teachers with multiple changing roles and targets, including

Higher education is an essential context for studying teacher leadership. It is a dynamic field that creates a challenging continuously renewed work environment for teachers with multiple changing roles and targets, including cross-boundary teaching, development work, and leadership assignments. The objective of this theoretical review is to investigate the specific features of teacher leadership discussed in the higher education literature and, in doing so, generate a theoretical model. With reference to previous literature reviews focusing on teacher leadership in other contexts, this study presents a theoretical review of 77 peer-reviewed articles on the topic of teacher leadership solely in the higher education context. A key outcome of the review is the presentation of a new model of teacher leadership that incorporates possible manifestations of teacher leaders’ influence and reflects peculiarities of teacher leadership in the higher education context, such as discipline advocacy and quality stewardship as principles of leadership, and identity management as a contingency dimension in facilitating leadership practice. In guiding the future orientation of teacher leadership research in higher education, the study introduces the concept of polarity to discuss controversies within teacher leadership in higher education.

Universities are urged to empower students to discover their life purpose during tertiary education, given the positive impact this can have for guiding a more meaningful life and emotional well-being. However, studies in the Asian context

Universities are urged to empower students to discover their life purpose during tertiary education, given the positive impact this can have for guiding a more meaningful life and emotional well-being. However, studies in the Asian context are limited. This article examined the extent to which first-semester students at a private university in Malaysia can craft their life purpose statements, guided by the ikigai framework and supported by Self-determination Theory. Purpose statements from 4,576 first-semester students across two intakes and 22 disciplines were analysed. The analysis revealed that 79% of students could craft their purpose satisfactorily with varying levels (76-97%) of ability across broad disciplines. Moreover, 69% of students’ purposes and academic disciplines were aligned, with a range between 64-81% across disciplines. This article suggested that the ikigai framework, supported by Self-determination Theory, could guide the purpose-crafting intervention. Hence, universities could support students to explore their life purpose within the undergraduate curriculum.

The declining enrollment and retention of the students, including women and under-representative minorities (URM) in information systems and technology courses, have been increasingly challenging. This study assesses the efficacy of the

The declining enrollment and retention of the students, including women and under-representative minorities (URM) in information systems and technology courses, have been increasingly challenging. This study assesses the efficacy of the project-based learning (PBL) instructional approach in the Information Systems (IS) major in increasing the retention of IS students. This longitudinal study uses a quantitative research methodology to evaluate the impact of PBL on control and experimental courses. The results find that PBL is an effective pedagogical approach and positively impacts a student’s satisfaction with the course, their career goals, test performance, perceived confidence, and overall recommendation of the course to other students. Results also imply that utilizing the PBL approach is effective in ensuring the same level of learning across different gender and first-generation students (first in the family to go to college). This study contributes to the scholarship on curriculum and assessment design by evaluating how a project-based learning (PBL) model can structure authentic, experiential assignments aligned with course learning objectives. Additionally, the study highlights how PBL can improve the student experience, particularly for underrepresented minority and first-generation students, through increased satisfaction and engagement.

Belonging is increasingly positioned as central to student success, retention, equity, and mental health in higher education policy and practice. Yet the construct remains conceptually fragmented, with hundreds of different measures in use

Belonging is increasingly positioned as central to student success, retention, equity, and mental health in higher education policy and practice. Yet the construct remains conceptually fragmented, with hundreds of different measures in use and limited agreement about what belonging fundamentally comprises. This lack of clarity constrains evaluation, comparison across studies, and institutional action. We conducted a three-round Delphi study to identify core components of belonging in higher education. Drawing on published definitions identified in a prior systematic review, an international panel of students and sector experts iteratively prioritised and refined descriptors. Twelve descriptors reached consensus, including being accepted, included, connected, valued, respected, safe, cared about, and feeling that one matters. These were organised into five interpretative domains: recognition and inclusion; community connectedness; ease and security; perceived care and support; and relational cohesion. This new consensus-derived framework provides a clearer conceptual foundation to guide measurement development and selection, as well as the design and evaluation of belonging-focused initiatives. In doing so, this framework can help researchers and policymakers identify and evaluate effective approaches to developing student belonging in practice.

Students are coming to university from non-traditional backgrounds and have substantial caring and work commitments. Our university recently introduced an extension policy that enables students to access a no-questions-asked, automatic

Students are coming to university from non-traditional backgrounds and have substantial caring and work commitments. Our university recently introduced an extension policy that enables students to access a no-questions-asked, automatic 7-day extension on a single assessment item for each subject they enrol in. There is no requirement for students to provide a reason or supporting documents, or for academic approval. The aim of this study was to explore the value and impact of the extension policy from the perspectives of students and academic staff. In 2024, 19,469 students accessed at least one automatic 7-day extension. The most common enrolment type was undergraduate students studying part-time (41% of all students enrolled). This group had a significant increase in success rate across 2024 if they accessed the extension (6%, P<0.0001). Students (n=501) and academic staff (n=96) completed a survey. Students highlighted the advantages in reducing stress and helping to manage work-study-life balance. Students also appreciated that they did not need to disclose any personal circumstances. The main reasons that students provided for accessing the extension was to manage work demands and to manage stress, neither of which were reasons permissible using the formal extension policy. One student summarised the policy as ‘an intelligent response to the “modern student”’. Feedback from academic staff was polarising, with many highlighting the challenges of the extension policy, particularly on academic workload and negative impacts on student accountability. The academic staff who were in favour of the extension policy appreciated the need for enhanced flexibility.