Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 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 - 142 of 142 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 38)
Academic Leadership Journal in Student Research     Open Access   (Followers: 5)
African Journal of Teacher Education     Open Access   (Followers: 7)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 20)
Ámbito Investigativo     Open Access   (Followers: 4)
American Journal of Engineering Education     Open Access   (Followers: 15)
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: 2)
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: 4)
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: 32)
College Student Journal     Full-text available via subscription   (Followers: 9)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 17)
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: 6)
Ethiopian Journal of Higher Education     Open Access   (Followers: 6)
European Journal of Higher Education     Hybrid Journal   (Followers: 63)
Excellence in Higher Education     Open Access   (Followers: 45)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 10)
Higher Education for the Future     Full-text available via subscription   (Followers: 11)
Higher Education of Social Science     Open Access   (Followers: 8)
Higher Education Pedagogies     Open Access   (Followers: 26)
Higher Education Studies     Open Access   (Followers: 68)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 47)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 2)
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   (Followers: 3)
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 36)
International Journal of Engineering Pedagogy     Open Access   (Followers: 1)
International Journal of Higher Education     Open Access   (Followers: 63)
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: 7)
International Research in Higher Education     Open Access   (Followers: 9)
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: 4)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 8)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 51)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 2)
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: 3)
Journal of Learning Development in Higher Education     Open Access   (Followers: 41)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 28)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 9)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 13)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 12)
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: 13)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 24)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 2)
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: 47)
Journal of Veterinary Medical Education     Partially Free   (Followers: 13)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 5)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
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: 7)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 63)
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: 25)
Nursing Education Perspectives     Hybrid Journal   (Followers: 23)
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: 3)
Perspectiva Educacional     Open Access   (Followers: 3)
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: 2)
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: 9)
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     Open Access   (Followers: 21)
The Qualitative Report     Open Access   (Followers: 2)
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: 22)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
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Journal of Applied Research in Higher Education
Journal Prestige (SJR): 0.2
Number of Followers: 51  
 
Hybrid Journal Hybrid journal   * Containing 7 Open Access Open Access article(s) in this issue *
ISSN (Print) 1758-1184 - ISSN (Online) 2050-7003
Published by Emerald Homepage  [362 journals]
  • Engineering undergraduates’ knowledge: insights into skills’
           awareness, difference and interdependence

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      Authors: Rajni Singh, Kuldip Singh Sangwan, Devika Sangwan
      Abstract: This study seeks insights into the engineering undergraduates’ knowledge of problem-solving process, teamwork characteristics and communication skills. The data for the study were collected through consecutive sampling technique from 78 engineering undergraduates at the Birla Institute of Technology and Science Pilani, Pilani Campus, India on a five-point Likert scale-based questionnaire. Exploratory factor analysis results traced three stages of the problem-solving process. However, the results of teamwork characteristics and communication skills validated the literature-based results. An important finding was that all the three skills were correlated. This means that one skill can be used to develop and promote other skills. The paired sample t-test demonstrated that all the three skills were perceived with a difference, which indicates that these skills worked in collaboration without losing their individuality. This study supports that there is a need to engage learners in an active and collaborative environment to improve the engineering undergraduates’ knowledge of skills. The conscious effort to make the engineering undergraduates aware would reduce the gap between the graduating engineers skills currently possessed in academia and the required skills at workplace.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-28
      DOI: 10.1108/JARHE-09-2023-0442
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • An investigation of university students' attitude, satisfaction and
           academic achievement in online learning: empirical evidence from
           a developing nation

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      Authors: Hajar Chetioui, Hind Lebdaoui, Oumaima Adelli, Fatima Zahra Bendriouch, Youssef Chetioui, Kawtar Lebdaoui
      Abstract: Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by the pandemic. This has raised several concerns regarding students’ learning experience, satisfaction and academic achievement, particularly in countries where students have restrained technological resources (i.e. developing nations). The current research aims to investigate the key factors influencing students’ attitudes, satisfaction and academic achievement among university students in an emerging market context (i.e. Morocco). The moderating effect of students’ motivation to study online was also scrutinized. The authors propose an integrated conceptual framework that combines the technology acceptance model (TAM) with the outcomes of prior literature related to online learning. Based on data collected from 850 Moroccan university students, the authors empirically tested the conceptual model using a partial least squares (PLS) estimation. First, attitude toward online learning and satisfaction positively impact university students’ academic achievement; at the same time, attitude positively impacts students’ satisfaction with online learning. Second, students’ satisfaction and attitude toward online learning were found to be mainly influenced by instructor performance, ease of use of the online learning platform, information quality, interactivity and perceived usefulness (PU). Finally, student motivation acts as a moderator, e.g. students with higher motivation to learn online are more likely to develop a favorable attitude toward online learning and can, therefore, accomplish better academic performance. The current study makes a considerable contribution to the literature by contributing to the on-going debate about the potentials and challenges of online learning, particularly in an emerging country where education remains a considerable challenge. The study findings can help higher education institutes gauge the quality of online education programs and design efficient strategies to develop high-quality online learning for students. Our findings have implications not only for educational institutions and instructors in developing markets but also for the vendors of online course delivery software.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-16
      DOI: 10.1108/JARHE-05-2023-0207
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Attitude and behavioral intention for using metaverse in education:
           learner’s perspective

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      Authors: Ruby S. Chanda, Vsnishree R. Pabalkar, Sarika Sharma
      Abstract: This study aims to understand and analyze the aspects influencing students’ attitudes and behavior toward the use of metaverse in education. The metaverse is currently viewed as technology with immense prospects. However, the practice of the metaverse for educational motives is rarely deliberated. To assess the effect of the metaverse on students' knowledge and use of resources, general interests and attitudes toward the metaverse in education, a survey was conducted. The collected data were analyzed using a confirmatory factor analysis (CFA) in the first phase to address the various validity parameters. In the second phase, path analysis of the model was performed using structural equation modeling (SEM). The study investigated how students intended to behave while using the metaverse for learning. The attitude toward adopting metaverse as technology is influenced by perceived utility and simplicity of use. This leads to behavioral intention as well. Studies reveal that the aspect of perceived usefulness is considered to be more significant in assessing the intention of use. This quantitative study contributes to the literature on metaverse, which is in the growing stage. In the educational sector, the existing studies are scarce; hence, the addition to the literature on metaverse is quite significant in the education domain. The study benefits the students and the academicians because metaverse is largely considered an integral part of technology platforms, which has to be included in the learning systems eventually. There are few courses where the use of metaverse is already initiated at an introductory level, thus opening a broad spectrum of opportunities at all levels. It can provide scholars access to a massive array of resources, including multimedia presentations, interactive objects that support the delivery of lessons, videos, images and audio recordings. This study adds to the existing literature by examining the impact of metaverse in education. The research focused on the students pursuing higher education who were mostly aware of metaverse and were open to the idea of learning and understanding through technology inclusion.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-15
      DOI: 10.1108/JARHE-07-2023-0307
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Critical thinking in higher education: a bibliometric analysis

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      Authors: Ita Nuryana, Bambang Sugeng, Etty Soesilowati, Endang Sri Andayani
      Abstract: Critical thinking (CT) in higher education institutions (HEIs) is rarely examined using bibliometric methods to provide a better reference path for future research. This study aims to provide a broad survey of the bibliometric literature on CT in HEIs. Compiled from the Scopus database, there were 670 articles published from 2018 to 2022 analyzed in the study. VOSviewer software was also used to analyze co-authorship, co-occurrence and citation. The results showed that the CT research literature was mainly published in the US However, the highest number of citations was from Australian authors. The most frequent keywords were CT, skills and higher education. Due to the high variability of assessment strategies for each study, the current study suggests that further research focuses on the global assessment model of CT in HEIs. To the best of the research’s knowledge, the study on CT in higher education with bibliometric analysis is rarely explored.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-15
      DOI: 10.1108/JARHE-08-2023-0377
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • COVID-19 pandemic and the impacts on dental education: an evaluation
           by progress testing

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      Authors: Cleide Gisele Ribeiro, Antônio Márcio Lima Ferraz Júnior, Fernanda Ribeiro Porto, Fabiana Aparecida Mayrink de Oliveira, Fernando Luiz Hespanhol, Rodrigo Guerra de Oliveira
      Abstract: The emergence of the COVID-19 pandemic changed the way in which education was delivered in early 2020, and the impacts of these changes continue to be questionable. The aims of this study were to evaluate: (1) the results obtained by students of the Dentistry course in the progress test carried out both before and after the pandemic, (2) the results obtained by a specific group of students who took the test in 2019–2022, and compare their results and (3) subjects that showed a reduction in the percentage of correct answers when the two tests were compared. The progress test consisting of 100 multiple choice questions was applied before and after the pandemic to all students in the Dentistry course. The analyses were performed using the IBM SPSS for Statistics v.26 software program. The level of significance of 5% was adopted (
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-14
      DOI: 10.1108/JARHE-08-2023-0338
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Strategies and approaches for delivering sustainable training and
           professional development of graduate teaching assistants, teaching
           assistants, and tutors: a scoping review

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      Authors: Emma Sadera, Elina E.K. Suonio, Joseph Chih-Chien Chen, Rowan Herbert, Dennis Hsu, Branka Bogdan, Bridget Kool
      Abstract: The aim of this scoping review was to identify key characteristics related to strategies and approaches for delivering sustainable training and professional development (PD) of graduate teaching assistants (GTAs), teaching assistants (TAs), and tutors. While the continuous, coherent and responsive programmes for such training and PD may address needs that are congruent with the needs of other sessional teachers, the literature has not focussed on GTA training and PD that support the longer-term retention of GTAs as sessional teachers. In this scoping review, we devised a search strategy to identify literature relating to the key characteristics of strategies and approaches for delivering sustainable GTA training and professional development in higher education settings. We were guided by the frameworks for such reviews developed by Arksey and O’Malley (2005), Levac et al. (2010) and Westphaln et al. (2021). We used PRISMA guidelines to guide our reporting processes, and used thematic analysis practice (Braun and Clarke, 2022) as our analytical approach in order to identify and discuss the key themes. We identified that strategies and approaches for delivering sustainable GTA training and PD frame GTAs as future academics and leaders in teaching; provide institutional support and investment in teaching; deliver departmental training; facilitate peer support; provide pedagogical training; implement training strategies; and support the teacher identity of GTAs. These findings add to the body of research that explores how strategies and approaches for delivering sustainable GTA training and PD address and meet the needs common to all sessional teachers constrained by the precarity of the part-time faculty/academia. While our findings indicate such training and PD enhance the quality of teaching available to university students, this effect is dependent on institutional support and facilitation of peer and faculty networks.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-13
      DOI: 10.1108/JARHE-08-2023-0323
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Unraveling the path: assessing compliance and impact of accounting
           

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      Authors: Abdulhakim Masli, Mohamed Alfatiemy, Ismail Elshahoubi, Mohamed Elheddad
      Abstract: This study aims to investigate the extent of compliance of university accounting programs in Libya with the International Education Standard (IES 3) and the extent of the impact of the skills included in programs of accounting education in Libya aligned with IES 3 requirements on students' academic performance and then to identify factors that can hinder the implementation of professional skills in accounting education in Libya. A questionnaire was prepared and circulated among accounting graduates from public universities in Libya. A total of 116 useable responses were received from many of these universities. An exploratory factor analysis based on a pairwise polychoric correlation matrix was carried out to validate the scale. Also, it applies the regression analysis for a robustness check. The findings indicate that the skills included in accounting education programs in Libya partially comply with the instructions of IES 3 (Intellectual, Interpersonal and Communication, Personal and Organizational). They provide empirical evidence that the accounting education program in Libya is a partial tool for implementing professional skills in accounting education in Libya. The findings of this study also show that there is no statistically significant relationship between the skills included in programs of accounting education in Libya aligned with IES 3 requirements and the academic performance of students. Findings may help the government, higher education officials and accounting faculty members in Libya pay more attention to accounting education to improve its effectiveness and meet the requirements of IES 3. Therefore, it fills an information gap in the accounting literature by investigating university accounting programs and their compliance with IES 3 in Libya, a context that is still poorly understood. Little is known about accounting education in the Middle East and North African (MENA) countries, where the literature shows that little research has been conducted on accounting students in the countries of this region, particularly in Libyan universities.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-08
      DOI: 10.1108/JARHE-08-2023-0351
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Investigating student’s motivation and online learning engagement
           through the lens of self-determination theory

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      Authors: Adedapo Oluwaseyi Ojo, Sumitha Ravichander, Christine Nya-Ling Tan, Lilian Anthonysamy, Chris Niyi Arasanmi
      Abstract: The lack of physical contact and the absence of nonverbal clues could make some learners uncomfortable interacting with others via online learning platforms. Hence, understanding the determinants of students' motivation and engagement in online learning platforms is crucial in harnessing digital technology as an enabler of unrestricted and quality learning experiences. Drawing on the self-determination theory (SDT), this study investigates the factors associated with student’s motivation to learn (MOL) and their influence on online learning engagement (OLE). Data were collected from 228 university students from the Klang Valley region of Malaysia using the online survey method. The results of data analysis using the partial least squares structural equation modeling indicate that self-directed learning, computer and Internet self-efficacy and online communication self-efficacy significantly influence MOL. Besides, these factors indirectly influence OLE through MOL. This study adds to the SDT framework by demonstrating how students' perceptions of autonomy, competence and relatedness through online interaction relate to MOL and OLE.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-08
      DOI: 10.1108/JARHE-09-2023-0445
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Illuminating the trans-mediation process: an eye-tracking study of
           sketching to light painting in design education

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      Authors: Keyur Sahasrabudhe, Gagan Prakash, Sophia Gaikwad, Vijay Shah
      Abstract: This study is an “Action-Research-based” bridge that connects sketching and photographic processes. The article’s objective encompasses designing, assessing and validating a perceived difference between sketching and photography through a structured task by ensuring the systematic creation and implementation of the assignments. This study is part of a larger research project exploring the differences between thinking about sketching and final photographic outcomes. This experimental mixed-method methodology was collected in three phases: the creation phase, where participants were asked to sketch and photograph a balanced composition; the evaluation phase, where the sketches and photographs were evaluated by “Self, Peer, and Independent” reviewers for their perceived differences. An analysis of variance (ANOVA) was implemented to test the result. In the validation phase, eye-tracking technology is applied to understand the subconscious eye movements of individuals. This study of 37 samples has helped develop a self-study model in photography, as students have learnt to evaluate themselves critically. This experience will help students be active and reflective learners, thus increasing attention and retention in their course, specifically “Photography Design Education”. A pedagogical approach by design instructors for practical, student-friendly, process-oriented assignments for their photography courses in higher education. The trans-mediation process requires cognition amongst different mediums, such as pencil and paper for sketching and light for light painting. Photography courses in design education need knowledge of the photo/light medium, contrasting with the understanding of sketching/drawing. Exploring and addressing research gaps for transforming and designing assignments based on adaptive understanding presents an exciting opportunity.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-07
      DOI: 10.1108/JARHE-02-2023-0075
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Research attitudes among pre-service teachers: unexpected outcomes
           emerging from a natural experiment

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      Authors: Maria Vrikki, Elena C. Papanastasiou
      Abstract: The study assesses pre-service teachers' attitudes, confidence in research and intentions to use research by comparing the effectiveness of practical versus theoretical training in research methods courses. This natural experiment examines the impact of the adaptations made to a research methods course for 848 pre-service teachers, due to the COVID-19 pandemic. The participants were naturally divided into two cohorts, each attending either the applied version, which required the completion of a whole research study, or the theoretical version, which did not require data collection and analyses. The data were collected through three questionnaires measuring attitudes, confidence and intentions toward research. Inferential statistics revealed that pre-service teachers in the theoretical course (1) had more positive attitudes toward research and less anxiety, (2) had more intentions to integrate research in their daily practice and (3) had more confidence in engaging in educational research, compared to the pre-service teachers who completed the applied version of the course. This study uniquely capitalizes on course adaptations, imposed due to the pandemic, to compare attitudes toward research. This is an ideal comparison because comparing attitudes of participants from different contexts involves many confounding variables. The study’s significance is amplified as, it not only elucidates the variances in attitudes, but also underscores the intricate relationship these attitudes share with the design of research courses. The insights yielded by this study offer substantial potential for reshaping pedagogical strategies in research methods instruction, thereby serving as a cornerstone for future educational innovations.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-07
      DOI: 10.1108/JARHE-07-2023-0282
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Determinants of university brand loyalty in an emerging higher education
           market

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      Authors: Davood Ghorbanzadeh, Atena Rahehagh, Mohammad Najarzadeh
      Abstract: A university’s brand is a key competitive advantage in higher education (HE). This study examines the university's reputation’s intermediary impact on core services (emotional environment, perceived faculty and course suitability) and brand loyalty in private universities in Iran. A quantitative method was used to achieve research objectives. The data collected from students enrolled in major private universities in the capital of Iran were analyzed to test the proposed model, both directly and indirectly, using structural equation modeling (SEM). The findings confirmed all of the hypothesized relationships. Prominently, the core service construct (emotional environment, perceived faculty and course suitability) was found to be significantly affecting the university brand reputation. The study found evidence for the impact of university reputation on students' loyalty. Findings also indicated the presence of several indirect relationships among the considered dimensions. Current research offers implications for universities that are met with the perpetual challenge of survival in the competitive HE marketplace. Findings from the study not only help build theory on university brand loyalty but also make an essential contribution towards guiding managers in developing effective strategies by building reputation and loyalty by concentrating on the most crucial determinants. Although research in HE marketing is growing, the effects of university core services on building loyalty have not garnered attention, which is theoretically a vital construct. The paper presents a new framework to realize university brand loyalty with the help of integrated relationships among select dimensions in the setting of an emerging HE market.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-06
      DOI: 10.1108/JARHE-10-2023-0494
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Competitiveness, quality education and universities: the shift to the
           post-pandemic world

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      Authors: Florina Guadalupe Arredondo-Trapero, Eva María Guerra-Leal, Joohee Kim, José Carlos Vázquez-Parra
      Abstract: This article aims to investigate whether there is a relationship between education for the labor market in the post-pandemic stage and the educational quality of universities, taking as a sample a group of Latin American countries and their main trading partners. Reference is made to the Global Competitiveness Report 2020 of the World Economic Forum (WEF) and the Quacquarelli Symonds (QS) index, which evaluates the quality of universities. Correlations, clusters and T-tests were generated to test for significant differences, resulting in two blocks of countries being identified with statistically significant differences in educational efforts to prepare their citizens for the labor market and the quality of their universities. It is concluded that there are examples of Latin American countries that, although they are emerging economies, are updating their educational systems at an accelerated pace to meet the needs demanded by the labor market, such as Chile and Argentina. In addition, there are some particular cases of Latin American QS universities that although they are not at a high level in their overall educational quality as a university, compared to North American and Asian universities, their graduates do show a high employability index. This means that in the graduate profile, these universities are also accelerating efforts to position them at a high level of preparedness to respond to the jobs and markets of tomorrow, just as the universities in developed economies do. Although the sample size is a limitation of this work, since it is based on secondary information reported by the WEF (2020) and the QS World University Rankings (2021), it contributes value by analyzing specific cases. Despite its limitations, the study yields meaningful results that put the challenges of post-pandemic employment and the role that universities play in a comprehensible framework. These results put special attention on the work of universities as a crucial entity to prepare citizens to develop the competencies needed for the post-pandemic labor market, especially in terms of critical thinking and digital skills. Human capital formation will drive the post-pandemic recovery process of leading countries and universities.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-02-05
      DOI: 10.1108/JARHE-08-2023-0376
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Broadening participation in STEM, caring intelligence as a leadership
           intelligence: perspectives of HBCU faculty leaders

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      Authors: Kenny A. Hendrickson, Karyl Askew
      Abstract: Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education. A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study. The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs. Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed. Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-31
      DOI: 10.1108/JARHE-08-2023-0368
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Corporate index: bridging the academic–practitioner gap

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      Authors: Trevor Mendis
      Abstract: The academic–practitioner gap has been a widely discussed and well-established issue. Despite numerous studies conducted in this area, empirical evidence reveals that the gap is widening and also emphasizes the exigency to bridge this gap. Hence, the purpose of this study is to propose an acceptable solution that will fill this lacuna. The study adopts the qualitative research methodology and was based on the system theory (ST) and the institutional theory (IT). Interviews, based on a semi-structured questionnaire, were conducted, focusing on three categories, namely individuals with solely academic experience, individuals with both academic and industrial exposure and business leaders. The unit of analysis was the individual. The study, which unearthed some rich and challenging evidence from the respondents, reveals that gaining industrial exposure and working on continuous professional development are vital for academics to narrow or even close this gap. In addition, serving as apex members at board level or in professional bodies, serving global organizations as lead consultants and working on research collaborations are other important dimensions for academics. This study introduces an emerging model named the “Pentagon Model” and develops a corporate index (C-index) for academics to earn, similar to the h-index. The study also explains the operationalization of the C-index based on the proposed algorithm. Hence, it is the envisaged that this study will change the landscape of the academic sphere in practical terms. This study was carried out with the sole intention of bridging the gap between academics and practitioners. The proposed model and the index, which were developed by the author purely based on the outcome of this study, pave the way for many future research studies, not only to further improve the C-index but also to minimize disparities in transdisciplinary work between academics and practitioners.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-26
      DOI: 10.1108/JARHE-08-2023-0357
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • The compulsory online experience: understanding EdD students' perspectives
           of program transition during COVID-19

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      Authors: Daniella G. Varela, Kelly S. Hall, Ya Wen Melissa Liang, Angelica Cerda, Laura Rodriguez
      Abstract: The purpose of this study was to understand perspectives of doctoral students about their compulsory online experience and aspects of their compulsory online experiences which were strongly associated as a result of the COVID-19 pandemic, a disorienting dilemma. Exploratory descriptive survey research was the approach taken. Notable descriptors and associations were interpreted based on statistical analysis complimented by respondent comments. Respondents included students who were at various stages of completing their doctoral degree. Overall findings indicated preference for face-to-face classes, the switch to online learning was well-received, primarily as a result of perceptions of quick and supportive communication from doctoral program leadership, strong student and instructor connections, and high-quality collaborative opportunities. The COVID-19 pandemic represented a disorienting dilemma provoking cognitive dissonance among doctoral students who were compelled to move from a hybrid to a completely online learning model. Fear, anger and discontent induced by broken assumptions were mitigated through shared experiences creating new meaning and habits of mind in the process of adjusting to new expectations. Study results reveal that engagement, collaboration and support among instructors and classmates eased the transformative process transitioning into online learning. The results of this study provided real-time understanding of students' needs in order to be successful in the quest and persistence of doctoral study online. Though the process of seeking official and state approvals to move the educational leadership doctoral program fully online, program faculty made a series of teaching and program adaptations informed by these results. Research about doctoral student experiences during a compulsory transition from a hybrid to online delivery model has not been explored and offers original perspective to improve future practice transitioning into online programs for student acceptance, engagement and retention.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-22
      DOI: 10.1108/JARHE-01-2023-0032
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Perception, prevalence and prevention of academic dishonesty: evidence
           from a Middle East country

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      Authors: Monica Gallant, Pranab Kumar Pani
      Abstract: The aim of this paper is to explore the behavior pattern, perceptions, and motivations of students towards academic misconduct in a Business School with a view to mitigating its occurrence. The survey was conducted among a batch of undergraduate students who responded to various dimensions of plagiarism through a structured questionnaire. Responses were measured on a Likert scale. Some non-parametric tests were done for statistical analysis. From the perception of the prevalence of plagiarism committed by others, the authors found that the majority tend to believe that it happens in spite of the existence of preventive policies. Based on the findings, the authors conclude that the students who are more prone to cheating/plagiarism are male, with low grade point average, and are not on scholarship. Parental disapproval is found to be one of the dominant deterrent factors that have the potential to restrain unethical behavior. The findings demonstrate that the managers of graduate programs should include parental roles in the deterrent mechanism to improve the quality of education. Very little evidence exists about the perception of academic dishonesty among the students of a multicultural academic institution located in a middle-east country. There are not many studies that analyze the effectiveness of deterrents from a student’s perspective. In this paper, the authors have attempted to assess the value of various deterrents and their effectiveness as perceived by the students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-18
      DOI: 10.1108/JARHE-07-2023-0314
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Investigating the impact of the Internet of Things on higher education: a
           systematic literature review

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      Authors: Omneya Kandil, Rafael Rosillo, Rasha Abd El Aziz, David De La Fuente
      Abstract: The Internet of things (IoT), an emerging research field, offers solutions to several problems and may result in a paradigm shift in various areas, including education. However, this approach has been under-utilised. Therefore, this research investigates and highlights the primary factors that influence the impact of the IoT on education and reveals the current state of academic research to manage higher education (HE) resources effectively and efficiently. Data from 35 academic papers were collected and analysed to understand the current situation and assess the readiness of HE to adopt IoT. A literature review is a well-established method for developing knowledge and interpreting issues under consideration. This study systematically analysed the various research methodologies used to adopt IoT, summarising the content of the studies and highlighting the main factors that may affect IoT adoption in HE. The authors examined 95 papers; 35 were investigated and analysed. The literature review and analysis of academic papers revealed the factors influencing the adoption of IoT technology in HE. By examining the evidence, this study contributes to understanding the context and supplements existing research. It conducts a systematic literature review to assess the impact of the IoT on the educational process, proposes future research directions and presents findings that aid the efficient management of HE resources.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-16
      DOI: 10.1108/JARHE-05-2023-0223
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Self-efficacy of preservice teachers in technology-based learning in
           diverse classrooms: a case study at an Indonesian private university

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      Authors: Dian Arief Pradana, I. Nyoman Sudana Degeng, Dedi Kuswandi, Made Duananda Kartika Degeng
      Abstract: This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology. The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings. Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating. The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers. The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-12
      DOI: 10.1108/JARHE-06-2023-0236
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Exploring the application of college student role models in
           service-learning pedagogy

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      Authors: Eloho Ifinedo, Diane Burt
      Abstract: Service-learning (SL) is a widely accepted pedagogy that can enrich the learning experience for students in higher education while they apply their skills in a meaningful community service. This research is part of a larger project that aimed to motivate educational achievement among youths living in a priority neighborhood through SL. Toward this goal, this study investigated the impact of SL on the college students from a college information technology programmer-analyst (ITPA) program, who were deployed as role models to youths in a priority neighborhood on the east coast of Canada. The overall project used the design-based methodology. Seven college students were deployed in two phases to a community center as role models for the delivery of science, technology, engineering, art and mathematics (or STEAM) programs to youths living in a priority neighborhood. Data were collected using open-ended survey, journal entries and focus groups and was qualitatively analyzed by drawing on two frameworks: the experiential-learning framework by Kolb (1984) and the conceptual SL framework by Ash and Clayton (2009). The findings describe the outcome of the college students' experiences in SL with respect to the development of skills and capacities needed by employers. Specifically, their experiences mirrored all aspects of the two frameworks applied. Therefore, the study validates the use of SL pedagogy in higher education. In addition, the study identified the role of SL as an integration strategy for international students. While the research contributes to the wider SL conversation for policymakers, faculty and administrators of higher education, it also promotes development opportunities for college students. The integration of SL pedagogy is widespread among programs in higher education. However, there are no common SL frameworks used in literature. The study is novel in that it combines two theoretical frameworks – Kolb (1984) and Ash and Clayton (2009) in explaining the outcomes. In addition, it uses two high-impact educational practices – SL and role modeling to improve educational attainment for college students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-12
      DOI: 10.1108/JARHE-08-2023-0406
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Unravelling of moderating effect of progressive education between job
           demand and burnout

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      Authors: Rupesh Rajak, Binod Rajak, Vimal Kumar, Swati Mathur
      Abstract: This study aims to provide a causal framework for teacher burnout (BO) and work engagement (WE) by examining the factors that contribute to it and evaluating how progressive education (PE) affects teachers' performance in Higher education institutions (HEIs). This study uses a multi-stage sampling technique with the help of computer random generation data from a selected list of teachers. The survey has two sections; the first consisted of a questionnaire of PE, BO, WE and organizational outcomes and the second contained four items to measure the demographic variables. The researcher contacted 745 teachers and asked them to fill up the questionnaire but the authors received only 498 useable responses. The results of the study confirmed that moderating role PE reduces the BO of the teachers of HEIs and increases WE. The job demand-resource (JD-R) model was also validated in the Indian context and the model was found suitable for the Indian sample. The study has been conducted to manage BO and teachers' engagement in HEIs and the result suggests that the Management of HEIs should value PE characteristics as a crucial component of the educational process. PE encourages academic engagement among professors and students in HEIs. The study tests the moderating role of PE with the JD-R and the JD-R model in the higher education system in India, which is rarely tested. The study's integrated approach to BO and WE, which provide insight into both viewpoints and aids in employees' poor health.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-11
      DOI: 10.1108/JARHE-04-2023-0172
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Transformation of higher education institutions from rhetoric commitment
           to a place of lifelong learning organizations: a meta synthesis study

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      Authors: Yalalem Assefa, Melaku Mengistu Gebremeskel, Bekalu Tadesse Moges, Shouket Ahmad Tilwani
      Abstract: The current synthesis study was conducted to locate comprehensive perspectives about the transformation of higher education institutions from being the only places where formal education programs are offered into settings where lifelong learning can be integrated. This demands an inquiry through not only instance investigation but also a more comprehensive evidence upsurge which has great importance in obtaining lessons and drawing conclusions from existing facts to show how higher education institutions can be places where lifelong learning is promoted for the good of both individuals and societal advancement. Using a meta-synthesis methodology, a comprehensive overview of the current state of knowledge in the area of higher education institutions' role in promoting lifelong learning was synthesized. The study identified wide-ranging lifelong learning conceptualizations, potential beneficiaries, learning contents and ways of delivery that can be applied in higher education institutions. Furthermore, the practical challenges, partnership and coordination concerns and policy and reform issues towards promoting lifelong learning were addressed. This meta-synthesis provides crucial evidence for higher education policymakers and practitioners seeking to guide the transformation of their institutions into settings where lifelong learning is integrated with other forms of educational programs, thereby optimizing individual's professional development and societal progress.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-11
      DOI: 10.1108/JARHE-07-2023-0293
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Academic motivation and academic satisfaction: a moderated mediation model
           of academic engagement and academic self-efficacy

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      Authors: Thi Thuy Hang Pham, Thi Truc Quynh Ho, Be Thi Ngoc Nguyen, Hung Thanh Nguyen, Thi Ha Nguyen
      Abstract: This study aims to investigate the conditional indirect effect of academic self-efficacy in the interplay between academic motivation and academic satisfaction through academic engagement among university students. A cross-sectional study was performed on 1,638 Vietnamese university students (31.9% males and 68.1% females) aged 16 to 36 (Mean = 20.06, SD = 1.428). The participants filled out a questionnaire with the Vietnam versions of the General Self-Efficacy Scale, Academic Motivation Scale, Academic Life Satisfaction Scale and Academic Engagement Scale. Model 4 and Model 7 in the PROCESS macro were used for the mediation analysis and the moderated mediation analysis. Results showed that the indirect effect of academic engagement on the academic motivation-academic satisfaction link was significant. Furthermore, academic self-efficacy moderated this indirect effect. The indirect effect was stronger among students with high academic self-efficacy and weaker among students with low academic self-efficacy. This study’s findings contribute to educational research on academic satisfaction and can be used by institutions of higher education and educators to enhance academic satisfaction among university students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-11
      DOI: 10.1108/JARHE-10-2023-0474
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Exploring the abilities of emotional intelligence in psychological
           empowerment: digital leadership as mediator

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      Authors: Sadia Anwar, Ummi Naiemah Saraih
      Abstract: Numerous studies have been conducted on psychological empowerment's effects on individual and organizational outcomes. This research study investigates the effects of emotional intelligence (EI) on psychological empowerment (PE) directly and indirectly through digital leadership (DL) in higher educational institutions (HEIs) in Pakistan. This study investigates the academic authorities' capacity to follow the EIs in identifying the PE from Pakistan's HEIs. The researchers have applied a survey questionnaire to collect quantitative cross-sectional data. To conclude, the researchers used 427 useable cases to get the results. Based on the structural equation model (SEM), the results reveal a positive and significant effect of EIs, subscales like self-regulation (SR), self-awareness (SA), self-motivation (SM) and social skills (SS), on DL and PE. Besides, DL positively and significantly affects PE. Finally, DL mediates the association of SR, SA, SM and SS with PE. This research can bring a new vision in exploring the policy to the higher authorities for the educational sector to have better direction and interpretation of EIs, DL and PE to develop new measures of positive and proactive attitudes in the organization. The results support developing DL practices toward digital transformation among HIEs. This study contributes significantly by presenting valuable empirical insights for HEIs leaders. Importantly, it introduces a construct mediating the role of DL, effectively addressing the remaining gaps in the literature.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-09
      DOI: 10.1108/JARHE-06-2023-0245
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Exploring efficiencies of informal learning space: a case study

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      Authors: Tripp Harris, Tracey Birdwell, Merve Basdogan
      Abstract: Systematic efforts to study students' use of informal learning spaces are crucial for determining how, when and why students use such spaces. This case study provides an example of an effort to evaluate an informal learning space on the basis of students' usage of the space and the features within the space. Use of heatmap camera technology and a semi-structured interview with a supervisor of an informal learning space supported the mixed-methods evaluation of the space. Findings from both the heatmap outputs and semi-structured interview suggested that students' use of the informal learning space is limited due to the location of the space on campus and circumstances surrounding students' day-to-day schedules and needs. Findings from both the heatmap outputs and semi-structured interview suggested that students' use of the informal learning space is limited due to the location of the space on campus and circumstances surrounding students' day-to-day schedules and needs. These findings are actively contributing to the authors’ institution’s efforts surrounding planning, funding and design of other informal learning spaces on campus. While most research on instructors' and students' use of space has taken place in formal classrooms, some higher education scholars have explored ways in which college and university students use informal spaces around their campuses (e.g. Harrop and Turpin, 2013; Ramu et al., 2022). Given the extensive time students spend on their campuses outside of formal class meetings (Deepwell and Malik, 2008), higher education institutions must take measures to better understand how their students use informal learning spaces to allocate resources toward the optimization of such spaces. This mixed-methods case study advances the emerging global discussion on how, when and why students use informal learning spaces.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-09
      DOI: 10.1108/JARHE-06-2023-0267
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Appreciation of differences: promoting diversity and flourishing among
           college students

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      Authors: Ying Zhang, Fei Shen, Jean Carlos Paredes, Cong Wang
      Abstract: College students who are interested in experiencing and learning about other cultures could be potential agents to ongoing social and policy initiatives in promoting societal changes. As universities intensify their efforts toward embracing cultural diversity, it is imperative to gauge how these diversity initiatives resonate with students' developmental stage and pursuits in diverse campus climates. However, what kinds of educational experiences/contexts students choose for enhancing cultural competence, and how seeking diversity experiences might benefit college students in emotional wellbeing and cognitive skills, are under-investigated. This study explores the relationships among college students' diversity-seeking behaviors, cultural competence, perspective-taking, and flourishing. A total of 359 college students from a STEM-focused university participated in this study. Students were recruited from classes over four semesters, from 2021 to 2023. Students exhibited moderate to high levels of interest in seeking diversity in their learning experiences. Results from the structural equation modeling showed that higher levels of diversity-seeking in learning were associated with higher levels of perceived cultural competence, as well as higher levels of perspective-taking and flourishing. This research delves into experiential and extracurricular dimensions of learning diversity, bridging a significant gap in academic literature. This study also elucidates the links between aspects of diversity engagement, cultural competence, and positive outcomes for college students, which underscores the significance of diversity-focused educational opportunities in higher education. Such opportunities are instrumental in enhancing cultural proficiency and further implications on cognitive growth and emotional well-being.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-09
      DOI: 10.1108/JARHE-09-2023-0439
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Assessing item fairness in students' evaluation of teaching based on
           students' academic college using measurement invariance analysis

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      Authors: Mahmoud AlQuraan
      Abstract: This study aims at assessing item fairness in students' evaluation of teaching based on students' academic college using measurement invariance analysis (MI). The sample of this study consists of 17,270 undergraduate students from 12 different academic colleges. SET survey consists of 20 Likert-type items distributed to four factors: planning, instruction, management and assessment was used to collect the data. The Lavaan R package with confirmatory factor analysis (CFA) was used to evaluate measurement invariance (MI). Four models of CFA were investigated and assessed: the configural model, the metric model, the scalar model and the residual invariance model. ANOVA was used to test the differences in SET according to academic colleges. MI analysis showed that the four levels of MI models are supported. ANOVA test showed that means of SET total scores are statistically different according to students' academic colleges. College of “Education” has the highest SET mean (88.64 out of 100), and all the differences between the College of Education’s SET mean and other colleges' SET means are statistically significant. The study recommends that higher education institutions test the MI of SET according to academic colleges and then use colleges with the highest SET at the university level as internal benchmarking to develop and enhance their teaching practices. This study is probably the only study that tested MI according to students' colleges before testing the differences between colleges in SET. If MI is not supported, then the comparisons between academic colleges are not applicable.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-02
      DOI: 10.1108/JARHE-07-2023-0279
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Grade inflation and grading process: does faculty workload matter'

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      Authors: Andrei Ternikov, Mikhail Blyakher
      Abstract: This paper focuses on the factors related to faculty workload in the context of resource scarcity to examine whether there is a relationship between them and grade inflation. As for methodological novelty, the authors created an indicator of students' expectations about grades that is related to grade inflation and conducted regression analysis using cluster-robust error correction based on this indicator. The results suggested that proper workload allocation among the faculty can mitigate grade inflation. Namely, such measures as control for concurrent courses, the length of courses and the labor intensity of the faculty are suggested for grade inflation prevention. Academic literature posits that a steep increase in average grades might cause a long-term depreciation of the quality of higher education. This article is, therefore, focused on various factors connected with grade inflation in higher education. The authors highlighted problems associated with teaching evaluation imperfections, academic norm transformation and workload intensity.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2024-01-01
      DOI: 10.1108/JARHE-06-2023-0247
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
       
  • Level of students' academic integration in the physical environment of the
           classroom

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      Authors: Khawlah M. Al-Tkhayneh
      Abstract: This study aimed to identify the level of students' academic integration in the physical environment of the classroom. This study used an experimental approach. The study sample consisted of 60 students, who were divided into an experimental group (n = 30) and a control group (n = 30) in two classrooms (classes 9 and 13). To verify the equivalence of the two groups, an ANOVA test was performed to determine the level of academic integration, and identify any statistically significant differences between the two groups before separating them and controlling all the other variables, except for the classroom environment variable. The results revealed no statistically significant differences in the mean of pre-application academic integration. Ten days later, the lecturer explained the topic within the academic course and redistributed the scale of academic integration. The results of the second application revealed differences in the average mean of academic integration in favour of the experimental group (class 13). To identify statistically significant differences, a t-test was used for independent samples. The results showed statistically significant differences in the level of academic integration of the experimental group attributed to the variable of physical environment in favour of class 13. This study recommend to proposing future physical learning environments in classrooms by improving physical aspects. These new learning environments can enhance the cooperation between teachers and students, allow for easier conveyance of ideas and promote students' ability to solve problems more effectively. The use of Metaverse technology in education may create an appropriate virtual physical environment that solves the problem of the physical environment and raises the level of academic integration of students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-28
      DOI: 10.1108/JARHE-07-2023-0271
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Cultivating the 21st-century learners' competencies by considering the
           education components of the curricula: a step towards realizing
           sustainable development

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      Authors: Somayeh Ghorbani, Seyed Ebrahim Jafari
      Abstract: The present study aimed to develop the competencies of 21st-century learners by considering the characteristics of the education element in the curricula. The study employed a qualitative research design and a content analysis technique. The research population consisted of 20 curriculum design professors selected via a snowball sampling method until data saturation was reached. The research instrument was semistructured interviewing. The content validity of the interview questions was determined according to 5 curriculum design experts' opinions. Four credibility, transferability, dependability and confirmability criteria were used to increase the accuracy of qualitative data. The findings were analyzed using thematic analysis (structural-interpretive) through open, axial and selective coding. Education characteristics in competency-based curricula were categorized into knowledge, skills, attitude and educational values. Knowledge includes pedagogical knowledge, content knowledge, pedagogical content knowledge and pedagogical technological knowledge; teaching skills include organization, facilitation, care and flexibility; educational attitudes consist of educational and pedagogical attitudes; and educational values include individual and group-social values. The present research put three critical dimensions together: the competencies of the new-age learners from the perspective of the curriculum, which is the heart of the education process and is aimed at sustainable development, which is the priority of the countries today.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-28
      DOI: 10.1108/JARHE-05-2023-0202
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Institutions, technology and resource integration in the value co-creation
           process: a study of service-dominant logic in higher education

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      Authors: Stanislaus Puji Setyanto Adi, Salmanda Ghinahana, Bernardinus Realino Yudianto, Alexander Joseph Ibnu Wibowo
      Abstract: This paper analyzes the value creation process in terms of the relationships between institutions, technology, integration of resources and contextual value. The study was conducted within an online learning setting in higher education, and utilized service-dominant logic as a basis for analysis. A total of 349 responses were collected through an online survey. After removing data from respondents who did not meet the criteria and outliers, 280 responses were analyzed. Furthermore, six hypotheses were tested using structural equation modeling (SEM) techniques. The results confirm that institutions are proven to influence technology and resource integration. The technology significantly affects resource integration and value-in-context. Likewise, resource integration determines value-in-context remarkably. On the other hand, this study found no evidence of the impact of institutions on value-in-context. The study has been conducted in the Jabodetabek area, with a sample size of only 280. An extensive survey, including a larger sample size, may reveal a broader glimpse of the value co-creation process of students in higher education institutions. Only three antecedents of contextual value have been explored, namely institutions, technology and resource integration. More strengthening and detailed findings could be derived if the antecedents of the contextual value addressed could be added. In the sampling, the researchers have used non-probability sampling for collecting data due to various constraints. The use of the probabilistic sampling method might have given some new insights to the study and made the sample more representative. The convenient sampling method employed in this study may limit the generalization of this study's findings. Therefore, the findings of the hypothesis test only apply to the selected sample data. Another limitation of the study is that the survey respondents represented an urban Indonesian perspective. So, replication of this study in different areas (e.g. west, east and central Indonesia) would help to generalize the findings. In this study, there is no evidence that institutions have a direct impact on contextual value. The authors suggest reexamining the relationship between institutions and contextual value in future studies. In particular, the authors have succeeded in designing a new empirical model in higher education based on the perspective of service-dominant logic (S-D logic). This finding further strengthens the existence of the perspective of S-D logic as a new general theory of the market.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-26
      DOI: 10.1108/JARHE-03-2023-0104
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Exploring independent learning (IL) and its relationship to mindset,
           motivated strategies for learning and academic performance

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      Authors: Katrina E. Forbes-McKay, Pauline A.M. Bremner, Pamela Johnston, Carol Air
      Abstract: This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance. Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade. Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades. This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-26
      DOI: 10.1108/JARHE-06-2023-0253
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Is performance in mathematics and statistics related to success in
           business education'

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      Authors: Leiv Opstad
      Abstract: The purpose of the article is to gain more insight into factors that can explain students' success in business subjects. The focus is on the connection between performance in introductory courses in business mathematics (BM) and business statistics (BS) and success in various business subjects. Use of a regression model with administrative data from a business school in Norway over a period of 10 years. The findings show a strong correlation, especially in quantitative subjects. The results suggest that statistical skills are more strongly related to academic success than mathematical skills. The data are collected from only one school. No information on undergraduates' personalities and behaviours is available. There are limited published studies that have explored the relationship between success in statistics and later achievements in business courses. This is useful knowledge for planning the content of the bachelor's programme.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-26
      DOI: 10.1108/JARHE-08-2023-0361
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Exploring personality traits in the knowledge-sharing behavior: the role
           

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      Authors: Norazha Paiman, Muhammad Ashraf Fauzi, Natrika Norizan, Aida Abdul Rashid, Christine Nya-Ling Tan, Walton Wider, Kamalesh Ravesangar, Gowri Selvam
      Abstract: The research aims to provide a nuanced understanding of the complex social, psychological and organizational factors that serve as the foundation driving academics' knowledge-sharing behavior (KSB) within an academic enclave. A cross-sectional research design using the partial least squares structural equation modeling (PLS-SEM) approach was employed to examine the determinants of personality traits among tertiary academics in Malaysia in relation to their KSB. To this end, a self-administered survey was distributed to a sample group of 526 respondents. It is evident that conscientiousness and agreeableness are the personality traits that play a significant role in promoting KSB among academics in higher learning institutions (HLIs). These personality traits are positively linked with academics' willingness to transfer and receive knowledge. In contrast, the personality trait of openness to experience does not significantly influence KSB. This study has employed a four-item measurement for evaluating the three distinct personality traits. Despite employing a brief measurement tool, the study has demonstrated significant reliability and validity, particularly in terms of convergent and discriminant validity. The present study has revealed that conscientiousness in academics is intimately linked with their KSB, which is of paramount importance in the output-based education system. Notably, agreeableness among academics also conveys a positive effect on knowledge sharing (KS) in HLIs, as it cultivates trust and helpfulness among individuals and facilitates the exchange of valuable tacit knowledge. This research explores the relationship between personality traits and KSB among Malaysian academics in HLIs. The study adopts the theories of planned behavior (TPB) and social capital theory (SCT) as theoretical ground, providing a nuanced understanding of the underlying motivations and mechanisms driving academics' knowledge-sharing behavior within the unique socio-cultural context of Southeast Asia.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-20
      DOI: 10.1108/JARHE-10-2023-0467
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • UK higher education sector's response to the war in Ukraine

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      Authors: Iryna Kushnir, Zara Milani, Marcellus Forh Mbah
      Abstract: This article aims to address the response from the higher education (HE) sector in the United Kingdom (UK) to the full-scale war in Ukraine which started in 2022. Relying on theoretical ideas of neoliberalism and the collection and thematic analysis of relevant official communications from six UK universities, the article uncovers three major ways in which these universities have been responding to the war. They include (1) altruistic responses, (2) the promotion of equal treatment of all people and (3) the condemnation of the invasion and its implications for UK’s international cooperation in HE. These responses suggest the strengthening of the liberal ideals in the UK HE sector, heavily dominated by marketisation. This analysis is significant not only for advancing a very limited scholarship on the topic of HE in the context of this war but also for understanding the development of the neoliberal landscape of UK HE and neoliberalism as a phenomenon in times of crises.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-15
      DOI: 10.1108/JARHE-08-2023-0384
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Entrepreneurial intentions among university students: the role of
           mentoring, self-efficacy and motivation

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      Authors: Hussein-Elhakim Al Issa
      Abstract: This research examines whether mentoring is a predictor of entrepreneurial intentions. It also explores how intent translates into action through implementation intentions. The study tests if the mentoring-intentions association is mediated by self-efficacy. The potential moderating effect of achievement motivation on the relationship was also investigated. PLS-SEM was used to test the hypotheses of the 242 valid responses collected from final-year students from Libyan public universities. Results show that self-efficacy partially mediated the mentoring-intentions association, while motivation negatively moderated the relationship. Entrepreneurial intentions had a significantly strong effect on implementation intentions. The results verify mentoring as a practical socializing instructional approach. Therefore, universities should implement structured mentoring programs, offering emotional guidance, counsel and networking opportunities. Also, mentors should undergo training, and progress tracking is essential for improvement. Examining entrepreneurial self-efficacy as a mediator and achievement motivation as a moderator in the mentoring-intentions association is unprecedented. The findings narrow the search for antecedents to entrepreneurial intentions and pinpoint intervention points.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-12
      DOI: 10.1108/JARHE-08-2023-0356
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Challenges faced by family-owned education institutions in Nepal in
           implementing effective succession planning strategies

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      Authors: Arpan Upadhyaya, Sunaina Kuknor
      Abstract: The paper examines the succession management strategies and the preparation level of heirs in the context of family-owned educational institutions in Nepal. Sixteen in-depth, semi-structured interviews with the institution's leader were conducted. Each interview was transcribed using content analysis. Several themes and new items emerged that define the institutional strategies in succession management. The paper provides insight into the challenges of implementing effective succession management strategies. The identified themes are traits, processes, challenging aspects and effective plans. The study's findings show the lack of awareness about the importance of succession planning among the institution owners due to the availability of limited resources. The paper also provides some insights into how family ownership and management are done and the lack of formal processes in succession management strategies. This paper offers readers the chance to think about succession planning strategies. Also, it adds value in their critical analysis of the succession plan. The study advised the learners to consider additional elements that can impact succession planning, such as experience, educational requirements and their desire to work. It will aid researchers in considering the societal perspective of the successor, which is also a significant worry. It focuses on a specific context, private schools in Nepal, and examines the challenges they face in implementing succession management strategies. The paper tries to identify the approach that may reveal potential solutions that have not been considered. The paper aims to clearly articulate the unique contributions of the study and explain how it advances the existing literature on succession management.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-12
      DOI: 10.1108/JARHE-04-2023-0151
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The role of strategic intelligence for leadership in developing proactive
           work behaviours amongst universities' employees

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      Authors: Sanaa Mostafa Mohammed, Sawssan Saadaoui
      Abstract: This paper aims to bring these areas closer by exploring the relationship between the dimensions of strategic intelligence (SI) for leadership and the proactive work behaviours (PWBs) of Upper Egypt universities' employees. Therefore, the research question revolves around: is there a relationship between SI and PWB' The study relied on a descriptive analytical approach and a stratified random sample. The paper opts for a descriptive study using the survey lists that depends on three scales: strategic leadership intelligence. The sampling unit is represented by the individuals working in Upper Egypt Universities, distributed on a sample of 364 Upper Egypt universities' employees. The results indicate a significant relationship between dimensions of SI for leadership and the PWBs. Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further. This paper is the first to examine, to the authors' knowledge the relationship between intelligence for leadership and the PWBs.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-11
      DOI: 10.1108/JARHE-07-2023-0294
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Identifying the opportunities and challenges of artificial intelligence
           in higher education: a qualitative study

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      Authors: Fateme Jafari, Ahmad Keykha
      Abstract: This research was developed to identify artificial intelligence (AI) opportunities and challenges in higher education. This qualitative research was developed using the six-step thematic analysis method (Braun and Clark, 2006). Participants in this study were AI PhD students from Tehran University in 2022–2023. Purposive sampling was used to select the participants; a total of 15 AI PhD students, who were experts in this field, were selected and interviews were conducted. The authors considered the opportunities that AI creates for higher education in eight secondary subthemes (for faculty members, for students, in the teaching and learning process, for assessment, the development of educational structures, the development of research structures, the development of management structures and the development of academic culture). Correspondingly, The authors identified and categorized the challenges that AI creates for higher education. Concerning the intended research, several limitations are significant. First, the statistical population was limited, and only people with characteristics such as being PhD students, studying at Tehran University and being experts in AI could be considered the statistical population. Second, caution should be exercised when generalizing the results due to the limited statistical population (PhD students from Tehran University). Third, the problem of accessing some students due to their participation in research grants, academic immigration, etc. The innovation of the current research is that the authors identified the opportunities and challenges that AI creates for higher education at different levels. The findings of this study also contribute to the enrichment of existing knowledge in the field regarding the effects of AI on the future of higher education, as researchers need more understanding of AI developments in the future of higher education.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-11
      DOI: 10.1108/JARHE-09-2023-0426
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Indian students' psychological and behavioral aspects on studying abroad
           decisions amidst fear of uncertainty and social unrest

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      Authors: Khusboo Srivastava, Somesh Dhamija
      Abstract: The study is an attempt to expand the knowledge about the psychological and behavioral aspects of Indian students studying abroad amidst fear of uncertainty and social unrest. The exploratory study is employed to seek a better and deeper understanding of the possible impact of the potential war on the student abroad study process. In the study, the participants were selected from Delhi NCR of India. The thoughts and opinions of students on studying abroad under the fear of uncertainty were covered in a semi-structured interview. Five broad themes emerged from the analysis of the interviews that influence students' choices and attitudes toward their decisions on studying abroad. The themes are “safety”, “fear of incomplete degree”, “financial stress”, “parents' apprehension” and “emotional breakdown”. The study leveraged an understanding of the mindset of Indian students. Considering the student's doubts and fear over such uncertainty and war-like situations, the higher education policymaker can adopt some measures (hybrid education, short-term programs, student exchange programs, shift in destination, distance learning and new forms of educational technology) to cope with such upcoming challenges, ensuring their safety and pursuing their dreams by taking higher education abroad. This qualitative study develops a comprehensive understanding of how students perceive such extreme crises and how their thoughts, attitudes and behavior toward studying abroad change. The study contributes to comprehending the student's description of perceptions, emotions, opinions and behaviors under the fear of uncertainty and social unrest.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-05
      DOI: 10.1108/JARHE-04-2023-0140
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Are Malaysian undergraduates prepared to study online
           if another MCO exists'

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      Authors: Megawati Soekarno, Mohamad Isa Abd Jalil, Suddin Lada, Siti Hajar Samsu, Mohammad Zulfakhairi Mokthar, Shariff Umar Shariff Abd Kadir
      Abstract: The world after the pandemic of Covid-19 is looking at a different environment in teaching and learning and primarily being influenced by general online learning readiness. Perception towards the measurement of online learning readiness would also need to change. This study seeks to determine whether Malaysian undergraduate students are ready to study online if the Movement Control Order (MCO) is reimposed. Using an online poll, this study analysed 299 undergraduate students from Malaysia's public and private universities. The collected data were then analysed using SmartPLS software to test the measurement model and structural equation modelling. The findings of this study indicate that computer self-efficacy and self-directed learning have a substantially positive link with online learning preparedness among Malaysian undergraduate students. Findings in this study indicate that universities should draw comprehensive plans to enhance students' readiness in terms of indicators such as technology usage, technology availability, computer and internet efficacy, self-directed learning and attitude. One of the aspects that require change is online communication self-efficacy. Thus, there is a need for improvement, or this would affect undergraduates adversely, especially in the event of future MCO. The originality of this article lies in the time frame this study was conducted, where cases of coronavirus infection are seen to increase around the world and there is a possibility that movement restrictions will be re-enforced. The findings in this study are expected to give insight to the government in the effort of the national higher education plan. By not undervaluing previous research models, this research model should give a new perspective to the academic literature on online learning among undergraduate students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-04
      DOI: 10.1108/JARHE-01-2023-0024
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Validation of the Faculty Readiness to Teaching Online (FRTO) scale

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      Authors: Stella Y. Kim, Florence Martin
      Abstract: The current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale. Data were collected from 307 faculty in higher education. Construct validity was evidenced through an exploratory factor analysis and a reliability coefficient. Differential validity was explored using the differential item functioning analysis to explore potential bias in items due to gender and age. In addition, convergent validity was tested by correlating FRTO with years of teaching online, the primary modality of instruction and whether there is required training in online teaching by the institution. The findings from validation showed that new factors emerged and also demonstrated differences based on instructors gender and age, as well as based on teaching experience and primary modality of teaching. The findings confirmed the previous study's results (Martin et al., 2019) and provided some modifications to the instrument. The factor structure did not conform to the original four factors proposed in the instrument; instead, the newly loaded factors were course design and facilitation, course technologies, course expectations and resources and time management. The revised instrument can be presented and discussed at online teaching professional development programs to help faculty understand the core competencies they need to better instruct students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-04
      DOI: 10.1108/JARHE-03-2023-0108
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Lecturers' turnover intention and intention to remain with the
           organization: a dynamic cross-lagged panel model estimation using the
           PLSe2 method

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      Authors: Majid Ghasemy, Ke-Hai Yuan
      Abstract: Although numerous studies have been conducted to explore the impact of various factors on employees' turnover intention and intention to remain with the organization, the relationship between these two constructs remains largely unexplored. Considering the significance of these constructs, particularly in the context of the COVID-19 pandemic, the authors aimed to investigate their association within an academic environment using a dynamic modeling approach. This study follows a quantitative approach and utilizes a longitudinal survey design. The authors utilized a cross-lagged panel model (CLPM) and employed the parametric efficient partial least squares (PLSe2) methodology to estimate the dynamic model using data gathered from lecturers associated with both public and private universities in Malaysia. In order to offer methodological insights to applied higher education researchers, the authors also compared the results with maximum likelihood (ML) estimation. The findings of the authors' study indicate a reciprocal relationship between turnover intention and intention to remain with the organization, with intention to remain with the organization being a stronger predictor. Moreover, situational factors were found to have a greater influence on eliciting turnover intention within academic settings. As anticipated, the use of the PLSe2 methodology resulted in higher R2 values compared to ML estimation, thereby reinforcing the effectiveness of PLS-based methods in explanatory-predictive modeling in applied studies. The authors' findings suggest prioritizing policies that enhance training and consultation sessions to foster positive attitudes among lecturers. Positive attitudes significantly impact judgment-driven behaviors like turnover intention and intention to remain with the organization. Additionally, improving working environments, which indirectly influence judgment-driven behaviors through factors like affective work events, affect and attitudes, should also be considered. This study pioneers the examination of the causal relationship between turnover intention and intention to remain with the organization, their stability over time and the association of changes in these variables using a dynamic CLPM in higher education. It introduces the novel application of the cutting-edge PLSe2 methodology in estimating a CLPM, providing valuable insights for researchers in explanatory-predictive modeling.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-04
      DOI: 10.1108/JARHE-06-2023-0234
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Predictive modeling of career choices among fresh graduates: application
           of model selection approach

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      Authors: Shann Torng Wong, Siew Chin Wong, Chui Seong Lim
      Abstract: The post-pandemic crisis has reshaped work dynamics across industries, leading to a widespread reliance on technology for remote work and business continuity. Operations have shifted to the digital space, altering job requirements and creating new career opportunities. The expansion of the digital industry has generated numerous career choices. The purpose of this study is to determine the relationships between self-efficacy, social media, career outcome expectations and career choices among fresh graduates in Malaysia amid the pandemic crisis. Research data were collected from a sample of 318 fresh graduates from both public and private universities in Malaysia. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data in this study. The empirical findings revealed significant correlations between self-efficacy, social media usage and career outcome expectations and the career choices of Malaysian fresh graduates. The present study offers an empirical framework to explain career choices among fresh graduates in Malaysia during the pandemic crisis, based on a review of related literature on careers. This research contributes to the body of knowledge on career choices among Generation Z fresh graduates and provides practical implications for organizations and individual employees. It suggests developing relevant Human Resource Development (HRD) interventions to retain the young workforce within organizations. This study enriches the existing literature on self-efficacy, social media and career outcome expectations in the context of a pandemic crisis. It offers a new interpretation of how individual and contextual factors impact career choices, shaping the career management attitudes of fresh graduates in the post-pandemic era. The empirical findings also give valuable insights into higher education institutions, organizations and government authorities in Malaysia to develop relevant interventions to assist undergraduate students in their career choice exploration.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-12-04
      DOI: 10.1108/JARHE-08-2023-0328
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Reinventing teaching pedagogy: the benefits of quiz-enhanced flipped
           classroom model on students' learning outcomes and engagement

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      Authors: Kamaludeen Samaila, Hosam Al-Samarraie
      Abstract: The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course. The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model. The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model. Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement). This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-30
      DOI: 10.1108/JARHE-04-2023-0173
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Do faculty members matter in corporate entrepreneurship in Kuwaiti
           higher education institutions'

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      Authors: Oualid Abidi, Khalil Nimer, Ahmed Bani-Mustafa, Sam Toglaw, Vladimir Dzenopoljac
      Abstract: The adoption of an entrepreneurial posture supports higher education institutions (HEIs) in their quest for growth. The present study examines the role faculty members play in adopting an entrepreneurial orientation (EO) in HEIs within the Kuwaiti academic context and aims to assess whether this orientation contributes to fostering corporate entrepreneurship in their institutions. Primary data were collected to study the relationship between faculty EO and the EO of their respective HEI. Empirical research was conducted based on a questionnaire completed by 341 engineering and business faculty members employed at Kuwaiti universities and colleges. The research model was tested and validated using structural equation modelling (SEM). The results show a positive relationship between the faculty EO and corporate entrepreneurship in HEIs, which was negatively moderated by human resource management (HRM) practices. These findings emphasise the need for HEIs in Kuwait to evolve their HRM practices towards enhancing innovation, proactiveness and risk-taking amongst faculty. This study highlights the strategic renewal perspective in HEI-EO and how faculty initiatives can support it.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-29
      DOI: 10.1108/JARHE-05-2023-0190
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The effect of corpus-assisted language teaching on academic collocation
           acquisition by Iranian advanced EFL learners

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      Authors: Mohamad Javad Baghiat Esfahani, Saeed Ketabi
      Abstract: This study attempts to evaluate the effect of the corpus-based inductive teaching approach with multiple academic corpora (PICA, CAEC and Oxford Corpus of Academic English) and conventional deductive teaching approach (i.e., multiple-choice items, filling the gap, matching and underlining) on learning academic collocations by Iranian advanced EFL learners (students learning English as a foreign language). This is a quasi-experimental, quantitative and qualitative study. The result showed the experimental group outperformed significantly compared with the control group. The experimental group also shared their perception of the advantages and disadvantages of the corpus-assisted language teaching approach. Despite growing progress in language pedagogy, methodologies and language curriculum design, there are still many teachers who experience poor performance in their students' vocabulary, whether in comprehension or production. In Iran, for example, even though mandatory English education begins at the age of 13, which is junior and senior high school, students still have serious problems in language production and comprehension when they reach university levels.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-28
      DOI: 10.1108/JARHE-05-2023-0199
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The capital for students' academic success in a PhD journey: the HERO
           within

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      Authors: Richard Jaffu, Sinyati Ndiango, Ruth Elias, Debora Gabriel, Denis Ringo
      Abstract: This study aimed to examine the influence of psychological capital on the students' academic success in a PhD journey in Tanzania. A cross-sectional survey design was used and data were collected through structured questionnaires from 200 PhD students in Tanzania. Confirmatory factor analysis was used to test the measurement model. The hypotheses were empirically tested using structural equation modeling (SEM). The findings affirm that psychological capital in terms of hope, self-efficacy, resilience and optimism are significant predictors of students' academic success in a PhD journey. To the best of the authors' knowledge, this paper is among the first to comprehensively examine the influence of psychological capital on students' academic success in PhD studies. Previous studies have primarily focused on the undergraduate level. Additionally, this study extends the applicability of conservation of resource (COR) theory to the context of PhD students, demonstrating that psychological capital serves as a crucial resource for them to achieve success in their PhD studies.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-27
      DOI: 10.1108/JARHE-04-2023-0144
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Exploring accounting students' experiences during the COVID-19 pandemic to
           inform teaching and learning decision-making post pandemic

         This is an Open Access Article Open Access Article

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      Authors: Sophia Magaretha Brink
      Abstract: The objective of the study was to explore which COVID-19 teaching and learning methods, that enhanced accounting students' learning experience, should be applied at a residential university after the pandemic. A qualitative exploratory approach within an interpretive paradigm was applied. A total of 15 semi-structured interviews were conducted with accounting students and the data were analysed using thematic analysis. This study shows how pre-COVID-19 accounting education can be adapted by learning from the teaching and learning experiences gained during the pandemic and that there are various teaching and learning methods that can be applied in the post-COVID-19 period to enhance students' learning experience. These blended active teaching and learning methods include: the flipped classroom, discussion forum, electronic platform (to ask questions during class), key-concept videos and summary videos. Introducing these teaching and learning methods comes with challenges and the study provides recommendations on how to overcome foreseen obstacles. The contribution of the research is that it informs accounting lecturers' decision-making regarding which teaching and learning methods to apply in the aftermath of COVID-19 to enhance students' learning experience. It is uncertain which teaching and learning methods employed during the COVID-19 pandemic should be applied at a residential university to enhance the teaching and learning experience after the pandemic. Accounting lecturers might return to their pre-COVID-19 modus operandi, and the valuable experience gained during the pandemic will have served no purpose.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-22
      DOI: 10.1108/JARHE-08-2023-0324
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Educators' core competencies: a study of university-led B-schools of
           South Asia

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      Authors: Chandan Maheshkar
      Abstract: The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively. An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented. This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role. This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings. This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing. Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-21
      DOI: 10.1108/JARHE-01-2023-0017
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Innovative interdisciplinary pedagogical approaches to enhance students'
           learning experiences and to benefit them in their future development

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      Authors: Pauline A.M. Bremner, Carol Air
      Abstract: This study adds to the existing body of knowledge on the benefits to learners of using an interdisciplinary design thinking (DT) pedagogical approach taking the form of a micro credential with an extra curricula workshop. The interpretivist research examined opinion via nine semi-structured interviews with learners who had participated in a workshop. The interviews focussed on demographic information, learning strategies, workshop interdisciplinary benefits and being taught via DT. The recorded interviews and transcriptions were analysed via NVivo and content analysis. The results are themed into development opportunities, future learning, making meaning and sense and practical application of knowledge and skills reflection for the students. The DT pedagogy worked well for the students who confirmed university learning should be this way, adding to the debate on embedding engaging interdisciplinary methods to embed entrepreneurship and innovation in the curriculum. The research is original as the use of DT has added value to the students' development and mindset. Developing graduates this way benefits the local and national economy, as the reach of graduates' transferability makes them fit for the future.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-17
      DOI: 10.1108/JARHE-07-2023-0290
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • A program evaluation of an international, intercultural
           e-community-engagement initiative

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      Authors: Audrey F. Falk, Martina Jordaan, Sameerah T. Saeed, Madasu Bhaskara Rao, Nour El Houda Chaoui
      Abstract: This program evaluation aimed to investigate the benefits and challenges of an international, intercultural, e-community-engagement experience involving youth and higher education students. The authors sought to understand the meaning that participants would make of an international, intercultural, e-community-engagement experience. The program evaluation component of this project was qualitative, participatory and action-oriented. It was composed of online reflection sessions with small, international groups of higher education students from Iraq, India, Morocco, South Africa and the USA immediately following each of five interactive exchange sessions with youth from South Africa. It also included one culminating reflection session to which all of the higher education student participants were invited and a written questionnaire that was completed by the youth participants at the conclusion of the project. The reflection sessions were recorded and transcribed. Transcripts and survey data were reviewed for emergent themes. Cultural exposure emerged as the primary theme with participants valuing the opportunity to learn about different cultures and to connect with individuals from across the globe. This program evaluation was not designed as a generalizable study. This pilot initiative provides evidence of the potential value and importance of international, intercultural e-community-engagement experiences for youth and higher education students. The potential value of technology to build exchange opportunities for young people is immense and largely untapped. International, intercultural e-community-engagement initiatives can be made available to students globally with relatively limited resources. A highly structured and focused plan provides clarity about expectations and requirements for students. A high level of commitment is required by all participants, including the faculty coordinators. Although the project was brief, exposure to numerous countries and cultures allowed participants to challenge their assumptions about different peoples and places in the world. The potential benefits for greater compassion and understanding of communities and cultures in an international context are high. This program evaluation contributes to and extends the literature on the possibilities and challenges of international e-community-engagement; it demonstrates the potential for e-community-engagement across multiple countries to broaden students' exposure to and interest in global perspectives.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-16
      DOI: 10.1108/JARHE-03-2023-0111
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Modeling the enablers of AACSB implementation in business schools:
           ISM-Fuzzy MICMAC analysis

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      Authors: Goutam Kumar Kundu, M.V. Moovendhan, Nilesh G. Wankhade
      Abstract: The study aims to explore and classify the key enablers of the Association to Advance Collegiate Schools of Business (AACSB) implementation in business schools. By applying the Interpretive Structural Model (ISM) approach, it builds a hierarchical model of the identified enablers of AACSB implementation. Additionally, the Fuzzy Matriced Impacts Croises-Multiplication Applique and Classement (FMICMAC) technique is used to classify and determine the influence of these enablers on the implementation of AACSB accreditation. The paper presents an ISM model of the identified enablers and draws managerial insight from it. Categorization of the key enablers into four groups helps in understanding the relative influence of each group of enablers on the AACSB implementation in business schools. The proposed model of the key enablers will help business schools that are pursuing AACSB accreditation prioritize the enablers. As the study has considered experts' opinions to establish the model, some amount of bias cannot be discounted. The development of the ISM model of the key enablers of AACSB implementation in business schools is a unique attempt. The findings will help business schools focus on the key enablers that influence implementation of AACSB standards.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-14
      DOI: 10.1108/JARHE-06-2023-0265
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • “Open access and without fees”: Arab university professors' views on
           the journal access types

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      Authors: Abdel Rahman Mitib Altakhaineh, Marwa Ahmed Mohammad, Aseel Zibin
      Abstract: Due to the high expense of obtaining and accessing scientific research, readers with diverse financial abilities are not offered equal opportunities. This study investigates the preferences for journal access types among Arab university academics and explores the implications of publishing research articles in open access vs closed access journals in low- and lower-middle income countries. An online survey and an in-person focus group consisting of 74 scholars from Arab institutions throughout the Arab World were conducted. Findings show that most professors at Arab universities favour open access publication without author fees. The results also show that this method of publishing research will help these nations advance by giving all citizens equal access to information and providing researchers with a good opportunity to be read and cited, which contributes to the overall progress of science. This topic has not been investigated yet, and it is of great importance to university professors and stakeholders in higher education institutions in the Arab world.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-10
      DOI: 10.1108/JARHE-06-2023-0249
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The effect of pretranslation techniques in developing EFL students'
           translation ability

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      Authors: Wagdi Rashad Ali Bin-Hady, Arif Ahmed Mohammed Hassan Al-Ahdal, Samia Khalifa Abdullah
      Abstract: English as a foreign langauge (EFL) students find it difficult to apply the theoretical knowledge they acquire on translation in the practical world. Therefore, this study explored if training in pretranslation techniques (PTTs) (syntactic parsing) as suggested by Almanna (2018) could improve the translation proficiency of Yemeni EFL students. Moreover, the study also assessed which of the PTTs the intervention helped to develop. The study adopted a primarily experimental pre- and posttests research design, and the sample comprised of an intake class with 16 students enrolled in the fourth year, Bachelor in Education (B.Ed), Hadhramout University. Six participants were also interviewed to gather the students' perceptions on using PTTs. Results showed that students' performance in translation developed significantly (Sig. = 0.002). All the six PTTs showed development, though subject, tense and aspect developed more significantly (Sig. = 0.034, 0.002, 0.001 respectively). Finally, the study reported students' positive perceptions on the importance of using PTTs before doing any translation tasks. One of the recurrent errors that can be noticed in Yemeni EFL students' production is their inability to transfer the grammatical elements of sentences from L1 (Arabic) into L2 (English) or the visa versa. The researchers thought though translation is more than the syntactic transmission of one language into another, analyzing the elements of sentences using syntactic and semantic parsing can help students to produce acceptable texts in the target language. These claims would be proved or refuted after analyzing the experiment result of the present study.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-10
      DOI: 10.1108/JARHE-04-2023-0167
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Leadership and change management in the transition to online curriculum
           delivery in Malaysia: a comparative case study

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      Authors: Mei Yuan Law
      Abstract: This research aims to investigate the leadership strategies employed by two higher education institutions in Malaysia as they navigated the shift to online delivery of their computer science programs in response to the demands of Education 4.0. A phenomenological, comparative case study approach was used to delve into the leadership and management practices of these institutions during the transition to online learning. Data were collected through interviews and document analysis. This study explores the leadership strategies employed by two higher education institutions in Malaysia during their transition to online learning due to the COVID-19 pandemic. Five key themes emerged from the data: leadership and team coordination, training and skill development, adaptation to new assessment methods, resource management and work culture and environment. Both institutions demonstrated effective leadership, continuous training and adaptability in assessment methods. However, differences were noted in resource management and work culture. Institution A's leader had to liaise with various departments and personally invest in equipment, while Institution B was already well-equipped. The work culture at Institution A demonstrated flexibility and mutual understanding, while Institution B used key performance indicators to measure progress. Despite these differences, both leaders successfully managed the shift to online teaching, underscoring the importance of effective leadership, continuous training, flexibility, resource management and a supportive work culture in managing change. The study also highlighted the distinct roles of curriculum leaders in both institutions, with Institution A's leader focusing on multiple activities, while Institution B's leader was able to focus solely on curriculum change due to their institution's preparedness. This study provides a rich, qualitative exploration of the strategies and challenges faced by program leaders in managing the shift to online teaching during the COVID-19 pandemic. Future research could build on these findings by conducting similar studies in other educational contexts or countries to compare and contrast the strategies and challenges faced by program leaders. Additionally, future research could also employ quantitative methods to measure the effectiveness of different strategies in managing the shift to online teaching. This could provide a more comprehensive understanding of the factors that contribute to successful change management in educational institutions. This study provides valuable insights for program leaders, educators and policymakers in managing change in educational institutions. The themes identified in this study – effective leadership, continuous training and skill development, flexibility in adapting to new assessment methods, effective resource management and a supportive work culture and environment – can serve as a guide for program leaders in managing future changes in their institutions. Moreover, the strategies employed by the program leaders in this study, such as forming a powerful coalition, providing training on online tools and prioritizing student welfare, can be adopted or adapted by other program leaders in managing change. This study presents a unique contribution to the existing literature by offering a comparative analysis of change management strategies in two distinct educational institutions during the shift to online teaching due to the COVID-19 pandemic. It uncovers the nuanced differences in leadership styles, resource management and pedagogical adaptations, providing a rich, context-specific understanding of the change process. The study fills a research gap by examining the practical application of Kotter's 8-Step Change Model and the McKinsey 7S Model in real-world educational settings. The findings offer valuable insights for other institutions navigating similar changes, thereby extending the practical and theoretical understanding of change management in higher education.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-09
      DOI: 10.1108/JARHE-02-2023-0054
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Development of PBL on technopreneur education to encourage faster
           technology commercialization

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      Authors: Sayyidah Maulidatul Afraah, Wahyudi Sutopo, Muh. Hisjam
      Abstract: This research aims to assess and compare project-based learning (PBL) designs to deliver technopreneur in higher education, as a case student of the Industrial Engineering Department. So, it can facilitate students who play a role in facilitating the process of technological transformation so the student knows well how to solve the problem of commercialization. Undergraduate students of Industrial Engineering teams were given hands-on, collaborative projects conducted with two incubation centers, such as the Technology Incubator Center from the Agency for the Assessment and Application of Technology (AAAT) from the government of Indonesia and the Centre of Excellence for Electrical Energy Storage Technology (CEfEEST) from Sebelas Maret University (UNS), Indonesia. After completing the project, students will develop a final project which will become the basis for evaluating the implementation of PBL. The basis for the assessment uses a rubric designed through three sub-assessments: curriculum planning, report and presentation. This research uses the paired t-test method to see the average difference between the two groups of PBL in pairs and compare based on assessment results. Implementing PBL between the two incubation centers (AAAT and CEfEEST) based on paired t-tests for each rubric assessment indicator showed most of them were significantly related. The assessment result gives the alternative to design the proposed PBL from AAAT, CEfEEST and a blended scenario for technopreneur education in the future. The experiences and findings presented can help future PBLs provide technopreneur education based on comparing and evaluating learning outcomes in both incubation centers. Thus, it can produce a better PBL design to encourage the success of technology commercialization. The assessment of PBL on students' knowledge in technopreneur education by utilizing the paired t-test method to compare the assessment results of the final projects with the designed assessment rubric. This evaluation serves as the basis for comparing the effectiveness of PBL implementation between AAAT and CEfEEST.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-07
      DOI: 10.1108/JARHE-04-2023-0137
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Determinants of higher education quality in Afghanistan's higher education
           sector: insights from students' perceptions

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      Authors: Nassir Ul Haq Wani, Amruta Deshpande, Neeru Sidana, Mohammad Mirwais Rasa
      Abstract: The fundamental purpose of this study is to analyse the determinants of higher education quality in Afghanistan based on insights from student perceptions. Understanding this part holds paramount importance in enunciating sound policies for the smooth functioning of the higher education sector of Afghanistan. This study aims to classify students' background and demographic data, distinguishing their perception of higher education quality using a deductive research approach. A sample of 418 students from five top private universities in Afghanistan was chosen to assess their perceptions of higher education dimensions by employing a multinomial regression analysis. The findings indicate that extracurricular activities, students' scholarship status, parents' education, age, previous academic results and the university they attend significantly impact their perception of the quality of higher education. This research is essential for education policymakers and university administrators. These findings can be replicated to develop regulations and target specific groups of students to ensure a favourable academic environment and boost the brand image of their universities. This would ensure long-term quality improvement and assurance outcomes, allowing higher education institutions to compete with regional and international institutions. This study contributes to identifying the determinants of higher education quality based on the perceptions of the students in Afghanistan.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-07
      DOI: 10.1108/JARHE-06-2023-0231
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • When, how and why should we involve trusted contacts when serious
           concerns are raised about a student's well-being'

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      Authors: Katrina E. Forbes-McKay, Sarah Henderson
      Abstract: This study investigates the relationship between mental well-being (MWB) and social support (SS) whilst addressing the paucity of research on students' support for emergency contact schemes (ECSs) and their views on how and when such schemes should be implemented. In total, 113 students recruited via opportunistic sampling completed an online survey including the Interpersonal Support Evaluation List - shortened version (Cohen et al. 1985), Warwick–Edinburgh Mental Wellbeing Scale (Tennant et al. 2007) and questions about ECS. A correlational design used the Pearson product-moment correlation to explore the relationship between MWB and SS. A between-subjects design using independent measures t-test investigated differences in SS and MWB between those with and without a “trusted person” (TP). The preferred name was “Named Trusted Person Scheme” (NTPS), the preferred TP was parent/guardian or partner, and the preferred means of contact was Personal Tutor to mobile phone. Most students (96%) supported the use of an NTPS when serious concerns were raised about mental or physical health, personal safety or student engagement. Those opposed were concerned about a loss of agency, identifying a TP or the TP worsening the situation. MWB was positively correlated with SS, and those with a TP had higher levels of MWB and SS than those without. This study addresses the under-explored area of students' support for ECS, whilst enhancing our understanding of the relationship between MWB and SS especially amongst those without a person they can trust. This research provides valuable insights for universities looking to implement or refine such schemes, with the potential to improve students' MWB, academic achievement and retention by enhancing support.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-11-07
      DOI: 10.1108/JARHE-06-2023-0255
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Teachers' assessment of the challenges faced during COVID-19 outbreak and
           new-normal teaching: qualitative study

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      Authors: Semila Fernandes, Sathish Mahendiran, N.L. Balasudarsun
      Abstract: School teachers had difficulty in monitoring and assessing the students during the COVID-19 lockdown. This study attempts to understand the assessment and teaching challenges during COVID-19 and how this problematic situation was reshaped by new normal teaching. The qualitative research included perspectives of 84 school teachers using an interview-based approach. Pedagogical assessment, societal assessment and personal assessment were considered in the study. Content switching, student involvement and individual assessment are the challenges in terms of pedagogy. Buying power of electronic equipment, digital skills, study environment and distraction are the challenges faced in terms of personal challenges. Personal connect and interaction intensity is the challenges faced in terms of social challenges. Teachers adapted to synchronous, blended, flipped and asynchronous modes of teaching. The authors’ study will support schools in developing their institutional plans to understand teachers' apprehensions better and to check the readiness of the schools towards teaching and learning approaches.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-31
      DOI: 10.1108/JARHE-04-2023-0142
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Work-life balance of academic parents: expectations and experiences of
           mothers and fathers

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      Authors: Angela S. Kelling, Robert A. Bartsch, Christine A.P. Walther, Amy Lucas, Lory. Z. Santiago-Vázquez
      Abstract: This study was conducted to fill gaps in the literature based on institution type, career level, and gender identity. Faculty often struggle with achieving work-life balance. This struggle is exacerbated for faculty parents. Most academic parent research has been conducted on early-career women and at research-intensive universities. Although these groups are important, it is also important to understand experiences of academic parents at different career levels and types of institutions. The authors conducted a qualitative thematic analysis from focus groups with faculty from a mid-sized master's level university about work-life balance expectations and experiences in their roles as academics and parents. These four groups included early-career mothers (n = 5), early-career fathers (n = 4), mid-career mothers (n = 4), and mid-career fathers (n = 7). Faculty expressed having a high workload based on an intersection of high work expectations, unclear work expectations, and lack of equity. Consequences of the high workload included lower work-life balance, dissatisfaction at not doing more, the loss of flexibility as an advantage, and lower organizational commitment. Although results are limited in generalizability, it is useful to examine one institution, with all participants sharing the same culture and policies, in-depth. The authors discuss recommendations for educational administrators for assisting academic parents and suggest institutions work to examine informal expectations and formal policies at their institutions. Working together, faculty and staff can help enhance alignment of expectations and perceptions of work-life balance, hopefully leading to happier, more satisfied employees.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-25
      DOI: 10.1108/JARHE-03-2023-0128
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Does the concept of residential college offset the effects of
           socioeconomic status on university students' academic performance'

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      Authors: Ping Ping Gui, Gazi Mahabubul Alam, Aminuddin Bin Hassan
      Abstract: This comparative study aims to examine the role of Socio-Economic Status (SES) on the academic performance of university students who hold both the status of Residential College (RC) and non-RC. The study further investigates whether the RC is able to offset the effects of SES on students' learning performance to ensure education equity and inclusion in China. Data are collected through a questionnaire given to RC and non-RC students enrolled in three public universities in China. A quasi-experimental design is implemented to investigate the potential correlation, if any, between SES, RC and academic performance. The results reveal that SES influences academic performance of RC students. Furthermore, the findings strongly suggest that RCs negatively moderate the effect of SES on academic performance. This study examines RCs within a specific type of university in China, which may limit the generalizability of findings. Additionally, it uses a quasi-experimental method and relies solely on quantitative data, which may also introduce limitations. Provided in this study is evidence that RCs can be an innovative way to bolster inclusive and equitable quality education for students from diverse backgrounds in China. This study enriches the existing literature by exploring the relationships between RC, SES and academic performance in China. In addition, it provides significant references to whether RC can fulfill students' education equity and inclusion.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-20
      DOI: 10.1108/JARHE-07-2023-0270
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The structural relationships between students' field of study choice,
           learning readiness and academic competence in higher education: the
           mediating role of student engagement

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      Authors: Yalalem Assefa, Melaku Mengistu Gebremeskel, Shouket Ahmad Tilwani, Bekalu Tadesse Moges, Yibeltal Aemiro Azmera
      Abstract: The main purpose of this study is aimed to estimate the mediating role of student engagement in the structural relationships between students' field of study choice, learning readiness and academic competence of undergraduate students in higher education. In the study process, a correlational design was employed. Data were collected from 419 participants who were selected through a simple random sampling technique. Structural equation modeling (SEM) was used to analyze the data. The study findings showed neither field of study choice nor learning readiness has a significant direct effect on student's academic competence. However, when student engagement, entered the relationships between “field of study choice and academic competence” as well as “learning readiness and academic competence”, the indirect effects became significant. Both conditions, therefore, suggesting student engagement had a full mediation role in the structural relationship models. Based on the results, it can be concluded that student engagement is shown as one of the key variables used to comprehend how students develop competence in the teaching-learning process. Hence, teachers and academic administrators could use engagement as a strong instrument to optimize students' learning and academic competence to enhance their academic success.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-19
      DOI: 10.1108/JARHE-06-2023-0243
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • A cross-national study of the emotional intelligence of young adults in
           the Middle East

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      Authors: Yahya Hayati Nassar, Siham Alharballeh, Hamzeh Mohd Dodeen
      Abstract: This study aimed to assess emotional intelligence (EI) among young adults across three Arab countries: Egypt, Jordan and the United Arab Emirates. A total of 1884 university students participated from the three countries and completed the Schutte Self Report Emotional Intelligence Test (SSEIT). Data were validated by confirmatory factor analysis using SPSS AMOS version 29. Path analysis, t-tests and analyses of variance were performed to understand the influence of background variables on the EI of the study participants. The results provide theoretical support for the SSEIT and the hypothesized relationship between managing personal and others' emotions. Although significant differences were found between participants in terms of gender and grade point average (GPA), no difference was found between participants based on nationality. The results of this study indicate the need to prioritize EI in young adults and other implications. The importance of EI in individuals' daily lives cannot be overemphasized. However, scholarly insights into the state of EI in the Arab context are scarce.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-17
      DOI: 10.1108/JARHE-02-2023-0059
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Digitization, knowledge conversion and outcomes: conceptual study of
           prospects and paradigms for HEIs

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      Authors: Shiva Rani
      Abstract: Knowledge management (KM) is a process that depends on changes and transfers to different levels of understanding among individuals and acts as a powerful tool to strengthen the organization to remove the barriers, affect the decision-making process and enable individuals and organizations to achieve sustainable advantages. This study aims to explore the role of digitization on knowledge conversion modes and its subsequent impact on related outcomes with reference to higher education institutions (HEIs). Prospects and paradigms of digitation for HEIs have also been explored. The systematic review method has been used to organize and analyze the existing literature on digitization, knowledge conversion and related outcomes with reference to HEIs. To increase the scope of the research, the authors anticipated 30 research articles published between 2010 and 2022 in Google Scholar, Scopus, ProQuest and EBSCO databases. The study used PRISMA to conduct a systematic literature review. The study used “knowledge conversion, “SECI model,” “Digitalization” and “Higher education institutions” keywords to search the most suitable articles. To ensure the quality of this research, the study used quality journals. The increasing significance of knowledge-building practices and a technology-driven environment insinuates the adoption of information and communication technology (ICT)-enabled equipment and devices to transfer knowledge, which further leads toward enhancing the effectiveness of education. This study offers a review of enabling factors based on Nonaka and Takeuchi’s (1995) knowledge spiral and provides an in-depth insight into the significance of digitization for the higher education sector. The study’s main contribution was to explore the interrelationship among digitization, knowledge conversion and outcomes. Both technological and non-technological/conventional interventions have been discussed with reference to teaching and knowledge dissemination patterns based on Nonaka’s (1994) Socialization, Externalization, Combination, and Internalization (SECI) knowledge spiral. The authors synthesize the previous literature research dimensions and recommend future research.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-10
      DOI: 10.1108/JARHE-05-2023-0220
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Predicting intellectual engagement from academic resilience: mediating
           moderating role of academic diligence and learning support

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      Authors: Edem Maxwell Azila-Gbettor
      Abstract: The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement. Four hundred and seventy-one respondents who completed a self-reported questionnaire were chosen to participate in the study using a convenient sampling technique. The hypotheses were tested using PLSc. Findings from the study reveal academic resilience and academic diligence positively predicts students' intellectual engagement. Academic diligence positively predicts students' intellectual engagement and further mediates the effect of academic resilience on intellectual engagement. Finally, learning support positively predicts intellectual engagement and further moderates the effect of the association between academic resilience and academic diligence on intellectual engagement. This research shows that higher education administrators must establish effective and efficient policies that integrate students' academic resilience, academic diligence and learning assistance. This paper is amongst the first to have tested a model including resilience, academic diligence, intellectual engagement and learning support in a university setup from a developing country perspective.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-09
      DOI: 10.1108/JARHE-01-2023-0008
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Impact of private tutoring for university admission and subsequently on
           students' academic results

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      Authors: Gazi Mahabubul Alam, Md. Abdur Rahman Forhad
      Abstract: Education can be classified into formal and informal sectors—the first category as a regular schooling system and the latter category as private tutoring. After completing secondary education, students in many countries receive education from private tutoring to get admission into the university. This study examines the effect of private tutoring on university admission and subsequent students' academic achievement at the university level. Using survey data from Bangladesh as a case study, this study employs a two-stage least squares (2SLS) methodology. Considering that coaching centers offer services such as private tutoring, this study finds that an informal education for admission greatly helps academic achievement. Students who benefit from informal schooling are more likely to achieve higher grades in subsequent programs. This study strongly suggests that formal education at the secondary school level is unable to meet the academic expectations that are demanded at the tertiary level. This forces the development of private tutoring, which supports the students from more financially well-off families to perform well at the cost of educational disparity.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-06
      DOI: 10.1108/JARHE-08-2023-0380
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Empirically studying university faculty caring intelligence

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      Authors: Kenny A. Hendrickson, Kula A. Francis
      Abstract: In a previous study of authentic university academic caring (AUAC) at the University of the Virgin Islands (UVI), students perceived teaching faculty as the primary provider of academic caring and caregiving. This paper presents a research study on university faculty caring intelligence. University faculty caring intelligence is faculty's capacity to recognize the meaning and realities of caring within their performance, relationships and work environment. A descriptive exploratory correlational research design was used to examine university faculty caring intelligence. A university academic caring framework and a faculty version of the Caring About Academic Care Inventory (CAACI) were employed. The university academic caring framework was used to guide the research. The faculty version of the CAACI assessed university faculty's discernments of AUAC within identified interfacing university academic caregiving points (institutional, instructional, academic management and academic counseling). The study sample consisted of 76 UVI faculty. Factor score correlation completed in this work revealed strong relationships between the identified features university academic caring based on faculty perceptions. Though the study is limited due to the sampling, UVI faculty's perception of AUAC was significantly evaluated. A model of UVI faculty caring intelligence was constructed from empirical evidence. Studying caring intelligence of university faculty offered something new: a means to assess how faculty recognize the meaning of caring within themselves, their function, relationships and work environment. Caring intelligence can be used to predict faculty performance and their relationships within the university academic environment.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-05
      DOI: 10.1108/JARHE-03-2023-0094
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Applying collaborative research supervision approach in higher
           education

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      Authors: Kaone Bakokonyane, Nkobi Owen Pansiri
      Abstract: The purpose of this study was to examine the application of the collaborative research supervision approach (CRSA) to learning projects in higher education, using socialisation, externalisation, combination and internalisation (SECI) dimensions. The study, therefore, examined how these dimensions assisted learners in Botswana's higher education to generate research knowledge. The study used a mixed-method research approach and exploratory research design. Purposive sampling was used to examine how the CRSA dimensions were employed in a classroom of 111 higher education learners who were carrying out research projects. Out of this population, 97 responded to a questionnaire, and 14 learners participated in a face-to-face interview. One hundred and eleven research documents produced by learners were analysed, and 42 observations were conducted. The study found that the four dimensions of CRSA assist greatly in the development of knowledge of the research processes. This study confirms that the CRSA in higher education institutions has the potential to enhance research knowledge and skills, build learners' confidence in research, engage in learning, reduce workload, reduce the frustration of doing research and help learners complete their work in time. Learners with weak research skills easily catch up with their average-performing peers. It is important to recognise the methodological limitations of this study. The study used a mixed method and a single case. As a result, the results' significance cannot be justified. Additionally, the context and methodology restrict the findings' generalisability. There is obviously potential for additional cases since this article only offers a preliminary analysis of the single case issue. Consequently, the study recommends that yet another study could be conducted to check if the approach could be used for graduate learners. Another study could also be conducted to check if the approach could be used as a supervisory approach that can provide prospects for knowledge sharing and creating learning in an organisation. The study discovered that when properly implemented, CRSA arrangement enhances research knowledge development and reduces the workload for both the supervisor and the student. When choosing this desired research supervision approach, either in terms of policy or in actual practice, it is important to take the potential for information exchange into account. This might result in improved research supervision efficacy in higher education and hence the production of better quality graduate learning projects. This study recommends the use of the CRSA in higher education, so as to help learners with weak research skills, to collaboratively work with learners with high and average research skills. It also improves the quality of supervisor–learner learning relationship. The research results were given to participants and respondents for approval to find out if what was written was what they said. The research results were also given to colleagues to check whether the analysis is balanced and fair and to check biases and exaggerations.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-05
      DOI: 10.1108/JARHE-03-2023-0115
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Does international collaboration enhance internationalization of higher
           education for a non-native English environment ' A comparative analysis
           of NBUIs, China'

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      Authors: Lei Zhou, Gazi Mahabubul Alam, Roziah Mohd Rasdi
      Abstract: A significant number of studies suggest that both international cooperation (IC) and English proficiency (EP) greatly assist internationalization of higher education (IHE). Yet, more evidence is required to confirm their relationship. Hence, this paper intends to investigate whether any association prevails between IC and EP, and if so, how both domains facilitate IHE. This study employed a qualitative approach to examine how IC and EP potentially influence each other, as well as the way they shape IHE. The main key finding reported in this study is that IC plays a significant role in internationalization efforts, with English serving as a critical medium. The findings suggest that although IC can positively influence EP and the overall level of IHE, the newly built undergraduate institutions (NBUIs) in China should be careful not to fall into the dual traps of number-crunching and income-generation instruments. NBUIs in China may consider changing their IC strategies and seek to join some authoritative or high-reputation networks in other developing countries to expand their horizons. This study contributes to the literature on IHE by exploring the connections between IC and EP and how they affect IHE, thus providing insights into advancing institutional internationalization. It is achieved through expanding institutions' IC or joining international networks while overcoming linguistic barriers.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-05
      DOI: 10.1108/JARHE-07-2023-0278
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Cultivating a culture of inquiry: exploring the factors influencing the
           integration of research and teaching in higher education institutions

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      Authors: Sonal Devesh, Abhishek Nanjundaswamy
      Abstract: To determine the factors influencing the perception of undergraduate students toward research–teaching nexus and also to examine its impact on the attitude of the students. The study used a quantitative design to examine the perceptions of students in higher education institutions in India. Descriptive and inferential statistics were used to describe the data and test the hypothesis. The data was collected using a structured questionnaire for a sample of 188 students from higher education institutions (HEIs). Further, in line with the purpose of the study and to test the hypotheses, the study used descriptive statistics, exploratory factor analysis and multivariate regression analysis. The study demonstrates that the factors influencing the perception of undergraduate students toward research teaching nexus were identified using principal component analysis (PCA) with varimax rotation, conducted on 27 measurement items. In addition, the results of the multivariate regression analysis indicated that research-based, research-tutored and research motivation dimensions, significantly impact the graduate students' perception of research–teaching nexus. The outcomes of this research may become valid input to HEI regulators, researchers and teachers while framing the policies and implementation of the same about the pertinent issues discussed in the paper. Further, it contributes to the existing theory that teaching–research quality and level of motivation are also the predominant factors influencing the teaching–research nexus among students. In addition, the outcome of this paper also supports HEIs to achieve the United Nations Sustainable Development Goals (UNSDGs) at large. This study contributes to the ongoing debate and scarce literature on research–teaching nexus at the higher education level. The factors derived in this paper propose a framework for aligning teaching and research in academic programs to create high-quality human resource in the nation.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-10-03
      DOI: 10.1108/JARHE-06-2023-0227
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • What drives the attainment of goals of ethical education in higher
           institutions' The perception of professional accountants and accounting
           educators

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      Authors: Regina Mensah Onumah, Godfred Matthew Yaw Owusu
      Abstract: This study examines the impact of ethics education interventions (EEI) on attaining ethical education goals in higher institutions. The study utilizes a survey method, with questionnaires distributed to accounting instructors from universities and professional accountants in Ghana. The empirical analysis is based on 417 valid responses, and the hypothesized relationships are tested using ordinary least square (OLS) regression. The results indicate that ethics-related courses (ERC), methods of teaching ethics (MTE) and methods of ethics interventions (MEI) have a positive and significant impact on achieving the objective set for EEI in accounting programs. This study provides valuable insights for accounting educators and professional body managers in developing accounting ethics curricula in universities and professional accounting institutions. This study involves accounting educators and professionals and applies ethical theories of egoism, deontology and utilitarianism to demonstrate the role of ethical interventions in accounting programs in achieving set objectives from a developing country context.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-29
      DOI: 10.1108/JARHE-02-2023-0080
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • How do negative workplace gossip and toxic workplace environment fuel the
           fire of knowledge hiding' The moderating role of workplace spirituality

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      Authors: Wike Pertiwi, Sri Murni Setyawati, Ade Irma Anggraeni
      Abstract: The purpose of this paper is to examine the relationship between toxic workplace environments, negative workplace gossip and knowledge hiding, by exploring workplace spirituality as a moderating variable in this relationship. This study focusses on private university lecturer in West Java, Indonesia. Data collection was carried out by distributing questionnaires to respondents offline and online via Google Forms. Data analysis was done by structural equation modeling (SEM). The findings reveal that a toxic workplace environment and negative workplace gossip are positively related to knowledge hiding. In addition, it was found that workplace spirituality moderates the relationship between a toxic workplace environment and negative workplace gossip with knowledge hiding. This study extends the research model and research context of knowledge hiding in private universities. This research contributes to the social exchange theory literature by proving empirical support to confirm that there is a social exchange in interpersonal relations between academics. This study extends the research model and research context of knowledge hiding in private universities, linking it to the conservation of resources theory. This research contributes to the social exchange theory literature by proving empirical support to confirm that there is a social exchange in interpersonal relations between lecturers. Leaders need to instill spirituality in lecturer so that they feel comfortable when working, and it indirectly reduces the effects of negative behavior such as negative gossip and a toxic environment that makes them willing to share knowledge. To the authors’ understanding, this is the first study to examine workplace spirituality as a variable moderating the relationship between toxic workplace environment and negative workplace gossip with knowledge hiding in the college context.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-26
      DOI: 10.1108/JARHE-03-2023-0118
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Significance of quality higher education in the advancement of gender
           equality: the case of Bangladesh

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      Authors: Md Jahangir Alam, Keiichi Ogawa, Lubaba Basharat, Abu Hossain Muhammad Ahsan
      Abstract: This research has been conducted to determine the core reasons for gender inequality and to evaluate the effectiveness of higher education as a sole solution to ensure gender equality. This qualitative case study research explores the causes behind gender inequality, and interviews were conducted with 20 male and female graduates and five stakeholders. Liberal feminism theory has been employed to understand the phenomena. The findings show that receiving a university degree cannot ensure gender equality and empowerment of women in Bangladesh. The key factors contributing to gender disparity are societal and a general deficiency of technical knowledge. More policies should support women in every aspect of life, and the existing policies should be carefully followed. The government must ensure high-quality education, and people must show more significant concern by acquiring knowledge from quality education seeking gender equality. This research fills the gap in the current literature by providing knowledge about the practical effectiveness of quality higher education in solving the problem of gender inequality, its core reasons and possible solutions in Bangladesh's context.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-26
      DOI: 10.1108/JARHE-05-2023-0177
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Effect of creative and collaborative learning communities on virtual
           learning environment for Education 4.0: a quantitative study of Pakistan

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      Authors: Muhammad Mujtaba Asad, Safdar Hussain
      Abstract: Education 4.0 is one of the major transformations in the field of education to improve the quality of teaching and learning processes and prepare students as 21st-century learners. This study aims to examine the effect of Educations 4.0 on creative and collaborative learning of students. In this correlational research study, a quantitative data collection tool such as a questionnaire is used. This research is conducted on university students (N = 365), and purposive sampling technique is used to achieve the purpose. Statistical Package for Social Sciences (SPSS) version 27.0 is used to analyze the data. The findings of the study reveal that there is a strong positive relationship between education 4.0 and the two major 21st-century skills, i.e. collaboration and creativity. The value of correlation coefficient value of the variables is 0.597, which indicates positive and strong relationship; hence, null hypothesis is rejected and an alternative hypothesis is accepted. The results of the current study are beneficial for the school managers to enhance students' two significant 21st-century skills, i.e. “Creativity” and “Collaboration.” Also, the school managers can make efforts to develop teachers' competence to adapt the technological advancements for improving students' creativity and collaboration to benefit their learning. This is a unique study because there are only a few recent studies that show a connection between Education 4.0 and 21st-century skills. Also, there is no other study that presents the direct association of Education 4.0 and students' creativity and collaboration specifically in the context of Pakistan.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-19
      DOI: 10.1108/JARHE-01-2023-0042
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Study destination preference and post-graduation intentions: a push-pull
           factor theory perspective

         This is an Open Access Article Open Access Article

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      Authors: Shahrokh Nikou, Bibek Kadel, Dandi Merga Gutema
      Abstract: The choices that international students make regarding abroad study destination selection or leave the host country after graduation are influenced by a variety of factors that are both related to positive and negative aspects of the host country. This study builds on the push-pull factor theory and examines the factors that influence international students' decision to choose abroad study destination (Finland) or leave the country after their graduations. The data were collected through an online survey of 195 international students currently studying in Finland and were analysed using partial least squares structural equation modelling (PLS-SEM) technique. This method offers a flexible and robust approach to test relationships, particularly in situations where sample size and the conceptual model are small and complex. The results show that international students' choice of study destination (Finland) is influenced by the host country's quality of life, academic excellence and economic factors such as salary and benefits. Unfamiliarity with the culture and language barriers have a negative impact on their decisions to stay in the host country after graduation. By utilising a comprehensive analysis of both push and pull factors in relation to the host country, this study unveils a novel perspective in the field of international student mobility. The results provide insights to the institutional leaders and policymakers into how to attract and retain international students by focusing on the factors that matter most to international students. To attract more international students, higher education institutions (HEIs) should include career development activities, e.g. job fairs, language training, scholarships and internships in their curriculum. Moreover, it provides recommendations on how to create a welcoming and supportive environment that promotes academic excellence and career development.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-18
      DOI: 10.1108/JARHE-04-2023-0149
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Academics' perceptions regarding performance evaluations and
           the consequences for their professional and personal activity

         This is an Open Access Article Open Access Article

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      Authors: Javier Mula-Falcón, Katia Caballero
      Abstract: Improving and assuring the quality of higher education has become a key element of policy agendas worldwide. To this end, a complete accountability system has been developed through various evaluation procedures. Specifically, this study analyzes the perceptions of university teaching staff on the impact of performance appraisal systems on their professional activity, health and personal lives. The study adopted a nonexperimental descriptive and causal-comparative design using a questionnaire that was completed by a sample of 2,183 Spanish teachers. The data obtained were analyzed using descriptive statistics and comparisons of differences. The results show that, according to teachers, the evaluation criteria undermine the quality of their work by encouraging them to neglect teaching, increase scientific production and engage in unethical research practices. Their views also emphasize the social and health-related consequences of an increasingly competitive work climate, including increased stress levels. Finally, significant differences are observed regarding gender, professional category and academic discipline, with women, junior faculty and social sciences teachers expressing particularly strong views. The originality of this study lies in the application of a method that contributes to the international debate through a national perspective (Spain) that has so far received little attention.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-14
      DOI: 10.1108/JARHE-05-2023-0183
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Metacognitive awareness, knowledge and regulation of cognition factors
           among Lithuanian university students

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      Authors: Tomas Butvilas, Deimantė Žilinskienė, Remigijus Bubnys, Jordi Colomer, Dolors Cañabate, Marjan Masoodi
      Abstract: The importance of metacognitive awareness in learning, on the one hand, and the necessity of considering demographic variables, on the other hand, have encouraged the researchers to conduct this research. This research aims to initially determine the relationship between the level of metacognitive awareness and demographic variables of students from three Lithuanian universities, such as age, gender and area of study. The quantitative research strategy was applied in this study using the survey with the students scoring the Metacognitive Awareness Inventory (MAI). The research involved 296 students from three universities in Lithuania. Data were analysed using statistical analysis methods to compare different groups of subjects according to selected criteria. It became evident that two demographic variables of age and the field of study had a relationship with knowledge of cognition. Conditional knowledge had a positive relation with the variables of age and the field of study. Procedural knowledge was the second area which had a relation with the area of this study. Therefore, it maybe be concluded that under specific circumstances, declarative and procedural knowledge is at the same level of performance while conditional knowledge revealed the highest relation with metacognitive awareness. Furthermore, no statistically significant difference was found with gender in all metacognitive subcomponents despite the initial assumption. One of the limitations of this study is that the research did not address the actual application of metacognitive strategies during teaching and learning. The research would benefit from in-depth class observation and triangulation of data from various sources. The teaching model should be tested in a larger population to obtain aggregated results for a vast population. Results are significant in identifying students' cognitive abilities which can be attributed to various factors such as creativity, which in turn may efficiently foster students' potential. Metacognitive awareness can be developed by explicitly informing students about the importance of metacognition and life-long learning. Lecturers' role-modelling induce students to continuously assess, monitor, plan and reflect on their own learning process as well as to recognize cognition along with metacognitive prompts, questions, checklists, reports and discussion of topics in the learning process.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-13
      DOI: 10.1108/JARHE-02-2023-0069
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Adapting and implementing the new normal: an Islamic university
           perspective

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      Authors: Khairul Hidayatullah Basir, Muhamad Alif Haji Sismat, Siti Sara Ahmad
      Abstract: This paper explores the experiences and strategies that have emerged from an Islamic university in Brunei Darussalam in its efforts to adapt to the new normal. It aims to provide a comprehensive post COVID-19 teaching and learning strategies framework and understand how the principles of Islam can be harmonised with modern practices, offering valuable lessons for educational institutions worldwide. The study employed a three-fold methodology. Initially, the authors conducted a comprehensive review of the post-COVID-19 experiences within Islamic universities. Subsequently, they administered a structured questionnaire to academic staff and students at an Islamic university in Brunei, utilising Google survey forms. Based on the insights from the data analysis, strategies were carefully formulated. Ultimately, this informed the development of a framework grounded in the established strategies. The significant findings from this study include the adoption of “e-Talaqqi” and how this can be related to Maqasid Shariah to produce a conceptual framework of post-COVID-19 strategies adaptable for Islamic Higher Education Institutions (HEIs) and how that can be related to Maqasid Shariah in line with the values of Islamic-based universities. The applicability of the framework developed from data gathered at an Islamic university in Brunei might have certain limitations when extended to other Islamic HEIs. Future research should aim to cover more Islamic HEIs across various countries, thereby strengthening a broader applicability of the framework. Moreover, it is advisable that the developed framework undergoes statistical validation to fortify it. The study's implications encompass theory, researchers, educators, policymakers, and all stakeholders concerned with the past, present, and future of HEIs, particularly in facilitating the adaptation of post-COVID-19 norms within Islamic HEIs. This paper holds the potential to significantly benefit society by providing invaluable insights to educators and various sectors, aiding them in enhancing their learning pedagogies. This study has developed a conceptual framework that offers strategies tailored for Islamic HEIs in the post-COVID-19 era, harmonising with the principles of Islamic-based universities, in alignment with Maqasid Shariah. Consequently, this research serves as a significant contribution to the evolution of new theoretical paradigms because of COVID-19.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-11
      DOI: 10.1108/JARHE-02-2023-0068
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Developing future leaders in Malaysian public universities: the factors
           influencing execution of succession planning

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      Authors: Nazia Keerio, Abd Rahman Ahmad
      Abstract: Succession planning is an emerging area for research in higher education institutions worldwide; however, literature is scarce in the context of developing countries like Malaysia. The factors that have an influence on the execution of succession planning in public universities are the primary goal that has been set for achieving the study's goal. Moreover, the development of leadership in institutions has been taken by adopting formal succession planning. This study aims to be explore the factors that can contribute to the successful execution of the plan, particularly in higher education institutions in Malaysia. The study employed the qualitative approach. The registrars have been selected by using purposive sampling technique for face-to-face interviews from five public research universities of Malaysia. The in-depth data can be collected at research universities as they are old and comprehensive universities of Malaysia. The data were analysed through thematic analysis. The number of factors that have been revealed through the findings are as follows: organisational culture, the support of top-level management, the strategic plan, the reward, the champion from top-level management and the budget. Further, the public universities of Malaysia required ensuring that all employees were aware of succession plan initiatives taken by institutions, although the system was challenged by not taking these factors into account. The primary data have been collected to provide the insight regarding opportunities and challenges encountered in the implementation of succession planning in Malaysian public universities.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-11
      DOI: 10.1108/JARHE-03-2023-0112
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • University students’ perceived service quality and attitude towards
           hybrid learning: ease of use and usefulness as mediators

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      Authors: Peter Sin Howe Tan, Ai Na Seow, Yuen Onn Choong, Chi Hau Tan, Siew Yong Lam, Chee Keong Choong
      Abstract: Numerous academic institutions have embarked on the pursuit of hybrid learning as an alternative approach, catering to students who opt for replacing a fraction of their conventional in-person meeting schedule with remote teaching. However, these new remote learning patterns have brought forth new stands against students' expectations. The universities have come across immense challenges in devising efficacious strategies that encompass the delivery, effectiveness and acceptability of hybrid courses. Consequently, identifying pivotal determinants related to user acceptance of technology persists as a crucial matter. This study aims to shed light on the adoption of hybrid learning from students' perspectives. Structural equation modelling (SEM) was employed to scrutinise the proposed research model and hypotheses. A total sample of 444 students responded and partook in the survey. The data were analysed using AMOS software, a powerful tool for statistical analysis in the field of social sciences. The findings of this study show that perceived service quality positively and significantly impacts the ease of use and usefulness of a hybrid learning system among students. In addition, the results demonstrate that ease of use and usefulness of the system positively and significantly influence students' favourable attitudes toward hybrid learning. Remarkably, the statistical analysis unveils the significant mediating effect of ease of use and usefulness in the relationship between perceived service quality and students' attitudes toward hybrid learning. The findings suggest that the pervasive dependence on information systems and the quality of service from novel technologies continues to be a vital influence in the learning environment. The study has provided valuable insights into student perseverance learning strategies for higher education institutions. This study's novelty lies in illuminating the crucial role of ease of use and usefulness as mediators, highlighting their criticality in enhancing students' attitudes towards hybrid learning. Notably, the study underscores that perceived service quality exerts a positive influence on ease of use and usefulness.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-11
      DOI: 10.1108/JARHE-03-2023-0113
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Unlocking the potential of smart learning: exploring the impact
           of students' technological factors on remote access

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      Authors: Mohammed Muneerali Thottoli, K.V. Thomas
      Abstract: The primary objective of this study is to examine how students' technological factors affect remote access (RA) in smart learning (SL) environments. Additionally, the paper explores the moderating effect of students' technical skills (TS) on RA and SL. The study applied a quantitative research approach and collected 125 valid questionnaires from students in Oman's higher education institutions (HEIs). A structural equation model (SEM) was employed for data analysis using the Smart PLS 4 version to examine the influence of technological factors on RA in SL environments. It was found that the use of cloud-based RA in SL is influenced by students' use of technology, technology competitiveness and the availability of institutional software (IS). Moreover, students' TS were found to play a crucial role in moderating RA and SL, as well as technical knowledge (TK) and SL. These findings highlight the importance of technical competencies and software availability in shaping students' RA experiences. The study's findings should be interpreted with caution due to the limited sample size, which may restrict the generalizability of the results. The study suggests the technological learning capabilities of HEIs, which significantly improved by prioritizing critical technical factors, including knowledge and use of technology, availability of institutional software and RA antecedents in SL environments. This paper offers practical and actionable directions for HEIs, universities, colleges and educators looking to incorporate technology into their practices in the dynamic and ever-evolving Fourth Industrial Era.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-08
      DOI: 10.1108/JARHE-06-2023-0251
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Studying the impact of e-marketing by universities on students'
           loyalty with the mediation of intention to get enrollment
           and moderation of eWOM

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      Authors: Abdul Wahab, Tanzeela Aqif, Zara Bint-e-shehzad
      Abstract: This study aims to recognize the significance of branding in the academic field to enhance students' loyalty. The research has examined the effect of e-word of mouth as a moderator on loyalty and exploring the intention to get enrollment variable as a mediator in the context of higher education institutes. In order to establish theoretical foundation of study, theory of planned behavior and expectancy-value theory have been used to hypothesize relations. Quantitative research methodology has been used in this research while structured questionnaires have been used to collect the sample data which is comprised of 201 students. Population for this study included students of universities in Pakistan from both private and public sector. It has been found that e-marketing has a positive relationship with student loyalty. Further, eWOM acts as a moderator between e-marketing and student loyalty. The study also found that intention to get enrollment mediates the relationship between e-marketing and student loyalty. This study is a contribution to higher education literature and provides implications that how effectively HEIs should employ e-marketing techniques that not only attract new students to get enrolled but also help to develop long-term relations leading toward student loyalty. The study has been unique as it has examined the increasing role of e-marketing on students' loyalty. The study is the first in nature which has explored how universities can use e-marketing to enhance students' loyalty and how this relationship can be enhanced through the use of electronic word of mouth (eWOM).
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-08
      DOI: 10.1108/JARHE-08-2022-0264
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Knowledge sharing via social media in higher education:
           a bibliometric analysis

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      Authors: Muhammad Ashraf Fauzi, Fazeeda Mohamad, Norwazli Abdul Wahab
      Abstract: The purpose of this study is to review the application of social media for knowledge sharing (KS) in higher education. KS is the most crucial component in knowledge management. Higher education institutions (HEIs) are the epitome of knowledge creation and acquisition. With the advancement in technology and the embracement of social media, knowledge should be shared more freely and easily. Using a bibliometric analysis, this study applies bibliographic coupling and co-word analysis to analyze the present and future trends on KS using social media in HEIs. 455 journal publications and 21,181 cited references were retrieved from Web of Science (WoS) database. Findings show that most themes are categorized towards academics and students. Themes related to academics are the use of social media for expertise sharing and KS's impact on university-industry networking. In contrast, themes related to students revolved around the impacts of social media and academic performance. Implications towards major social media practices on KS are discussed. This study provides a novel, state-of-the-art bibliometric review of knowledge sharing via social media in the higher education context.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-06
      DOI: 10.1108/JARHE-02-2023-0077
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Influence of integration of multimodal writing portfolios into academic
           writing courses on novice researchers' academic writing

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      Authors: Chin-Wen Chien
      Abstract: Multimodal writing portfolios were introduced and integrated into an undergraduate course and a graduate course in a research-oriented university in northwest Taiwan. This study aims to examine the influence of multimodal writing portfolios of novice researchers' academic writing. Comparative case studies involve collecting data from several cases and analyzing the similarities, differences and patterns across cases (Merriam, 2009). To address this underdeveloped area of research, a comparative case study method was employed to understand undergraduate and graduate students' multimodal writing portfolios in academic writing in two courses in Taiwan. First, multimodal writing portfolios enabled novice researchers to be more familiar with the structure of academic paper and they had better performance in intrapersonal and linguistic aspects. Second, novice researchers held positive attitude toward multimodal writing portfolios because they regarded process of making multimodal writing portfolios as preparation for their future academic writing. Finally, participants highly valued the class PowerPoint slides, weekly writing tasks and the instructor's modeling as effective facilitation for making multimodal writing portfolios. Limited studies focus on multimodal writing portfolios (e.g. Silver, 2019). The present case study explores the integration of a multimodal writing portfolio into one undergraduate and one graduate course to explore learners' attitude and performance in academic writing. Novice researchers can learn to compose multimodal academic texts for the academic writing community. Suggestions on effective integration of multimodal writing portfolios into academic writing instruction were provided based on the research findings. The findings of the study provide the field of L2 writing with insights into the pedagogical development of multilingual writing portfolios and help educators to be better prepared for teaching novice researchers to comprehend and compose multimodal texts and enter the academic writing community. The framework in Figure 1 and suggestions on course designs for academic writing can inform educators on the integration of multimodality in academic discourse. Moreover, this study moves beyond general writing courses at the tertiary level and could contribute to L2 writers' deeper understanding of how multimodal writing portfolios can be constructed.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-09-01
      DOI: 10.1108/JARHE-05-2023-0196
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Importance of computer in learning of person with disabilities
           in skill training

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      Authors: Neelam Bansal, Mala Tandon, Himangshu Das
      Abstract: The main purpose of the study to identify the importance of computer devices in vocational studies for person with disabilities (PwDs) are as follows: This study aims to observe the role of computer training in vocational training of a PwD. This study plays an important role in the vocational training of a PwD. With the help of ICT curriculum, effective vocational training is possible to help the trainee, the parents, the professional, the employer and the community easily. It builds awareness about career and employment options for individuals with disabilities. The present investigation is descriptive research. The study has divided in to two phases such as—in the first phase of the study, the researcher has developed the tool for demographic data of PwDs. The tool is described as depth in following: There are two tools, the first tool had 16 different items related to demographic information of PwDs and the second one had 18 different items are related to computer skills and ability. The second questionnaire was a close-ended questionnaire. It was developed based upon the VAPS, BASAL-MR questionnaire developed by NIMH have questions on disability condition, management, policies, training and services available for PwDs. There are some basic areas in the tool are related to personal, academic, communication, vocational and recreational skills. The researcher had sent the questionnaire to the seven expert members related to disability for modifications. The researcher had modified and improved the tool as per expert advice. The role of the researcher in this research was to pose the research question and create conducive atmosphere to discourse, in order to encourage the participants to give the answer correctly. The researcher had prepared findings and a conclusion on the basis of the score obtained by PwDs. For the second phase of research, the researcher conducted interview with PwDs to assist the information related to computer skill training and importance in vocational potential for PwDs Participants: The sample selected for the study was 50 PwDs participants including 36 female and 14 male participants with benchmark disability (above 17 years of age) enrolled in the vocational unit in Uttar Pradesh. Purposive sampling was used for sample selection. Procedure: At the beginning, the investigator met with the concerned authority of the respective institutions for identifying the PwDs. And researcher had also contacted to parents and PwD for the present study. The data were also gathered by interviewing PwDs with help of their parents and PwDs. The investigator interviewed them by the help of self-made tools. On the whole, 50 individuals with disability were interview for present study. The PwD mostly depends upon their family due to lack of job or livelihood skills. Anyone can obtain a job/business with help of vocational training or job training. In order to live an independent life, with social surroundings, basic vocational skills is desirable. PwDs is able to hold gainful employment or manage their daily financial activities with computer skills easily. ICT skills are very easy and useful to reading and writing, understand decision-making, logical thinking, problem-solving and so on. The future research may guide parents and service providers, belonging from different geographical areas how to train the PwD. The study will indicate researches to guide parents to select appropriate job options for a PwD. Resources related to computer training for PwDs are very limited. In future, the research may conducted in specific disability for better output. This study plays an important role in the vocational training of a PwD. Computer-based training model is easily implementable, cost-effective and accessible all over India. With help of new technology, the vocational training becomes systematic and structured for PwDs. Individual and group guidance is available for large and small groups all over India for PwDs. Computer-based instructions are clear and easy instructions for PwDs, and it avoids the unnecessary confusion of parents regarding the vocational training programmes of their PwDs. Computer-based vocational training is helpful for better employment options for PwD. The attitudinal barrier will be reduced with computer training. The study will help in the training of the PwDs in different job roles. Computer training in the vocational curriculum will make the training part easy for trainers and PwDs as per his requirements. There are many organizational barriers to technology adoption are particularly problematic given the growing demands and perceived benefits among students about using technology to learn. This paper adds new and significant information since it focuses on a specific group of persons who are disabled and the significance of using technology in learning. In conclusion, the findings in this study have valuable implications for PwDs, special educators and parents. This study creates effective in increasing positive atmosphere for PwDs in society and increases inclusion at vocational training centres. Therefore, it is important for technology base vocational training and education.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-31
      DOI: 10.1108/JARHE-05-2023-0187
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • University social responsibility: the present and future trends based on
           bibliometric analysis

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      Authors: Muhammad Ashraf Fauzi, Norwazli Abdul Wahab, Mohd Hanafiah Ahmad, Imaduddin Abidin
      Abstract: The purpose of this study is to review university social responsibility (USR) using a well-known quantitative approach of bibliometric analysis. Compared to corporate social responsibility (CSR), USR is in its infancy stage, requiring further exploration of its meaning and impact toward higher education institutions (HEIs). A total of 306 publications and 9,530 cited references were retrieved from the Web of Science database. Bibliographic coupling analysis was applied to uncover present themes, while co-word analysis was used to predict future trends. Findings suggested that themes are centralized toward the impact of USR on HEIs. USR is important for HEIs to attain excellence in today's challenging business environment. USR could develop HEIs into world-renowned institutions by establishing a good reputation and engaging with the broader community, locally and internationally. USR is regarded as HEIs' new value proposition in marketing its brand within the competitive environment in higher education. This study is the first that reviews USR by extracting the knowledge structure and providing visualization on the implicit themes of the subject interest.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-30
      DOI: 10.1108/JARHE-03-2023-0110
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Supporting college student self-determination through motivational
           interviewing

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      Authors: Benjamin Buck Blankenship, Jon Lee
      Abstract: This study was intended to investigate a small-scale School-based Motivational Interviewing (SBMI) pilot with first-year college students. This approach honors student autonomy, supports self-determination and has the potential to impact educational outcomes in higher education. Motivational Interviewing (MI) is an evidence based conversational skill set, defined as “a collaborative conversational style for strengthening a person's own motivation and commitment to change” (Miller and Rollnick, 2013, p. 12). Student perceptions of satisfaction with the faculty-student mentoring intervention were sought. Relational aspects of MI (partnership, empathy and alliance) were also explored. A mixed-method approach was used for the SBMI study, focused on college students with recent academic setbacks (N = 19). The intervention was deployed with high levels of MI technical fidelity and relational quality. Participants reported high satisfaction with the intervention. The relational aspects and participant perceived alliance with their faculty were highly correlated across the intervention, adding to the discussion of the mechanisms of MI that contribute to its effectiveness. This work is formative, yet at this point is not generalizable given the scope of the study. Findings are encouraging for further development of this innovative pedagogical approach. Possible future applications of research are provided. Discussed herein, SBMI has the potential to meet the needs of traditionally underrepresented student groups. The reported study is the initial portion of a larger intervention development project.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-29
      DOI: 10.1108/JARHE-01-2023-0028
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The human spectrum: a position paper

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      Authors: Gail Teresa Hopkins
      Abstract: The purpose of this research is to investigate the acceptance and support of neurodiverse people in society, with a focus on autism, and to use this to propose a framework to enhance inclusivity that can inform pedagogy within the education sectors. Three case studies from higher education have been presented and mapped onto a multi-dimensional spectrum of characteristics normally associated with autistic people. Further examples have been taken from the general population and these have been used, along with user scenarios to propose a framework for inclusivity. A framework, the human spectrum, has been proposed which encompasses all of society, regardless of diagnoses and within which people have mobility in terms of their characteristics. It is proposed that this framework should be incorporated into pedagogy in primary, secondary and tertiary education so that teaching and assessment is inclusive and so that people’s understanding of human nature is built from an early age to counter stigma and herd mentality, or othering. The contribution of this paper could have significant implications for society as the framework provides a structure to enable people to consider others with new perspectives. The framework proposed provides a new and original way of shaping the way people think within the education sector and elsewhere.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-29
      DOI: 10.1108/JARHE-05-2023-0176
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Views of African higher education scholars about effective leadership

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      Authors: Daniel S. Alemu
      Abstract: The purpose of this study is to investigate the views of African higher education scholars about effective leadership and if those views reflect a unique, African meaning of leadership. The study sought to explore the views of African higher education scholars about leadership in general and if those views reflect a unique, African meaning, that does not necessarily fit the widely accepted western theories. Using a researcher-designed questionnaire, higher education faculty and administrators were asked their understanding and beliefs about leadership. Data from quantitative responses were analyzed using descriptive statistics and t-test. In addition, qualitative answers, from one open ended question, were utilized to possibly triangulate with quantitative responses. This study found that most research participants believe that the widely used western leadership theories are not fully applicable to Africa's context. However, the list of qualities of effective leadership, these participants suggest to be unique to Africa, included mixed attributes from Western, Non-Western and Culture-Neutral theories. This study has some limitations. First, the data for this study was collected electronically which might have affected the potential responses from those with limited Internet connection or who have not updated their current email addresses. Second, the participants of the study are higher education professionals whose insight about leadership may not necessarily reflect the views of others from different background. By examining leadership effectiveness in Africa's context, this study adds to the body of literature on the ongoing discussion on the topic of culture and leadership. It is hoped that the findings of the study provide important insights regarding the debate on “western vs non-western” leadership theories. The universal understanding of leadership and the application of leadership theories across cultures have been an issue of debate for leadership scholars and practitioners around the globe. Many authors argue that the widely used leadership theories are “too western” in value and character (Bass, 1990; Hofstede, 1993; House and Aditya, 1997). This study adds the perspectives of African scholars to the ongoing debate and expands the understanding about leadership across culture.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-25
      DOI: 10.1108/JARHE-01-2023-0046
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Relationships between EFL teachers' perceptions of consequential validity
           of formative assessment and data-driven decision-making self-efficacy and
           anxiety

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      Authors: Maryam Atai-Tabar, Gholamreza Zareian, Seyyed Mohammad Reza Amirian, Seyyed Mohammad Reza Adel
      Abstract: The purpose of this study was to ascertain the relationship between EFL teachers' perception of the intended and unintended consequences of formative assessment (FA) decisions and their sense of self-efficacy and anxiety toward data-driven decision-making (DDDM). A correlational research design and correlational/regression analysis was utilized to conduct this study. In addition, a thematic analysis was conducted of participants' responses to the open-ended questions. Descriptive statistics suggest that most EFL teachers perceived both intended and unintended consequential validity of their FA decisions with a moderate level of DDDM self-efficacy and a low level of anxiety. The results of the correlational analysis indicated a strong positive relationship indicating that those with higher teachers' perceptions of consequential validity of formative assessment (TPCVFA) scores tended to report higher DDDM efficacy. The results of the correlational analysis also indicated that a significant relationship did not exist between TPCVFA scores and DDDM anxiety. Finally, multiple regression analyses revealed that TPCVFA was a significant predictor of DDDM efficacy; however, TPCVFA was not a significant predictor of DDDM anxiety. Data collected from 114 Iranian EFL teachers using the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA, Dunn et al. 2013a) and the TPCVFA questionnaire, which was self-developed and validated for the current study.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-25
      DOI: 10.1108/JARHE-04-2023-0169
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Students' core self-evaluations and academic burnout: the mediating role
           of personal resources

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      Authors: Ramona Paloș
      Abstract: Although many studies emphasize the need to design programs to help students manage post-pandemic burnout, few address personal resources' mediating role in the relationship between positive self-evaluation and experienced academic burnout. The present study aims to investigate the mediating role of two personal resources (i.e. psychological capital and proactive coping) on the relationship between core self-evaluations and academic burnout. The research was carried out in the first part of 2022, at the end of two years of online teaching. The sample consisted of 183 Romanian university students who voluntarily filled in four questionnaires that measured core self-evaluations, academic burnout, psychological capital and proactive coping. To verify the hypotheses, a mediation analysis using the PROCESS 4.0 macro in SPSS 23.0, Model 6 was conducted. The indirect effect was tested based on a bias-corrected bootstrapping procedure with 5,000 samples, and a bootstrap confidence interval (95% CI). Results showed that students with a high level of core self-evaluations report a low level of burnout. Also, students with positive core self-evaluations are more likely to use their psychological resources (i.e. psychological capital) and act proactively (i.e. proactive coping) in dealing with challenging situations, which can increase their burnout. However, the overall effect of the core self-evaluations on burnout was lower in the case of mediation by students' personal resources. These research findings highlight the role of personal resources in coping with a challenging context, being among the few studies that have focused on student burnout in the immediate post-pandemic period. Furthermore, by working with malleable personal resources that can be enhanced through instruction, this research underlines how students can be taught to assess and develop these resources to cope with a highly demanding educational context.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-24
      DOI: 10.1108/JARHE-04-2023-0152
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Exploring the intention to use mobile learning applications among
           international students for Chinese language learning during the COVID-19
           pandemic

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      Authors: Salah A.M. Ahmed, Mohammed A.E. Suliman, Abdo Hasan AL-Qadri, Wenlan Zhang
      Abstract: This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT). This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software. The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model. This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings. The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors. Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society. This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-23
      DOI: 10.1108/JARHE-01-2023-0012
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Does following an “excellent” candidate in the objective structured
           clinical examination affect your checklist score'

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      Authors: Craig Brown, Mintu Nath, Wendy Watson, Mary Joan Macleod
      Abstract: The OSCE is regarded as the gold standard of competence assessment in many healthcare programs, however, there are numerous internal and external sources of variation contributing to checklist marks. There is concern amongst organisers that candidates may be unfairly disadvantaged if they follow an “excellent” preceding candidate. This study assessed if average checklist scores differed depending on who a candidate follows accounted for different sources of variation. This study examined assessment data from final year MBChB OSCEs at the University of Aberdeen and categorised candidates into three levels dependent on examiner awarded global scores of preceding candidates for each station. Data were modelled using a linear mixed model incorporating fixed and random effects. A total of 349 candidates sat the OSCEs. The predicted mean (95% CI) score for students following an “excellent” candidate was 21.6 (20.6, 22.6), followed “others” was 21.5 (20.5, 22.4) and followed an “unsatisfactory” student was 22.2 (21.1, 23.3). When accounted for individual, examiner and station levels variabilities, students following an “excellent” candidate did not have different mean scores compared to those who followed “other” (p = 0.829) or “unsatisfactory” candidates (p = 0.162), however, students who followed an “unsatisfactory” student scored slightly higher on average compared to those who followed “other” (p = 0.038). There was weak evidence that candidate's checklist variations could be attributed to who they followed, particularly those following unsatisfactory students; the difference in predicted mean scores may be of little practical relevance. Further studies with multiple centres may be warranted assuring perceived fairness of the OSCE to candidates and educators.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-22
      DOI: 10.1108/JARHE-02-2023-0079
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Socioeconomic disparities in the retention and graduation rates
           of dual-enrolled students

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      Authors: Nicholas Urquhart, Juliann Sergi McBrayer, Cordelia Zinskie, Richard Cleveland
      Abstract: This research examine participation in a dual enrollment program and a student's race and socioeconomic status. In addition to examining the college retention and graduation rates (student success) of dual and non-dual enrolled students, this study looked at potential race and socioeconomic disparities. A quantitative ex post facto research design using logistic regression was used to analyze data from the University System of Georgia (N = 28,664) to determine the relationships between participation in a dual enrollment program, students' race and socioeconomic status and their retention and graduation. Findings from this quantitative study indicated that the predictor variables dual enrollment participation, race and socioeconomic status were significant in predicting retention and graduation outcomes. This study adds to existing research indicating that students from different races and socioeconomic statuses, who participated in a high school dual enrollment program, are being retained beyond the first year in college and graduating at higher rates than non-dual enrolled students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-22
      DOI: 10.1108/JARHE-05-2023-0180
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Uncovering the untold story: exploring gender disparities in sexual
           harassment experiences and coping strategies among Ghanaian higher
           education students

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      Authors: Isaac Nyarko Adu, Angela Duoduaa Nyarko-Tetteh, Michael Kyei-Frimpong
      Abstract: This study aims to examine students' experiences of sexual harassment (SH) in higher education institutions (HEIs) in Ghana as well as their coping strategies. The study adopted the cross-sectional descriptive survey research design and used the convenience sampling technique to sample 926 students from four public Universities in Ghana. The data collected were analyzed using an independent-sample t-test with the aid of IBM SPSS Statistics version 23.0. The study found no significant difference in male and female students' experience of gender harassment and unwanted SH. Additionally, female students were sexually coerced considerably more than males. In the case of coping strategies, the study found no significant differences among male and female students use of passive coping strategies. Finally, the study found significant differences among male and female students use of active, self-blame and benign coping strategies. This implies that specific attention is required when students experience SH since they may be exposed to more aggressive sexual behavior. The originality of this present study rest on its unique contribution by exploring the prevalent SH and coping strategies among tertiary students in HEIs in Ghana.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-15
      DOI: 10.1108/JARHE-02-2023-0081
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Lecturer's pedagogical attributes and teaching quality for construction
           and engineering education in UK universities: mediating effect of research
           informed teaching

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      Authors: Dubem Ikediashi, Cletus Moobela, Kenneth Leitch, Nimi Dan-Jumbo, Afolabi Dania, Sani Reuben Reuben Akoh, Paul Esangbedo
      Abstract: Researchers have opined that the quality of commitment to pedagogical approaches by lecturers is one of the most important factors in determining student academic success. The purpose of this paper is to analyse the mediating effect of research informed teaching on the relationship between lecturer commitment to use of pedagogical approaches and teaching quality, with a view towards enabling delivery of high quality teaching and learning in HEIs. The research is based on an online survey of the perception of 186 undergraduate and postgraduate students in four major UK universities. Covariance-based structural equation modelling (SEM) methodology was used to quantity and clarify the influence of lecturers' pedagogical attributes on teaching quality, mediated by research-informed teaching. Findings reveal that: lecturers' pedagogical attributes have significant positive effect on teaching quality, research-informed teaching have significant positive effect on teaching quality, lecturers' pedagogical attributes have weak positive effect on research-informed teaching, and research-informed teaching partially mediates (indirect effect) the relationship between lecturers' pedagogical attributes and teaching quality. Structural equation models are useful for clarifying concepts in pedagogy and have implications for education managers on how to improve teaching and learning in HEIs. The paper presents a unique quantitative model for measuring the degree of teaching quality in universities.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-15
      DOI: 10.1108/JARHE-05-2023-0216
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Exploring key themes and trends in international student mobility
           research —A systematic literature review

         This is an Open Access Article Open Access Article

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      Authors: Dandi Merga Gutema, Sukrit Pant, Shahrokh Nikou
      Abstract: The global landscape of higher education has witnessed a steady increase in the mobility of international students, as more individuals seek diverse academic experiences and cross-cultural learning opportunities. This paper conducts a systematic literature review to investigate trends, research directions and key themes in the literature. By utilising the push–pull factor model the aim is to provide a comprehensive understanding of the factors influencing international students' choices to pursue higher education and future career opportunities abroad. A systematic literature review approach was applied. The selection was made using PRISMA framework-based inclusion and exclusion criteria. The review includes 43 publications from 2010 to 2022. The review results revealed five themes of scholarly conversations labelled as (1) betterment of life, (2) policy of the host country, (3) role of institutions, (4) return to home country and (5) social, economic, environmental, individual and cultural factors. The findings emphasise on the significance of factors such as the quality of education, visa requirements, academic reputation, tuition fees, availability of scholarships, job opportunities, social, economic, environmental, individual and cultural factors. The paper also identifies language barriers, visa policies and social integration difficulties as major barriers to international students' stay in the host country after graduation. This research enhances the current body of literature by conducting a comprehensive analysis of the empirical evidence available in literature that investigates the mobility of international students. The outcomes of this study will make a valuable contribution towards developing a more profound comprehension of the primary factors that influence international students' decision to pursue their education abroad.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-11
      DOI: 10.1108/JARHE-05-2023-0195
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Analysis of cox proportional hazard model for dropout students in
           university: case study from SIMAD university

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      Authors: Dahir Abdi Ali, Ali Mohamud Hussein
      Abstract: The main purpose of this study is to evaluate the extent of dropout students and identify the relationship between risk factors of dropout and the survival time of students. The Kaplan–Meier estimator (KM), also known as the product-limit technique, is a nonparametric model function that is commonly used in estimating survival function events (Kaplan and Meier, 1958). The survival function's Kaplan–Meier estimators are used to estimate and graph survival probabilities as a function of time, as well as explanatory data analysis (EDA) for the survival data, including the median survival time, and compare for two or more of the survival events. In addition, Cox proportional hazards model is employed for modelling purpose. Results of the Kaplan–Meier curves show that male students have lower survival rates than female, researchers have found that there is a difference between the survival times of the student's school types, results show students from English-based schools are higher than Arabic-based schools as suggested by the survival curve. Similarly, there is a difference between the survival times of students aging equal or greater than 25 and students aging less than 25 and survival function estimates of dropout according to high school grade marks has huge difference. These results were confirmed using log rank test as age, school type and marks were statistically significantly different while gender is not statistically significant. There is no study of this kind from the Somalia context about the student's dropout. Subsequent to the outbreak of civil war in 1988 and the collapse of the central government in 1991, all public social services in Somalia including education centers were severely disrupted. The statistical methods discussed in the previous section will be applied on a real dataset obtained from different offices of the university; most of the data were extracted from faculty of economics office and admission and record office. The data set comprised of 70 students from SIMAD university, consists of full-time faculty of economics students who enrolled at the university in the academic year of 2017–2018 until two years of diploma, students either complete 24 months of diploma or leave the university and that is the event of interest.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-09
      DOI: 10.1108/JARHE-03-2023-0103
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The reasons for the gap between academic education and the required skills
           of the labor market in Iran

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      Authors: Mohsen Nazarzadeh Zare, Ehsan Parvin
      Abstract: The present study aims to investigate the reasons for the gap between academic education and the required skills of the labor market in Iran. For this purpose, the authors adopted a thematic analysis method. The participants in the study were connoisseurs from universities and research institutes in Iran, who were selected with purposeful sampling methods of snowball type. To collect the data, the authors used a semi-structured interview and performed a thematic analysis for data analysis. The findings showed that the views and perceptions of the connoisseurs participating in the study about the reasons for the gap between academic education and the skills required in the labor market in Iran can be classified into four main themes including lack of attention to labor market needs in the academic curricula, lack of attention to practical and entrepreneurial skills in the academic curricula, the weak link between universities and industry and society, and shortage of academic resources and equipment in some academic disciplines. The present study had three implications. First, the human capital theory, the social closure theory, the positional conflict theory and the labor market segmentation theory are more compatible with the labor market of Iranian graduates, compared to other theories of the labor market. Second, the lack of coordination between academic education and the required skills in the labor market has weakened the Iranian economy. Third, the absence of practical and entrepreneurial skills in academic graduates has led to increased unemployment in Iranian society.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-08-01
      DOI: 10.1108/JARHE-02-2023-0052
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Reflection on publishing experiences of taught master's course students
           with their faculty member: actor-network theoretic discussion

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      Authors: Yue Xu, Ghazalossadat Fatemi, Eisuke Saito
      Abstract: This study aims to analyse the attempts of taught master course students' publications from actor-network theoretic (ANT) perspectives based on the authors' experiences. In this study, self-study was chosen as the research method. Self-study is a qualitative research approach based on autobiography, available materials, narratives or memory-work for researchers to investigate their own practice from professional and personal experiences and work with critical friends. In this study, self-study was conducted based on the reflective narratives of three authors (the students,
      Authors 1 and 2, and the lecturer, Author 3), which aims to examine the meanings and explanations of the authors' ordinary experiences and investigate a variety of their emotional memories. By drawing on ANT, this study explored how the authors translated the assignment tasks into publications by negotiating and interacting with various human and non-human actors – academic journals. The journal articles, however, were not solely the outcome of the academic endevours of the authors. Instead, the journals played a role in helping the authors learn about the academic rigour and gain confidence in their own capabilities. Further, the journals also reinforced the academic partnerships between the authors through collaboration on drafting and revising their manuscripts. Firstly, this process of helping students publish their papers should focus on their learning and experience rather than merely promoting competition. Additionally, the importance of reaching an agreement on role division and collaborative work ethics needs to be emphasised. As publications have become increasingly important for graduate students, this study sheds light on the experience of taught master's course students (TMCSs) and their lecturer in jointly publishing papers. While doctoral student publications have received significant attention, TMCSs' publications have not been extensively studied, making this research valuable and original.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-31
      DOI: 10.1108/JARHE-02-2023-0073
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Exploring determinants of social media addiction in higher education
           through the integrated lenses of technology acceptance model (TAM) and
           usage habit

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      Authors: Norazha Paiman, Muhammad Ashraf Fauzi
      Abstract: This research aims to build on the pre-existing corpus of literature through the integration of the technology acceptance model (TAM) and usage habit to more accurately capture the determinants associated with social media addiction among university students. This study seeks to delineate how usage habit and TAM may be used as predictors for addiction potential, as well as provide greater insight into current trends in social media usage across this population demographic. A cross-sectional research design was employed to investigate the determinants of social media addiction among university students in Malaysia at the onset of their tertiary education. A self-administered survey, adapted from prior studies, was administered to a sample of 217 respondents. The hypotheses on social media addiction were subsequently tested using a partial least squares structural equation modeling (PLS-SEM) approach. Usage habit was found to be a direct and strong predictor of this type of addiction, as well as all TAM variables considered in the research. Additionally, by integrating TAM with usage habit, the study revealed a comprehensive and multi-faceted understanding of social media addiction, providing an important insight into its complexity in the Malaysian context. Although several other factors have been identified as potential contributors to social media reliance and addictive behavior, it appears that usage habit is paramount in driving these addictive tendencies among university students. This expanded model holds significant implications for the development of interventions and policies that aim to mitigate the adverse effects of social media addiction on students' educational and psychological well-being. The study illustrates the applicability of the TAM in examining addictive behaviors within emerging contexts such as the Malaysian higher education sector, thus contributing to the extant literature on the subject. The integrated TAM and habit model is an effective predictor of social media addiction among young adults in developing countries like Malaysia. This highlights the importance of actively monitoring and controlling users' interactions with technology and media platforms, while promoting responsible usage habits. Educators can use these findings to create tailored educational programs to educate students on how to use technology responsibly and reduce their risk of becoming addicted to social media. This study provides a unique perspective on social media addiction among university students. The combination of TAM and usage habit has the potential to shed significant light on how variables such as perceived usefulness (PU) and perceived ease of use (PEOU) may be associated with addictive behaviors. Additionally, by considering usage habit as an explanatory factor, this research offers a novel approach to understanding how addictions form over time.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-24
      DOI: 10.1108/JARHE-03-2023-0114
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Lifelong learning measurement scale (LLMS): development and validation in
           the context of higher education institutions

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      Authors: Yalalem Assefa, Bekalu Tadesse Moges, Shouket Ahmad Tilwani
      Abstract: Lifelong learning has become one of the most interesting areas of research. Hence, the current study was aimed at developing and validating a tool that helps to study how well people working in higher education institutions are engaged in lifelong learning. A review of theories in the literature and experts' consultation were used to develop a pool of items and validate the self-assessment instrument for measuring lifelong learning. The study employed factor analytic methodologies such as principal component analysis, varimax rotation and exploratory factor analyses. The study yielded a reliable and valid lifelong learning measurement scale made up of 18 items and four underlying factors that are theoretically supported. The significant information is that, the current study aimed at developing a tool that could help to measure the engagement in lifelong learning of higher education institutions workers. The study found this tool to be important because lifelong learning is considered essential for personal and professional growth, and having a sound way to measure it can help individuals and organizations identify areas for improvement.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-24
      DOI: 10.1108/JARHE-04-2023-0164
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Relevance of Stephen Covey's theory on the circle of life in the context
           of student decision-making to enroll for higher education

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      Authors: Khusboo Srivastava, Somesh Dhamija
      Abstract: This study attempts to elucidate the role of key influencers impacting the student decision-making process of enrollment for higher education in India from the lenses of Stephen Covey's theory on circles of life. A sample of 556 students of Delhi NCR, India was selected based on a multi-staged sampling method. PLS-SEM was subsequently applied for statistical data analysis. This quantitative finding voiced the relationships among the constructs in the proposed theoretical framework, i.e. Stephen Covey's circle of life theory. Additionally, it tinted the crucial role of “College attributes” in reconnoitering the relationship dynamics between key influencers (Circle of Influence and Circle of Concern) and student college choice (Circle of Control). The present study incorporates only the first-year student population of undergraduate management courses in private universities from Delhi NCR, India limiting the generalization of findings substantially. The study garners the attention of education policymakers on the cognizance of the role played by parents and cohorts in driving the student's decision-making process of college choice under the circle of influence. This study is pioneering research disseminating a comprehensive outlook of the circle of life theory of great Stephen Covey engrained upon a compendious conceptual model which enlightens the landscape of the decision-making process of student on enrollment under the influence of key influencers.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-20
      DOI: 10.1108/JARHE-12-2022-0393
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Investigating teacher talk in EAP and EGP classes: In pursuit
           of communicative features

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      Authors: Amir Ghajarieh, Nasim Mirzabeigi
      Abstract: This study aims to explore the communicative features of teacher talk in English for General Purposes (EGP) vs. English for Academic Purposes (EAP) classes in Iranian contexts based on the Self-Evaluation Teacher Talk (SETT) framework. For the purposes of this study, EAP and EGP classes run by three language instructors and three content instructors were observed and interviews with teacher participants were conducted. The data were analyzed by content analysis, and emerging overarching themes were recorded. The findings of this study indicate that the translation of texts into Persian was the dominant theme in classes run by content instructors who were less aware of the communicative features of teacher talk. However, one of the content instructors who was familiar with the communicative features of teacher talk as well as general language instructors were found to be highly aware of the potential of their teacher talk to encourage communication in his classes. The innovative and communicative features in the language/content instructor suggest the importance of teacher agency in bringing change in education at the micro-level. This study has implications for various agencies involved in teaching EAP, EGAP and English for Specific Purposes (ESAP), raising awareness regarding the communicative features of teacher talk as a driving force leading learners and teachers to more communicative opportunities in language classrooms. The findings suggest that teacher talk is an essential component of classroom discourse, shaping students' linguistic and academic development, and that teacher agency is crucial in promoting communicative opportunities in language education. To boost communication, the authors recommend translanguaging with a focus on both communication and optimal use of the mother tongue in EAP classes. There is little empirical evidence on the communicative aspects of teacher talk in higher education. This study can inspire more parallel research on EAP settings in higher education with a focus on communication and teacher talk features.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-20
      DOI: 10.1108/JARHE-01-2023-0029
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Patterns of suicidal ideation among undergraduate students of Obafemi
           Awolowo University, Ile-Ife, Nigeria

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      Authors: Olusegun F. Adebowale, Oluwaseun Solomon Omotehinse
      Abstract: The main objective of this study is to determine the patterns of suicidal ideation among undergraduate students of Obafemi Awolowo University, Ile-Ife, Osun State. The study examined the pattern of suicidal ideation among undergraduate students of Obafemi Awolowo University, Ile-Ife, Nigeria. The study adopted a survey research design. The study population comprised all the 28,673 undergraduate students of the university out of which 800 students were selected by stratified random sampling for the study. A questionnaire was used in gathering data for this study. Data collected were analysed using descriptive statistics, cluster and factor analyses. The study concluded that the patterns of suicide ideation among undergraduate students of Obafemi Awolowo University are passive. It is recommended that Obafemi Awolowo University students adopt the physical and online counselling services provided by the institution to aid their mental and psychological well-being. Findings revealed that the prevalence of suicidal ideation among the students was low (89.9%). Result also showed that pattern of suicidal ideation was passive (85.2%). In addition, result showed that social isolation (31.3%), hopelessness (29.4%), disappointment with school result (26.5%) and unmet expectation (12.9%) were possible factors of suicidal ideation among undergraduate students of Obafemi Awolowo University, Ile-Ife, Nigeria. This study only established the patterns of suicidal ideation among students of Obafemi Awolowo University Ile-Ife, without any reference to treatment of students with suicidal ideation. Since the patterns of suicidal ideation had been established, it is suggested that further research be conducted on the treatment and prevention of suicide among the students. The research was conducted by the researchers, and data were adequately collected and prepared following research ethics and guidelines. Results were presented as revealed by the analysis of the data.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-20
      DOI: 10.1108/JARHE-10-2022-0319
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The factors affecting learning abilities of university students during
           COVID pandemic situation

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      Authors: Nadia Saeed, Moustafa Omar Ahmed Abu-Shawiesh
      Abstract: The purpose of the study would typically involve investigating how the ongoing COVID-19 pandemic has impacted the learning abilities of university students. The study could encompass various factors that may influence students' ability to learn, such as their academic performance, motivation, engagement, mental health, access to resources and learning environment. 1. A cross-sectional design, collecting data at a specific point in time to capture the impact of the COVID-19 pandemic on students' learning abilities. 2. A structured questionnaire will be developed based on relevant literature and research objectives. 3. The questionnaire could be administered to the targeted sample of university students through online surveys, email or other appropriate methods. 4. Descriptive statistics could be used to summarize the demographic characteristics and other relevant variables of the sample. Factor analysis could be performed to identify underlying factors. The Mann–Whitney test, a non-parametric test, could be used to compare the differences between groups. The results of the data analysis would be interpreted and discussed in the context of the research objectives and relevant literature. The findings could provide insights into the factors that significantly affect learning abilities during the COVID-19 pandemic and highlight any differences among groups. Limitations of the study, such as sample size or potential biases, would also be discussed. The study would provide a comprehensive overview of the impact of the COVID-19 pandemic on university students' learning abilities, highlight the existing literature in the field and establish the need for further research to investigate the factors influencing students' learning abilities during the pandemic. The study can provide a solid framework for similar studies.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-19
      DOI: 10.1108/JARHE-04-2023-0160
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The development and validation of a tool measuring administrators'
           attitude towards the Apprenticeship Embedded Degree Program

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      Authors: Arnab Kundu, Jitendranath Gorai, Gavisiddappa R. Angadi
      Abstract: The aim of this study was the development and validation (D&V) of an assessment tool to measure administrators' attitudes towards the ‘Apprenticeship Embedded Degree Program (AEDP)’ in higher education institutions (HEIs). A rigorous empirical method was followed encompassing four D&V phases: literature review, theoretical or face validation, validation with possible respondents or semantic validation and statistical validation. A pilot study was conducted among 150 randomly selected administrators from 50 different HEIs in India. The collected data were analyzed for statistical validation using exploratory factor analysis followed by confirmatory factor analysis. The final version of the 21-item three-dimensional scale was found effective having significant degrees of reliability and validity. Exploratory factor analysis endorsed the factor extractions and data adequacy. The average variance extracted (AVE) for the three constructs (0.59, 0.70 and 0.66, respectively) were higher than the threshold value of 0.5, authorizing the convergent validity. The Cronbach alpha values (0.79, 0.81 and 0.77) were higher than the threshold value of 0.70, endorsing factors as reliable. Confirmatory factor analysis ascertained the multi-dimensionality of the scale and model fit having passable convergent validity. Discriminant validity (DV) was determined using the Fornell-Larcker criterion. The newly developed “Administrators’ Attitude towards AEDP Scale” will serve as a valid psychometric tool for future research accosting AEDP implementation. It could be administered as an electronic tool as well, subject to potential adjustments reducing the identified ceiling effects and floor effects. The scale is a unique addition to the allied literature based on an original empirical survey finding conducted in India.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-14
      DOI: 10.1108/JARHE-02-2023-0065
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The impact of big five personality trait in predicting student academic
           performance

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      Authors: Fathi Said Emhemed Shaninah, Mohd Halim Mohd Noor
      Abstract: The study aims to propose a predictive model that combines personality and demographic factors to predict student academic performance (SAP). This research study works on understanding, enhancing and applying techniques to enhance the prediction of SAP. The authors gathered information from 305 university students from Al-Zintan University Libya. The study uses a survey questionnaire to collect data on essential variables. The purpose of the questionnaire is to discover variables that affect students' academic performance. The survey questionnaire has 44 closed questions with Likert scale designs that were distributed to a variety of college students at the start of the first semester of 2022. It includes questions about demographics, personality, employment and institutional aspects. The authors proposed a predictive model to identify the main fundamental components, consisting of one dependent variable (SAP) and five independent constructs. The suggested model is tested using partial least squares (PLS) and structural equation modeling (SEM), which perform better than covariance-based structural equation modeling (CB-SEM). PLS-SEM performs well with smaller sample sizes, even for complicated models. The study results show that the proposed model accurately predicted the student's academic performance. The personality trait variables are a key factor that determines the actual student's academic performance. The student's academic performance is significantly impacted by each variable in the personality trait variables as well. The process of validating research was done empirically through the accuracy and efficiency of model performance. The study differs from previous studies in that it accumulated a wide range of factors from different dimensions, including student demographics and personality trait factors. The authors developed a structural equation model to predict students' academic performance.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-13
      DOI: 10.1108/JARHE-08-2022-0274
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Whole-institution approach to social justice education
           for preservice teachers

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      Authors: Kaitlin K. Moran, Mary E. Sheppard, Aubrey Wang
      Abstract: This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. The authors used shared governance to establish a cross-disciplinary faculty-student learning community and provided interdisciplinary social justice learning opportunities to PSTs across multiple years. These were delivered using high-impact practices such as community-engaged learning and ePortfolios. The authors used formative data to examine and refine this study's program design. The authors assessed engagement within and across the components of the whole-institution approach and the impact on, and change in, social justice learning and orientation for PSTs. Findings showed deepened engagement within and across the components of the whole-institution approach, however, committee representation, opportunities for interdisciplinary collaboration, and coordinated field experiences are areas that can be strengthened. All PSTs demonstrated an understanding of the connections between annual social justice foci and teaching practices, and some documented growth in social justice awareness over time. The authors found more clarity is needed around archiving and keeping social justice event reflections in the ePortfolio each year. This study adds to the existing literature by using the design process to refine the development of a whole-institution social justice education program for PSTs.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-12
      DOI: 10.1108/JARHE-02-2023-0048
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Pedagogical innovation to captivate students to ethics education in
           engineering

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      Authors: Fátima Monteiro, Armando Sousa
      Abstract: The purpose of the article is to develop an innovative pedagogic tool: an escape room board game to be played in-class, targeting an introduction to an ethics course for engineering students. The design is student-centred and aims to increase students' appreciation, commitment and motivation to learning ethics, a challenging endeavour for many technological students. The methodology included the design, development and in-class application of the mentioned game. After application, perception data from students were collected with pre- and post-action questionnaire, using a quasi-experimental method. The results allow to conclude that the developed game persuaded students be in class in an active way. The game mobilizes body and mind to the learning process with many associated advantages to foster students' motivation, curiosity, interest, commitment and the need for individual reflection after information search. The main limitation of the game is its applicability to large classes (it has been successfully tested with a maximum of 65 students playing simultaneously in the same room). The originalities and contributions include the presented game that helped to captivate students to ethics area, a serious problem felt by educators and researchers in this area. This study will be useful to educators of ethics in engineering and will motivate to design tools for a similar pedagogical approach, even more so in areas where students are not especially motivated. The developed tool is available from the authors at no expense.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-10
      DOI: 10.1108/JARHE-02-2023-0056
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Exploring the trait emotional intelligence profiles of medical residents
           in Oman

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      Authors: Moon Fai Chan, Salim Al-Huseini, Mohammed Al-Alawi, Hamed Al Sinawi, Naser Al Balushi, Samir Al-Adawi
      Abstract: Emotional intelligence (EI) can improve patient–doctor relationships, foster empathy, develop teamwork in the workplace, and boost communication skills. This study aims to determine whether a cohort of residents has different profiles to their demographic and EI. A cross-sectional survey was conducted in 2017–2018 (n = 440). The Trait Emotional Intelligence Questionnaire was used to measure EI. Cluster analysis was used to identify different profile groups. Cluster analysis identified three clusters with different profiles. The residents in cluster A (n = 146, 33.2%) were older, more males, studying in their final year, and perceived lower EI. Cluster B (n = 184, 41.8%) were predominantly young females, more single, studying in year one, and perceived moderate EI. Cluster C (n = 110, 25.0%) were predominantly married females studying their year 1 in surgical and perceived higher EI. Study limitations include respondent honesty, cross-sectional design, and lack of a comparison site. Including EI education can improve emotional regulation, well-being, and sociability and should be assessed as part of residents' development. Medical residents differ in emotional profiles, with higher EI improving coping and problem-solving skills. EI training should be integrated into the medical curriculum, particularly given the high-stress levels and unique stressors of hospital practicums. The study suggested that three groups of residents exist, and they differ in demographic, EI, and subscale levels. This study recommended that residents be taught EI-related concepts to help them develop their EI through training on emotionality, self-control, well-being, and sociability.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-07
      DOI: 10.1108/JARHE-03-2023-0105
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Self-perceived employability of undergraduate students during the
           COVID-19 pandemic: the role of traits, knowledge sharing and trust

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      Authors: Duong Tuan Nguyen, Thi Ngoc Hoai Nguyen, Van Binh Luu, Van Khanh Bui, Tra My Nguyen
      Abstract: This study aims to explore the impact of personality traits on self-perceived employability (SPE) and test if the associations are mediated by knowledge sharing (KS) through online learning during the COVID-19 pandemic. In addition, the moderation effect of trust in the relationship between KS and SPE was examined. Based on Big Five Personality Trait Model and KS model, the authors proposed and tested the research framework with 341 samples collected from university students who experienced online learning during the social distancing caused by the COVID-19 pandemic. The measurement model was assessed to confirm the validity and reliability of the structure, then hypothesis testing was performed with the partial least square-structural equational model (PLS-SEM). The results showed that extraversion and agreeableness positively affected SPE through KS. Moreover, trust played a moderating role on the effect of KS on SPE. Based on the research findings, the authors suggest that academic institutions, especially universities, should provide opportunities for students to explore their personality traits. Second, the university should organize specific activities that promote knowledge sharing among students. Third, the university should encourage the creation of platforms aimed at sharing knowledge in a reliable way that increases trust in responsiveness. The present study contributes to the literature on SPE by presenting immediate empirical evidence on the relationship between personality traits and SPE, along with mediating and moderating effects. These findings provide meaningful implications for higher education institutions that implement online learning during challenging circumstances.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-07-03
      DOI: 10.1108/JARHE-10-2022-0316
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The pedagogy mix: teaching marketing effectively
           in business/management education

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      Authors: Chandan Maheshkar, Jayant Sonwalkar
      Abstract: This paper aims to explore the key factors through which an optimum pedagogy mix can be determined towards effective teaching practice and enhanced student learning outcomes in business/management education. An exploratory research design has been used. A sample of 310 was analyzed using exploratory factor analysis. A structured questionnaire was developed to collect data. It was pre-tested, and essential modifications were made before its final implementation. The study has presented the idea of pedagogy mix, which refers to a set of most obvious teaching methods/tools suitable to deliver marketing education in a context-bound manner. Eight factors have been identified that help to decide and/or maintain an optimum mix of pedagogies for effective teaching. An adequate “pedagogy mix” would help achieve educational objectives and equip students with the essential competencies. The study is particularly significant to educators who are in the initial years of their careers. The identified factors help educators decide and/or maintain an optimum mix of pedagogies by offering an understanding of different pedagogies, their strategic relevance and student needs. An institution's academic philosophy and commitment to the learning outcomes make it excellent or poor. Present institutions have and retain a main focus on preparation for professional careers, and without a perfect blend of pedagogies, it cannot be achieved. An optimum pedagogy mix would facilitate the key learning process and proffer the intricacies of the concerned profession. In this sense, this paper is a significant attempt, particularly in management education and higher education in general, that enables the educators of higher academics to decide and utilize an idyllic blend of pedagogies towards the successful execution of an educational process of higher order and ensuring the holistic student development.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-30
      DOI: 10.1108/JARHE-01-2023-0019
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Link between job burnout antecedents and consequences: an empirical study
           on higher education faculty members in the Saudi context

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      Authors: Ahmed M. Asfahani
      Abstract: This study aimed to examine the antecedents, correlates, and consequences of burnout among higher education faculty in Saudi Arabia using the theoretical framework of the job demands-resources model. Using a quantitative research design, a cross-sectional survey was employed to collect data from faculty members across multiple Saudi universities. The constructs were measured using validated scales, and data analysis included exploratory factor analysis, Pearson correlation analysis, factorial ANOVA, and multiple regression. The study identified moderate levels of burnout, confirming a significant positive relationship with role conflict and a negative relationship with internal locus of control. Burnout significantly contributed to depression, insomnia, and turnover intentions. However, no significant relationship was found between burnout and workplace conflict when controlling for other variables. The study's findings can inform policymakers and academic administrators about measures to alleviate faculty burnout, thus contributing to healthier academic work environments aligned with Saudi Arabia's Vision 2030 goals. This research extends the job demands-resources model within the context of higher education institutions in Saudi Arabia, offering nuanced insights into burnout dynamics among university faculty in this region. Despite the model's robustness, the absence of a significant relationship between burnout and workplace conflict signals the need for a more intricate understanding of burnout's antecedents and consequences.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-30
      DOI: 10.1108/JARHE-03-2023-0125
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • HyFlex pedagogy: six strategies supported by design-based research

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      Authors: Emily Howell, Koti Hubbard, Sandra Linder, Stephanie Madison, Joseph Ryan, William C. Bridges
      Abstract: This study investigates the following research question: What pedagogical strategies are necessary for the success of HyFlex course design' The findings to this question are based in new media literacies and help to further pedagogy in an emerging HyFlex model while also grounding in needed theorization. This study uses design-based research (DBR) across two iterations and four doctoral, higher education courses, using mixed methods of data collection and analysis. Six pedagogical strategies influential for HyFlex research are presented, each grounded in a new media literacy skill. These six pedagogical strategies help practitioners grappling with the HyFlex or blended learning model merge traditional pedagogy with how this might be tailored for students entrenched in a participatory culture.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-27
      DOI: 10.1108/JARHE-02-2023-0050
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • An empirical assessment of the effects of background, institutional
           support and peer effects on Black college student success

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      Authors: En Mao, Martin E. Meder, Jing Zhang
      Abstract: This research explores the key factors that contribute to the success of Black students in a predominantly White institution (PWI). Two measures of success are examined: cumulative grade point average (GPA) and graduation status. Using student-level data from a southeastern university, this research estimates education production functions using ordinary least squares regression. While the negative effect of being Black is significant for both cumulative GPA and graduation status, the effect becomes overshadowed when peer effects are added. The authors also found the critical effect of institutional support on student success. The student-level data are restricted to a single institution over a relatively short period of time, which limits the authors' ability to analyze institution-level factors. This research provides a broad view of many significant factors for student success with particular highlights on the importance of encouraging Black students to utilize institutional support. This study is an extension of the education production function model in the field of student success. The study identified peer effects and institutional support as more powerful determinants of student success than race.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-27
      DOI: 10.1108/JARHE-10-2022-0317
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The acquisition of nominal gender agreement: praxeology analysis
           of Arabic second language text book “Silsilah Al-Lisaan”

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      Authors: Syihabuddin Syihabuddin, Nurul Murtadho, Yusring Sanusi Baso, Hikmah Maulani, Shofa Musthofa Khalid
      Abstract: Assessing whether a book is relevant or suitable for use in teaching materials is not an easy and haphazard matter, various methods and theories have been offered by researchers in studying this matter. Taking a study of the context of textbooks, researchers found the urgency that textbooks are a foundation for education, socialization and transmission of knowledge and its construction. Researchers offer another approach, namely by using praxeology as a study tool so that the goals of the textbooks previously intended are fulfilled. The researcher uses a qualitative approach through grounded theory. Grounded theory procedures are designed to develop a well-integrated set of concepts that provide a thorough theoretical explanation of the social phenomena under study. A grounded theory must explain as well as describe. It may also implicitly provide some degree of predictability, but only with respect to certain conditions (Corbin and Strauss, 1990). Document analysis in conducting this research study. Document analysis itself examines systematic procedures for reviewing or evaluating documents, both printed and electronic materials. Two issues regarding gender acquisition have been investigated in L2 Arabic acquisition studies; the order in which L2 Arabic learners acquire certain grammatical features of the gender system and the effect of L1 on the acquisition of some grammatical features from L2 grammatical gender. Arabic has a two-gender system that classifies all nouns, animate and inanimate, as masculine or feminine. Verbs, nouns, adjectives, personal, demonstrative and relative pronouns related to nouns in the syntactic structure of sentences show gender agreement. In practice, as a book intended for non-speakers, the book is presented using a general view of linguistic theory. In relation to the gender agreement, the presentation of the book begins and is inserted with the concepts of nouns and verbs. Returning to the praxeology context, First, The Know How (Praxis) explains practice (i.e. the tasks performed and the techniques used). Second, To Know Why or Knowledge (logos) which explains and justifies practice from a technological and theoretical point of view. Answering the first concept, the exercise presented in the book is a concept with three clusters explained at the beginning of the discussion. And the second concept, explained with a task design approach which includes word categorization by separating masculine and feminine word forms. Practically, this research obtains perspectives studied from a textbook, namely the Arabic gender agreement is presented with various examples of noun contexts; textbook authors present book concepts in a particular way with regard to curriculum features and this task design affects student performance, and which approach is more effective for developing student understanding. Empirically, the material is in line with the formulation of competency standards for non-Arabic speakers in Indonesia. With this computational search, the researcher found a novelty that was considered accurate by taking the praxeology context as a review in the analysis of non-speaking Arabic textbooks, especially in the year 2022 (last data collection in September) there has been no study on this context. So then, the researcher finds other interests in that praxeology can examine more broadly parts of the task of the contents of the book with the approach of relevant linguistic theories.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-27
      DOI: 10.1108/JARHE-11-2022-0369
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Assessing impact of problem-based learning using data mining
           to extract learning patterns

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      Authors: Shilpa Bhaskar Mujumdar, Haridas Acharya, Shailaja Shirwaikar, Prafulla Bharat Bafna
      Abstract: This paper defines and assesses student learning patterns under the influence of problem-based learning (PBL) and their classification into a reasonable minimum number of classes. Study utilizes PBL implemented in an undergraduate Statistics and Operations Research course for techno-management students at a private university in India. Study employs an in situ experiment using a conceptual model based on learning theory. The participant's end-of-semester GPA is Performance Indicator. Integrating PBL with classroom teaching is unique instructional approach to this study. An unsupervised and supervised data mining approach to analyse PBL impact establishes research conclusions. The administration of PBL results in improved learning patterns (above-average) for students with medium attendance. PBL, Gender, Math background, Board and discipline are contributing factors to students' performance in the decision tree. PBL benefits a student of any gender with lower attendance. This study is limited to course students from one institute and does not consider external factors. Researchers can apply learning patterns obtained in this paper highlighting PBL impact to study effect of every innovative pedagogical study. Classification of students based on learning behaviours can help facilitators plan remedial actions. 1. Clustering is used to extract student learning patterns considering dynamics of student performances over time. Then decision tree is utilized to elicit a simple process of classifying students. 2. Data mining approach overcomes limitations of statistical techniques to provide knowledge impact in presence of demographic characteristics and student attendance.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-26
      DOI: 10.1108/JARHE-05-2022-0165
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Pre-COVID-19 student perceptions on blended learning and flipped classroom
           in accountancy: a case study from two emerging UK HEIs

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      Authors: Nedal Sawan, Krayyem Al-Hajaya, Rami Ibrahim A. Salem, Mohammad Alshhadat
      Abstract: This study aims to explore the perceptions of accountancy students on the use of technology, blended learning and flipped classroom in two emerging UK higher education institutions (HEIs). The primary data for the study were collected using a questionnaire survey and descriptively analysed. The findings revealed that there is some use of technology in terms of the Blackboard and PowerPoint presentations but blogs and wikis have very limited use. An aspect that does not seem to be integrated fully yet is the use of blended technology and a flipped classroom. The study findings offer a picture of how technology, blended learning and the flipped classroom technique were utilised with accountancy students prior to the coronavirus disease 2019 (COVID-19) pandemic. This information is valuable for accounting educators and by extension to other aspects of business studies disciplines in providing a comparison between the pre-COVID-19 scenario and the current one and thus enabling an evaluation of advancement in the application of these teaching strategies as a result of the pressure imposed by social distancing. Such intelligence will facilitate the identification of areas where enhancing learning outcomes has been possible and point to opportunities for improved student experience. Where COVID-19 brought about significant structural change in teaching and learning in the HE environment, this study represents a pre-COVID-19 consideration of student perceptions on blended learning and flipped classroom. This study thus has the potential to anchor future relevant studies that consider the post-COVID-19 environment.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-20
      DOI: 10.1108/JARHE-01-2023-0002
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The propensity towards indebtedness and savings behaviour of undergraduate
           students: the moderating role of financial literacy

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      Authors: Godfred Matthew Yaw Owusu, Teddy Ossei Kwakye, Henry Duah
      Abstract: This study investigates how students' propensity towards indebtedness affects their savings behaviour. Additionally, the study examines the moderating role of financial literacy in the relationship between propensity towards indebtedness and savings behaviour. Questionnaires were administered to undergraduate students from the University of Ghana Business School. A total of 370 valid responses were used in the empirical analysis. The hypothesised relationships were tested using partial least square – structural equation modelling. The structural model results suggest that students' propensity towards indebtedness is negatively related to their savings behaviour. Further, the results demonstrate that financial literacy moderates the negative association between students' propensity towards debt and savings behaviour. This study highlights students' propensity towards indebtedness and how it impacts their savings behaviour.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-20
      DOI: 10.1108/JARHE-11-2022-0340
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Higher education in emergency situation: blended learning prospects and
           challenges for educators in the developing countries

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      Authors: Boahemaa Brenya
      Abstract: Blended learning (BL) is becoming more popular as a method of welcoming a progressively diverse range of students while adding value to the learning environment through the integration of online teaching resources. However, BL's approach of combining online instruction with conventional classroom strategies has received attention and expressed reservations over the years. While several research works have been conducted and draw attention to the global challenges of the BL mode of delivering instruction in BL's entirety, there is still no full idea of the challenges and prospects that exist regarding teacher educators' usage of the approach in higher education institutions (HEIs) in the context of developing countries. As a result, this study investigates the prospects and challenges of BL implementation in HEIs from the perspective of educators. Drawing from the technology acceptance model (TAM), qualitative research methods and semi-structured interviews were used to gather insights from 10 educators. The data were analyzed using a thematic data analysis technique to arrive at the outcome of the study. The findings reveal that educators deeply comprehend the BL approach and perceive the approach's effectiveness in delivering instruction and student learning. Conversely, educators' challenges are inadequate technology resources, poor internet connections, inadequate professional development training and a dearth of incentives. The study has implications for theory, research, policy enactment and practice regarding the improvement of the BL agenda in HEIs. The explanatory framework presented here is the qualitative approach to the study of themes regarding the perceptions, prospects and challenges educators experience in their use of the BL approach in teaching and learning in the HEIs.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-16
      DOI: 10.1108/JARHE-01-2023-0044
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • A study on Indian ESP teachers' classroom practices in fostering social
           inclusivity

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      Authors: B. Mythiri, S. Anjana Krishna, V.K. Karthika
      Abstract: This paper investigated the possibilities of implementing inclusive education in the tertiary-level language classrooms and suggests new teaching methodologies adhering to the guidelines of multicultural education (MCE) framework. It explored how Indian teachers fostered social inclusivity in ESP (English for Specific Purposes) classrooms and documented the methods used by the language teachers to sustain a socially inclusive environment in the classroom. This qualitative study undertaken with 17 faculty members using online interviews and surveys as tools revealed the challenges faced by the teachers. The results have implications towards teacher training as there is a clear dearth of teacher strategies to foster an equitable and inclusive learning environment inside the classroom. Classrooms are the sources of values and perspectives, and teachers are responsible for providing equal opportunities to students who are otherwise marginalised in society. Inclusive education aims at providing equal opportunities to people despite the differences in terms of race, class, caste, region, religion, gender, sexuality, ethnicity and disabilities. India being a multilingual and multicultural country, inculcating values in students to enable them to reflect beyond these differences becomes important.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-15
      DOI: 10.1108/JARHE-09-2022-0298
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The mediating role of self-efficacy in the relationship between
           the online learning environment and academic self-regulation

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      Authors: Minh Ngoc Do, Phuong Hoai Lai
      Abstract: The purpose of the study is to explore the interrelation between internal factors of learners and the external environment. The results of this study help to design a learning environment that improves students' self-efficacy and consequently self-regulated learning (SRL) behaviors of students. The study adopts a quantitative approach to explore the relationship between learner's self-efficacy, self-regulation behavior and three factors in the online learning environment: course design, learning activities and relationship with instructors and peers. Participants of the study are 350 students in two universities in Vietnam. The study finds that factors in the learning environment namely course design, learning activities and relationship within class significantly affect students' self-regulation. Moreover, results show that students' self-efficacy plays the mediating role in the relationship between learning environment and self-regulation. Samples are taken by convenience sampling method, which may lead to sampling bias, and results may, to some extent, be misleading. The study was conducted in only two universities with limited student populations. A larger sample of students from other institutions may contribute to a better explanation of the relationships. The study has a practical implication of contributing to the limited understanding of learners in an underdeveloped-research country context. The study also implies necessary changes to the long-standing, prevalent yet ineffective teaching and learning style. The study calls for a renovation in the nation's traditional educational practices, having a social implication of creating a learning environment beneficial for learners. This study is the first to investigate the impact of online learning environment and students' internal factors on their learning behaviors in Vietnam. The study is among the very few empirical research studies on the country's education generally and on self-regulation specifically, contributing to better understanding of learning experiences and the improvement of teaching.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-06-09
      DOI: 10.1108/JARHE-11-2022-0371
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Research self-efficacy and research productivity: evidence from academics
           in Tanzanian public higher education institutions

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      Authors: Sinyati Ndiango, Neema P. Kumburu, Richard Jaffu
      Abstract: This study aims to examine the influence of research self-efficacy (RSE) on academics' research productivity (RPR) in public higher education institutions in Tanzania. A cross-sectional design was utilized to collect and analyze data from 247 academics in four public higher education institutions in Tanzania. The findings show that RSE has a positive and significant influence on academics' RPR in higher education (ß = 0.657 and p 
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-23
      DOI: 10.1108/JARHE-09-2022-0308
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The new future and the employment imperative: effectively aligning student
           interest, industry needs and university programmes

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      Authors: Abhilasha Singh, Patrick Blessinger
      Abstract: The purpose of this study is to investigate the differences between labour market requirements in the United Arab Emirates (UAE) in the 21st century and university graduates’ level of knowledge, skills and aspects of competence (KSAs) qualification benchmark. The study used a discourse analysis methodology, which is a qualitative and interpretive method of analysing texts. The content for the analysis was extracted from Scopus, Ebscohost, Proquest, Google Scholar, Web of Science, news, publications, thesis papers, dissertations and other research papers. A narrative approach for analysing the content was adopted. The findings reveal that new graduates often encounter difficulties in searching for jobs due to a lack of awareness of how to conduct an employment search that best aligns their KSA with the requirements and needs of the labour market. The study concludes that to increase the employability of graduates, higher education institutions should reduce the KSAs gap by collaborating with the private sector and providing students with relevant, industry-based job experience before graduation. This study investigates the gap between graduate KSAs and labour market requirements in the 21st-century UAE. The findings of the study encapsulate the weaknesses and shortcomings of the current educational systems amid the reform agenda in the UAE. It also deliberates upon the state-of-the-art recommendations regarding making the country a knowledge-based economy and society.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-23
      DOI: 10.1108/JARHE-09-2022-0285
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Exploring the relationship between the urbanization, higher education and
           female labor force with sustainable development

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      Authors: Simona Andreea Apostu, Mirela Panait, Iza Gigauri, Patrick Blessinger
      Abstract: The article aims to identify the determinants of the urbanization process given the magnitude of this phenomenon and also its economic, social and environmental implications and pressure on public authorities to find viable solutions in the context of sustainable development. The research is based on regression analysis with urbanization growth being the dependent variable and enrollment in higher education, GDP, value added by industry and female labor force as independent variables. The main factors that favor urbanization are the increase in population, industry value-added and the female labor force. Urbanization is an objective that must be pursued differently by public authorities in developed and developing countries, given the different realities they face-population growth in developing countries, and population aging and international migration in developed countries. The present research has limitations generated by the selection of independent variables, which is why in future directions, the research will consider the use of other indicators such as the number of graduates, exports as percent of GDP or migrations as a percentage of the total population. Given the complexity of the phenomenon of urbanization, future research will focus on groups of countries as they resulted from the clustering made by this article. The impact of higher education on urbanization is low, which is why the intensification of partnerships between municipal authorities and universities could be a solution that ensures not only the transfer of knowledge from academia to the public sector but also from entrepreneurs increasingly aware of the importance of promoting SDGs for urban development in the context of the challenges posed by global warming. The involvement of women in the labor market is essential for the intensification of the urbanization process. The increasing presence of women in the labor market generates an increase in the income of families, an increase in the level of education and an intensification of national and international migration. The research findings can be used by policy and decision-makers to develop appropriate urbanization and education policies and strategies. The existence of inhomogeneous clusters is noticeable, which demonstrates the complexity of the urbanization phenomenon that is present in all countries around the world, but under the influence of different factors such as the export of natural resources (mainly oil) or the intensification of industrial activity. Taking into account the variables used, this study stands out in the multitude of articles published in the international mainstream.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-16
      DOI: 10.1108/JARHE-11-2022-0368
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • University faculty’s informal learning and professional reflections:
           text mining for processing interviews

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      Authors: Kyung Hee Park, He Li, Chang Liu
      Abstract: As university faculty faced new challenges, such as rapid digital social and the coronavirus disease 2019 (COVID-19) response, this study aimed to identify the daily changes in the interaction between the faculty and the organizational environment (colleague, policy and new issue) by exploring their recent dynamic educational efforts and the professional development. This is a study wherein perceptions of 20 faculty from 15 universities and colleges were collected through in-depth online interviews. The authors analyzed interview data by arranging and visualizing the analyzed data using network clustering. Further, they applied the Latent Dirichlet allocation of the topic modeling to monitor the appropriate number of clusters, ultimately determined as four clusters using partial clustering. The results showed that university faculty spontaneously tried to solve the problems through informal learning while the commitment to peer learning was deepening, reflecting the collectivist orientation nature of Chinese culture. Besides, the faculty also required support to reflect on their daily efforts for professional development. These results about their various learning routines prove the justification for the faculty's professional development to be discussed from the “learning by doing” perspective of lifelong learning. This study proved the significance of informal learning for university faculty's professional development and the reasonable value of peer learning, and provided insights into how the Chinese context may influence university faculty's informal learning experience.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-16
      DOI: 10.1108/JARHE-09-2022-0292
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • NSF REU entrepreneurially minded applied energy program evaluation:
           traditional delivery versus alternative delivery (implemented during
           COVID-19)

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      Authors: Lisa Bosman, Esteban Soto, Jason Ostanek, Jose Garcia-Bravo, Sunghwan Lee, Walter Leon-Salas
      Abstract: The National Science Foundation (NSF) Research Experience for Undergraduates (REU) programs are traditionally delivered in-person and full-time (40 h per week) for 10 weeks during the summer. However, this type of format has the potential to limit broader student participation. This study aims to compare learning assessment data between a traditional NSF REU (10 weeks of summer, full-time, in-person) to an alternative NSF REU delivered virtually, part-time and over 10 months as a result of the coronavirus disease 2019 (COVID-19) pandemic. A retrospective pre-then-post survey was completed to assess perceived learning gains for each REU program. Three learning gains categories were assessed: entrepreneurial competencies, career goals and research skill development. T-tests were used to evaluate a difference in means between pre and post. Findings show the greatest quantity of learning gains within the alternative program delivery. Moreover, a larger quantity of learning gains was perceived within the first semester of the alternative program delivery compared to the second semester. The authors propose the NSF should be intentional about trying new approaches to REU programs delivery, including duration and format, as a way to broaden participation in engineering. This study is original in that it is the first of its kind to assess an alternative REU program delivery (allowed only because of the COVID-19 pandemic) in comparison to traditional REU program delivery.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-12
      DOI: 10.1108/JARHE-01-2023-0047
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Examining the impacts of out-of-class student engagement on student
           competencies in the context of business students in Vietnam – evidence
           from universities in Hanoi

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      Authors: Giang Thi Thu Trinh
      Abstract: The topic of student engagement (SE) has received considerable attention in the literature for its robust correlation with many positive educational outcomes in higher education (HE). However, among these desirable outcomes, student competencies have rarely been examined despite their importance in employability. While universities are expected to improve graduates' competencies and prepare them to adapt in an uncertain and complex workplace, the results are still limited. Therefore, this study attempts to examine the impacts of SE on student competencies in HE in Vietnam, focusing on the out-of-class environment. It also aims at developing a measurement instrument for out-of-class SE. Based on student self-reports, this study collected two different datasets of 492 and 490 undergraduate business students in Hanoi to implement separate exploratory and confirmatory factor analyses. The measurement instrument of out-of-class engagement was adapted from the literature review and developed based on qualitative research, which combined the four subconstructs of participatory, emotional, cognitive and agentic engagement. Findings confirms four subconstructs of SE in the out-of-class context where agentic engagement is a valid and distinct aspect. Findings further show that, among these four subconstructs, cognitive and agentic engagement have significant impacts on all four important student competencies for business students, while participatory and emotional engagement do not. This study confirmed out-of-class SE has significant positive impacts on student competencies in HE, especially with out-of-class cognitive and agentic engagement. The findings show evidence of different impacts between participatory and agentic engagement, in which while participatory has no impacts on student competencies, agentic engagement significantly contributes to competencies of managing self, communicating and managing people and tasks. This implies different outcomes can be expected from different levels of engagement. From a managerial point of view, the findings of this study strongly suggest that higher education institutions (HEIs) should view the out-of-class environment as an important extended learning context for students' complete development. Besides, as student out-of-class participatory engagement is not sufficient to the formation of student competencies, HEIs should strengthen out-of-class cognitive and agentic engagement among students. From the leadership perspective, building a good campus environment with various opportunities to involve students in diversified extra-curricular activities is beneficial to university students. This paper contributes to the body of knowledge in SE by establishing a theoretical linkage between out-of-class engagement and student competencies and provides sufficient statistical significance. In addition, it validated out-of-class agentic engagement as a separate and distinct subcomponent of out-of-class SE and confirmed the positive impact of out-of-class engagement on student competencies for business students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-09
      DOI: 10.1108/JARHE-09-2022-0297
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Examining the prospect of online education as drivers of effective and
           uninterrupted university education in the post-COVID-19 era

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      Authors: Henry T. Ajibo, Jacinta C. Ene
      Abstract: The impact of COVID-19 on the educational systems across the globe was characterized by the shutdown of university education systems. In the post COVID-19 era, examining the prospect of on-line education becomes demanding with emphasis on promoting effective and uninterrupted university education sector in Nigeria. This study employed phenomenological and descriptive research design. The sample size for the study was 15, comprising university lecturers, students and school social workers. In-depth Interview (IDI) interview was the instrument for data collection. Findings revealed that university education in Nigeria was adversely disrupted by COVID-19 lockdown during the pandemic. Similarly, the study revealed that online education will facilitate effective and uninterrupted university education in post-COVID-19 era. Challenges such as lack of access to laptops, smartphones, reliable internet services, electricity etc. are major obstacles to an effective transition to online education in the post-COVID-19 University education era. The students lamented that poor knowledge of ICT by their lecturers and inclusivity of indigent/disabled students were major concerns. Revitalizing the education sector is a core concern for low-income countries. Online education presents the lasting solution to the constant interruption of university education in Africa. Promoting effective and uninterrupted university education is pegged on an adequate government education budgetary allocation targeted towards providing an enabling environment for online education to thrive. The study recommends that school social workers' engagement in the educational sector would help advocate for the availability of technological infrastructures and mainstreaming of the poor and disabled in the online education dispensation.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-05
      DOI: 10.1108/JARHE-01-2023-0039
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The effects of knowledge sharing on innovative behaviours of academicians;
           mediating effect of innovative organization culture and quality of work
           life

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      Authors: Taylan Budur, Halil Demirer, Chnar Abdullah Rashid
      Abstract: Current article aims to investigate the positive link between knowledge sharing (KS), innovative culture (IC), quality of work life (QWL) and innovative behaviours (IB) at higher education institutions in Iraq's Kurdistan Region. The study's data was gathered from academic staff at various universities in Iraq's Kurdistan Region. A total of 212 data were collected via survey questionnaire and analysed using structural equation modelling. It was discovered that KS has direct and significant positive effects on IC, QWL and IB; IC had direct positive effects on IB; QWL had no considerable influence on IB and IC had a significant mediation and moderation roles between KS and IB. As a result, it is advised that universities in the region are strongly support IC to increase IB among academicians. Firstly, the data has been collected during the crises time that the lecturers were not receiving regular salary. This might change their quality work life perception. Secondly, data has been collected only from Sulaymaniyah city; other parts of the Iraq could have different perceptions. Lastly, sample size might be another limitation of the study. It is recommended that universities in the region should strongly support IC to increase IB among academicians, in terms of providing flexible working schedule and conditions, fair opportunities for promotion, and share decision making responsibilities. KS and IC has significant impacts on IB among the academicians. Accordingly, university administrative should improve policies increase KS behaviours and provide IC that academicians feel more comfortable culture to be innovative. Therefore, current paper recommends, tolerance to failure, openness to new ideas and participation to the decisions to improve IB among the academicians. The paper is important that investigate KS and IC at the higher education institutions in Kurdistan region. Further, QWL perception has been investigated respectively. However, it has been observed that lecturers do not have quality of life perception at the investigated period of time.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-02
      DOI: 10.1108/JARHE-08-2022-0257
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The role of higher education image and service quality on the effect of
           university social responsibility (USR) on student loyalty in Indonesia

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      Authors: Sri Suranta, Rahmawati Rahmawati
      Abstract: This research examined the direct and indirect effect of university social responsibility (USR) on student loyalty through the mediation of service quality and university image. The sample includes 35 students from Universitas Sarjanawiyata Tamansiswa, a private university, and 74 respondents from Universitas Sebelas Maret Surakarta, a state university, totaling 109 respondents. The data were obtained by sending a questionnaire in the form of Google Docs through the student WhatsApp groups at the universities. Furthermore, the four variable constructs were tested with loading factors to determine reliability, and Cronbach’s alpha was used to determine the construct validity. The research hypotheses were tested via path analysis using the WarpPLS 8.0 statistical tool. The results showed that the image of the university mediates the relationship between USR and student loyalty. Meanwhile, service quality does not mediate the relationship. The USR had a direct relationship with service quality, university image and student loyalty. The image of the university also had a direct effect on student loyalty, while service quality had an insignificant effect on student loyalty. Therefore, based on the coefficient value, the indirect effect between USR and student loyalty through the image of the university is stronger than the direct effect between USR and student loyalty. Several previous models examined the relationship between corporate social responsibility (CSR) and consumer loyalty in general, but this research has applications in the education sector with a different concept, namely USR with different measurements.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-05-02
      DOI: 10.1108/JARHE-11-2022-0338
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Social presence as means to humanizing online classroom

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      Authors: Banatul Murtafi'ah, Intan Pradita
      Abstract: The previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online teaching, social presence is vital for effective learning. This skill is perceived as a way to humanize the online learning process. This article explores how social presence is represented in the pre-service teacher's synchronous online classroom and how the development of social presence enables the pre-service teachers to develop their students' well-being and thus humanize online classrooms. The current study draws upon case study research. The data were collected from (1) synchronous online teaching simulation recordings of pre-service English teachers from the Language Classroom Management course and (2) interview transcripts from three participants. Both data sources were transcribed, coded and analyzed. A two-step coding scheme for pre-service English teachers' social presence was adapted from the Community of Inquiry (CoI) coding template. This study reports that all the three social presence categories (i.e. cohesive, affective and interactive) emerged from their online teaching simulation. In addition, the development of social presence to humanize online classrooms from the pre-service teachers was found in these stages: (1) having a role model for teaching, (2) showing respect and being friendly and (3) adjusting the language of instructions to the students' level. This study has been limited to the pre-service teachers in one university only. Therefore, this needs to be tested in wider settings and contexts. Theoretically, this study has added students' well-being as the element that connects social presence to the humanizing online classroom. Meanwhile, practically, in relation to teacher education, this paper also recommends the teaching stages leading to a more humanized online learning. Current studies tend to describe social presence in experienced teachers' asynchronous online classrooms. Rarely did the studies explore social presence as practiced by pre-service teachers in the context of synchronous videoconferencing class. Furthermore, there has also been limited research connecting social presence with humanized classrooms.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-26
      DOI: 10.1108/JARHE-05-2022-0160
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Internal control and financial viability: the moderating role
           of leadership qualities on management of income-generating activities at
           Indonesian higher education

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      Authors: Amir Mahmud, Nurdian Susilowati, Indah Anisykurlillah, Ida Nur Aeni, Puji Novita Sari
      Abstract: The implementation of income-generating still faces problems, such as the lack of well-established internal control and differences in implementation in each unit. This study aims to analyze internal controls, financial viability (FV) and leadership qualities (LQ) in the implementation of income-generating in Indonesian higher education. This study is quantitative and uses a causal approach. The population of this research is the unit leader and the person in charge of the activity that generates income, with a total sample of 111 people. The sampling technique used is simple random sampling. Data were analyzed using moderation regression analysis (MRA) with the WrapPLS (partial least square) analysis tool. The results indicate that internal control and FV significantly affect the management of income-generating. The existence of LQ as a moderating variable can moderate and weaken the influence of internal controls and FV on the management of income-generating. In this finding, the unit leader and the person in charge of activities that generate income in higher education need to improve managerial skills, including ethics, uphold integrity, clear vision, quick adaption, honestly and trust so that the management of income-generating can achieve higher education goals more effectively and efficiently. This research shows that universities need to create a good environment to build an ecosystem that can improve the management. The university encourages the good management by strengthening the leadership. However, the research has a limitation: the study was only conducted in one state university. The implementation of income generation in the public financial management system of legal entity universities requires accountability for sources of income so that internal controls and the role of finance are needed to ensure the continuity of universities.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-21
      DOI: 10.1108/JARHE-05-2022-0162
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Testing the “holy grail” of industrial psychology as a non-recursive
           bow pattern model in higher education using the PLSe2 method

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      Authors: Majid Ghasemy, James Eric Gaskin, James A. Elwood
      Abstract: The direction of causality between job satisfaction and job performance (known as the holy grail of industrial psychologists) is undetermined and related research findings in different organizational contexts are mixed. Based on the ample literature, mainly from Western countries, on the relationship between job satisfaction and job performance, a non-recursive bow pattern model was utilized to investigate the direct relationship between these two variables in an Asia–Pacific higher education system. This study is quantitative in approach and survey in design. Additionally, to meet the statistical requirements of non-recursive bow pattern analysis, the authors added welfare as a theory-driven instrumental variable to introduce exogenous variability. Using the efficient partial least squares (PLSe2) estimator, the authors fitted the model to the data collected from 2008 academics affiliated with Malaysian public universities and polytechnics. The results showed that while job satisfaction is considerably influenced by welfare, it is not a significant predictor of job performance directly. In addition, a meaningful positive correlation between the disturbance terms of job satisfaction and job performance was observed, suggesting the existence of other factors that could increase both job satisfaction and job performance. The findings' theoretical and practical implications are discussed, and a list of theory-driven evidenced-based policies in this regard is provided. This is the first study to test a non-recursive bow pattern model and examine the holy grail of industrial psychology based on the PLSe2 methodology, as a parametric approach to partial least squares (PLS), in a higher education context. This study also provides higher education researchers with the advantages of the PLSe2 method, especially in causal-predictive modeling, in the context of applied higher education research.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-20
      DOI: 10.1108/JARHE-10-2022-0333
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Presenteeism and academic performance: a cross-sectional study among
           undergraduate university students

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      Authors: Mohammed Ziaul Haider, Ismat Ara Earthy, Sk. Faijan Bin Halim, Md. Karimul Islam
      Abstract: Presenteeism is the productivity loss due to working with ill health. This paper aims to develop a presenteeism scale for students (PSS) and reveals its association with the academic achievement of undergraduate (Bachelor) students. This is a cross-sectional study based on a reputed public university in Bangladesh. The study collected data from 164 undergraduate students by relying upon the systematic random sampling technique. Nearly 70 percent of the study population have reported some health problems, with male students reporting frustration (59.6 percent) and female students reporting migraine (61.2 percent) as the most prevalent issues. Predictors such as gender, living status, television and social media use, absenteeism, physical activity, BMI (body mass index), hygienic meal intake, exhaustion score and PSS score have significantly influenced presenteeism and reduced academic performance. As many students face multiple health issues, it is recommended that the issue of presenteeism on university campuses be addressed. This study breaks from the conventional approach of studying presenteeism in business settings and expands knowledge in the education domain. Additionally, it examines the interconnection of primary health conditions, work impairment score, presenteeism and academic performance.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-19
      DOI: 10.1108/JARHE-09-2022-0291
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • An analysis of the academic effectiveness of hybrid learning: the
           experiences of faculty and students in Kuwait

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      Authors: Abrar Al-Enzi, Doha Saleh Almutawaa, Dalal Al-Enezi, Fatima Allougman
      Abstract: This study aims to explore the impact of hybrid learning on the satisfaction, effectiveness and academic performance of faculty and students in private universities in Kuwait. The study specifically addresses the challenges and experiences confronted by students and faculty members in utilising hybrid learning, assesses whether hybrid learning leads to improvements in academic performance and proposes measures for providing quality hybrid learning models in post-coronavirus disease 2019 (COVID-19) situations. This study employed a quantitative method by collecting data via a questionnaire targeting private university students and faculty members in Kuwait. A total of 311 participants completed the survey. The results show that students were in favour of the hybrid learning method and viewed this as being efficient when coming to satisfaction, academic performance and overall effectiveness; whilst faculty members have voiced the members' disfavour of the hybrid model of teaching as the members believe that the system is unjust, especially when coming to student's academic performance. Although research related to hybrid learning in different parts of the world has existed for many years, the research only recently gained prominence in Kuwait due to the COVID-19 pandemic. This paper will likely be of interest to academics, policymakers, the government and universities as the pandemic continues to make hybrid learning more popular and, therefore, would increase awareness with regards to students' and faculty members' opinions about the system and proposed ways to resolve any issues.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-14
      DOI: 10.1108/JARHE-09-2022-0283
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Co-design for staff professional learning within universities: a case
           study

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      Authors: Nick Kelly, Claire Brophy, Lisa Scharoun, Melanie Finger, Deanna Meth
      Abstract: The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences. This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context. Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised. The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education. Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-13
      DOI: 10.1108/JARHE-12-2022-0381
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The effect of physical education teaching style on exercise habits
           of college students

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      Authors: Haibo Xu, Ahmad Albattat, Jeong Chun Phuoc, Baogui Wang
      Abstract: The purpose of this study is that the teaching style of college physical education (PE) teachers affects the establishment of college students' exercise habits. This study uses the teaching style scale for 32 PE teachers and the autonomic motivation and exercise habits scale for 320 college students in the form of self-report. Chinese college PE teachers mainly use the teacher-centered reproduction style, and the practice style is the most frequently used; The overall teaching style of college PE teachers was significantly negatively correlated with autonomous motivation and exercise habits. PE teachers' teaching style can negatively affect college students' autonomous motivation, and college students' autonomous motivation can positively affect their exercise habits. There is a significant negative correlation between the teaching style of college PE teachers and the exercise habits of college students. However, it cannot directly affect the establishment of college students' exercise habits, but is achieved through the mediating role of college students' autonomous motivation.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-11
      DOI: 10.1108/JARHE-10-2022-0323
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • An assessment framework for contemporary commercial music (CCM) in
           higher education

         This is an Open Access Article Open Access Article

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      Authors: Alethea Cassandra de Villiers, Robert Gillmer
      Abstract: The aim of the article is to develop a framework for assessment for contemporary commercial music (CCM) in a music department that is still organised in a traditional way. Assessment of CCM in tertiary institutions and external graded music exams were described and analysed, followed by the presentation of an assessment framework. This research design is a content analysis. Data was collected through purposive sampling of primary sources of CCM syllabi. These syllabi are used descriptively and analytically for comparison. The major findings from the content analysis are presented as an assessment framework for CCM. The assessment framework has implications for teaching and learning vocal CCM at both undergraduate and postgraduate in higher education. The study focused on the development of assessment criteria for CCM, in a music department where no degree specialisation for CCM exists, and CCM is manifested in the principal instrument only. The framework for assessment may be useful to practitioners and academics who are attempting to introduce CCM in classically oriented music departments and where external constraints prohibit the introduction of a degree specialising in CCM. This article presents an authentic assessment framework for CCM, that considers its style and performance practices.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-11
      DOI: 10.1108/JARHE-11-2022-0337
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • An analysis of sustainability-driven entrepreneurial intentions among
           university students: the role of university support and SDG knowledge

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      Authors: Latika Sharma, Hemantkumar P. Bulsara, Mridul Trivedi, Himanshu Bagdi
      Abstract: The study aims to shed light on the role of university support (US), environmental concern (EC) and Sustainable Development Goal knowledge (SDGK) in forming students' intention (SI) to engage in sustainability-driven entrepreneurship. The authors attempted to blend the theory of planned behaviour (TPB) and social cognitive career theory (SCCT) as a potentially useful theoretical base for sustainability-driven entrepreneurial intention (SDEI) development. The responses were collected from university students in India using a self-administered questionnaire. Confirmatory factor analysis (CFA) and partial least squares structured equation modelling (PLS-SEM) are used to examine the data. The university support strongly influences students' attitudes towards sustainable entrepreneurship (ATT) and outcome expectations (OEs). Also, the degree of understanding about SDGs among students was alarmingly low, which has crucial negative consequences for future SDG achievement. The findings of this study may assist academicians and environmental strategists in deciding the crucial factors influencing SI to start a sustainable business. The study highlights the importance of universities in promoting entrepreneurial sustainability decisions. This research will add value to the prevailing literature in the area of sustainable entrepreneurship as it explores the effects of environmental concern, SDGK and the role of US on sustainable entrepreneurial intention (EI) among Indian engineering students.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-11
      DOI: 10.1108/JARHE-11-2022-0359
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Toward a comprehensive model for talent identification of faculty members:
           a qualitative study for regional universities

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      Authors: Yones Romiani, Saeed Farahbakhsh
      Abstract: This study aimed to develop a model for identifying talented faculties in regional universities. In this study, the systematic grounded theory (GT) approach has been used. The research population consisted of academic and scientific experts of higher education system who had more knowledge about the subject of the research. They were identified and selected using a non-probability and purposeful sampling method. The paper introduces a talent-based model for identifying faculties in regional universities. Findings show that in regional universities, talent management (TM) theory is rarely used to identify scientific talents. Therefore, to attract capable faculty members, using a comprehensive model based on this concept can be effective and efficient. To achieve the above goal, it is suggested that universities and higher education centers should pay special attention to the components of education, research and counseling when identifying faculty. This article develops the knowledge about TM in higher education. Given the gap between theory and practice regarding the theory of TM in higher education, this study, with a look at the identity and nature of universities, offers recommendations for attracting faculty members. Implementing the desired model in regional universities gives them the assurance that by attracting capable people, it will be possible to achieve the university development plan.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-10
      DOI: 10.1108/JARHE-07-2022-0230
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Evaluating higher education (HE) work design to sustain academics'
           work–life balance

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      Authors: Siti Khadijah Zainal Badri
      Abstract: This paper aims to examine work design and the linkages of work design with the work–life balance of academics in higher education (HE). A sample of 307 academics was recruited for this study. The result was analysed using SPSS (statistical package of social science) and AMOS (analysis of moment structure) structural equation modelling (SEM). This paper discovered that high autonomy, task significance, task identity and feedback were linked to greater work-to-family enrichment (W-FE) levels amongst academics, whilst, low job autonomy, task identity and task significance were linked to high work-to-family conflict (W-FC) levels. This paper highlights the importance of promoting good academics' work–life balance by evaluating and improvising the academics' work design.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-04
      DOI: 10.1108/JARHE-04-2022-0116
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Intention to dropout and study satisfaction: testing item bias and
           structural invariance of measures for South African first-year university
           students

         This is an Open Access Article Open Access Article

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      Authors: Karina Mostert, Clarisse van Rensburg, Reitumetse Machaba
      Abstract: This study examined the psychometric properties of intention to drop out and study satisfaction measures for first-year South African students. The factorial validity, item bias, measurement invariance and reliability were tested. A cross-sectional design was used. For the study on intention to drop out, 1,820 first-year students participated, whilst 780 first-year students participated in the study on satisfaction with studies. Confirmatory factor analysis (CFA), differential item functioning (DIF), measurement invariance and internal consistency were used to test the scales. A one-factor structure was confirmed for both scales. For the intention to drop out scale, Items 3 and 4 were identified with statistically significant item bias; however, these differences had no practical impact. Except for scalar invariance for language, sufficient measurement invariance was established. No problematic items were identified for the study satisfaction scale. In essence, this study provides evidence of two short measures that are culturally sensitive that could be used as short and valid measures across contextual boundaries as practically valuable tools to measure intention to drop out and study satisfaction in diverse and multicultural contexts. This study contributes to limited research on bias and invariance analyses for scales that can be used in interventions to identify students at risk of leaving the university and utilising psychometric analyses to ensure the applicability of these two scales in diverse and multicultural settings.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-04
      DOI: 10.1108/JARHE-04-2022-0126
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The role of university instructor’s narrative in students’ sustained
           attention, emotional involvement and cognitive learning

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      Authors: Afsaneh Ghanizadeh, Mahtab Tabeie, Zahra Pourtousi
      Abstract: Storytelling is a method for training essential life issues as storytelling can assist learners to consider the story not just as a source of entertainment but as a practical lesson. In fact, teachers can encourage even the most unwilling students by engaging the students in storytelling while maintaining students' attention through narration using sounds and gestures. The present study aims to examine the effect of the university instructor’s narrative on English as a Foreign Language (EFL) student’s sustained attention, emotional involvement and cognitive learning. To do so, the study adopted a quasi-experimental research design with the aim of focusing on the students’ performance within two different virtual classes. University students’ sustained attention, emotional involvement and cognitive learning were assessed in control and experimental groups before and after the treatment. To measure students’ sustained attention, Wei et al.’s (2012) scale, which comprises six items, was used. Besides, emotional involvement was assessed through Golestani’s (2017) engagement questionnaire. To check students’ cognitive learning, the scale designed by Richmond et al. (1987) was utilized. The summaries and conclusions in the experimental class were ingrained in instructors’ pedagogical repertoires, as the repertoires offer students an alternative way to understand course material beyond a straight lecture. Students in the experimental group were also asked to ponder over the materials presented to the students each session, and the students were supposed to present a one to two-paragraph note on the possible implications of the materials instructed at each session. The results of independent samples t-test indicated that there was a statistically significant difference between the two groups regarding the degree of their sustained attention, emotional involvement and cognitive learning. The findings of the present study can raise instructors’ awareness toward the application of narratives in their instructional methodologies, as well as putting forth significant strategies to enhance students’ sustained attention, emotional involvement and cognitive learning through narratives. The theoretical framework of the study derives from Kromka and Goodboys (2018) conceptualization of instructor narrative (IN), defined as the explicit presentation of the lessons conclusion at the end of each session. Previous studies on narrative have primarily focused on learners’ narrative as an educational tool. Later studies on teacher narratives conceive this as the teachers’ personal anecdotes and story-like accounts of others’ experiences; nonetheless, the position which is taken in this study is more academically laden and is based on the information instructed in each session.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-04-03
      DOI: 10.1108/JARHE-09-2022-0278
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Gamified virtual labs: shifting from physical environments for low-risk
           interactive learning

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      Authors: Mirza Rayana Sanzana, Mostafa Osama Mostafa Abdulrazic, Jing Ying Wong, Jaya Kumar Karunagharan, Jason Chia
      Abstract: This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this study is to investigate if immersive gamified virtual labs can be used as effective pedagogical tools by properly incorporating them into higher education curricula to assist low-risk active learning and student engagement. This research design comprises two gamified virtual labs including nine essential experiments of biology and chemistry integrated into the higher education curriculum of the Foundation of Science at an international University. Students filled in a survey after participating in the lab to shed light on appropriate ways of using gamification approaches in virtual labs. From the predominant findings of the study, gamified virtual labs increase student involvement thereby enhancing knowledge development with active learning and may be a potentially suitable pedagogical tool for low-risk interactive learning. Limitations of the study include findings based on gamified virtual labs but not comparing the gamified virtual labs to simple virtual simulations to further investigate the pedagogical approach and understand the student perceptions in a simple virtual simulation and a gamified virtual lab. The findings of this study will provide evidence that gamified virtual labs integrated into higher education curricula as supplementary tools for laboratory experimentation improve the educational delivery process. This research highlights an appropriate way of integrating 3D virtual labs into practical curricula while discussing the benefits.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-29
      DOI: 10.1108/JARHE-09-2022-0281
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Gender gap in the perceived mastery of reasoning-for-complexity
           competency: an approach in Latin America

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      Authors: José Carlos Vázquez-Parra, Isolda Margarita Castillo-Martínez, María Soledad Ramírez-Montoya, Juan Alberto Amézquita-Zamora, Marco Cruz-Sandoval
      Abstract: The study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The intention was to identify statistically significant differences between a population of men and women with similar sociocultural characteristics, assessing whether gender could be a factor for educational institutions to consider when implementing strategies to develop this competency. The eComplexity instrument was applied to 370 undergraduate students in their first to ninth semesters in a private university in Western Mexico. Descriptive statistics were analyzed to determine the mean and standard deviation indicators and were tested for statistical significance. The convenience sampling methodology ensured that there were students from all semesters and a diversity of majors. The sampling aimed for a balance of men and women, resulting in 189 women and 181 men. The results confirmed no statistically significant evidence to indicate differences between men and women in their perceived mastery of the reasoning-for-complexity competency in general. However, statistically significant differences were found in the perceived achievements of the sub-competencies of systems, critical and scientific thinking, which comprise the overall competency. Women presented a higher average perception of systemic and critical thinking achievement, and men had a higher perception of scientific thinking. The authors concluded that social and cultural elements influence the perception of achievement that men and women develop in thinking and solving problems. Governments and educational institutions must establish training programs that do not follow gender stereotypes and promote reasoning-for-complexity skills equitably in men and women. It is necessary to create more scientific and academic spaces and projects involving women in the sciences; countries must emphasize this to improve their scientific competency. Only in this way will it be possible to reverse the perception that men and women have of their problem-solving skills and abilities, which, as this study shows, are more a matter of culture than capabilities. Unlike previous studies, which analyze the competency of complex thinking in a particular way among its sub-competencies, this research sought comprehensive measurement. Furthermore, beyond measuring competency development, this study aimed to measure the perception of achievement. The authors believe this is the first step towards identifying elements of the social imagination that limit the formation of scientific thinking among women in Latin America.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-28
      DOI: 10.1108/JARHE-11-2022-0355
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • How does ICT literacy influence reading literacy score in Indonesia: first
           attempt using spatial analysis approach

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      Authors: Pratitis Nandiasoka Annisawati, Siskarossa Ika Oktora
      Abstract: The aims of this research include (1) to identify the scores of reading literacy in 34 provinces and (2) to determine the impact of ICT literacy with other variables on reading literacy in Indonesia. Thematic maps and Spatial Autoregressive Regression were applied to 2019 AKSI Survey data. The results showed that only D.I. Yogyakarta, DKI Jakarta and Kepulauan Riau have a high percentage of reading literacy scores in the excellent category. The ICT literacy and teachers' competency scores significantly affect the percentage of reading literacy. Meanwhile, the percentage of lack of learning materials and GRDP per capita has no significant effect. Previously, the national exam has been used to determine the quality of education in Indonesia, but it is ineffective because it only measures cognitive aspects. In 2015, the Ministry of Education initiated the AKSI survey, which measures cognitive (reading, math and science literacy) and non-cognitive aspects, as an effort to improve the quality of education in Indonesia. Some literature states that reading literacy is the most basic indicator for determining the quality of education, but in Indonesia, it is the lowest achievement. To improve reading literacy scores, the government has to utilize technological advances through School Digitization. However, this should be supported by the ICT literacy of students. Presently, there is no study to evaluate the impact of ICT literacy on reading literacy, which is also affected by regional value differences.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-27
      DOI: 10.1108/JARHE-10-2022-0322
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Students' employability confidence in COVID-19 pandemic: role of career
           anxiety and perceived distress

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      Authors: Wasim Qazi, Zubaida Qazi, Syed Ali Raza, Faiza Hakim Shah, Komal Akram Khan
      Abstract: The present research aims to investigate the impact of “COVID-19 phobia” factors (psychological, social, economic and psychosomatic) on career anxiety and perceived distress. Further, this research assesses whether career anxiety and perceived distress foster or diminish students' employability confidence. “Partial Least Squares Structural Equation Modeling (PLS-SEM)” has been used to analyze the data. The results depict that factors (psychological, economic and psychosomatic) are positively and significantly associated with career anxiety and perceived distress. However, social factors indicate an adverse impact on perceived distress. Further, career anxiety and perceived distress positively influence employability confidence, but the associations are not highly impactful. This research elucidates an unexplored phenomenon in the context of a developing country that coronavirus disease 2019 (COVID-19) phobia scale (i.e. psychological, social, economic and psychosomatic) result in career anxiety and distress. Moreover, no studies highlighted the direct impact of career anxiety and perceived distress on employability confidence.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-21
      DOI: 10.1108/JARHE-02-2022-0072
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Pedagogical strategies and academic performance in theses seminars: a
           study in an undergraduate management program in Peru

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      Authors: Mario Marcello Pasco-Dalla-Porta, Milos Lau, Fátima Ponce-Regalado, Martha Marianella Pacheco Mariselli
      Abstract: Writing a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find difficult to understand and apply research methods in concrete research projects, so a proper set of teaching-learning strategies is critical. This study aimed to examine the effect of these strategies on the academic performance of students in two research seminars in an undergraduate management program in Peru. The research adopted a mixed approach. The quantitative component included a survey of 249 students in both seminars, while the qualitative one involved only some of the students using three focus groups. The corresponding data analysis included stepwise linear regression models and content analysis. The study found that a clear course structure, adequate research methods literature, good advisor–student communication and goal planning and achievement were the key determinants of the students' final grades. This research fills a gap in previous studies on the subject by including a broader set of strategies and by statistically estimating the strategies' effects on academic performance.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-21
      DOI: 10.1108/JARHE-06-2022-0199
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • The influence of Industrial Revolution 4.0 in the implementation of the
           learning factory at the University of Malaysia Pahang

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      Authors: Mohd Hanafiah Ahmad, Taofeeq Durojaye Moshood, Gusman Nawanir
      Abstract: This study explores the impact of Industry Revolution 4.0 (IR4.0) on learning factory implementation in Universiti Malaysia Pahang (UMP). A learning factory is an action-oriented approach to teaching with participants acquiring competencies through structured self-learning processes in a production–technological learning environment. It integrates different teaching methods with the main objective of moving traditional teaching methods to become closer to real industrial problems. However, there is still limited information that can be used to evaluate the impact of IR4.0 on its implementation in UMP. Therefore, this study focuses on exploring the challenges faced by UMP in developing their learning factory and examines the effectiveness of UMP Learning Factory as a new teaching and learning process to support Industry 4.0. First of all, identifying a problem was done, and information regarding the topic was obtained via research from various sources. Example of sources is online journals, books, the Internet and others. It is essential to understand the rationale behind why the research should be carried out as well as the objectives of the study in relation to the topic of interest. After that, a survey of the relevant literature was carried out to compile more pertinent material and run it through the lens of the selected subject. It makes the process of establishing a theoretical framework easier, and it also improves one's knowledge of the research being done. The next step in the process involves selecting responders based on the research. In order to calculate the appropriate sample size for this study, we must identify the entire population so that we can ensure that the findings we obtain are reliable. The entire population are first filtered based on the purpose of the research, and only then is it possible to establish the size of the needed sample of respondents. This research study's data gathering techniques consisted of five steps; however, in this particular study, the researcher only employed two approaches, which focused on individual interviews and semi-structured interviews, respectively. In order to address both the study purpose and the research questions, the interview questions that were developed were meant to relate to one another. During this interview procedure, the interviewees will have the option to elaborate or supply an increasing amount of pertinent data and information. Participants in the interview who have accumulated a significant amount of experience in the relevant sector are better positioned to provide both their personal and professional perspectives. The researcher will utilize audio to gather the script from the responder so that they may collect the data for analysis. The researcher is able to find the precise data analysis from the responses with the assistance of this programme. As a result, the researcher's question to the responders can be considered credible and genuine. Each respondent may read a particular question in the questionnaire in the same manner. As a result, although the question may be trusted, this fact is mostly irrelevant given that it lacks internal validity and hence does not make it possible to answer the research topic. In conclusion, the findings of this study are analysed, and conclusions are drawn from them. In order to explore and answer research questions that are tailored to research objectives, the purpose of this study is to investigate such questions. The primary purpose of this study is to evaluate the influence that Industry 4.0 will have on the instructional methodology that will be utilized at UMP. Regarding the second aim, the purpose is to investigate the difficulties that the Universiti Malaysia Pahang encounters in the process of creating the Learning Factory. The final goal is to investigate how well UMP Learning Factory performs as a novel approach to education and training that is intended to assist Industry 4.0. The University of Malaya in Penang (UMP), which is widely regarded as one of the premier educational institutions of its kind in Malaysia, has recently implemented a learning factory as one of its pedagogical approaches. The university's deployment of the learning factory is very recent, and as such, there is room for improvement to make the most of the potential offered by this instructional approach. However, the findings of this research indicate that there is a favourable influence on both learning and teaching. The influence of the implementation of Learning Factory, which is becoming one technique of educational reform, is one of the most important factors to consider. According to the study's findings, UMP has successfully developed a learning factory that has a major influence on the learning process and is extremely good at what it does. The student benefits from an enhanced teaching and learning experience as a direct result of the contribution made by the learning factory. When it comes to generating a learning component based on the result, several obstacles have been identified. If UMP or other institutions intend to create a new learning factory, the problems might be considered factors to consider. In the teaching and learning process context, it has been demonstrated that a learning factory is particularly successful. The learning factory approach is one of the teaching techniques that makes the students understand better and have the experience of handling and controlling the equipment. Because this method introduces the hands-on approach, it is one of the teaching methods. The learning factory method is one that, in its most fundamental form, may be particularly beneficial for students to prepare themselves for the arduous process of joining the workforce. The classroom setting will be quite similar to that of a factory, and the student will improve their general collaboration. In addition to this, they will be able to operate machines and have knowledge regard...
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-20
      DOI: 10.1108/JARHE-06-2022-0179
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Students' extrinsic and intrinsic motivation improvements in learning
           defense engineering based on project-based learning

    • Free pre-print version: Loading...

      Authors: Yanyao Deng, Chao Shi
      Abstract: This study aims to evaluate student motivation before and after the summer internship, in other words, to evaluate whether the summer internship affects male and female motivations differently. Investigating whether the motivation score predicts grade point average was included by adopting a quantitative methodology. The defense engineering summer internship project provides candidates who learned defense engineering knowledge after the project an opportunity to generate motivation of involving in defense engineering discipline and industry. This study found a marginal significant main effect on extrinsic motivation – introjected (EMIN) and intrinsic motivation to experience stimulation (IMS) in a summer internship. Furthermore, the study reveals that amotivation construct significantly predicted gender and previous academic performance (GPA) pre-summer internship, and amotivation, Extrinsic motivation – external regulation (EME) and extrinsic motivation – introjection (EMIN) significantly predicted GPA post-summer internship. The project was done with support from the U.S. Department of defense grant N00014-19-1-2728. These findings are investigated from the project.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-17
      DOI: 10.1108/JARHE-08-2022-0243
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Teacher role of learners in a mobile learning environment: practice
           in higher education

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      Authors: Sheng Chen
      Abstract: Available research on mobile learning all stand on the viewpoint of teachers. However, as mobile learning is learner-centric, learners' roles must be understood clearly from the learners' viewpoint, particularly considering its self-directed learning feature. It is well-known learners for self-directed learning must bear some teachers' core responsibilities. The knowledge gap on this important issue inspires the present work which tries to answer two questions: which “teacher roles” can learners play and how will learners play their “teacher roles” in a mobile learning context. This study aims to discuss the aforementioned objectives. A novel research approach integrating an action research model and a teaching presence scale analysis is proposed to answer the questions. The mobile learning courses conducted by the present authors for engineering undergraduate students, during the COVID-19 pandemic, provided the experimental data for this study. The experimental results reveal that the learners could play a number of “teacher roles” actively for mobile learning. Some of this research studies are consistent with available studies but a discrepancy is also observed. Discussion is conducted for such discrepancy. The findings will contribute to improve the pedagogy of mobile learning theoretically and practically.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-17
      DOI: 10.1108/JARHE-10-2022-0320
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Challenge and hindrance demands of doctoral education: conceptualization,
           scale development and validation

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      Authors: Vrinda Acharya, Ambigai Rajendran, Nandan Prabhu
      Abstract: The present study develops, conceptualizes and validates a scale based on the transactional stress theory to assess the perceived challenge and hindrance demands of doctoral programs that impact doctoral students’ psychological well-being. This research employs an exploratory-mixed methodology comprising five phases with a sequential qualitative-quantitative approach. A rigorous scale development process is adopted to validate the instrument’s psychometric properties. The study respondents are Indian full-time doctoral students in the management discipline. The findings show that the construct of perceived challenge and hindrance demands is a first-order four-factor and a second-order two-factor model. The study has validated the scale to capture the challenge and hindrance demands of doctoral research programs with the following sub-constructs: doctoral program resource inadequacies, doctoral program ambiguity, doctoral program workload and complexity. The recommended challenge demands and hindrance demands (CHD) scale provides a benchmark for doctoral institutes and program supervisors in focussing on research students’ perception of their doctoral education demands to reduce the strain and increase their well-being during their doctoral program journey. Hindrance demands adversely influence the motivation resources needed for doctoral education; challenge demands positively impact the research students’ internal resources.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-13
      DOI: 10.1108/JARHE-10-2022-0330
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • University students' perceptions of teaching during lockdown period in
           Spain: a qualitative study

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      Authors: Katherine Gajardo, Félix Lobo de Diego, Guillermo Alejandro Campos Cancino, Enrique-Javier Díez-Gutiérrez
      Abstract: The study aims to provide relevant information on the educational processes experienced by university students in Spain during the period of compulsory confinement. To this end, the key factors of the emergency educational model implemented by the country's universities have been analysed. The study investigated, through qualitative, exploratory research and 30 in-depth interviews, how university students have lived the process of change to alternative forms of education during the crisis, what training experiences stand out and what factors related to virtual education they identify as relevant keys. Participants usually focus on three main topics: (1) The impacts of changes in training development with regard to methodologies and forms of assessment; (2) The facilities and difficulties in this new modality of online training; and (3) The consequences of the crisis on higher education in the medium and long term. Students participating in the study offer relevant and critical information on the adaptations developed by Spanish universities during the Coronavirus crisis. This information can be fundamental for the conscious decision making of the institutions, so that they can develop educational processes more adequate to the needs and possibilities of the university students in times of crisis.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-03-07
      DOI: 10.1108/JARHE-09-2022-0295
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
  • Bringing clarity to the leadership of teaching and learning in higher
           education: a systematic review

         This is an Open Access Article Open Access Article

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      Authors: Päivi Kinnunen, Leena Ripatti-Torniainen, Åsa Mickwitz, Anne Haarala-Muhonen
      Abstract: The study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia. The authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis. The analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally. Limitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field. This research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.
      Citation: Journal of Applied Research in Higher Education
      PubDate: 2023-01-04
      DOI: 10.1108/JARHE-06-2022-0200
      Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
       
 
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  Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 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 - 142 of 142 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 38)
Academic Leadership Journal in Student Research     Open Access   (Followers: 5)
African Journal of Teacher Education     Open Access   (Followers: 7)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 20)
Ámbito Investigativo     Open Access   (Followers: 4)
American Journal of Engineering Education     Open Access   (Followers: 15)
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: 2)
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: 4)
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: 32)
College Student Journal     Full-text available via subscription   (Followers: 9)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 17)
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: 6)
Ethiopian Journal of Higher Education     Open Access   (Followers: 6)
European Journal of Higher Education     Hybrid Journal   (Followers: 63)
Excellence in Higher Education     Open Access   (Followers: 45)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 10)
Higher Education for the Future     Full-text available via subscription   (Followers: 11)
Higher Education of Social Science     Open Access   (Followers: 8)
Higher Education Pedagogies     Open Access   (Followers: 26)
Higher Education Studies     Open Access   (Followers: 68)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 47)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 2)
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   (Followers: 3)
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 36)
International Journal of Engineering Pedagogy     Open Access   (Followers: 1)
International Journal of Higher Education     Open Access   (Followers: 63)
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: 7)
International Research in Higher Education     Open Access   (Followers: 9)
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: 4)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 8)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 51)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 2)
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: 3)
Journal of Learning Development in Higher Education     Open Access   (Followers: 41)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 28)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 9)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 13)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 12)
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: 13)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 24)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 2)
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: 47)
Journal of Veterinary Medical Education     Partially Free   (Followers: 13)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 5)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
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: 7)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 63)
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: 25)
Nursing Education Perspectives     Hybrid Journal   (Followers: 23)
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: 3)
Perspectiva Educacional     Open Access   (Followers: 3)
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: 2)
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: 9)
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     Open Access   (Followers: 21)
The Qualitative Report     Open Access   (Followers: 2)
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: 22)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

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School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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