This Journal facilitates the individual and collaborative efforts of hundreds of international researchers who are working to develop innovative and sustainable higher education around the world. The Journal concentrates on the development of degree programmes and the challenges of their recognition, relevance and quality; as well as on teaching, learning and assessment strategies based on a student-centred approach.


The library contains articles of Tuning Journal for Higher Education as of vol. 1(2013) to current.

Recent Submissions

  • UAE-based first-year university students’ perception of lifelong learning skills affected by COVID-19

    Deveci, Tanju (University of Deusto, 2022-05-28)
    Forcing education institutions to rely on online learning exclusively, the recent pandemic has brought lifelong learning (LLL) to the forefront. The effects of the recent education approaches on students’ LLL skills merit investigation. First-year students may be at a greater risk because of their limited tertiary education experience and universities’ expectations for them to engage in self-directed learning. This study investigated how 38 UAE-based first-year students thought COVID-19 impacted their LLL skills. The quantitative data were collected using a scale while the qualitative data were collected using a reflective task. The results revealed that the students’ overall high score from the scale prior to the pandemic remained stable nine months into it despite a significant decrease in the adaptable learning strategies sub-scale. Yet, some students’ overall LLL scores increased significantly. The qualitative data showed that these students thought they solidified their skills in learning strategies and plans. However, the female students reported a decrease in goal-setting score. Taken together, the results indicate that LLL skills help students reduce the negative impacts of COVID-19 on learning; yet it is still important to note the reducing impact of the pandemic on some students’ skill in adapting learning strategies and setting goals. The results also indicate that LLL skills are malleable and educators can help enhance students’ LLL skills. Received: 20 April 2021Accepted: 20 April 2022
  • Emergency remote teaching and learning during COVID-19 pandemic: Efficacy of a four-stage model

    Joseph, Seena; Thompson, Robyn; Soobramoney, Subashnie; Wing, Jeanette Wendy (University of Deusto, 2022-05-28)
    The COVID-19 pandemic created the need for a global change in tertiary education. Universities that traditionally relied on contact with students in physical classrooms were forced to consider modes of remote teaching to mitigate the risks of infection due to physical proximity. This study evaluates the emergency remote teaching implemented within the Department of Information Technology at the Durban University of Technology, South Africa. An emergency remote teaching model with four stages consisting of: preparation, synchronous and asynchronous teaching and learning, e-assessments and reflections are described, analysed and evaluated with reference to both lecturers and students. The evaluation is performed using both qualitative and quantitative research methods. Qualitative analysis was performed on 29 sources using content analysis. 229 initial codes were identified and first categorized into 13 subcategories and finally to the four categories synonymous with the adopted four-stage emergency remote teaching model: preparation (135 references), asynchronous and synchronous teaching and learning (67 references), e-assessments (25 references) and reflections (8 references). Quantitative data on the use of the learning management system from 2019 to 2020 evaluated the results of the applied changes in practice. From the results, it was evident that students and lecturers invested much time in the learning management system with 13 tools being adopted by the 49 analysed subjects. The learning management system was used extensively for communication, assessment and dissemination of subject content. The comparative results of the data from the 2019 and 2020 academic years showed that the majority of the 2020 subjects’ final results were statistically higher than the 2019 results. Results of analysis revealed the success of the implementation of the four-stage emergency remote teaching model. Received: 29 June 2021Accepted: 26 April 2022
  • COVID-19 Special Section: Introduction. Emerging from the pandemic: Can the future be resilient, proactive, and sustainable?

    Greere, Anca (University of Deusto, 2022-05-28)
    This introduction to the Special Section on COVID-19 experiences, impact, and implications for higher education emphasises the importance of recognising the opportunities and challenges posed by the pandemic experience, especially through emergency remote teaching and learning arrangements, and outlines various studies conducted to pinpoint recommendations for future action within higher education. The conclusions reached reinforce the notion that solutions are context-dependant and culture-specific; still, a high degree of transferability is exhibited across the four continents represented in the Special Section.
  • Editors’ Acknowledgments

    Gobbi, Mary (University of Deusto, 2022-05-28)
  • General Introduction

    Gobbi, Mary (University of Deusto, 2022-05-28)
    The papers in this Edition of the Journal comprise five ‘general papers’ and five in the COVID 19 section. Together, the papers clearly illustrate our theme of ‘Resilience and responsiveness’. The general papers mark states of transition, whether student, staff, or institution; the capacity and ability of stakeholders to be responsive to trends and more importantly their resilience to unfolding circumstances. Examples of these transitions include, academics learning new ways of education (outcome-based education, measuring aspects of the Bologna Process); institutions sustaining historical models of education, mission, and strategies; students experiencing and reacting to changes in the educational experience as pedagogies, processes, modes of delivery and philosophies change around them. In the COVID-19 section, resilience and responsiveness are evident driven by the need to face the challenges of the moment and times.
  • Learners’ attitude towards outcomes-based teaching and learning in higher education

    Ortega-Dela Cruz, Ruth A. (University of Deusto, 2022-05-28)
    As outcomes-based education (OBE) is now being pursued in the Philippine higher education, learners have expressed their varied sentiments to this new approach. This cross-sectional study on the undergraduate and postgraduate learners sought answers as to what attitudes they may foster towards the success of implementing outcomes-based teaching and learning approach in a State University. It also aimed at determining the relationship between learners’ demographics, and their attitude towards OBE. Findings reveal that learners have positive attitude towards OBE. Correlation analysis revealed a significant relationship between learners’ demographics, and their attitude towards OBE. Analysis of variance reveals significant differences in the attitude of learners across degree levels. As the values formation seems to be a source of dispute among the learners of this new approach, it may also be the source of hope for its brighter future. Taking positively, it simply demands both the learners and educators the kind of character that will help them achieve their goals. For it is within the values of everyone to continue with what the implementers have started while waiting to reap its fruit towards excellence in higher education. Received: 12 January 2021Accepted: 11 January 2022
  • Emergency remote education: A perspective of its potentialities and limitations in a Peruvian university

    Barrutia Barreto, Israel; Patricio Aparicio, Santiago Saturnino (University of Deusto, 2022-05-28)
    This research aims to identify the potentialities and limitations of emergency remote education in the Peruvian university context as a consequence of the COVID-19 pandemic based on teachers’ experience of the Hermilio Valdizán National University (UNHEVAL). The type of this research was descriptive and the sample consisted of 123 teachers of the academic period 2020-I. For the data collection, a questionnaire was used, whose validation was made through the judgment of experts (0.96) and the reliability of the results through the Z-test. According to the results, flexibility stands out between the potentialities in regards to topics’ distribution, time, and the possibility to produce greater interest in the participants. It was observed that time flexibility is not considered as favorable unlike what was detected through literature. Infrastructure stands out, especially when is related to the connectivity and Internet access as well as the distractors produced by the easy access to devices and applications that are not related to the class session. The paper revealed weakness in the digital competencies of both teachers and students, and the scarce level of social interaction caused by social isolation. It is concluded that the potentialities and limits of emergency remote education in a Peruvian university are conditioned by different elements specific to each context or country and must be considered for the production of new educational proposals as a policy of prevention of the possibility of new events that require mandatory isolation. Received: 1 July 2021Accepted: 19 April 2022
  • Revealing invisibility: Interpreting social and behavioral aspects of the Coronavirus pandemic through student documentary photography

    Jirásek, Ivo; Stránský, Bohuslav (University of Deusto, 2022-05-28)
    Life for the population in the Czech Republic came to a standstill in spring 2020 due to measures enacted in relation to the Coronavirus epidemic: a travel ban and closed borders, the cancellation of physical lessons at all types of school, the closure of stores except those securing basic necessities, radical restrictions to free movement of people. This unprecedented situation became the inspiration for creative work by students at the Studio of Advertising Photography at Tomas Bata University in Zlin. Since joint work in the studio was not possible, the students were given their assignments as part of the Digital Photography classes in the form of a document reflecting the social situation during the Corona crisis. Selected visual narratives, or photo novellas, are a methodical component of arts-based research, meaning the use of art artefacts and imagination for a more complete knowledge of this mode of social reality. Verbal commentary complements the images’ topic by interpreting the main themes of the selected photographic images: Easter festivities without religious services, sewing facemasks and covering faces, newly discovered meanings of borders and emptiness, the social role of meals in family life. The Coronavirus crisis has revealed the hidden opportunities of a new way to see and discover again how to evaluate our everyday life, something which in the haste of each ordinary day can become subconscious routine. Received: 30 August 2021Accepted: 20 April 2022
  • Elite universities in Chile: Between social mobility and reproduction of inequality

    Quaresma, María Luisa; Villalobos, Cristóbal (University of Deusto, 2022-05-28)
    The Chilean Higher Education System can be considered an exemplary case of massification based on the privatisation and heterogenisation of universities. These processes have created a dual system, with a large group of universities for mass education versus a small group of universities focused on educating elites. In this context, this paper aims to analyse the ethos and missions of elite universities and programmes, their selection mechanisms, and students’ socioeconomic and cultural background. Eight case studies were selected, and different data collection techniques were used: interviews with academics, non-participant observations, students’ survey and secondary data analysis. Results show that these elite universities (characterised by overrepresentation of students from the upper and middle-upper classes, high levels of excellence and prestige, and academic selection processes or high fees) respond to their own market niche’s needs, differentiating themselves not only from ‘mass universities’ but also from each other. To achieve this, each elite university has its own vision, set of values and practices. Despite these differences, all the elite universities and programmes seek to face the current tertiary massification scenario by opening up to student social diversity ensuring, however, that these changes do not structurally modify their sociocultural composition or their institutional mission. Received: 4 December 2020Accepted: 20 April 2022
  • Virtual education during COVID-19 in higher education: A systematic review

    Torres-Caceres, Fatima del Socorro; Méndez-Vergaray, Juan; Rivera-Arellano, Edith Gissela; Ledesma-Cuadros, Mildred Jénica; Huayta-Franco, Yolanda Josefina; Flores, Edward (University of Deusto, 2022-05-28)
    The objective of the present systematic review aimed to analyze studies linked to online teaching-learning, digital competence tutoring, and technological tools in virtual education during COVID-19 in higher education. The suggested methodology by the PRISMA declaration was pursued; the information search was conducted in Scopus, EBSCO, Springer Open, ProQuest, and One File. The target period ranged from May 10, 2021, to July 4, 2021; the identification, screening, eligibility, and inclusion for its progress were performed. The search produced a total of 230 studies, with 45 remaining. The inclusion criteria included original peer-reviewed research articles and qualitative and quantitative studies in higher education, comprising teachers and students addressing the study objective. In contrast, the exclusion criteria covered bibliographic reviews with procedural deficiencies, studies not exposed to a peer review process, and those not depicting a relationship with parts of the study. The results reveal that online teaching-learning, digital competence tutoring, and technological tools have been affirmative features expected to persist in higher virtual education engendered by the COVID-19 pandemic. Received: 5 October 2021Accepted: 22 April 2022
  • Influential factors contributing to the understanding of international students’ choice of Malaysian higher education institutions: Qualitative study with a focus on expected benefits

    Haniya, Osama K.; Said, Hamdan (University of Deusto, 2022-05-28)
    This research aimed to identify the influential factors contributing to the international students’ choice of Malaysian Higher Education Institutions (HEIs), focusing on the expected benefits. Additionally, the study contributes to the development of the higher education sector in Malaysia by providing recommendations to the HEIs based on the students’ perceptions. To achieve this purpose, the researchers utilized a qualitative approach through interviews where the study targeted the international students in Malaysia; 18 students were interviewed until saturation was reached. The thematic analysis was utilized to analyze the interviews where five major influential factors were highlighted and investigated: reliability, assurance, tangibility, empathy, and responsiveness. The results showed that the Malaysian universities provide higher than average services to international students, which met most of their expectations; this is clear through the international students’ answers to questions under different constructs such as reliability, assurance, tangibles, empathy, and responsibility. The international students believe that the brand image and reputation of HEIs have a positive impact on their choice and expectations, and they believe that Malaysian HEIs are among the world’s top universities. The study contributes to Malaysian HEIs in terms of the students’ feedback that could be an advantage for existing efforts to develop the academic services of the country. Received: 17 January 2021Accepted: 18 February 2022
  • A comparative analysis of the first cycle degree programmes in business in Turkey in terms of the number of course units and the student workloads

    Sarıgül, Haşmet; Şengelen, Hakan Eren (University of Deusto, 2022-05-28)
    This comparative study aims to determine the differences between the curricula of the first cycle degree programmes in business in Turkey in terms of the number of course units and the student workloads. In this context, (1) the courses included in the Bologna course information packages of business schools on their web sites have been examined; (2) course units have been gathered together in content–related groups, (3) the numbers of course units in each content–related group have been determined, (4) total student workload of each content–related group has been determined by means of the institutionally allocated ECTS credits, (5) the differences between public and foundation business schools have been tested for each content–related group in terms of total number of course units and total student workload, and (6) the differences between the business schools using Turkish and those using a foreign language as the medium of instruction have been tested for each content–related group in terms of total number of courses and total student workload. The methods used in the research are document review and multivariate analysis. The data of 147 business schools has been used in the study and the outputs of the research reveal that there are significant differences in most of the content–related groups between both the business school groupings described above at points (5) and (6) in terms of the number of course units and student workload. Received: 9 October 2020Accepted: 22 April 2022
  • Editorial

    Gobbi, Mary (University of Deusto, 2022-05-28)
  • Factors influencing postgraduate students’ intention to use learning management system

    Samaila, Kamaludeen; Khambari, Mas Nida Md.; Kumar, Jeya Amantha; Masood, Mona (University of Deusto, 2022-05-28)
    Learning management systems (LMS) are continuously being implemented in tertiary institutions to manage and strengthen educational activities. LMS such as Moodle facilitates the management of learning content, collaboration, and communication. However, there have been limited studies examining factors influencing postgraduate students’ intention to use LMS in Malaysian universities, as studies mainly concentrate on undergraduates’ use intentions. Therefore, this study investigates factors influencing the behavioural intention to use LMS based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The results indicated performance expectancy (PE) followed by social influence (SI) and effort expectancy (EE) as the factors influencing the behavioural intention (BI) to use LMS. Concurrently, facilitating conditions (FC) were found not to influence BI, and we denote that socio-economy standings and maturity influence their overall acceptance of the LMS. Practical and theoretical implications are discussed accordingly. Received: 13 August 2021Accepted: 11 April 2022
  • The e-portfolio in higher education: The case of a line of teaching innovation and complex change management

    Berbegal Vázquez, Alfredo; Merino Orozco, Abel; Arraiz Pérez, Ana; Sabirón Sierra, Fernando (University of Deusto, 2021-11-26)
    This work proposes a line of innovation to implement possible uses for the e-portfolio in higher education. We present an initial framework for analysis with attention to three main arguments: the validity of the interest of the e-portfolio for higher education in light of the current challenges posed by the knowledge society; the relevance of complex change management within organisations such as universities; and the identification of critical elements in the relevant literature concerning experiences similar to the case analysed here. The milestones for the line of innovation include six projects and three teacher training courses. Once data had been gathered in the respective assessment phases for each milestone by means of document analysis techniques (e-portfolios, teaching materials, usage statistics), questionnaires, discussion groups, in-depth interviews, and self-assessments (responsible academics, teachers, and students), a global analysis of the whole line was conducted from a complex approach to the problems of teaching change and innovation. A technological, political and cultural reading of innovation reveals emerging problems to reconsider: the attainment of deep learning; the standardisation of academic tutoring; the formation of learning and practice communities; the reconceptualisation of the e-portfolio as a personal learning environment; and the transformation of the university institution as a learning organisation. The premature condition of higher education to deal with the change in the teaching paradigm and the urgency to revisit its innovation policies to overcome it stand out among the critical conclusions of this study. Received: 27 April 2021Accepted: 27 October 2021
  • Shaping proactive higher education: Pandemic research and its value for future-proofing

    Greere, Anca (University of Deusto, 2021-11-26)
    This editorial to the Special Section on COVID-19 emphasises the importance of researching pandemic realities and the value that the findings can bring to the way we shape decisions in the future, for the ‘new normal’. The pandemic, with its rapidly changing timeline, required swift action in untrialled circumstances and its consequences have been experienced differently by diverse institutions and across national contexts. Depending on the roles and responsibilities we may have taken on during this time, our capabilities to document our experiences and emerging trends have varied.
  • University in an oil-dependent state economy: The future of Khuzestan higher education

    Farhadi Rad, Hamid; Farazmand, Hasan; Afghah, Morteza; Andayesh, Yaghoob (University of Deusto, 2021-11-26)
    Purpose of the study: The understanding of the complex world and the ability to imagine the futures is the basis for planning and decision-making. Therefore, in this research, the possible future of university in an Iranian oil-dependent economy is studied, and, the best direction for higher education in Khuzestan province is explored. — Methodology: A formative scenario writing research method is used in the current study. The participants were recruited from among Iranian higher education experts purposefully; a series of in-depth interviews including personal and focus group interviews have also been conducted to reach saturation. —Main findings: The results of the present research showed that two main factors affect Khuzestan higher education: dependency on the state economy and increasingly growing social expectation from the university. Khuzestan universities have better select one of these orientations: Conservative University, Enabler University, Adaptive University, and Developmental University. According to the findings of the study, developmental orientation is the preferred scenario for Khuzestan higher education. — Applications of this study: It is argued that the developmental university is the preferred scenario for the future of higher education in Khuzestan Province and a proposal suggests its actualization. — Novelty/originality of this study: The applied scenario-based innovative research attempts to reveal the socio-economic role of universities in societies having State-Economy such as Iran, shows all the possible main paths, and finally determines the preferred path for a specific period of time. The current probe can be directly used to lead higher education policymakers of the province and be indirectly employed to help individuals adopt general orientations in higher education, as well as students and researchers who are interested in higher education studies, especially in the field of Higher Education (HE) public policymaking. Finally identified and explained the developmental university that is compatible with Khuzestan higher education situations is another novelty of this research. Received: 29 March 2021Accepted: 21 June 2021
  • Introduction

    Gobbi, Mary; Greere, Anca (University of Deusto, 2021-11-26)
    The papers in this edition of the Journal bridge the gap between initiatives that occurred before the pandemic and those developed in response to the pandemic. They illustrate how an institution’s ability to implement rapid change is to some extent predicated on the institutional culture and adaptability before crises arise.
  • Editorial

    Gobbi, Mary (University of Deusto, 2021-11-26)
  • Editors’ Acknowledgments

    Gobbi, Mary (University of Deusto, 2021-11-26)

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