Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 33)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 9)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 31)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 20)
Higher Education Studies     Open Access   (Followers: 58)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 41)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 28)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 4)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 2)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 5)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 9)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
Journal of Applied Research in Higher Education
Journal Prestige (SJR): 0.2
Number of Followers: 49  
 
Hybrid Journal Hybrid journal   * Containing 3 Open Access Open Access article(s) in this issue *
ISSN (Print) 1758-1184 - ISSN (Online) 2050-7003
Published by Emerald Homepage  [360 journals]
  • Understanding the -generation learner for contemporary teaching in
           Nigerian universities

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      Authors: Chinyere Augusta Nwajiuba , Robert Ugochukwu Onyeneke
      Abstract: This study investigated preferred learning and teaching styles of the Z-generation learners using Nigerian universities as a case. The visual, aural, read/write and kinesthetic (VARK) learning style model and the teaching method instrument were administered to 133 students' from private and public universities in Southeast Nigeria, and data collected were subjected to descriptive statistics and multivariate probit regression. The students' preferred learning styles were auditory (90.2%), visual (83.5%), tactile (82.7%) and social interpersonal (73.7%). The findings indicate high preference for lecture with discussion among students while the least preferred teaching style was peer tutoring. Gender, programme of study, parents' marital status, students' socioeconomic and type of university showed different significant levels of interaction with learning style preference. The results suggest that contemporary university teachers teach concepts using audio–visual media tools and lecture method combined with discussions to enhance students’ learning experiences. Despite the numerous studies on learning and teaching styles preference among generations, the authors have not had until now any data examining the learning and teaching style preference of the Z-generation learner in the Nigerian context.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-07-22
      DOI: 10.1108/JARHE-05-2022-0148
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Strategies for social participation of universities in the local
           community; perspectives of internal and external beneficiaries

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      Authors: Mostafa Bagherianfar , Aliakbar Dolati
      Abstract: Social participation of university refers to the creation of knowledge and participatory processes with local communities in solving community problems in order to achieve sustainable development. Identifying the university's social participation strategies was the main purpose of the present study. In order to achieve this aim, the qualitative method was used. The study area is Semnan province and Semnan University. The statistical sample included two groups of internal beneficiaries of the university (including staff, deputies and faculty members of the university) and external beneficiaries of the university (including managers and experts of local organizations, education, province and municipality). The sampling was purposefully performed based on the theoretical saturation criterion, holding an interview with 29 participants. Data analysis was performed in three stages of open, axial and selective coding. The results of the research showed that the university can participate with its local community in developing the university vision according to the needs of the local community, holding workshops and scientific conferences, concluding joint research contracts, expert and researcher exchange, environmental leadership training, participatory management and teamwork, indigenous manpower, institutionalizing regional participation, solving community issues and problems, creating associations and non-governmental companies in the community, mission orientation, directing education and research towards solving problems and meeting the real needs of the province according to land management, supervising research activities, conducting comprehensive studies in the field of mineral potentials, organizing workshops for farmers' awareness, monitoring the employment of graduates, creating and developing new fields according to the needs of the province and region, educating citizens and cultural zing to reduce production and segregate household waste, opening the university's social space for the growth and supply of youth, educating the province's handicrafts to housewives, especially in the deprived areas, sensitizing programs in the field of environmental protection, and reviewing educational content based on the community needs. Biosocial and economic policy of universities was another result of the present study. The university intends to make citizens aware of social and environmental problems and to provide the necessary education in the fields of air pollution, soil salinity, drinking water supply, cultivation pattern refinement, agricultural mechanization, and waste and waste management. The university should also promote entrepreneurship among students and faculty members and attract economic resources to the university through innovation and commercialization circles, and develop the province's economic infrastructure in various fields of tourism, agriculture, industry and mining.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-07-15
      DOI: 10.1108/JARHE-10-2021-0394
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Exploring the differences among motivations, advantages and disadvantages
           of multiple majoring by student characteristics

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      Authors: Ryan Leibowitz , Dustin K. Grabsch , Dedeepya Chinnam , Hannah Webb , Sheri Kunovich
      Abstract: The purpose of this study is to understand the differences in motivations, advantages, disadvantages and time of multiple-major awareness among students who pursue multiple majors based on a set of defined characteristics. The student characteristics of interest included race, gender, financial aid status, class standing, transfer status, first-generation status and the number of majors. The authors administered a survey instrument to a random sample of multiple-major undergraduate students to gauge the prevalence of motivations, advantages, disadvantages and time of multiple-major awareness themes developed during individual interviews. Statistical analysis revealed significant differences among multiple-major students based on characteristics of interest. Results discussed at length include transfer students deriving higher levels of motivation from degree practicality than nontransfer students and students who receive financial aid indicating multiple passions as a primary motivation more frequently than students not receiving financial aid. Similar differences between male and female students are uncovered relating to perceived advantages of diverse interactions and experiences and increased balance, as well as perceived disadvantages of time commitment and ability to grow professionally. Finally, first-generation students learned about multiple majoring later than non-first-generation students. This study builds on previous research regarding multiple-major students, an understudied yet important population in higher education. Additionally, it delves deeper by exploring differences in this population by student characteristics.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-07-15
      DOI: 10.1108/JARHE-11-2021-0442
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Self-regulation, self-confidence, and academic achievement on assessment
           conceptions: an investigation study of pre-service teachers

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      Authors: Sana Saeed Al-Haddad , Ernest Afari , Myint Swe Khine , Fuad Ali Ahmed Eksail
      Abstract: This study examined the conceptions of assessment and its relationship to self-regulation and self-confidence among pre-service teachers. Participants were 278 pre-service students attending a teacher's college in Bahrain. This study employed the structural equation modeling (SEM) approach to investigate the relationships among the observed variables. The results revealed that the conceptions of assessment had positively impacted the academic achievements of students who were accountable. In addition, the conceptions that made schools accountable had a positive relationship with academic achievement, whereas students who ignored the assessment, received a negative effect on self-regulation. The generalization of the results to other populations in Bahrain should be made with caution since this study involved a relatively small number of students from Bahrain. Policymakers might be encouraged to consider students' appropriate response to their conceptions of assessment when assessments are being developed. This study might encourage educators and policymakers in Bahrain to develop strategies to further improve students' self-confidence, self-regulation, and academic achievement.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-07-12
      DOI: 10.1108/JARHE-09-2021-0343
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Parental roles, financial literacy and budgeting behaviour: a survey
           during the COVID-19 pandemic

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      Authors: Trang M.T. Phung
      Abstract: This study aims to provide evidence on the importance of parental financial heads in the family in promoting students' financial literacy levels and budgeting habits. Using survey data on 730 college students in Vietnam, this study investigated the relationship between parental financial heads, students' financial literacy and budgeting habits. Multiple regression and logit function are the primary approaches in the study. This study found a positive association between parental head roles and students' financial literacy and budgeting habits after controlling for demographics. Students whose parents are primarily responsible for financial decisions in the family perform higher in financial literacy and make a budget more frequently. The results are robust to alternative approaches. This study’s results help parents, especially mothers who are often more vulnerable in the family, better understand the important role of being the financial deciders in the family and how this can increase their children's financial literacy and help their children manage money more effectively. This is the first study to address the importance of parents' head roles in enhancing students' financial literacy and budgeting behaviour.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-07-08
      DOI: 10.1108/JARHE-03-2022-0086
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Analysing the sustainability competencies of preservice teachers in Spain

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      Authors: Salvador Baena-Morales , Olalla García-Taibo , Gladys Merma-Molina , Alberto Ferriz-Valero
      Abstract: Physical education has been described as an essential material to contribute to sustainable development. Therefore, it is necessary to examine the proficiency of higher education students in the three dimensions of sustainable development. This paper aims to analyse both the competences associated with the sustainability of preservice physical education teachers and the curriculum's influence on them. In total, 341 students (112 women) completed the validated Physical Education for Sustainable Development – Future Teacher PESD-FT questionnaire. This instrument assesses sustainable competences in its three dimensions (social, economic and environmental). In order to determine the influence of the curriculum on sustainability competences, the academic year studied was used as a variable. Variables such as gender, age and competitive experience in institutionalised sport were also considered in the statistical analysis. The results showed that the total set of students scored above average in their self-perception of competences associated with sustainable development in all three dimensions. The Mann–Whitney U test and Kruskal–Wallis statistics showed no differences attributed to gender and grade, respectively. This could help to rule out the influence of the curriculum as the main factor in the acquisition of these sustainable competences. However, greater competitive experience in institutionalised sports was associated with greater proficiency in social competence within sustainable development.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-07-04
      DOI: 10.1108/JARHE-02-2022-0040
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Influence of COVID-19 on student campus ratings: a sentiment
           analysis

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      Authors: Shih Yung Chou , Jiaxi Luo , Charles Ramser
      Abstract: Given the disruption of the COIVD-19 pandemic in higher education, this study seeks to understand possible changes in students’ ratings and textual reviews of higher education institutions posted on Niche College Rankings (niche.com) prior to and after the COVID-19 pandemic. This study utilized a text analytics technique to identify the positive and negative keywords of students’ sentiments expressed in their textual reviews provided on niche.com. After identifying the positive and negative sentimental keywords, this study performed ordinal logistic regressions and analyzed the statistical effects of these positive and negative sentimental keywords on the types of student ratings of a higher education institution. Results from 15,666 online reviews provided by students on niche.com indicate the following. First, eight positive sentimental keywords such as “outstanding” and “love” have a significant impact on students’ positive ratings of a higher education institution prior to COVID-19, whereas eight positive sentimental keywords such as “amazing” and helpful” have a significant impact on students’ positive ratings of a higher education institution after COVID-19. Second, twenty-eight negative sentimental keywords such as “difficult” and “frustrating” have a significant impact on students’ negative ratings of a higher education institution prior to COVID-19, whereas thirty negative sentimental keywords such as “complex” and “hate” have a significant impact on student negative ratings of a higher education institution after COVID-19. This study is one of the first few studies investigating higher education institution ratings and reviews provided by students. Additionally, this study provides an understanding of student positive and negative sentiments expressed in textual reviews posted prior to and after the COVID-19 pandemic. By doing so, this study provides a basis for future research seeking to understand student textual reviews of higher education institutions. Additionally, this study offers higher education administrators some recommendations that may foster student positive campus experience while minimizing negative sentiments.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-06-16
      DOI: 10.1108/JARHE-11-2021-0440
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • The contribution of critical thinking and self-efficacy beliefs to
           teaching style preferences in higher education

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      Authors: Seyyed Mohammad Reza Amirian , Saeed Ghaniabadi , Tahereh Heydarnejad , Saeed Abbasi
      Abstract: Following the significant role of critical thinking (CT), sense of efficacy beliefs and teaching style preferences in the success of teachers and consequently the success of the educational system, this study intended to explore their relationship and the possible influence of these three factors among English as a Foreign Language (EFL) university professors. To this end, Watson–Glaser Critical Thinking Appraisal-Form A, Teacher Sense of Efficacy Scale (TSES) and Grasha's Teaching Style Inventory (TSI) were administered to 320 Iranian EFL university professors. The data were examined via path analysis indicated that teachers' CT abilities and sense of self-efficacy beliefs significantly influenced the teaching style preferences. Moreover, it was concluded that Iranian EFL university professors' CT skills positively affect their sense of efficacy beliefs. Future studies may advance the possible relationships among the sub-components of CT, self-efficacy beliefs and teaching style. Furthermore, further investigations are recommended to study the influence of university professors' CT, self-efficacy beliefs and teaching style preferences in enhancing their learners' achievement. The implications of the present study may contribute to the field of teacher education in providing opportunities for teachers to develop and practice higher-order thinking and self-assisted skills. The implications of this study may redound to the advantage of university professors, teacher educators and policy-makers. This research is original. To the best of the researchers' knowledge, there has been no study investigated the possible relationships between CT, sense of efficacy beliefs and teaching style preferences in higher education.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-06-16
      DOI: 10.1108/JARHE-11-2021-0441
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Student satisfaction with EMI courses: the role of motivation and
           engagement

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      Authors: Nguyen Thi Le , Duong Tuan Nguyen
      Abstract: In response to internationalization and globalization, especially in higher education, universities in non-English-speaking countries have implemented English as a medium of instruction (EMI). The purpose of this study is to assess the satisfaction of students in terms of dimensions of EMI courses and examine the relationship between student motivation, engagement, and satisfaction with EMI courses. By using a quantitative approach based on structured questionnaires of 437 Vietnamese undergraduate students, this study applied hierarchical regression analysis to examine the relationship between student motivation, engagement, and satisfaction with EMI courses. Students have a relatively positive perception of the EMI courses that they have taken. In particular, they were most satisfied with teachers' teaching characteristics and least satisfied with students' learning characteristics. The study also confirmed that cognitive and emotional engagement have mediating effects on the relationship between motivation and students' satisfaction with EMI courses. This study suggests that both educational institutions and teachers in non-speaking English countries should pay more attention to motivational factors to engage students in learning and ensure that they are satisfied with EMI courses.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-06-10
      DOI: 10.1108/JARHE-02-2022-0050
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Academic achievement and intrinsic motivation in higher education
           students: an analysis of the impact of using concept maps

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      Authors: Susana Cristina Costa Pestana , Francisco Peixoto , Patrícia Rosado Pinto
      Abstract: The study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the introduction of CM produced changes in students' academic achievement and intrinsic motivation (IM). In this quasi-experimental study, academic achievement was collected using achievement tests made in-class, IM through a self-reported questionnaire and the usefulness of CM using an interview. The research sample consisted of 60 undergraduate students enrolled in the first year of an undergraduate occupational therapy (OT) program of a Portuguese polytechnic institute in two different consecutive academic years. Students were assigned to 2 groups (experimental group (EG) – 23 and control group – 37). CM were introduced in the pedagogical process of the EG. CM produced better academic achievement in the EG. Nevertheless, groups presented a decrease in the levels of IM over time. The paper includes implications for the development of CM as a learning strategy to improve students' learning and academic achievement. This paper fulfills an identified need to investigate the double impact of CM on academic achievement and IM in higher education students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-06-08
      DOI: 10.1108/JARHE-09-2021-0352
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • The courage of whistleblowing of prospective accountants: evidence from
           Saudi Arabia

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      Authors: Ibrahim El-Sayed Ebaid
      Abstract: Whistleblowing has received increasing attention and support in recent years as a means of detecting and correcting illegal, unethical or illegitimate practices in organizations. This study aims to examine the extent to which accounting students in Saudi Arabia, as prospective accountants, have the courage to blow the whistle. A questionnaire survey was administered to a sample of final year accounting students in Saudi Arabia. The questionnaire contained four groups of questions aimed at exploring the students' reaction to whistleblowing, the whistleblowing channel that students prefer, the encouraging factors for whistleblowing and the factors that discourage whistleblowing from the students' point of view. The instrument questions were developed with reference to previous studies conducted in other countries. The findings of the study revealed that accounting students have the courage to whistle the wrongdoing. What encourages students to blow the whistle is their perception that fraud and corruption is an unethical behavior which goes against religious values and that the wrongdoer must take appropriate punishment. However, there are some factors that negatively affect the students' courage to blow the whistle, the most important of which is the fear of retaliation, in addition to their feeling that the wrongdoer will not be held accountable. A sample of accounting students from one university limits generalizing the results to the population of accounting students in Saudi Arabia. Future research could examine this issue using larger samples of students, employees or professional accountants. This study serves the Saudi vision 2030, which aims to combat fraud and corruption which negatively affect economic development. This study sheds light on the encouraging factors for Whistleblowing, which must be strengthened, as well as the discouraging factors, which must be addressed to mitigate their impact. This study explores whistleblowing in Saudi Arabia where there is no research on this topic. This study comes at the appropriate time, as Saudi Arabia is currently witnessing an increasing interest in combating corruption, whether in the public or private sectors, and has recently introduced several legislations, as well as initiatives to encourage citizens to whistle the wrongdoing.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-31
      DOI: 10.1108/JARHE-02-2022-0071
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Predicting students' intention to continue online learning post-COVID-19
           pandemic: extension of the unified theory of acceptance and usage
           technology

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      Authors: Edward E. Marandu , Ivy Rose Mathew , Tendai Douglas Svotwa , Robert P. Machera , Olumide Jaiyeoba
      Abstract: The purpose of this study is to predict the intention to continue online learning post the coronavirus disease 2019 (COVID-19) pandemic among students in the two largest universities of higher learning in Botswana. Furthermore, the purposes of this study are to elucidate the nexus between performance expectancy and continuance intention to establish the effects of efforts expectancy on continuance intention to investigate the relationship between social influence and continuance intention to determine the relationship between facilitating conditions and continuance intention and to examine the relationship between satisfaction and continuance intention using the extended unified theory of acceptance and usage technology (UTAUT) model postulated by Venkatesh et al. (2003). The study is based on the descriptive research design, using a structured questionnaire to collect quantitative data from 509 undergraduate and postgraduate students at Botswana's two major Universities using convenience sampling strategy. An online survey was used to gather primary data due to the COVID-19 pandemic. The study employed correlation and regression analysis in testing the five hypothesized relationships. Using the extended theory of UTAUT as a theoretical lens, the study found that: performance expectancy, social influence and satisfaction predict continuance intention of online learning services. These factors have shown to be good predictors of intention in previous research. Expectancy effort had no influence on intention. The current study covered on only university students from two tertiary institutions; therefore, results cannot safely be generalized to the student population in the country. Therefore, future research should consider enlisting more universities to be more representative, focusing on lecturers, which is an important group in fostering online teaching that could have a spill-over effect on the students' continued online learning. Implications for online technology selection: These findings suggest that although most universities temporarily adopted online teaching as an emergency solution, students appear to have felt that the outcomes delivered by the system improved their performance. This implies that academic institutions need to consider adjusting the curriculum to promote online learning in the future, whether there is pandemic or no pandemic. Implications for teaching and learning: First, the concept of social influence suggests that lecturers can make use of online chat discussion boards and rooms to foster student collaboration and a sense of community. Second, and finally online service providers should foster a close relationship with students to understand their expectations and extend the performance of their applications to satisfy their users. This study contributes to literature on online learning during the COVID-19 pandemic period by including satisfaction and continuance intention to the original UTAUT model thus extending the practical value of the model. This study extends knowledge on the factors that determine continuance intention by incorporating satisfaction in addition to the four factors of the traditional UTAUT. The study provides evidence for the predominance of satisfaction over the four traditional factors in predicting intention to continue online learning among students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-27
      DOI: 10.1108/JARHE-02-2022-0061
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Past-Positive time perspective predicts academic achievement via
           motivation, and procrastination might not be as bad as it seems

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      Authors: Rocío Giselle Fernández Da Lama , María Elena Brenlla
      Abstract: The present research was based on an online questionnaire. A total of 256 undergraduate psychology students aged 18–44 (M = 23.61; SD = 0.57) from the Pontifical Catholic University of Argentina took part in the study (137 women; 53.3%). A sociodemographic and academic survey and the locally adapted versions of the Zimbardo Time Perspective Inventory (ZTPI), the Motivated Strategies for Learning Questionnaire (MSLQ) and the Tuckman Procrastination Scale were used in this study. Participants were contacted by an email advertisement in which the main purpose of the study was explained, and the instruments remained open from September to November of 2021. Descriptive analyses – means, standard deviations and frequencies – were calculated using IBM SPSS v.25, and mediation and moderation analyses were conducted on PROCESS macro. Academic achievement has always been a concern in the high undergraduate's community. Numerous studies have addressed psychological aspects of students' academic life; however, a past-positive (PP) time perspective, a warm and sentimental view of past events that took place in someone's life, has not been profoundly contemplated. The fact that students might organize their activities, employ different strategies to fulfill their tasks and motivate themselves to pursue their academic goals based primarily on their past experiences calls the attention on conducting research on this time perspective dimension and its relationship with procrastination and academic motivation. It was hypothesized that the PP time perspective would positively predict academic achievement via the mediation of academic motivation in a way that the potentiate effect of PP time perspective on academic achievement would be increased in highly motivated students, but this effect would be reduced in less motivated students. Also, it was hypothesized that the relationship between motivation and academic achievement would be negatively moderated by procrastination such that academic achievement would increase with academic motivation; however, that increase would be attenuated by procrastination. Academic achievement was positively associated with PP time perspective (r = 0.39; p 
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-24
      DOI: 10.1108/JARHE-11-2021-0413
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • The impact of value conflict on academic adjustment among first-year
           students at Kuwait University: a quantitative study

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      Authors: Khaled Alrumaidhi
      Abstract: Considering the crucial role which academic adjustment plays in student success at university, gaining insight into how several factors affect this key metric is important. This empirical study investigated the impact of value conflict upon the academic adjustment of first-year students at Kuwait University. The data for this study were collected using the survey method from a random sample of 627 first-year university students. The data were analyzed using descriptive and regression statistical methods. The findings showed that (1) student perceptions regarding the level of value conflict were moderate, with the highest level found in the political domain; (2) student perceptions about the level of academic adjustment were also moderate, with the highest level found in the goal domain; (3) value conflicts are a significant predictor of student academic adjustment, with political value conflicts influencing academic adjustment the most, and (4) value conflict explained 46.5% of the student academic adjustment variation. These findings imply that college administrations should integrate activities designed to improve student adjustment into co-curricular activities meant for youth development. Relevant recommendations are included. While significant attention has been given to student academic adjustment in higher education over the last few decades, little attention has been paid to how different factors predict adjustment especially in non-Western cultures such as higher education in Kuwait.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-20
      DOI: 10.1108/JARHE-02-2022-0064
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Students' perception of private supplementary tutoring during medical
           undergraduate study in some Egyptian universities

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      Authors: Sahar Issa , Heba Abd El Aaty , Yasmin Mohammed Gaber , Nancy M. Zaghloul
      Abstract: The current work aimed to investigate the private tutoring phenomenon among Egyptian medical faculty students. The present work is a cross-sectional observational study using an online, anonymous questionnaire disseminated to Egyptian medical students and instructors via social platforms and university e-mails. All subjects involved in the survey gave informed consent to begin the questionnaire. No financial incentives were awarded to finish the questionnaire. In total, 79.2% of the surveyed students (n = 198) admitted taking private medical courses during their medical study courses till the date of the survey. The Egyptian students, 68.4% (n = 171), markedly surpassed the non-Egyptian participants (n = 79, 31.6%). Males were nearly double the female participants (n = 162 and 88 consecutively).The highest academic-level-seeking private medical tutoring was the fifth-year students (n = 66, 26.4%). A large sample size is needed to strengthen the statistical power and permit the generalization over the population, so more research work in this aspect is recommended. Also, subject-specific data in private medical tutoring need to be investigated in future works. Similar global work is recommended to allow better comparison of data worldwide. When conceptualizing medical education processes and developing its regulations, the dynamics of private medical instruction should be taken into account, especially concerning socioeconomic inequities and efficiency in medical school systems. This work has been the first to investigate the private tutoring phenomenon among Egyptian medical students to the authors' best knowledge.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-19
      DOI: 10.1108/JARHE-01-2022-0030
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Research-informed teaching for assessing BIM courses during COVID-19 and
           beyond

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      Authors: Fonbeyin Henry Abanda
      Abstract: In the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher Education institutions. In the past, educators have assessed students' research skills gained from research-informed teaching through coursework components or assignments. However, whether the assignments can be converted into peer-reviewed output acceptable in a reputable journal or conference has hardly been investigated. This study explores how research-informed teaching has been rolled out in undergraduate/postgraduate BIM related modules/programmes in the School of the Built Environment, Oxford Brookes University and which has culminated in high quality published outputs. The method used is purely qualitative in-depth interviews, where students who have published were tracked and invited to share their experiences. In total, nine former students of the 12 invited, participated in the interviews. Inductive content analysis, a suitable qualitative data analysis technique was used in analysing the feedback from the interviews. The main finding is that research-informed teaching can be done in a technical and complex BIM discipline and students' coursework components or assignments can further be converted into published outputs. The main limitation of this study was that the sample was small. That notwithstanding, it has provided valuable insights into the understanding of student's ability to undertake research while studying and experiences of how educators can deliver research-informed teaching to students in Higher Education institutions. The study adds to the existing body of literature about undergraduate and postgraduate research-informed teaching and goes further to provide strong evidence through published outputs thereby confirming that students at both levels can indeed conduct and publish peer-reviewed research articles while undertaking their studies.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-17
      DOI: 10.1108/JARHE-08-2021-0306
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Reading ‘rithmatic: examining the impact of a literacy intervention on
           mathematics placement assessment

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      Authors: Diane Cardenas Elliott , Dianna Sand , Elizabeth Jones
      Abstract: College placement assessments in the USA have underperformed in predicting college readiness. This has prompted a wave of reforms to placement practices and policies. Recently, student preparation for placement assessments has come to the forefront as a means for enabling better evaluation of college readiness. In this study, the authors explored the effects of an intervention aimed at preparing students for precollege placement assessments. The intervention focused on the provision of mathematics discipline-specific literacy skills because demonstrating mathematical mastery depends on students’ ability to read, understand and translate text into mathematical computations. In this study, the authors used a randomized control trial design. The design enabled the authors to draw causal inferences while examining the effects of a placement assessment preparation intervention on mathematics placement and course outcomes. The authors also examined the intervention’s effect across incoming first-year college students with varying levels of readiness. Findings demonstrated a positive and significant effect on assessment scores and placement for intervention participants with a stronger effect for those with higher levels of readiness. Intervention participants exhibited comparable academic success outcomes as those who did not receive the intervention. Little assessment research has explored the intersection of mathematics and literacy skills in relation to college readiness assessment. In addition, findings support the utility of preparation for college placement assessments.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-17
      DOI: 10.1108/JARHE-10-2021-0373
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Social media usage and its association with students' performance and
           attitude in Saudi Arabia

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      Authors: Abeer Alshwiah , Lamees Alaulamie
      Abstract: The purpose of this study was to investigate the level of social media use among students, and the way in which it affects their performance and attitude when used in the classroom in Saudi Arabia. The study explores students' attitudes to using social media to perform activities in the classroom and in their future careers. A convergent mixed methods design was adopted, administering an online survey to a sample of 622 university students and conducting interviews with 20 students. The results revealed that the relationship between the level of a student's social media usage and GPA (Grade Point Average) was negatively correlated. Moreover, the students with a high level of social media usage generally reported a highly positive attitude towards using social media in classroom activities. Finally, the students' level of social media usage was found to predict their attitude towards performing classroom activities using social media. This study has implications for both theory and practice. For example, the findings confirm the ways in which social media are deployed, according to uses and gratification theory. In particular, social media are used by Imam Abdulrahman Bin Faisal University students for escapism, social integration and interaction, establishing personal identity, and meeting affective and cognitive needs. Meanwhile, the theoretical implications of this study are that new dimensions and social media terms can be added to the assumptions of uses and gratification theory. For example, virtual tolerance corresponds to escapism, virtual communication corresponds to integration and social interaction, virtual problems can be matched with personal identity and affective needs, and virtual information corresponds to cognitive needs. On a practical level, the results could be useful for students, teachers, educational policymakers and society. The results would show students how high social media usage could have a negative impact on their performance. Therefore, they should control their usage by managing their time, for example, via time management apps, if necessary. In particular, students could use social media in their learning and to develop their skills. A positive attitude among students, with regard to using social media in classroom activities, should correspondingly increase teachers' use of social media in the teaching process. This implies the expected benefits for teachers of using social media to teach and communicate with students. In addition, policymakers need to use social media as a means of reaching those population segments who display high social media usage, and who are unlikely to use traditional media to connect with those who formulate policy. It is important to consider that high levels of social media use have a tendency to affect users' health, causing neck and back pain and psychological issues, for example, stress and depression. This points to a pressing need for society's institutions to raise public awareness of the disadvantages of high social media usage. This study could serve as a useful source of information for faculty members seeking to integrate social media into their curricula. It could also encourage students to activate social media in their learning and communication with teachers and peers, while at the same time reducing their non-academic social media usage. This study provides a scale for measuring students' social media usage and attitudes to undertaking classroom activities via social media in the Saudi context. The scale is validated through adaptation of the scales developed by Sahin (2018) and Kitchakarn (2016).
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-12
      DOI: 10.1108/JARHE-11-2021-0417
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Strategizing alumni to encounter financial sustainability issue: insights
           from public higher education institutions of Pakistan

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      Authors: Nabeel Nisar , Ellisha Nasruddin , Yen Nee Goh
      Abstract: This practitioner paper intends to explore how Public Higher Education Institutions (PHEIs) in Pakistan could strategize alumni to encounter the financial sustainability challenges and achieve their organizational potential relevant to academic, research and public services. Employing a hermeneutic (interpretive) phenomenological approach, this study used interviews and focus group discussion data with 26 alumni from eight different PHEIs in Pakistan to explore their attitudes toward engagement with their institutions. This study shows a clear shift in institutional strategies between the developing and developed economies regarding the importance and value given to alumni and engagement practices employed. This study recommends that PHEIs in Pakistan can enjoy alumni engagement benefits to strengthen their organizational standing, provided they view alumni as a valuable entity and observe a proactive approach to engage alumni in a manner that may reflect the mutually beneficial and trustworthy relationship. Further, it would help institutions attain long-term financial sustainability, which is threatened by state-funding cuts and, more recently, COVID-19 pandemic-led recession. Scholarship shows that institutions in the developed economies have built a strong bond with their alumni to seek their support. However, the voices of institutions from the developing economies have not been heard yet. In this regard, this study appears to highlight the current alumni engagement practices and how institutions could improve on them to strategize alumni for a sustainable future.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-03
      DOI: 10.1108/JARHE-07-2021-0293
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Intention of postgraduate students towards the online education system:
           application of extended technology acceptance model

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      Authors: Abhijit Sinha , Sudin Bag
      Abstract: The study is done to investigate the factors that affect the intention of higher education students towards online education. The research also focuses on the importance of students' stability and students' resilience on perceived usefulness and perceived easiness of use that frame the attitude towards the intention to use online education. Online survey method is employed using Google form link with a sample of 686 students of higher education. Excluding the outliers (univariate and multivariate), the final sample size (N = 679) considers the empirical results of the study. Partial least square structural equation modelling (PLS-SEM) is applied to unearth the relationship in the proposed research model of the study. The empirical results indicate that perceived usefulness and perceived easiness of use have a direct impact on students' intention to use online education platform. Moreover, perceived usefulness and perceived easiness of use also have a positive influence on the students' attitude, which has a strong influence on students' intention to use online mode of education system. Also, students' stability and students' resilience have mixed impact on the level of perceived usefulness and perceived easiness of use that are the most useful determinants of attitude towards the intention to use online education. The study counts on the technology acceptance model (TAM) where constructs like behavioural controllability, past exposure and perceived accordance are not considered for measuring the intention of students in adapting to online education. This paper employs the extended model of technology acceptance with additional determinants, namely, students' stability and students' resilience, to investigate the intention to use the online form of education as an alternative to the offline mode.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-05-02
      DOI: 10.1108/JARHE-06-2021-0233
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Students' cyberslacking behaviour in e-learning environments: the role of
           the Big Five personality traits and situational factors

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      Authors: Kian Yeik Koay , Wai Ching Poon
      Abstract: Online learning has become more popular than ever in higher education owing to the COVID-19 pandemic. However, this has also intensified students' propensity to engage in cyberslacking behaviour during online classes without the physical presence of instructors to monitor their behaviour. Hence, this research aims to investigate the association of the Big Five personality traits and situational factors with students' cyberslacking behaviour during online classes. A self-administered survey questionnaire was distributed to current university students undertaking online modules this semester. In all, 194 completed surveys were obtained for further analysis. The results reveal that extraversion, conscientiousness, neuroticism and apathy towards course material have a significant association with at least one of the cyberslacking dimensions (sharing, shopping, real-time updating, accessing online content and gaming/gambling). However, agreeableness, intellect/imagination and class engagement are found to have no significant association with all the dimensions of students' cyberslacking behaviour during online classes. This study fills the research gaps by empirically testing the association of the Big Five personality traits and situational factors with students' cyberslacking behaviour in e-learning environments. Several limitations and future research are also discussed.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-04-29
      DOI: 10.1108/JARHE-11-2021-0437
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Acculturation stress and social support for international students'
           adjustment in Malaysia: does language proficiency matter'

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      Authors: Sana Anwar Lashari , Rosna Awang-Hashim , Tahira Anwar Lashari , Amrita Kaur
      Abstract: International students with low proficiency in the English language remain at high risk of academic, social and psychological maladjustment. Using an acculturation theoretical framework, this study aims to show that acculturation stress and social support mediate the relationship between language proficiency and academic, social, and psychological adjustment among 675 international postgraduate students in Malaysian public universities. Correlational research design was employed to gather data from 227 females and 448 males aged between 22–45 years belonging to Asian, Middle Eastern or African countries. Out of these, 292 students were enrolled in master's degrees, and 383 students were enrolled in Ph.D. Self-administered questionnaires were used which includes Student Adjustment to the College Questionnaire (SACQ) to measure students' academic adjustment, Kwak to assess students' English language proficiency, Multidimensional Scale of Perceived Social Support (MSPSS) to assess perceived availability of social support from friends and Acculturative Stress Scale for International Students (ASSIS) to measure acculturation stress. The hypothesized model was tested using path analysis with manifest variables in Analysis of Moment Structures (AMOS) 23.0. The findings suggest that language proficiency is a significant predictor of academic, social and psychological adjustment of international students, and this relationship is partially mediated by acculturation stress and social support. The article concludes with implications and recommendations for international student offices and program organizers to ensure conditions for successful academic, social and psychological adjustment of the international students. The manuscript has not been published or submitted elsewhere.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-04-21
      DOI: 10.1108/JARHE-07-2021-0285
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Factors affecting academic staff development in the context of university
           autonomy through the lens of stakeholders: a case study from Tay Nguyen
           University, Vietnam

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      Authors: Hieu Thi Ngo , Le Duc Niem , Phong Cong Tran , Truc Thanh Nguyen , Dung Thi Doan , Huyen Thi Ngo
      Abstract: This paper aims at identifying perceived factors and measuring opinions about the factors' impact on academic staff development (ASD) at Tay Nguyen University (TNU), Dak Lak, Vietnam. The research used the exploratory factor analysis (EFA) method, the multiple regression model (ordinary least squares (OLS)) and a five-point Likert scale questionnaire. A sample of 70 managerial staff, 374 lecturers and 512 students of TNU was surveyed to obtain data. The EFA showed that opinions concerning university autonomy (UA) and university social responsibility (USR) were positively correlated. With the above two factors united as responsible autonomy (RA), the OLS indicated perceptions that RA and internal driving factor (IF) had significant and positive impacts on the ASD, while external driving factor (EF) was found to have a perceived negative influence on ASD. The results indicated that there appears to be a close relationship between UA and USR, and these can be considered as a factor that has apparent impacts on the ASD of the university. The degree of UA and USR of TNU should be enhanced through awareness of the university's academic staff, the application of a suitable evaluation system and the efficiency of university's regulations. In addition, efforts should be made to improve internal factors such as the dissemination of educational philosophy, the suitability of strategic plans, the development of key performance indicators KPIs and the building of organizational culture – all of which will help to heighten the university’s ASD. At the same time, TNU should endeavor to quickly transform aspects of administration and management to meet the shifting requirements of the autonomous environment and competitive features of the market economy. In particular, there is a need for the academic staff themselves to have increased capacity to adapt to these changes. The authors' results have a broader application to not only the case of TNU but to other situations in developing countries where universities are in transitional stages as governments assign increasing autonomy and responsibility to them. This paper suggests that the academic staff of TNU should be provided with both professional autonomy and adaptive capacity to foster research and educational innovation in the market-based higher education system of Vietnam. More generally, if true, the paper suggests that an increase in the degree of UA and USR should be combined with the efforts to improve the internal environments such as disseminating educational philosophy, mission, vision and strategies and building organizational culture.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-04-20
      DOI: 10.1108/JARHE-08-2021-0312
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Work–life balance and performance relations during COVID 19 outbreak: a
           case study among university academic staff

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      Authors: Ahmet Demir , Taylan Budur
      Abstract: The aim of the current study was to evaluate the effects of work–life balance (WLB) on the employee motivation (EM), job satisfaction (JS) and emloyee performance (EP) of academic staff at universities. In this regard, the authors collected 490 valid data from academic staff of major public and private universities in Kurdistan Region of Iraq. WLB was evaluated under three dimensions as work interference with personal life (WIPL), personal life interference with work (PLIW) and work personal life enhancement (WPLE). The results of the analyses showed that WIPL and PLIW negatively and significantly affected EM but did not have any significant impact on JS. WPLE affected both JS and EM significantly and positively. Lastly, JS did not have significant impact on EP while EM did. As the research was conducted in Kurdistan Region of Iraq, it cannot be generalized to other countries and cultures. Besides, the study suggests theoretical and practical implication as it was a special study proposed during COVID 19 lock downs. There are very limited or no research works which attempt to study the pros and cons of WLB during such a catastrophic time, the study is useful for the university administrators and researchers in this field.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-04-19
      DOI: 10.1108/JARHE-07-2021-0287
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • UPPS impulsivity, entrepreneurial self-efficacy and entrepreneurial
           intentions among university students: ADHD symptoms as a moderator

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      Authors: Thi Van Hoa Tran , Cong Doanh Duong , Thanh Hieu Nguyen , Thi Song Lam Tran , Trong Nghia Vu
      Abstract: The purpose of our study is to examine the direct and mediating effects of attention-deficit hyperactivity disorder (ADHD) symptoms and urgency, lack of premeditation, lack of perseverance and sensation seeking (UPPS) impulsivity traits on entrepreneurial self-efficacy and entrepreneurial intention as well as to test the moderation impact of ADHD symptoms in the link between entrepreneurial self-efficacy and start-up intention. The stratified random sampling was approached to recruit the data from 2,566 university students in Vietnam. Cronbach’s alpha and confirmatory factor analysis were used to test the reliability and validity of scales. Then, Pearson correlation analysis was utilized to test direct effects, while PROCESS macro was approached to test moderation and mediation impacts. The study found evidence that ADHD symptoms, sensation seeking, lack of premeditation and lack of perseverance are significantly and directly conducive to the formation of entrepreneurial intention. Yet, ADHD symptoms might weaken the link between entrepreneurial self-efficacy and entrepreneurial intention. Entrepreneurial self-efficacy was also found to partially mediate the link between sensation seeking, lack of premeditation, and lack of perseverance and intention to become an entrepreneur. The findings provide constructive recommendations for policymakers and educators to nurture and foster university students’ entrepreneurial activities as well as to restrain the negative effects of ADHD symptoms on youths. Understanding the impacts of psychiatric symptoms, such as ADHD and UPPS impulsivity, on entrepreneurial activities provide useful insights to individuals with ADHD symptoms, the community and the society to restrain the detrimental impacts of psychological disorder symptoms and consider entrepreneurship as a career choice. The study is expected to have a significant contribution to psychological entrepreneurship literature by broadening our horizons of the links between psychiatric symptoms and entrepreneurial intentions. Especially, this study reveals that ADHD symptoms and UPPS impulsive traits are significantly correlated with intention to become entrepreneurs and the link between entrepreneurial self-efficacy and entrepreneurial intention become weaker when the degree of ADHD symptoms is high.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-04-19
      DOI: 10.1108/JARHE-12-2021-0464
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • The interplay between supervisor support and job performance: implications
           of social exchange and social learning theories

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      Authors: Ali Zeb , Gerald Guan Gan Goh , Mudaser Javaid , Muhammad Nawaz Khan , Atta Ullah Khan , Shehnaz Gul
      Abstract: Social exchange theory and social learning theory are widely employed in many disciplines but there is little application on the intention to leave and job performance among academic staff. Therefore, this study intends to examine the relationships among supervisor support, intention to leave and job performance along with mediating role of self-confidence in a developing context. Data were collected through questionnaires from the academic staff of private Pakistani universities. The model was tested using data collected from 295 respondents by using structural equation modeling (SEM) technique. The results revealed that supervisor support influenced job performance positively through the mediating role of self-confidence. Conversely, supervisor support influenced intention to leave negatively through the mediating role of self-confidence. In addition, the results also showed the direct effect of supervisor support on employees' job performance and intention to leave. The results of this study suggest that the supervisor must provide adequate support to the academic staff, which helps them to develop their self-confidence. In addition, self-confidence is helpful for the employees to improve their job performance and reduce their intention to leave. The study contributes to theory building in the area of supervisor support by enriching the understanding of the processes carrying the effect of supervisor support on desirable workplace outcomes. In addition, the study also explicates the less understood nature of relationship between supervisor support, job performance, and intention to leave through the mediating role of self-confidence in the Pakistani context.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-04-11
      DOI: 10.1108/JARHE-04-2021-0143
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Innovation activities in a university of applied sciences: redefining
           applied research

         This is an Open Access Article Open Access Article

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      Authors: Liubov Vetoshkina , Laura Lamberg , Essi Ryymin , Heta Rintala , Sami Paavola
      Abstract: This study analyses development of research-related innovation activities in a University of Applied Sciences (UAS) in Finland. Focus on production of innovations in relation to academization challenges the traditions of applied research in UAS, which has always relied on collaboration with local stakeholders. Drawing on the approach of cultural-historical activity theory, the study conceptualizes development of innovation activities as a movement across multiple intertwined developmental lines. The authors ground these conceptualizations in the data, coming from interviews with key researchers in a multidisciplinary research project on smart bioeconomy at a Finnish UAS. Development of research-related innovation activities in the UAS happened along six lines: development of researcher's expertise, development of project, development of organization, development of research, development of field and development of funding models and policies. The developmental tensions between the lines were essential for promotion of innovation activities. The study reveals the complex multilayered nature of research-related innovation activities in the specific context of UAS, where it creates challenges and opportunities for developing the traditions of applied research. The results encourage UAS to critically evaluate their changing role as research institutions in regional, national and international innovation systems.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-04-08
      DOI: 10.1108/JARHE-10-2021-0380
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Hate towards brands of educational institutions: she hates
           for ideology, and he hates for previous experiences

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      Authors: Arquimedes Martins Gois , Luiz Rodrigo Cunha Moura , Cid Gonçalves Filho , Flavia Braga Chinelato
      Abstract: Despite the growing competition between higher education institutions and the empirical evidence that the brand is a relevant determinant of consumer preference, research studies on negative consumer–brand relationships (CBRs) are still scarce. Thus, this research intends to fill this gap, determining the antecedents of brand hate in educational institutions and identifying gender differences regarding the determinants of brand hate. A survey was carried out with 450 current students from higher education institutions. The proposed model was tested using partial least squares structural equation modeling (PLS-SEM) in SmartPLS3. According to the results, previous negative experiences are the most significant driver of brand hate, with higher emphasis on male students. In this sense, investment in customer experience management (CXM) consists of a relevant strategy for higher education institutions. It was also observed that female students develop hate for ideological incongruity (ethical/moral behavior) and symbolic incongruence (lack of brand identity), revealing unprecedented facets of the phenomenon. This research extends the studies’ negative CBRs to educational institutions. It explores gender differences related to brand hate; a topic not explored before, but that enables a targeted approach of brand strategies. Finally, it provides managerial implications allowing the strategy to reduce negative CBRs and their consequences in educational institutions.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-03-25
      DOI: 10.1108/JARHE-04-2021-0158
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Examining the effect of self-regulation failure on academic achievement in
           emergency remote teaching and learning versus face-to-face

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      Authors: Anet Boshoff-Knoetze , Lize Duminy , Yadah Du Toit
      Abstract: The study aimed to examine the relationship between self-regulation failure and academic achievement in an emergency remote teaching (ERT) and learning environment compared to a face-to-face setting. This study conducted an analysis of covariance (ANCOVA) to investigate the impact of students falling behind (as proxy for self-regulation failure) on their final course mark. The sample comprised students from four undergraduate modules offered at a South African university in a face-to-face setting (N = 1,604), as well as an ERT setting (N = 1,478). Students falling behind were measured as the days behind, relative to the academic program, using learning management system (LMS) log data. The study further explored whether self-regulation failure had a greater effect on academic achievement in ERT as opposed to a face-to-face context. The results indicated a negative correlation between self-regulation failure, evidenced by falling further behind in the academic program, and students' final course marks. Furthermore, the negative impact of falling behind was found to be greater on a student's final course mark during ERT compared to a face-to-face setting. This study contributes to the literature on ERT by highlighting the increased negative effect of self-regulation failure on academic achievement in ERT as opposed to face-to-face teaching and learning. Findings of this research may be of value to educators and policymakers in identifying ways of supporting self-regulated learning in future ERT situations to ensure that academic success is maintained.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-03-21
      DOI: 10.1108/JARHE-08-2021-0305
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Determinants of financial stress among university students and
           its impact on their performance

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      Authors: Md. Kamrul Hossain , Tajmary Mahfuz , Subhenur Latif , Mohamed Emran Hossain
      Abstract: To identify the financial stress and associate factors of tertiary level student. To identify the financial stress and associate factors, a structured questionnaire was developed to collect data from 571 students of different universities of Bangladesh through Google form. Chi square and Cramer's V were applied to find the associated factors with financial stress of students, whereas ordinal regression was performed to evaluate the influence of the associated factors on financial stress. Gender, living status, borrowing loan factors have positive association with financial stress. Tuition fee dues have significant positive association with financial stress. A student who has tuition fee dues feels 1.48 times more stress compared to student who does not have dues. Females were found less likely to be financially stressed (AOR = 1.536) than male students. Students who borrowed loans were more likely to have financial stress than non-borrowed loan groups of students. Results indicate that financial stress has a strong impact on participation in different academic and personal activities of a student. Therefore, parents, university administration and student counselor should consider the factor to assess stress of a student. This study identified factors responsible for financial stress of Bangladeshi students of tertiary level.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-03-17
      DOI: 10.1108/JARHE-02-2021-0082
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Factors motivating students' intention to accept online learning in
           emerging countries: the case study of Vietnam

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      Authors: Huyen Pham Thi , Que Nhi Tran , Long Gia La , Ha My Doan , Tien Duc Vu
      Abstract: This paper, employing the model integrated from Theory of Planned Behaviour (TPB) and Technology Acceptance (TAM), will examine factors affecting Vietnamese students' acceptance behaviour towards online learning. The research aims at finding out the motivating factors and measuring their influence on students' intention to accept digital transformation in learning. Based on the results, the authors propose some valuable suggestions to encourage acceptance of online learning behaviour, to enhance and apply digital transformation to higher education in Vietnam, especially in the Covid-19 pandemic, when most of the schools all over the world were forced to close. The research team used 913 responds' non-convenient probability sampling method, focusing on students currently studying at undergraduate education institutions across the country, studying different training majors, in different academic years. With the questionnaire designed through qualitative research, a preliminary quantitative study with 53 responses has been conducted. Based on the results, the authors completed the questionnaire then conducted a formal quantitative survey. Cronbach alpha, EFA, CFA and SEM have been used to explore the meanings of data collected. The results from analysing 913 undergraduates reveal that Attitude (influenced by Perceived Usefulness and Perceived Ease of Use), IT Ability and Self-study Ability impact the intention of accepting online learning at the beginning and digital transformation in the future. Meanwhile, Subjective Norm and Financial Ability do not have any role in fostering the intent of accepting new studying mode among Vietnamese students because of IR4.0 and the low expense for online learning. Research findings are the premise for the authors to provide suggestions for students, institutions on enhancing their digital transformation process through their changing behaviours in the relationship with other stakeholders surrounding the learning process of students. The authors found that previous studies only focused on one or two factors according to the TAM or TPB model; or have not clarified all the stages in the process of changing learning methods behaviour. Therefore, this study combined both models to analyse in more detail the above process as well as exploit new influencing factors to complete the research scale. The main limitation of this study was that the sample has been taken in 2020 when the Covid-19 pandemic is forcing all students to online learning, even they are willing or not. The research is conducted in the context of Covid-19 outspread, the society has inevitably transitioned to digital transformation, especially with the education sector. Based on the results of analysing the changing process among students from accepting online learning to their intention to change the learning behaviour, the authors proposed some recommendations for universities that build the landscape for study; for lecturers – the most important factor in connecting the students to the working world with knowledge and skills; and especially for students, who need to have actively in receiving knowledge and self-study in the era of IR4.0. This study adds to the existing literature related to solutions to motivate intention to accept online learning in higher education institutions. With online learning gradually being adopted around the world, the study examined the factors driving the intention to study online in emerging countries. In particular, the study focuses specifically on the case of Vietnam. This result from this study can serve as a guide for higher education institutions as a premise to develop future research directions. It may be useful for studies at higher education institutions in emerging countries similar to Vietnam; in-depth research into research subjects at higher education institutions; or study countries with cultures, customs and habits equivalent to Vietnam, etc. Finally, we are certain that the material presented in this manuscript will not infringe any statutory copyright and that the manuscript will not be submitted elsewhere while being reviewed by the Journal of Applied Research in Higher Education assessment.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-03-17
      DOI: 10.1108/JARHE-05-2021-0191
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Changes in students' learning skills through the first-year experience
           course: a case study over three years at a Japanese university

         This is an Open Access Article Open Access Article

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      Authors: Ryo Sakurai
      Abstract: This study was conducted to understand students' achievements in learning and to improve the overall curriculum of the first-year experience course. In this study, a series of questionnaire-based surveys were conducted on students enrolled in the Introductory Seminar for Policy Science, a mandatory first-year experience course offered in the first semester (from April to July) at a university in Japan. The studies were conducted in 2015 (n = 29), 2016 (n = 29) and 2017 (n = 31). Results revealed that, regardless of the year, students deepened their understanding of policy science and gained increased confidence to explain what group works and reports are throughout the semester. In addition, students' level of worry about life at the university decreased throughout the course in all three years. A stepwise multiple regression analysis (n = 84) revealed that those students who knew what policy science was (B = 0.271) and had the confidence to write their opinions in reports (B = 0.264) more likely answered that they knew what they wanted to study over four years at the university. This study revealed that the mandatory first-year experience course taught by the same instructor generated similar educational effects for different students in different years. The results elucidated the progressive effects of different components of the course, eliminating possibilities of any bias or specific characteristics of a single group of students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-03-16
      DOI: 10.1108/JARHE-05-2021-0190
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Benchmarking of academic departments using data envelopment analysis (DEA)

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      Authors: Tasfiq E. Alam , Andrés D. González , Shivakumar Raman
      Abstract: The main objective of the paper is to develop an investment model using data envelopment analysis (DEA) that provides a decision-making framework to allocate resources efficiently, such that the relative efficiency is improved within an available investment budget. Firstly, DEA models are used to evaluate the efficiency of the departments relative to their peers and providing benchmarks for the less efficient departments. Secondly, the inefficiencies in departments are identified. Finally, for the less efficient departments, a decision-support system is introduced for optimizing resource allocation to improve efficiency. Five of the 18 academic departments were determined to be inefficient, and benchmark departments were found for those departments. The most prevalent causes for inefficiency were the number of undergraduate students per faculty and the number of graduate students. Results from the investment model for department 12 suggest increasing the number of faculty by 2 units and H-Index by 0.5 units, thereby, improving the relative efficiency of the department by 6.8% (88%–94%), using $290,000 out of $500,000 investment budget provided. When an investment budget is available, no study has used DEA to develop a decision-support framework for resource allocation in academic departments to maximize relative efficiency.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-03-15
      DOI: 10.1108/JARHE-03-2021-0087
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Development and validation of an instrument to assess the level of
           sustainable competencies in future physical education teachers.
           questionnaire

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      Authors: Salvador Baena-Morales , Mayra Urrea-Solano , Diego Gavilán-Martin , Alberto Ferriz-Valero
      Abstract: Education for Sustainable Development (EDS) has highlighted the need to generate instruments to assess the sustainability competencies of different populations. In this regard, Physical Education (PE) has been recognized as a subject with unique characteristics that allow students to develop competencies that favor sustainability. However, in previous literature, there are no specific instruments to assess the competencies of future Physical Education teachers (PETs). Therefore, this research aims to design and validate an instrument to assess sustainable competencies in future PETs. This paper shows the validation process of a questionnaire designed ad hoc to measure the future teacher's sustainable competencies. In total, 341 students completed the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT) questionnaire consisting of 20 items and an eight-point Likert scale. To ensure the relationship of the instrument's items with the sustainable development, the specific targets that compose the 17 Sustainable Development Goals were considered. The results showed that the instrument had very high reliability (0.949), excellently fulfilling the validity criteria (0.929). Furthermore, the principal component factor analysis results showed that the PESD-FT comprises three factors, which coincide with the three dimensions of sustainability. It is concluded that PESD-FT is an instrument that reliably assesses the sustainable competencies of prospective PET and expands the possibilities of PE as a valuable instrument to promote sustainable competencies in an integrated way with PE learning objectives. As such, it can be a robust and valuable measurement tool for proposing effective education for sustainable development policies and programs in initial teacher education for PET.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-02-24
      DOI: 10.1108/JARHE-09-2021-0330
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Lecturers' preparedness for applying service-learning after intensive
           training

         This is an Open Access Article Open Access Article

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      Authors: Katharina Resch , Andrea Hoyer-Neuhold , Ilse Schrittesser
      Abstract: This study aims to examine how lecturers in European higher education institutions perceive the service-learning approach as a teaching concept and feel prepared for its implementation after a short-term training. Service-learning connects theory and practice by allowing students to participate in a service that meets community needs, reflect on this experience and gain an enhanced sense of civic engagement. The evaluation study drew on data from four focus group discussions with n = 21 lecturers from five European countries following a Winter School on service-learning in 2020. The qualitative data were analyzed using reflexive thematic analysis. The findings indicate four themes of preparedness: (1) overall conceptions of service-learning, (2) continuum of preparedness for service-learning, (3) influential factors for preparedness and (d) transfer to home universities. The participants viewed themselves as multipliers for service-learning in their home universities; however, they were skeptical about being able to fully implement the service-learning approach after only one training and without a community of practice with lecturers with similar experiences in their home universities. This study complements previous studies by adding a cross-national perspective of higher education lecturers. It underlines the importance of continuing training in didactics of university lecturers and a support network for the implementation of complex teaching concepts in higher education.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-02-15
      DOI: 10.1108/JARHE-07-2021-0266
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Challenges confronting e-learning in higher education institutions in
           Nigeria amid Covid -19

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      Authors: Ngozi Clara Eli-Chukwu , Innocent Chiawa Igbokwe , Barnabas Ifebude , Daniel Nmadu , Wilfred Iguodala , Uzubi Uma , Robert Ugochukwu Onyeneke , Florence Ukamaka Akudo
      Abstract: The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study investigates the challenges confronting e-learning in higher education in Nigeria amid COVID-19. Drawing upon data collected through a structured questionnaire administered to 395 lecturers in various disciplines in private, state and federal universities in Nigeria, the study adopts a quantitative research method. The quantitative data were analyzed using descriptive statistics. The findings indicate that Nigeria Higher Education Institutions (HEIs) are still in the early stage of adopting the e-learning mode of study. In addition, there was no existing e-learning curriculum before the pandemic. Also, adopting e-learning mode of teaching was an uphill task for both the lecturers and the learners, given the lack of experience in information and communications technology usage and inadequate infrastructure to support e-learning. A major limitation of the study is the inability to investigate the challenges facing students in using e-learning tools due to the unavailability of access to students during the lockdown. However, the limitations create opportunities for further studies into the subject matter. The study is timely given that HEIs in Nigeria and some other countries in Africa are yet to adopt blended teaching methods. Literature reveals that most HEIs in Nigeria are using only brick and mortar mode of teaching despite the benefit of blended learning in a pandemic situation.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-02-11
      DOI: 10.1108/JARHE-09-2021-0346
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Student teachers' professional identity construction through famous
           education quotes

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      Authors: Chin-Wen Chien
      Abstract: Since a teacher's identity is the result of ongoing discussion, explanation, negotiation and justification, famous education quotes were integrated into a language teacher practicum in a teacher education program in the northwest university in Taiwan. This study aims to explore the influence of discussing education quotes on 10 English as a foreign language student teachers' professional identities. This study also aims to discuss the following research questions. This case study focused on 10 student teachers' identity construction in a practicum class under one advisor. According to Merriam (1998), a case is a “thing, a single entity, a unit around which there are boundaries” (p. 27). The case was a practicum and the unit of analysis was participants' identity construction. First, reading and discussing famous quotes was a useful “discourse” and “language” for student teachers to construct and negotiate their identities. Second, through the integration of reading and discussing quotes, participants revealed more professional identity in knowledge and expertise, particularly in English instruction in the post-test. This study examined the influence of discussing educational quotes of 10 students’ professional identity. However, given the nature of the study, there were some limitations. First, although the small sample size offered rich data through observation, artifacts and pre-and post-tests, it restricts our ability to generalize the results. This study is highly practical (i.e. learning by discussion) and strongly interactive among the participant in a professional and social context. The conceptual framework in Figure 1 presents a theoretical framework supporting reading and discussing quotes as the discourse for the student teachers for their professional identity construction. Social context and relationship shape their professional identity (Izadinia, 2013). Student teachers spent much of their time with their cooperating teachers and administrators in their cooperating schools. In order to foster student teachers’ professional identity construction, it is recommended that student teachers should be encouraged to read and discuss educational quotes with teachers and administrators in their cooperating schools as a mean of professional dialogue and learning. In this study, it was argued that educational or English teaching quotes could be used as viable, effective and appropriate materials in documenting student teachers' professional identity construction out of their classroom practice in their practicum. The findings of this study derived from the nature of 10 student teachers' professional learning via discussing famous education sayings, and professional learning took place during the practicum. Most of the studies reviewed above were small-scale and qualitative case studies. Some involved only one or two single cases (e.g. Antonek et al., 1997; Calandra et al., 2006; Camp, 2013). Only a few studies were analyzed and explored based on theoretical frameworks (e.g. Chasteen, 2015). No explicit references were made to any theoretical frameworks in most of the studies. This study included both qualitative (observation and artifacts) and quantitative data (pretest and posttest) to explore the influence of discussing education quotes on 10 student teachers' professional identities and reflective practices.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-02-11
      DOI: 10.1108/JARHE-12-2021-0452
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Economic efficiency of higher education institutions in Vietnam between
           2012 and 2016: a DEA analysis

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      Authors: Thien-Vu Tran , Thao Phuong Pham , Mai-Huong Nguyen , Long-Thanh Do , Hiep-Hung Pham
      Abstract: This paper aims to examine the economic efficiency of Vietnamese 172 higher education (HE) institutions within the 2012–2016 inclusive period through the Data Envelopment Analysis (DEA) approach. The authors also compare public and private, multidisciplinary and mono-disciplinary, non-autonomy and autonomy, non-international and international HE Institutions’ efficiency. This study derived from an unique dataset from the Ministry of Education and Training (MOET) of Vietnam. The data set comprises financial and academic annual reports of higher education institutions (HEIs). The authors achieved totally 204 Vietnamese HEIs, and the sample for analysis is 172 after the elimination of missing units, accounting for 84.3% entire of Vietnamese HEIs. The authors estimate the efficiency scores relying on these selected inputs and outputs by using the DEA method. Overall, HEIs in Vietnam decreased their operational efficiency during the 2012–2016. It also seems that public universities operate in the absence of market mechanism so that they tend to be less efficient than their counterparts in private sector. Based on our analysis, the authors observe that the HEIs including the international programmes have higher efficiency scores rather than these without international programmes. This study contributes to the theoretical aspects as follows. First, it enriches the existent efficiency literature on HE using the DEA approach. This stands out among similar studies in Vietnam in terms of duration (from 2012–2016) and data size (172 entities). Second, the research is the first to examine HEIs in terms of disciplinary (mono or multi-disciplinary) and autonomy (autonomous and non-autonomous), internalization (international programmes). These aspects have been silent in previous studies of HEIs in Vietnam.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-02-10
      DOI: 10.1108/JARHE-06-2021-0238
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Are teachers and HE are on the same page' Calling for
           a research–teaching nexus among Ethiopian and Pakistani academics

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      Authors: Endale Fantahun Tadesse , Sabika Khalid
      Abstract: Integrating research into teaching at higher education institutions (HEIs) has become a current goal of Western countries due to the reliability of this approach in promoting lifelong student learning and improving the teaching quality in higher education. However, integrating research into teaching is not as easy as “pushing a button”; instead, it requires the positive perceptions of teachers and university culture under the 21st-century higher education (HE) paradigm. With regard to HE in non-Western countries, only a small amount of literature exists. The present study adopted a survey design to compare teachers' perceptions towards research–teaching nexus (RTN) among Pakistan and Ethiopian faculties. The current study demonstrated that HE should furnish academics with a research environment that stimulates the integration of research into teaching to empower students with knowledge that they can use in future professional careers. Even though this study examines two nations with several HEIs, it is limited to universities that could be contacted, so future qualitative studies are needed in the HE systems of both countries to obtain a deeper and more comprehensive understanding of students' and teachers' actual RTN practice. Aiding teachers with an intensive professional development to which illuminate teachers with research, teaching and integrating skills and reform the curriculum, which empowers teachers and students. The study is conducted in Ethiopia and Pakistan public higher institutions.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-01-18
      DOI: 10.1108/JARHE-09-2021-0348
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Are extracurricular activities stress busters to enhance students’
           well-being and academic performance' Evidence from a natural
           experiment

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      Authors: Hasirumane Venkatesh Mukesh , Vrinda Acharya , Rajasekharan Pillai
      Abstract: The stress-coping model is extensively studied in the academic context. Past studies have primarily focused on different coping strategies adopted by students to overcome academic stress. However, an important question, how to equip students to cope with stress, was ignored. Drawing on stress-coping theory and the extracurricular activity (ECA) literature, the current study investigates the intervention of ECA participation on students’ coping, academic performance, and well-being in a natural setting. The study follows a “cross-sectional post-test only quasi-experimental design” using a natural experimental setting. The findings indicate that participation in ECA has a significant influence on academic outcomes. Different types of ECA participation influence well-being, whereas time spent on ECA positively affects academic performance. Further, the findings also indicate that involvement in ECA moderates the relationship between academic stress and coping. The study results have practical implications for designing interventional ECA to enhance students’ academic outcomes and well-being. The study indicates the effectiveness of ECA participation in dealing with academic stress and the development of constructive coping strategies. Hence, the authors advise the academic administrators to integrate ECA in the academic setting.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-01-17
      DOI: 10.1108/JARHE-06-2021-0240
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Foreign language anxiety of an Ecuadorian polytechnic university’s
           English undergraduate students during the COVID-19 pandemic

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      Authors: Felix Estrella
      Abstract: This research aimed to identify the levels of stress students experience, the different sources that generate them and the relationship between the stress levels and the students' gender. A mixed-methods design was used, focusing on the quantitative stage. The qualitative section was designed to obtain supporting information. 86 Ecuadorian undergraduate polytechnic students enrolled in an English course took part in this study. Quantitative data are obtained using the Telecollaborative Foreign Language Anxiety Scale (T-FLAS), while online interviews supply insight from students. The present research identified four types of anxiety related to emergency remote teaching (ERT). Communication anxiety is one of them that has also been found in regular foreign language classes (Horowitz et al., 1986). However, the actual contribution is regarding the other three sources of ERT-related anxiety: Online interaction anxiety, ERT anxiety and technology anxiety. Also, it was identified that girls experience higher anixety levels than men do. A limitation of this study is the T-FLAS, a tool that has not been widely used. However, as Fondo and Jacobetty (2020) reported, other papers have made use of this novel tool. Another limitation to this research is the number of participants; although it is not very small, it might not be considered large enough for generalization purposes. Also, this study was limited by its scope, which only looked at the relationship between the students' genders and anxiety levels. First, this researcher recommends that language departments use the survey at the beginning of each semester. That way, there will be a clear idea of the sources of anxiety students are experiencing, and measures can be taken to lower those anxiety-causing factors. Also, this study shows students experiencing a high level of anxiety when they are required to interact with their peers using a foreign language. Thus, supplying practice through guided discussions and role-plays should allow learners to reduce their anxiety levels and perform better during these kinds of exchanges in the short term. Another issue reported by this study is the feelings of uneasiness when turning cameras on to do an exercise or taking quizzes and exams, as learners feel like their classmates and teachers are invading their homes. It is recommended that the Student Welfare Department of the educational institutions deal with this and other issues. They can design intervention, relaxation and yoga programs for students who are feeling anxious to help them lower those feeling and allow them to have better interactions in class during these times of remote learning. This paper's originality lies in the fact that it looks at anxiety from the point of view of the COVID-19 pandemic and the move it had to be made to the digital realm. It identifies three factors that are new and related 100% to emergency remote teaching–learning. It is also valuable as it is looking at data emerging for a South American country, as data are scarce from this continent and especially from Ecuador.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-01-13
      DOI: 10.1108/JARHE-10-2021-0399
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • The mediating effects of student satisfaction
           on technostress–performance expectancy relationship in university
           students

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      Authors: Nurul Nadia Abd Aziz , Mohd Amar Aziz , Noor Amira Syazwani Abd Rahman
      Abstract: This study aimed to explore the technostress effects on the students' expectancy in their academic performance. Three main factors were used as predictors, namely techno-complexity (TC), techno-insecurity (TIS) and techno-overload (TO), to measure the students' performance expectancy via the mediating effects of student satisfaction (SS). A total of 234 survey-based online questionnaires were filled by students from Universiti Teknologi Mara (UiTM). Based on the data, the hypothetical model was tested statistically using the Partial Least Square–Structural Equation Modelling (PLS-SEM), specifically the Smart Partial Least Square (SmartPLS) version 3.3.2. The results indicated that SS mediated the relationship between TC, TIS and performance expectancy. Nevertheless, the two predictors (TC and TIS) negatively affected SS, whereas SS positively affected the performance expectancy. The findings further revealed that reducing TC and TIS could increase SS and their expectancy to achieve better academic performance. This study proposed that higher learning institutions provide an innovative and user-friendly platform for the online learning environment. Consequently, this improvement could increase SS with the online learning experience and motivate them to expect better academic achievement. This study also contributed to the existing literature by building and testing a technostress model and articulating the inter-relations between SS and performance expectancy.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2022-01-03
      DOI: 10.1108/JARHE-03-2021-0117
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Journal of Applied Research in Higher Education

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