International Journal of Higher Education Pedagogies <p>International Journal of Higher Education Pedagogies (IJHEP) is an open-access, peer-reviewed journal publishing a wide range of research works in the field of teaching and learning methods within higher education. IJHEP publishes original research on the method and practice of higher education teaching as a broad concept. We publish high-quality theoretically grounded, empirical studies addressing the main functions of higher education and the dynamic role of the university.<br />Higher Education Pedagogies is an essential reference for those who wish to stay tuned with the latest findings and developments in the higher education context.</p> Mokslines Leidybos Deimantas (Diamond Scientific Publication) en-US International Journal of Higher Education Pedagogies 2669-2333 Higher Education Social Sustainability Case Study: Outcomes That Emerged During the Pandemic from The Outlook of the Autotelic Personality Questionnaire <p>The study reports on technology and business fields undergraduate adolescent (n=76) Autotelic Personalities using Questionnaire (APQ). The survey refers to a zodiac star chart for positioning AP qualities. High AP promotes engagement and satisfaction in periodic liveliness; thus, its potential is the quintessential set for traversed features that facilitate perceptual flow in daily life. This study utilized mixed-methods as mobile learning to analyze students' APQ perceptions using a Likert barometer, testing measurement validity (a, B) factorization. Perceptual levels on AP Meta-Skills: Curiosity, Persistence, Low Self-centeredness, Intrinsic Motivation, and Receptive-Active Model postulates the sum of Enjoyment and transformation of Challenge, neutrally perceived Enjoyment and transformation of Boredom, and Attentional Control. Each factor R-square considers discriminant validity issues because 4/7 of AP sum correlates more highly with variables outside the parent factor than with the parent factor. The study seeks resolution for biases and results in recommendations for changing pedagogical practice.</p> Janne Heilala Copyright (c) 2022 International Journal of Higher Education Pedagogies 2022-09-27 2022-09-27 3 3 1 25 10.33422/ijhep.v3i3.133 Exploring Student Perceptions Of Their Learning Through Flexible Internships <p>The Covid pandemic has required a more flexible delivery of student internships, but how do international students think about what they have learned from their internship experience? This article follows a mixed-mode pragmatic approach to explore student perceptions of internship as a form of experiential learning. The views of a cohort of applied management undergraduates were investigated soon after the completion of different types of internships: company placement, offshore, blended and student-run Green Office projects. Surveys and focus groups were used to gain insight into students’ motivation as interns, what they felt they achieved and the capabilities they valued the most, as compared to earlier research into the perceptions of business employers. Findings indicate that, as with employers, verbal communication, teamwork and problem-solving are among the most valued capabilities. More surprising, however, is the learners’ regard for independence, responsibility and ethics. While these can be interpreted in various ways, the effect of the Covid pandemic on workplaces and practices casts a new light on the students’ perception of their internship experience. Meanwhile, the most striking difference between the student groups was the high level of awareness and commitment of Green Office interns. These findings suggest the following improvements: more attention to student perceptions in the flexible delivery of internships; re-evaluating the expectations of stakeholders; the further development of Green Office to engage students, provide powerful internship experiences and develop self-efficacy beliefs that will promote sustainable approaches for a better future.</p> Bruno Balducci Dani Mao Copyright (c) 2022 International Journal of Higher Education Pedagogies 2022-09-27 2022-09-27 3 3 26 39 10.33422/ijhep.v3i3.207 Managing Faculty and Student’s Perception of Emergency Covid-19 Pandemic Learning in Nigeria <p>The Emergency remote teaching birthed by the Covid-19 pandemic situation, heralded an unprecedented school closure consequently widening already existing educational access gap. This turbulent situation represented a very difficult and traumatic time for both teachers, students and parents. This research is a Case Study on Delta State University, Agbor Education students in affiliation with College of Education, Agbor. Delta State Nigeria. The Sample population is one hundred and eighty-four (184), which comprised of thirty (30) management team members, one hundred and thirty-six (136) lecturers and eighteen (18) students used for a focus group discussion. The selection criteria for the sample population were both purposive and interpretative in design. The research examined and told the story of an Institution’s emergency remote teaching experience during the covid -19 pandemic crisis. There was no policy guide/handbook to guide the process. Since the ERT terrain was novel, stakeholders were innovative and proactive to meet the demand of the strange times. The theory of constraint (TOC) was used as a guide to explain the constraints on ground and guide actions taken in the course of the research. High cost of procuring digital tools, electricity outages and poor internet connectivity were highlighted as constraining factors for institutions teaching online. It is recommended that an emergency educational response team with a special Trust fund be put in place in institutions to act in times of crisis.</p> Felicia Mormah Copyright (c) 2022 International Journal of Higher Education Pedagogies 2022-09-27 2022-09-27 3 3 40 47 10.33422/ijhep.v3i3.128 Fixed Term Contracts: An exploration of employment conditions in Japanese universities <p style="font-weight: 400;">This study looks at current employment practices and terms in the field of tertiary education in Japan. The importance of this study is highlighted by the growing prominence of the “academic underclass” (Itakura, 2021), or university teachers who are undervalued and underappreciated by their employer and in turn lacking in motivation and fearful of their lack of job security. This research focuses particularly on international university teachers in Japan, who are hired under the terms of FTCs (Fixed Term Contracts). The significance of this study is drawn from the importance on securing a strong and steady teaching staff, who can in turn be a foundation on which the quality of a university can be assured. The findings are based upon qualitative data collected from a semi-structured interview with a native Japanese staff member at a Japanese university, whose opinions and experiences offer a clear insight into the impact FTCs and employment practices have on employees at Japanese universities. This data is also triangulated with existing studies and contemporary Japanese journalism. These findings point to the potential dangers of FTCs and the drawbacks of universities in Japan viewing their staff as an expense instead of an asset.</p> Adam L. Miller Copyright (c) 2022 International Journal of Higher Education Pedagogies 2022-09-27 2022-09-27 3 3 48 61 10.33422/ijhep.v3i3.216