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Journal of Applied Research in Higher Education
Journal Prestige (SJR): 0.2  Number of Followers: 52  Hybrid journal * Containing 4  Open Access article(s) in this issue *ISSN (Print) 1758-1184 - ISSN (Online) 2050-7003 Published by Emerald  [362 journals]
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- Alumni-driven sustainability strategies: paving a way forward for
sustainable development of public HEIs-
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Authors: Nabeel Nisar, Ali Raza, Pashmina Nisar Pathan, Muhammad Muzamil Sattar, Ubedullah Memon
Abstract: This investigation is based on the rich experiences of alumni from a reputable public higher education institution (HEI) in Pakistan. Its primary goal is to assess and investigate the relationship between the institution’s long-term sustainability strategies and alumni impressions. The inquiry aligns with the global changing landscape of HEIs, which demands more robust and marketing-driven strategies to achieve long-term sustainability through engaging various stakeholders. The study employs a phenomenological research design to offer fresh insights into the effectiveness of alumni engagement practices. This research uses semi-structured interviews with nine alumni to contribute an interesting and important narrative regarding alumni’s experiences with engagement strategies. The findings show that alumni strongly desire to maintain contact with their institution and support in various ways, thus signifying the importance of alumni engagement. In the broader context, alumni engagement can support HEIs to avoid the risks of losing education standards in financially strict times and achieve sustainable development. By actively involving alumni, HEIs in Pakistan can support their sustainable development, strengthen their financial position, raise educational standards, access resources and more. This research provides a way for Public HEIs to attract external support to address the growing institution’s sustainability concerns and avoid the risk of deteriorating education. The present research extends to the existing body of knowledge regarding Pakistan’s developing economy, while earlier studies have primarily concentrated on alumni studies from developed nations. The study has theoretically expanded the use of the stimulus-organism-response framework and introduced several new constructs not examined or utilized in earlier alumni studies.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-08-08
DOI: 10.1108/JARHE-03-2024-0140
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Innovation is the key to academic excellence: exploring innovative work
behavior through performance appraisal and self-efficacy-
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Authors: Aneeqa Zreen, Abu Bakar Bin Abdul Hamid, Mohsin Raza, Nagina Kanwal, Rimsha Khalid
Abstract: This study aims to examine the influence of performance appraisal on Innovative work behavior of employees in public sector universities of Pakistan, by using the Ability, Motivation, and Opportunity framework. A newly developed framework has been created to explore how performance appraisal, self-efficacy, and organizational climate influence employees' innovative work behavior. The study collected data using a self-administered questionnaire from employees who work in public universities in Pakistan. The findings of this study revealed a positive correlation between performance appraisal and innovative work behavior. It is observed that self-efficacy mediates the relationship between performance appraisal and innovative work behavior and organizational climate moderates the relationship between self-efficacy and innovative work behavior. The current study is novel and unique for several reasons. But the main contribution of this study is the validation of self-efficacy's mediating impact on innovative work behavior as well as the validity of the organizational climate as moderating effect in Pakistan’s public sector universities, where a large number of students have been enrolled and they can get advantage from their teacher's improved innovative behavior.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-08-06
DOI: 10.1108/JARHE-01-2024-0020
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Green human resources in higher education institutions:
a systematic literature review-
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Authors: Zuria Akmal Saad, Muhammad Ashraf Fauzi, Laili Zulkepeli, Taofeeq Durojaye Moshood, Suhaidah Hussain
Abstract: The purpose of this study is to conduct a comprehensive examination of the concept of green human resources management (GHRM) within the context of higher education institutions (HEIs). The GHRM concept has emerged from the broader environmental management concept in the last decade. Its adoption has diffused in many sectors, particularly manufacturing, but empirical studies in HEIs are lacking. HEIs, as the epitome of knowledge creation and dissemination, should lead the GHRM initiative as an example to the corporate world and the public. The approach applied is based on the systematic literature review approach to draw inferences, analyze and summarize past studies based on the PRISMA method. Several research streams were identified: (1) academic and non-academic GHRM, (2) theoretical foundation, (3) qualitative and quantitative studies, and (4) green training and development. This review discovered that GHRM implementation in HEIs leads to better sustainability efforts within academic institutions. It is relevant to stakeholders, policymakers, and HEIs’ top management to strategize in making the academic institution the torchbearer of sustainable practice and a role model for other sectors and communities. This study provides implications towards the application of GHRM in HEIs to elevate academic institutions as the torchbearers for sustainability development. The implicit findings based on the research streams produced can benefit future studies in HEIs to adopt best practices in green activities, particularly GHRM. The implication of GHRM in HEIs would impart individual green, cautious, and sustainability practices holistically and comprehensively, improving behavior towards overall higher education activities involving academics, students, administrative staff, and the overall community ecosystem. This study makes a significant contribution to the existing literature by systematically elucidating the role of GHRM in HEIs, providing insights for academics and policymakers seeking to promote sustainable practices.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-08-06
DOI: 10.1108/JARHE-01-2024-0033
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The green generation: a survey of environmental attitudes among
university students in the United Arab Emirates-
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Authors: Khawlah M. AL-Tkhayneh, Sanaa Ashour
Abstract: In this study, we evaluated university students’ attitudes towards environmental issues, with a particular focus on the cohort’s understanding of climate change and knowledge of environmental issues. We also explored whether students’ gender or university major (natural sciences vs humanities and social sciences) impact attitudes to environmental issues. We surveyed undergraduate students (n = 1,310) using an online questionnaire comprising 17 statements that reflect attitudes towards environmental concerns. This questionnaire was constructed using a 5-point Likert Scale and was tested for reliability and validity to ensure its precision and consistency in assessing the targeted constructs. The results revealed that the surveyed students had a medium level of positive attitudes towards the environment. While no significant differences based on gender were observed, students from different university majors significantly differed in the degree to which they endorsed positive attitudes towards the environment, with those majoring in natural sciences reporting stronger attitudes to environmental issues. These findings warrant the implementation of mandatory courses on the environment at UAE universities so as to enhance students’ awareness and foster positive attitudes towards the environment. Unlike previous studies that may have focused narrowly on specific environmental attitudes or behaviors, this research offers a broad yet detailed assessment by incorporating factors such as students' academic majors and gender. By comparing attitudes across different fields of study—natural sciences versus humanities and social sciences, the study provides new insights into how educational background and demographic variables shape environmental perceptions. This approach allows for a more nuanced understanding of the factors that influence environmental attitudes among young adults, potentially guiding more targeted educational interventions.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-08-05
DOI: 10.1108/JARHE-05-2024-0212
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Authentic assessment designs and students' self-perception of leadership
in business education in Vietnam-
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Authors: Tuan_Thanh Chu, Thi Thu Tra Pham, Thai Vu Hong Nguyen, Chau Trinh Nguyen, Thi Hong Nhung Vu, Thanh Binh Nguyen, Thi My Hanh Nguyen
Abstract: This study explores how authentic assessment has helped improve self-perception of leadership skills among business students in a developing society where authentic assessment is not popular. Data on self-perception of leadership was collected using the Leadership Skills Inventory. Collected data was analyzed using Principal Component Analysis, two-way ANOVA, and Multiple Regressions. Authentic assessment designed toward enriching teamwork positively affects leadership development. Students' involvement in extra-curricular activities fosters the impact of authentic assessment on self-perception of leadership. Female students demonstrate higher self-confidence in leadership, which is surprising to the conventional view of cultural expectations. Work-integrated learning assessment or cross-country real-trade data assessment projects do not trigger gender biases in self-perception of leadership. Our study emphasizes the importance of group work authentic assessments and a work-integrated approach to authentic assessment design in business education. The results provide meaningful implications regarding authentic assessment development in business education in a developing country where authentic assessment is not common at high school and university levels.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-08-02
DOI: 10.1108/JARHE-02-2024-0060
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- University-to-work success scale: adaptation and validation in newly
graduates-
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Authors: Célia Sampaio, Maria do Céu Taveira, Joana Soares, Ana Daniela Silva
Abstract: Success in the transition between the university and the labor market is an important indicator of the adaptation of newly graduates to the worker’s role in life. This study aims to describe the validity and reliability of the University-to-Work Success Scale based on its internal structure and relationship with measures of career success, protean career orientation and life satisfaction in newly Portuguese graduates. Using an online protocol, responses were collected from 576 graduates for less than twelve months (74.1% women), aged between 20 and 64 years (M = 25.8, SD = 6.693). Instruments included a socio-demographic questionnaire and measures of transition success, career success and life satisfaction. The internal structure of the scale was evaluated through exploratory and confirmatory factor analyses that supported a four-factor hierarchical structure with a good fit. The reliability of the factors evaluated by Cronbach’s Alpha was satisfactory. The scale consists of 29 items divided into four subscales (professional insertion and satisfaction, confidence in the future of career, income and financial independence and adaptation to work). These results support the use of the scale as a valid and reliable measure to assess success in the transition between university and the labor market in newly Portuguese graduates. This study is very important because this measure can serve as a basis for both preventive and corrective career interventions and policies. The preventive approach can help graduates in their transition to the labor market by promoting career resources. The corrective approach can include re-evaluating organizational integration practices after employment, with an emphasis on promoting gender equality.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-29
DOI: 10.1108/JARHE-03-2024-0130
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Gender differences in the academic career: evidence from the accounting
and finance departments-
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Authors: Ismail Kalash
Abstract: The aim of this research is to examine gender differences in the context of research productivity, research collaboration and academic promotion. This research analyzes data related to 863 academics in the accounting and finance departments in Turkish universities by using OLS, Binary Logistic, Ordered Probit and Multinomial Probit Regressions. The findings show that female academics have in overall a representation ratio of 32%, and that there are no significant differences regarding the opportunities for female academics to be employed in public compared to private, and in high-rank compared to low-rank universities. The results also indicate that female academics have lower research impact compared to male academics, and that this difference is more pronounced for professors, and in universities with low ratio of female representation, and also in public universities. In addition, female academics engage more in research collaboration and are less likely to hold the academic title of full professor than male academics. The findings of this study provide significant signals about the need for improving gender policies that mitigate the conditions adversely affecting research productivity and impact by considering the supporting circumstances for female academics and improving the representation ratio, which also can play vital role in reducing discrimination and bias and contribute to better research and scientific environment. To the author’s knowledge, this article is the first to examine gender effect regarding research productivity, research collaboration and academic promotion in Turkish universities.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-24
DOI: 10.1108/JARHE-04-2024-0187
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Causes of occupational stress and burnout amongst administrative staff in
public universities: case of Pakistan-
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Authors: Shaista Noor, Ambreen Aslam, Filzah Md Isa
Abstract: The primary aim of this study is to delve into the causes of occupational stress and burnout amongst administrative staff members in Pakistani universities. It does so by employing a qualitative research strategy, offering a comprehensive understanding of the issue. This study uses a qualitative research strategy to examine the causes of occupational stress and burnout amongst administrative staff members in Pakistani universities. Around 20 semi-structured interviews were conducted via Teams with administrative employees in renowned universities in Rawalpindi, Islamabad and the Lahore region of Pakistan. Saldana's (2014) structured inductive data analysis method was used to analyse the collected data. The study sheds light on the harsh realities faced by university administrative staff in Pakistani universities. These include top management ineffectiveness, role ambiguity, role conflict, favouritism, inequality, a communication gap with higher authorities, disparity of rewards and recognition, no career paths and opportunities, feeble leadership, corruption, inappropriate use of power, mishandling of qualified staff and non-acceptance of shifting roles from administration to academia. These are not just academic concepts but real-life challenges that demand immediate attention. The study's findings have significant implications for Pakistan's Ministry of Education. Based on these findings, the recommendations proposed can serve as a roadmap for enhancing interpersonal development, implementing career development programmes, succession planning and supporting university administrative staff. These initiatives can lay the groundwork for achieving the UN Sustainable Development Goal-4 targets, making this research a valuable resource for policymakers.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-23
DOI: 10.1108/JARHE-03-2024-0120
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- “Intellectual accidents in a critical perspective: the challenges of
stuttering lecturers using digital technology in distance learning”-
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Authors: Silvia Rosa, Susila Bahri, Nilma Suryani, Luli Sari Yustina
Abstract: This study investigates lecturers’ challenges in guiding students’ final scientific work online during the COVID-19 pandemic. It explores the impact of lecturers’ digital technology proficiency on the students’ ability to compile their thoughts and produce scientific work independently. The study involved 45 lecturers and 140 students. Data was collected through online surveys using the Google Forms application and focus group discussions. The data were analysed qualitatively and interpretively based on the surveys and interviews. The findings reveal three modes of mentoring: online, mixed, and offline. Many lecturers’ reluctance to use digital technology for mentoring stems from their lack of proficiency, resulting in mixed mentoring methods. This digital inadequacy affects students’ ability to write scientific work independently, as they are not accustomed to self-directed learning. The pandemic has necessitated more independent work from students, with limited physical guidance from lecturers, leading to a decline in the quality of scientific writing. This paper contains the latest information related to students' scientific writing activities. Student scientific writing activities are disrupted because supervisors do not have the skills to use technology in the remote student mentoring process. Lecturers are not skilled at using technology in carrying out online tutoring assignments.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-23
DOI: 10.1108/JARHE-10-2022-0310
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- A teaching-learning sequence to develop epistemic thinking in engineering
students at master’s educational level-
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Authors: Esther Cascarosa Salillas, Carlos Sánchez-Azqueta, Cecilia Gimeno, C. Aldea
Abstract: This research work had been a double objective, to help the students achieve the learning outcomes, scientific skills and on the other hand, to develop specific scientific sub-competences, all of these related not only with the conceptual knowledge but also with the knowledge of procedurals and epistemology. A didactic sequence has been designed and applied with students of the University Catholique of Louvain (Belgium) in collaboration with teachers from the University of Zaragoza (also researchers in the knowledge areas of Electronics, Applied Physics and the Didactics of Experimental Sciences). Several methodologies were applied thorough the teaching-learning sequence as the flipped classroom is. A varied sample of assessment instruments was used. The results suggest this sequence produces a more significant learning than a more conventional teaching, however there is no increase in the number of students who passed. The students explaining phenomena scientifically, evaluating and designing experiments and making researchable questions and interpreting data and scientific evidence, which are a consequence of the development of scientific knowledge (content, procedural and epistemic). In addition, the students kept motivated by this methodological change and maintained the perception of having achieved the expected learning according to the objectives of the course. Until a few years ago, research in the didactics of experimental sciences, and the application in the classroom of the results obtained, was limited to education in non-university stages. The opportunity of this work is to expand knowledge in relation to the application of didactic strategies in physics education at a higher level.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-19
DOI: 10.1108/JARHE-10-2023-0464
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Portfolio-based assessment feedback and development of pedagogical skills
among instructors and pre-service teachers-
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Authors: Jimmy Ezekiel Kihwele, Edward Noel Mwamakula, Raiza Mtandi
Abstract: Assessment feedback is vital in identifying learning gaps, correcting misconceptions and adjusting teaching strategies. In many teacher training programs, instructors and pre-service teachers rarely reflect on assessment feedback; hence, it does not inform teaching and learning with constructive remedies. Studies have indicated the role of e-portfolios in elevating pedagogical skills; however, this does not apply well in contexts where teachers hardly access the internet. The study explored printed-based portfolio use for AaL and AfL in developing pedagogical skills among pre-service teachers. Using an exploratory case study design in a class of 120 students, the study interviewed 14 respondents, twelve of whom were pre-service teachers and two instructors. Further, the study thoroughly reviewed 120 students’ portfolios to obtain adequate information. Researchers employed the content analysis method for data analysis. Findings indicate that instructors and pre-service teachers underwent the learning process, un-learning and re-learning appropriate pedagogical skills by reflecting on the assessment feedback on their portfolios. Also, peer review enhanced the broadening of their perspectives regarding students and pedagogical approaches. Like instructors, the process enhanced the adjustment of teaching strategies to suit learners’ diverse needs. Portfolio-based assessment feedback and development of pedagogical skills is an original work based on actual teaching practices. Instructors integrated the portfolio to enhance reflective practices, i.e. self-reflection, inquiry and self-regulated learning for pre-service teachers to adjust their pedagogical skills.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-19
DOI: 10.1108/JARHE-04-2023-0139
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Research analytics capabilities (RAC) survey: development, validation and
revision using the Rasch model-
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Authors: Katherine L. Robershaw, Min Xiao, Erin Wallett, Baron G. Wolf
Abstract: The research enterprise within higher education is becoming more competitive as funding agencies require more collaborative research projects, higher-level of accountability and competition for limited resources. As a result, research analytics has emerged as a field, like many other areas within higher education to act as a data-informed unit to better understand how research institutions can effectively grow their research strategy. This is a new and emerging field within higher education. As businesses and other industries are embracing recent advances in data technologies such as cloud computing and big data analytic tools to inform decision making, research administration in higher education is seeing a potential in incorporating advanced data analytics to improve day-to-day operations and strategic advancement in institutional research. This paper documents the development of a survey measuring research administrators’ perspectives on how higher education and other research institutions perceive the use of data and analytics within the research administration functions. The survey development process started with composing a literature review on recent developments in data analytics within the research administration in the higher education domain, from which major components of data analytics in research administration were conceptualized and identified. This was followed by an item matrix mapping the evidence from literature with corresponding, newly drafted survey items. After revising the initial survey based on suggestions from a panel of subject matter experts to review, a pilot study was conducted using the revised survey instrument and validated by employing the Rasch measurement analysis. After revising the survey based on suggestions from the subject matter experts, a pilot study was conducted using the revised survey instrument. The resultant survey instrument consists of six dimensions and 36 survey items with an establishment of reasonable item fit, item separation and reliability. This survey protocol is useful for higher educational institutions to gauge research administrators’ perceptions of the culture of data analytics use in the workplace. Suggestions for future revisions and potential use of the survey were made. Very limited scholarly work has been published on this topic. The use of data-informed and data-driven approaches with in research strategy within higher education is an emerging field of study and practice.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-18
DOI: 10.1108/JARHE-12-2023-0578
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Visualization of global research trends and future research directions of
financial performance in higher education sector using bibliometric
analysis-
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Authors: Mohamed Aghel, S.M.Ferdous Azam, Md Kassim Aza Azlina
Abstract: The purpose of this research is to undertake a bibliometric analysis of financial performance research in of higher education sector. The study examines papers over the last 2 decades and performed performance analysis, co-citation analysis, bibliographic coupling and scientific mapping. The study examines 616 documents retrieved from the Scopus database using bibliometric analysis, performance analysis and thematic clustering. The study looked at the scientific productivity of papers, prolific authors, most influencing papers, institutions and nations, keyword cooccurrence, thematic mapping, co-citations and authorship and country collaborations. VOS viewer was employed as a tool in the research to conduct the performance analysis and thematic clustering. This study delves into the recent advancements in financial performance research within higher education, focusing particularly on the year 2023, characterized by a peak of productivity with 46 significant articles. Notable institutions contributing substantially to this discourse include the University of Sussex (UK), and Ratio Institute Stockholm (Sweden), each referenced 227 times. The United Kingdom has emerged as a leader in financial performance research, amassing 3,850 citations from 92 publications. Key journals driving this conversation include “Entrepreneurship: Theory and Practice” and “The British Journal of Political Science.” The most cited study examines the impact of business-university partnerships on innovation and financial outcomes.” This is the first study that provides a performance analysis and scientific mapping of the financial performance literature in the higher education sector. In addition, this study is the initial one to do a thorough analysis and organized representation of financial performance in the higher education sector, providing an unparalleled understanding of a hitherto uninvestigated area of academic research.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-16
DOI: 10.1108/JARHE-02-2024-0088
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Academic integrity violations in higher education: a systematic literature
review from 2013–2023-
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Authors: Md Sozon, Bee Chuan Sia, Wei Fong Pok, Omar Hamdan Mohammad Alkharabsheh
Abstract: This study aimed to review the different types of academic integrity violations reported in the literature between 2013 and 2023. Moreover, this study investigated the causes of these violations and recommends approaches and measures that can be implemented to minimise academic integrity violations in the era of artificial intelligence (AI). We reviewed 27 articles published between 2013 and 2023 from the Scopus database. We followed the reporting guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses to select, filter, and report relevant studies that met the research objectives. The study revealed that various individual, institutional, social, cultural, and technological factors contribute to academic integrity violations. To minimise this issue, higher education institutions should offer brief academic integrity tutorial courses to all first-year students to enhance their knowledge of academic integrity. Moreover, academic honour codes should be regularly reviewed and updated, and technological tools should be implemented to detect AI-generated third-party assignments submitted by students. Furthermore, higher education institutions should frequently conduct training and workshops to educate students on the consequences of violating academic integrity. This study contributes to existing literature. It highlights the wider societal implications of academic integrity violations such as their influence on workforce readiness and ethical standards in professional environments.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-16
DOI: 10.1108/JARHE-12-2023-0559
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Evaluation of AI content generation tools for verification of academic
integrity in higher education-
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Authors: Muhammad Bilal Saqib, Saba Zia
Abstract: The notion of using a generative artificial intelligence (AI) engine for text composition has gained excessive popularity among students, educators and researchers, following the introduction of ChatGPT. However, this has added another dimension to the daunting task of verifying originality in academic writing. Consequently, the market for detecting artificially generated content has seen a mushroom growth of tools that claim to be more than 90% accurate in sensing artificially written content. This research evaluates the capabilities of some highly mentioned AI detection tools to separate reality from their hyperbolic claims. For this purpose, eight AI engines have been tested on four different types of data, which cover the different ways of using ChatGPT. These types are Original, Paraphrased by AI, 100% AI generated and 100% AI generated with Contextual Information. The AI index recorded by these tools against the datasets was evaluated as an indicator of their performance. The resulting figures of cumulative mean validate that these tools excel at identifying human generated content (1.71% AI content) and perform reasonably well in labelling AI generated content (76.85% AI content). However, they are perplexed by the scenarios where the content is either paraphrased by the AI (39.42% AI content) or generated by giving a precise context for the output (60.1% AI content). This paper evaluates different services for the detection of AI-generated content to verify academic integrity in research work and higher education and provides new insights into their performance.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-12
DOI: 10.1108/JARHE-10-2023-0470
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Predicting statistic anxiety by attitude toward statistics, statistics
self-efficacy, achievement in statistics and academic procrastination
among students of social sciences colleges-
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Authors: Hamzeh Dodeen, Siham Alharballeh
Abstract: This study aimed at identifying the prevalence of statistic anxiety among students in social sciences programs and analyzing the relationship between statistics anxiety and four key variables: attitude toward statistics, statistics self-efficacy, achievement in statistics and academic procrastination. Method a total of 440 students from all statistics sections offered in the social sciences programs in a four-year public medium-sized university in UAE participated in this study. Students participated by responding to a package that has four instruments: Statistics Anxiety Scale, Attitudes Toward Statistics, Current Statistics Self-Efficacy and Procrastination Assessment Scale. More than 27% of students have above average statistics anxiety. Significant correlations were observed between statistics anxiety and each of attitude toward statistics course (−0.34), academic procrastination (0.33) and achievement (−0.35). On the other hand, Attitudes Toward Statistics and statistics self-efficacy have non-significant correlations. The four variables together predict more than 32% of the total variance of statistics anxiety, and the best predictor was procrastination followed by course attitude. Students from only one university participated in this study. Adding more universities and countries could increase the generalizability of the study. Statistics anxiety is prevalent among students in social sciences programs. Statistics instructors must be ready to deal with reducing it. Several procedures have been suggested to reduce statistics anxiety but improving attitudes towards statistics courses is the key factor in this regard. Many students from social sciences and humanities programs and colleges experience anxiety or tension related to statistics courses which are required in most higher education institution. This paper tried to understand which variables affecting this phenomenon and in which directions. At the end, statistics is an important subject for all students during their academic life as well as practical life after graduation. Statistic anxiety is the feeling of worrying and tension that students experience when taking statistics courses, especially in social sciences programs. Studying statistic anxiety and the related variables is crucial because this anxiety negatively and significantly affects students’ achievement and learning.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-10
DOI: 10.1108/JARHE-01-2024-0021
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Sustainability initiatives in higher education institutions:
the stakeholder perspectives-
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Authors: Prakash Shrestha
Abstract: This paper aims to assess the considerations for implementing sustainability initiatives in higher education institutions (HEIs). It employs a qualitative approach. It is based on opinions gathered from 272 stakeholders (including authorities and academicians) of HEIs. Nepalese HEIs are facing several challenges, such as the lack of a changing vision and values to create a culture of sustainability initiatives and the socioeconomic and cultural gaps between policy sources and implementation approaches for sustainability. Therefore, they need to consider several sustainability initiatives to improve their performance and competitiveness. Effective leadership, learning culture, sustainability-related policy, effective HRM, organizational structure, supportive culture, technology, rewards, and university-academia-industry linkages are the key prerequisites for implementing sustainability initiatives. Thus, HEIs must make substantial investments in such aspects. Furthermore, they have to focus on sustainability initiative context, feasible strategies, and actionable/practical solutions to implement sustainability initiatives that help in achieving performance outcomes. It is solely based on the opinions of authorities and academicians of Nepalese HEIs. Since it was carried out in the Nepalese context, results might vary at other times and in other nations. It serves as a wake-up message to HEIs' officials about the barricades associated with sustainability initiatives and also addresses important requirements for putting such initiatives into practice. It provides a holistic framework to initiate sustainability in HEIs to help them achieve expected outcomes.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-09
DOI: 10.1108/JARHE-03-2024-0141
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The hidden cost of cronyism! A nexus of knowledge hiding, moral
disengagement and egoistic climate in higher educational institutions-
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Authors: Tehreem Fatima, Ahmad Raza Bilal, Muhammad Kashif Imran, Ambreen Sarwar, Sobia Shabeer
Abstract: Despite noted instances of organizational cronyism in public sector Higher Educational Institutions (HEIs), there is a lack of empirical evidence on its detrimental outcomes. The present investigation tested the impact of organizational cronyism on knowledge hiding via the mediating role of moral disengagement and moderating role of egoistic climate. A multi-stage random sample was drawn from the 312 teaching faculty working in HEIs of Lahore, Pakistan in three waves. M-plus was used to validate a longitudinal moderated mediation model based on Structural Equation Modeling. The results showed that organizational cronyism leads to knowledge hiding. In addition, it was substantiated that moral disengagement acts as a mediator in the relationship between organizational cronyism and knowledge hiding. The strengthening impact of an egoistic climate was found in the direct and indirect association between organizational cronyism, moral disengagement, and knowledge hiding. There is a dearth of research on the consequences of organizational cronyism and the understanding of the factors that underlie this association is limited. This research has bridged this gap by investigating the role of moral disengagement and egoistic climate in linking organizational cronyism and knowledge-hiding by building on social exchange and social cognitive theory.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-05
DOI: 10.1108/JARHE-10-2023-0482
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Predicting the degree of influence of socio-demographic factors and forms
of teaching on the experience of negative feelings of university students
about their distance education-
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Authors: Kateřina Berková, Katarína Krpálková Krelová, Pavel Krpálek, Andrea Kubišová
Abstract: The purpose of this study is to predict the extent to which sociodemographic factors and forms of instruction influence university students' emotional experiences of distance education. The need for this research is in designing effective pedagogical methods and educational policies for distance or online education in comparison with studies from international university settings. The research was carried out on an empirical basis using the binary logistic regression method. Data were collected through a questionnaire. A total of 569 respondents participated in the research. The effect of gender, level of education and students' preferred form of teaching (face-to-face or online) on their emotional experience of distance education was predicted. University students are particularly vulnerable to psychological distress due to the COVID-19 era of distance education. Women are more likely to experience negative feelings about distance education than men. The negative feelings of students are caused by online education. Bachelor's students are more likely to experience negative feelings due to their lack of digital competence. This study extends existing knowledge in terms of approaches to working with specific groups of bachelor's students in distance education. This area has not yet received such attention in universities. This fact makes this study to be original. The study has practical implications for the field of educational quality assurance for digital pedagogy.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-05
DOI: 10.1108/JARHE-04-2024-0183
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- University teachers at the crossroads: unpacking their intentions toward
ChatGPT's instructional use-
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Authors: Muhammad Jaffar, Nazir Ahmed Jogezai, Abdul Rais Abdul Latiff, Fozia Ahmed Baloch, Gulab Khan Khilji
Abstract: The objective of this study was to elucidate the intentions of university teachers regarding the utilization of ChatGPT for instructional purposes. In this cross-sectional quantitative research, data were collected through an online survey tool from 493 university teachers across Pakistan. The findings revealed that positive attitudes and a sense of perceived behavioral control had a positive impact on teachers' adoption of ChatGPT for instructional purposes. Conversely, subjective norms exhibited a significant negative influence. The results underscore that teachers are inclined to embrace ChatGPT for instructional cause due to their recognition of its educational utility. However, it does not appear that their social environment, which includes their coworkers and managers, has a significant impact on how they decide what to do. The findings bear implications for devising relevant policies that support AI integration in curricula and assessments and teachers’ professional development (PD) programs. There is a need for formulating guidelines at the universities and the policy tiers to make the ChatGPT use more relevant. Future research should strive to generate insights toward AI use in the areas of curriculum, assessment and teachers’ PD. The study adds to the relatively new literature on the integration of ChatGPT in higher education. This study’s findings contribute to the body of knowledge related to AI’s pedagogical use and set future directions to consider factors influencing meaningful and responsible use of AI in teaching and learning.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-04
DOI: 10.1108/JARHE-10-2023-0463
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- How green cultural festivals can increase environmental performance in
Islamic University': human resource perspective-
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Authors: Masyhuri Masyhuri, Siswanto Siswanto, Desi Tri Kurniawati
Abstract: This study aimed to examine the role of green human resource management on environmental performance at Islamic universities, with the mediating effect of green cultural festivals and the moderating role of individual green values. The research employed random sampling techniques by selecting a sample of 192 students from various Islamic universities in Indonesia. The participants were selected through an online survey. In addition, data analysis was done using the structural equation modelling-partial least squares (SEM-PLS) technique with the SmartPLS 3.0. Implementing green human resource management has become a crucial factor in enhancing the environmental performance of Islamic universities. Moreover, green cultural festivals function as an intermediary variable. At the same time, individual green values exhibit a moderating variable that can enhance the influence between green human resource management and environmental performance. Implementing an effective green human resource management strategy enhances environmental performance. Green human resource management has assisted universities in creating a generation of graduates with a solid commitment to ecological sustainability and raised awareness of the significance of conserving the environment. As a result, this commitment equips students to become agents of change in society upon graduation. Furthermore, campuses need to integrate environmental curriculum components into all study programs, as students need to understand the significant impact of environmental stewardship from both Islamic and scientific perspectives. This research provides a novel perspective on how Islamic universities are exceptionally well-equipped to create environmental awareness and values that students can practically apply post-graduation using green cultural festivals, which are regularly held. This study is the first to introduce the concept of green cultural festivals in universities utilising the basis of combining green culture with cultural festivals with the theoretical background of resource-based theory.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-02
DOI: 10.1108/JARHE-02-2024-0074
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Revitalizing university performance evaluation: the case of SETARA model
in Malaysia-
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Authors: Rafikul Islam, Azilah Anis, Md Siddique E Azam
Abstract: SETARA is a well-known university rating tool in Malaysia. The study aims to enhance the transparency, accuracy, and reliability of SETARA assessment instrument by improving its weighting scheme for the domains, sub-domains, criteria, and indicators. The study utilized a quantitative research design and collected responses from 29 academic administrators in both public and private higher education institutions in Malaysia. The four steps of the Analytic Hierarchy Process (AHP) were employed. An AHP questionnaire was developed, adopting the domains, sub-domains, criteria, and indicators of the SETARA assessment instrument. The “Superdecision” software was used to synthesize the pairwise comparison judgments and compute the consistency ratio for all group pairwise comparison matrices. The AHP-assigned weights differed significantly from those assigned by the SETARA rating system. For instance, the weight for “Input” increased from 20 to 41.05 out of 100, and the weight for “Output” decreased from 40 to 25.52. The new SETARA rating instrument is expected to be used by the Ministry of Higher Education (MOHE) due to its scientifically justified foundation to ensure transparency, accuracy, and reliability. The study is limited by small sample size for data collection. Future research could benefit from a larger and more diverse sample, including participants from a number of national-level universities and relevant agencies like Malaysia Qualification Agency (MQA) and MOHE. Additionally, the research focused solely on recalculating weights and did not consider modifying the criteria set. Further investigation is needed to determine if some criteria can be added or removed. This research offers practical implications for refining the SETARA assessment mechanism and improving the quality of higher education in Malaysia. The modified weights provide guidance to Higher Education Institutions (HEIs) on where to focus their efforts to ensure quality. The transparent methodology introduced by this study can serve as a model for enhancing educational quality evaluations in Malaysia and potentially in other higher education systems worldwide. The originality of this study lies in its innovative application of the AHP to the SETARA assessment tool, addressing a crucial gap in the assessment process. By providing a comprehensive and transparent methodology for assigning percentages and weights, this research offers a practical blueprint for enhancing the precision and impact of educational quality evaluations in Malaysia and beyond.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-07-02
DOI: 10.1108/JARHE-12-2023-0561
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- TPACK based blended learning model to improve engineering graduate
attributes – a case study with Kirkpatrick evaluation-
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Authors: D. Kavitha, D. Anitha
Abstract: Engineering graduates are expected to have certain attributes in addition to technical expertise that includes development in personal and interpersonal skills with societal concern. Pedagogical strategies have been continuously evolving to improve the graduate attributes. An efficient framework for blended learning that improves the graduate attributes is the need of the hour now. A blended course model based on TPACK is proposed and the same is evaluated with Kirkpatrick evaluation method to assess the attainment of the attributes. A mapping strategy is developed for the relation between course outcomes and graduate attributes. The proposed model is tested with “Microcontroller” course in undergraduate program with students of three consecutive years in three different learning environments: offline, online and blended. The performance of the students in assessments, students’ feedback and their interest towards additional learning, project skills and job recruitment are the different elements taken for analysis. The results obtained show that the impact of the proposed blended learning framework in improving the graduate attributes is greater than the offline environments. The analysis is done based on Kirkpatrick evaluation, which demonstrates the improvement in graduate attributes in blended learning by 18% compared to offline mode. It is seen that blended learning shall be implemented using TPACK model effectively and the proposed model results in improvement of graduate attributes. Though the findings are good enough, the case study is limited to a particular organization and so, the various underlying parameters may vary for different institutions. The methodology proposed is viable in any institution and may be tested for any program. The effectiveness of the blended learning is known and in this case study, the analysis from the course to the level of program is done. The research work highlights the integration of technology, pedagogy and content knowledge to enhance engineering students' skills. Hence, it explores a new required norms of education, potentially shaping future teaching learning methodologies. By employing the Kirkpatrick evaluation, it offers insights into the model's effectiveness and influences educational practices in the need of the hour. The proposed method and results signifies an innovative endeavor that combines technological expertise, pedagogical methods and subject matter knowledge to enhance the attributes of engineering graduates. Kirkpatrick evaluation adds a distinct dimension by objectively assessing the model's impact. The results are analyzed from the original data obtained from a particular institution.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-28
DOI: 10.1108/JARHE-08-2023-0340
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Complex thinking and robotics: a proposal for sexual and gender diversity
and inclusion training-
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Authors: Paloma Suárez-Brito, Patricia Esther Alonso-Galicia, Christian Fernando López-Orozco, José Carlos Vázquez-Parra, Edgar Omar López-Caudana
Abstract: The objective of this proposal was to propose an educational innovation resource for the delivery of workshops with lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) themes aimed at students in high school and middle school to promote complex thinking as a necessary competency for understanding their continuously changing environment. Training for sexual and gender diversity challenges higher education institutions, some of which have bet on developing complex thinking to meet this need. Although not all universities have sufficient resources to create activities that foster relevant and diversity-sensitive competencies, some have implemented strategies ranging from modifying their curricula to designing specific classroom tasks that support student inclusion. In response to the challenges faced by higher education institutions (HEIs) to promote the acquisition of thinking skills for complexity, this paper proposes deploying a humanoid robot as an educational innovation tool in training initiatives that promote issues of sexual and gender diversity. The deployment model is described, considering design, delivery and evaluation. The value of this proposal lies in using humanoid robotics as a classroom resource within the framework of social robotics, considering its implications in the educational context to develop complex thinking competency and training for diversity in higher education students. The data presented here highlight the importance of educational institutions integrating content into their plans, programs and activities (both curricular and extracurricular) that promote inclusion and sexual and gender diversity and attractive teaching strategies to reinforce this perspective. So, this proposal offers a support tool for implementing this content in everyday educational contexts where the objectives focus on triggering complex reasoning competencies. The varied responses and perceptions of students towards robotics and sexual diversity, as well as the lack of clear methods to assess educational outcomes, may compromise the effectiveness of the intervention. The workshop proposed in this paper is configured as a series of iterations and repetitions in different educational fields, whether disciplinary (e.g. design or engineering) or transversal (e.g. entrepreneurship). The goal is to achieve educational strategies that generate a more significant impact at the institutional level. In this sense, the present proposal joins the actions implemented by other higher education institutions to make sexual and gender diversity visible to university students. The overall aim is to bring awareness, understanding and education to students with an inclusive, respectful and equitable perspective. Social robotics is an innovative and attractive tool for young people at the higher education level. We consider our study a pioneer in the area.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-27
DOI: 10.1108/JARHE-10-2023-0475
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Using a virtual patient system to improve medical students’ confidence
in clinical diagnosis: a controlled study-
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Authors: Yew Kong Lee, Ping Yein Lee, Yee Ling Lau, Chirk Jenn Ng, Wei Leik Ng, Thiam Kian Chiew, Adina Abdullah, Jamuna Vadivelu, Amirah Amir, Christina Phoay Lay Tan, Caroline Kwong Leng Chin
Abstract: This study aimed to evaluate the effectiveness of using a virtual patient (VP) software program in increasing clinical reasoning skills confidence among medical students. A quasi-experimental design was used to compare the outcomes of students’ confidence levels on clinical reasoning between problem-based learning (PBL) and VP program with 122 pre-clinical Year 2 medical students. History taking, physical examination, clinical investigations and diagnosis was investigated using four PBL cases in the oncology block. Pre- and post-differences in mean confidence scores between the arms were compared, as well as mean difference by type of case and skill category. A total of 122/156 (78.2%) students participated; n = 55 were from 7 VP groups and n = 67 were from 13 control arm groups. For the primary outcome, the VP arm showed a statistically significant increase in confidence measures among 11/16 (4 cases × 4 skills) categories, compared to 4/16 for the control arm. The proportion of the students who indicated an improved confidence was statistically significant for the cervical cancer case for physical examination (60.0% improved in VP vs 12.5% in control), investigation (60.0% VP vs 18.8% control) and diagnosis (60.0% in VP vs 25.0% in control). Finally, analysis by case showed an increment in overall mean scores from the start to end of the case within the VP arm while the pattern was erratic in the control arm cases. The study results showed that incorporating the VP into PBL was more effective in increasing students’ clinical reasoning confidence levels compared to the usual PBL. As the study utilized existing PBL cases, it demonstrates how medical schools can incorporate digital VP tools into pre-clinical years before students' transition to learning from actual patients in the clinical years.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-25
DOI: 10.1108/JARHE-01-2024-0005
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Validation of the Indonesian version of the psychological capital
questionnaire (PCQ) in higher education: a Rasch analysis-
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Authors: Ika Zenita Ratnaningsih, Unika Prihatsanti, Anggun Resdasari Prasetyo, Bambang Sumintono
Abstract: The present study aimed to validate the Indonesian-language version of the psychological capital questionnaire (PCQ), specifically within the context of higher education, by utilising Rasch analysis to evaluate the reliability and validity aspect such as item-fit statistics, rating scale function, and differential item functioning of the instrument. These questionnaires are designed to assess students' initial psychological status, aiming to ease their transition from school to university and monitor undergraduate students' mental health. A total of 1,012 undergraduate students (female = 61.2%; male = 38.8%) from a university in Central Java, Indonesia completed the 24-item Indonesian version of the PCQ. The sampling technique used is quota sampling. Data were analysed using The Rasch model analysis, it was performed using the Winsteps 3.73 software. The results of the Rasch analysis indicated that the reliability of the instrument was good (a = 0.80), item quality was excellent (1.00), and person reliability was consistent (0.77). In the validity aspect, all four domains of the PCQ exhibited unidimensionality, and a rating scale with four answer choices was deemed appropriate. The study also identifies item difficulty level in each dimension. The practical implications of this study are beneficial for higher education institutions. They can use the validated Indonesian version of the PCQ to monitor the mental well-being of undergraduate students. Mapping the PsyCap can serve as a basis for developing and determining learning policies, potentially leading to improvements in student academic performance. The theoretical implications of this study are related to the advancement of measurement theory. By employing Rasch analysis, the study contributes to enhancing the validity and reliability of measurement, particularly in the context of educational and psychological assessment in Indonesia. This current study confirmed that the Indonesian version of PCQ adequately measures psychological capital in higher education, particularly in the Indonesian context.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-20
DOI: 10.1108/JARHE-10-2023-0480
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Alone, together: how a strategy of writing, reflecting and relating helped
research students deal with isolation-
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Authors: Natasha Kitano, Murray Lane
Abstract: The purpose of this research is to assess the impact of the synchronous online teaching strategy on higher degree research students, particularly those dealing with isolation. The aim is to enhance their coping mechanisms and writing productivity, fostering a supportive learning environment. This study employed surveys to evaluate the effectiveness of a synchronous online teaching strategy designed for Higher Degree Research students who may experience isolation. The strategy incorporated activities involving writing, reflection, and peer interaction, targeting students who prefer social and solitary learning. The results indicate that the teaching strategy significantly benefited a majority of higher degree research students, promoting skill improvement in writing, reflection, and meaningful connections within the student community. Notably, it exhibited the strongest positive correlation with solitary learners, particularly in terms of social connection, reducing their sense of isolation. This research underscores the potential of tailored teaching strategies in addressing isolation among Higher Degree Research students, acknowledging limitations including reliance on surveys. The study’s findings have significance for pedagogical design in online and blended learning environments, offering strategies to combat isolation and enhance the student experience while supporting diverse learning preferences. Further investigation into different learning contexts and demographics is also warranted. This research contributes to the field by demonstrating the positive impact of a synchronous online teaching strategy on higher degree research students, particularly those prone to isolation. It emphasises the value of tailored approaches in enhancing their educational experience and combating feelings of solitude.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-19
DOI: 10.1108/JARHE-10-2023-0485
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Peer observation in ELT at higher education: the implementation
in synchronous online teaching-
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Authors: Senorica Yulia Sari, Sitti Fatimah
Abstract: Our paper examines how ELT lecturers perceive the feasibility of implementing Peer Observation (PO) in synchronous online settings, drawing on their prior experiences with offline PO. We also aim to identify potential areas for synchronous online PO. We employed semi-structured interviews with eight lecturers as participants. Data analysis included identifying keywords, transcribing and labeling responses, and sorting and categorizing the themes. Firstly, our findings indicate that lecturers reported several benefits from conducting offline PO, such as identifying teaching weaknesses, learning new techniques of teaching, gaining motivation, and receiving peer feedback. Participants also agreed that synchronous online PO is feasible and may offer greater benefits, especially with the shift to online teaching. Finally, the interview data highlighted potential areas for observation in synchronous online settings, including both pedagogical and technological aspects. Firstly, our study did not explore the potential and focus areas of synchronous online PO based on lecturers' actual experiences. Instead, we derived these potential and focuses from their experiences with offline PO. Secondly, the potential observation areas have not been validated. This study aims to contribute to the existing literature by exploring the potential of synchronous online PO and identifying key aspects for observation. Furthermore, in terms of practical implications, our findings may serve as a basis for developing validated guidelines for synchronous online PO, involving more practitioners. Additionally, lecturers and higher education institutions can consider implementing synchronous online PO to enhance teaching quality. Previous literature has discussed ELT teachers' perceptions of offline PO, but limited research exists on its implementation in synchronous online contexts. Additionally, identifying potential areas for observation in synchronous online PO remains a concern.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-13
DOI: 10.1108/JARHE-09-2023-0456
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The mediation effect of trust and justice on the relationship between
servant leadership and employee job satisfaction: an empirical findings
from private universities in Kuwait-
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Authors: Nourhan ElBayaa, Yehia Ibrahim Alzoubi, Elsa Abboud
Abstract: Higher education institutions now place a greater emphasis on servant leadership, organizational trust, and justice. This study evaluates the function of organizational and leader trust and justice in mediating the relationship between employee job satisfaction and servant leadership in Kuwait's private universities. Employees from two private higher education sectors in Kuwait provided 205 valid responses to the study's closed-ended survey, which was given to 240 workers. The job satisfaction and servant leadership, leader's trust and justice and servant leadership, leader's trust and justice and job satisfaction, and the mediating effect of trust and justice on the relationship between servant leadership and job satisfaction among employees in Kuwait's private universities—all four variables—were examined using the simple random procedure method. Partial least squares structural equation modeling was used for data analysis. The findings provide evidence supporting the positive effects of servant leadership on employee job satisfaction. Moreover, it provided evidence supporting the positive relationship between servant leadership and organizational trust and justice. The findings also showed a positive correlation between organizational trust and justice and job satisfaction among staff members working in Kuwait's private higher education sector. Additionally, the results provided a partial mediation effect of organizational trust and justice on the relationship between servant leadership and employee job satisfaction. Employee job satisfaction, performance, engagement, and outcomes within Kuwait's private higher education sector are significantly improved by the adoption of a servant leadership style, together with organizational and leader’s trust and justice. The findings demonstrate the significance of the servant leadership style in this industry's leadership habits for raising worker job satisfaction.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-13
DOI: 10.1108/JARHE-11-2023-0553
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Exploring the relationships between importance–performance analysis
(IPA) rankings and satisfaction and loyalty among English as the medium of
instruction (EMI) students-
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Authors: Hoai Than Nguyen, Tan Thanh Nguyen, Thi Vinh Tran Nguyen, Thi Thanh Truc Nguyen
Abstract: This study sought to investigate the attitudes of Vietnamese undergraduate business students towards English-Medium Instruction (EMI) courses. Data were collected through purposive sampling using structured questionnaires, resulting in a dataset comprising 291 responses. This study employs a combination of Importance–Performance Analysis (IPA) and structural equation modeling (SEM) to evaluate students' perceptions of effectiveness of EMI courses, their satisfaction and loyalty. The study’s findings revealed a noteworthy pattern: students assigned higher levels of importance to various aspects of EMI courses than the actual performance levels of these elements. Additionally, the analysis identified specific attributes that fell into different IPA quadrants, shedding light on their relative significance. Notably, the students placed their teachers' professional expertise and English proficiency in the “keep up the good work” quadrant, indicating the strengths of these attributes. In contrast, learning assessment techniques, course learning materials and electronic teaching platforms were situated in the “concentrate here” quadrant, implying room for improvement in these areas. Furthermore, it was observed that attributes falling within the “keep up the good work” quadrant had a positive effect on students' overall satisfaction and loyalty, while other characteristics did not significantly contribute to predicting these outcomes. Based on these findings, the study offers recommendations for educational institutions and educators concerning the planning and implementation of EMI courses.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-12
DOI: 10.1108/JARHE-10-2023-0496
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Exploring university lecturers’ mandatory e-learning attitudes,
readiness and anxiety in Nigeria-
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Authors: Ezinne Orie Idika, Adaobiagu Nnemdi Obiagu, Ebere Ibe
Abstract: This study investigated university lecturers' attitudes, readiness and anxiety toward e-learning in response to the widespread transition to online education prompted by the COVID-19 pandemic and the interrelationships between these variables using a sample drawn from Nigeria. The sample consisted of 168 university lecturers in Nigeria, comprising 94 males and 74 females. A questionnaire assessing university lecturers' attitudes, readiness and anxiety toward e-learning was administered to collect data. Descriptive, t-test and regression analyses were conducted to analyze the collected data. The findings revealed significant correlations among lecturers' e-learning attitudes, readiness and anxiety. Specifically, significant relationships were observed between lecturers' e-learning attitudes and readiness, lecturer’s e-learning readiness and anxiety, as well as lecturers' e-learning anxiety and e-learning attitudes. Moreover, a notable difference was detected in the mean scores of e-learning attitudes between male and female lecturers, indicating that male lecturers exhibited more positive e-learning attitudes compared to their female counterparts. Additionally, male lecturers reported lower levels of e-learning anxiety and demonstrated higher readiness to embrace e-learning compared to female lecturers. The COVID-19 pandemic posed significant limitations for this study. Firstly, due to restrictions on in-person interactions and mobility, conducting a pilot study was not feasible, which may have impacted the refinement of our methodologies. Additionally, the number of participants was limited as a result of challenges in recruitment and accessibility during the pandemic, potentially affecting the generalizability of our findings. Future research efforts should aim to mitigate these constraints and consider alternative methods for data collection to enhance the robustness of the results. Another research implication is the need to explore, through a qualitative approach, the lecturer’s use of e-learning and perception of the process, outcome and needs or areas of improvement. This could unearth deeper issues that threaten the effective transition to and use of e-learning by higher education teachers. Overall, our findings illuminate the importance of targeted policy and practice interventions to address attitudes, readiness and anxiety among lecturers, facilitating the successful implementation of e-learning initiatives within Nigerian higher education institutions. The study underscores implications for e-learning integration, emphasizing the importance of considering various human and social factors alongside technical aspects. This study adds to the existing literature by examining the level of lecturers' attitudes, readiness and anxiety toward the adoption of mandatory e-learning in schools and how these variables relate to drawings on a Nigerian sample.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-11
DOI: 10.1108/JARHE-10-2023-0465
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Determinants of work readiness as a teacher for higher education students
in industry revolution of 4.0-
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Authors: Wijang Sakitri, Kardoyo Kardoyo, Tusyanah Tusyanah, Khasan Setiaji
Abstract: The Industrial Revolution 4.0 impacted education, notably during the COVID-19 outbreak. Teachers should be familiar with the dynamic teaching and learning of classroom and virtual classes. They should provide various and exciting media. It influences the work readiness of a teacher for higher education students. Further, nowadays, interest in becoming a teacher is declining. They prefer having another profession to being a teacher. This study analyzes the determinants of work readiness as a teacher for higher education students. This research uses a quantitative research model: a survey method with an influence analysis approach through structural equation modeling analysis to determine the influence of digital literacy, self-efficacy and perceptions of the teaching profession on readiness to become a teacher. The population in this study was the UNNES Economics Education students’ class of the year 2018, totaling 350 students with a total sample of 187. The data collection technique used in this research is a questionnaire with score criteria based on a Likert scale. Digital literacy and teacher professional perception play an essential role in work readiness for higher education students as a teacher. Meanwhile, self-efficacy has a positive but insignificant influence on work readiness as a teacher. One of the things that make self-efficacy have a less significant impact is the need for vicarious experience indicators in shaping student self-efficacy. Teaching is a noble profession. Research on work readiness as a teacher is still limited. Nowadays, only a few students are interested in being a teacher because they need more enthusiasm. The findings of this research can be an alternative solution to managerial staff at higher education to equip the students with digitalization technology, positive teacher perception and increase the students' self-efficacy. The study on work readiness as a teacher for higher-education students has yet to be explored. Being a teacher is an art that needs skills and competencies because teachers educate humans that have dynamic critical thinking, ideas and behaviors. This study investigates the determinants of work readiness as a teacher for higher education students in the digitalization technology era.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-11
DOI: 10.1108/JARHE-12-2023-0592
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Gamification in cybersecurity education; a state of the art
review and research agenda-
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Authors: Dhanya Pramod
Abstract: The growth of the internet, access to technology and rapid digital transformations have paved the way for developing attack surfaces for individuals and organizations. There is a dire need to provide cybersecurity awareness most effectively. Gamification-based platforms have evolved to make cybersecurity education more engaging and effective. This study explores the gamification platforms available for cybersecurity training and awareness, the extent to which they are used and their benefits and challenges. PRISMA 2020 was used to conduct the systematic literature review. The study comprehends the game design elements and their role in the effectiveness of cybersecurity training and awareness. The study unveils that traditional education methodologies are insignificant in cybersecurity awareness, and gamification-based platforms are more beneficial. The paper summarizes the implications of the findings and further postulates future research directions. This work comprehends the various forms of gamification platforms and frameworks available for cybersecurity training and will motivate further development of gamification platforms. This paper will help academia, private and public organizations and game designers enhance their gamification-based cybersecurity education interventions.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-10
DOI: 10.1108/JARHE-02-2024-0072
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Social media impact on sustainable intention and behaviour: a comparative
study between university students in Malaysia and Indonesia-
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Authors: Mohamad Saifudin Mohamad Saleh, Ali Mehellou, Miao Huang, Rizki Briandana
Abstract: The use of social media for sustainable information is important since it has the potential to influence people’s intentions and behaviour towards sustainability. As previous studies on social media and sustainable development have primarily focussed on Western viewpoints, this study presents a comprehensive Asian perspective by investigating the impact of social media on sustainable intention and behaviour amongst Malaysian and Indonesian undergraduate university students. A campus-wide online survey was conducted with 953 students from Malaysia and Indonesia. The researchers collected data through an online questionnaire and a two-week quantitative survey of undergraduate students in Malaysia and Indonesia. Quantitative data were analysed by SmartPLS software and comparative studies were conducted. The result of the survey indicated that Facebook and Instagram were mainly used by Malaysian students to obtain and communicate about sustainability information, whilst Instagram was mainly used by Indonesian students. The findings also discovered that social media usage and social media effectiveness and usefulness are statistically significant predictors of sustainable intention amongst the students in Malaysia and Indonesia. Sustainable intention is also a statistically significant predictor of sustainable behaviour amongst the students. Additionally, this study also found that Malaysian students appeared to have a high level of the effect of sustainable intention on sustainable behaviour and the effect of the effectiveness and usefulness of social media to sustainable intention compared to Indonesian students. On the contrary, their use of social media related to sustainable behaviour was relatively low compared to Indonesian students. Overall, the findings can contribute to the presently scant empirical works that focus on social media’s influence on sustainability and sustainable development. Furthermore, the findings contribute to the growing body of knowledge related to sustainability communication and sustainable education, particularly in terms of the use of social media in the learning and teaching process. Future research could focus on studying postgraduate students and university students from other Asian countries. Moreover, using qualitative methods like in-depth interviews or focus group discussion and applying other theories might unveil further results.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-03
DOI: 10.1108/JARHE-10-2023-0479
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Challenging the illusion of objectivity: an in-depth analysis of the
preselected items evaluation (PIE) method in translation evaluation-
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Authors: Alireza Akbari, Mohammadtaghi Shahnazari
Abstract: The primary objective of this research paper was to examine the objectivity of the preselected items evaluation (PIE) method, a prevalent translation scoring method deployed by international institutions such as UAntwerpen, UGent and the University of Granada. This research critically analyzed the scientific and theoretical bottlenecks associated with the PIE method, specifically focusing on its parameters, namely the p-value and d-index, in adherence to established statistical protocols. Proposed remedies to mitigate the identified bottlenecks and augment the efficacy of the method were grounded in practicality. The paper provided an extensive overview of the PIE method, which served as the foundation for the subsequent analysis and discussions. This research presented potential avenues for refinement and contributed to the current debate on objective translation assessment by addressing the theoretical and practical challenges associated with the PIE method. Translation researchers, practitioners and international institutions seeking to enhance the accuracy and reliability of translation evaluation should consider the implications of this research’s findings. Although several publications focused on the role of the PIE method in translation evaluation, no study(ies) is available to critically analyze the scientific and theoretical bottlenecks of this translation evaluation method.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-06-03
DOI: 10.1108/JARHE-11-2023-0523
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Academic integrity in the information age: insights from health sciences
students at a South African University
Open Access Article-
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Authors: Colette Melissa Kell, Yasmeen Thandar, Adelle Kemlall Bhundoo, Firoza Haffejee, Bongiwe Mbhele, Jennifer Ducray
Abstract: Academic integrity is vital to the success and sustainability of the academic project and particularly critical in the training of ethical and informed health professionals. Yet studies have found that cheating in online exams was commonplace during the COVID-19 pandemic. With the increased use of online and blended learning post-COVID-19, an understanding of student cheating dynamics is essential for developing effective strategies to combat academic dishonesty in the rapidly changing educational landscape. This study explored academic integrity and reasons for dishonesty from the perspective of health sciences students at a South African University of Technology (UOT) via the Fraud Diamond. To gain an in-depth understanding of the topic, a qualitative method was employed, and data were collected via focus group discussions with nine student class representatives. These data were analysed thematically using the Clarke and Braun approach. Cheating during online assessment was common and innovative, with students manipulating others and exploiting friendships to facilitate dishonest practices. Student motivations for dishonesty included a lack of consequences and pressure due to a lack of time management, engagement and preparation. This study underscores the need for institutions to adopt an adaptable, multi-faceted approach that addresses student cheating opportunity, motivation and normalisation of dishonest practices whilst strengthening academic integrity policies and enforcement thereof. The findings contribute valuable insights into the ongoing academic integrity crisis in higher education in the South African context.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-30
DOI: 10.1108/JARHE-12-2023-0565
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Workplace spirituality and critical thinking skills of faculty in
higher education in Pakistan: the mediating role of knowledge management
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Authors: Sobia Bhutto, Alamin Mydin, Kamran Hyder, Irshad Hussain Sarki, Gul Muhammad Rind
Abstract: This study aims to investigate the relationship between workplace spirituality (WPS) and faculty critical thinking (CT) and the mediating effect of knowledge management (KM) among faculty at public universities. The study employed a quantitative, cross-sectional research design to attain the objective. Using simple random sampling, the data were collected from 295 faculty members working in public universities in Sindh, Pakistan. The hypothesized relationships were tested using structural equation modeling (SEM) based on covariance and mediation analysis was conducted using Preacher and Haye’s (2008) approach. Findings revealed a significant positive association between WPS, KM and faculty CT. In addition, the results indicated that KM played a partial mediating role in the relationship between WPS and CT. Encouraging WPS can cultivate an environment of transparency, teamwork and knowledge exchange, promoting and enhancing faculty CT abilities. Rare research exists regarding the connections between WPS, KM and CT in the Pakistani higher education system.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-30
DOI: 10.1108/JARHE-12-2023-0576
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Self-managing peer team as a facilitator of online teaching
Open Access Article-
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Authors: Helena Kantanen, Kati Kasanen, Susanna Kohonen, Vesa Paajanen, Sanni Pirttilä, Piia Siitonen
Abstract: This qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution. This study employs a qualitative methodology with in-depth interviews of five digital pedagogy facilitators. The data collected are analyzed with the ATLAS.ti software. The analytical approach follows a deductive method, applying the categories derived from Magpili and Pazos (2018) who investigated the input variables of self-managing teams through their extensive literature review. The primary findings underscore the suitability of Magpili and Pazos' variables for evaluating the performance enablers of self-managing teams. Furthermore, the findings emphasize the significance of leadership and effective communication as essential prerequisites for achieving elevated performance levels. This study focuses on the enablers of team performance from the perspective of the team members. To enhance comprehensiveness, subsequent phases should incorporate viewpoints from clients, namely peer instructors, and focus on the mediator and outcome aspects of the team effectiveness framework. This study offers actionable recommendations for higher education institutions aiming to adopt a peer mentor model akin to the one delineated in the study. This study analyzes a collaborative approach to advancing digital pedagogy within higher education institutions and discusses the enablers for successful performance within self-managing teams.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-28
DOI: 10.1108/JARHE-08-2023-0390
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Developing a model for measuring performance of universities in fragile
countries and its application in Somali universities-
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Authors: Shafie Sharif Mohamed, Rafikul Islam, Dolhadi Zainudin, Md Siddique E Azam
Abstract: The study addresses the critical need for a performance measurement model tailored to universities in fragile countries. It aims to identify and prioritise criteria and sub-criteria within the model, specifically designed to accommodate the unique challenges faced by the higher education institutions in fragile nations. The study employs the analytic hierarchy process (AHP) methodology, combining responses from respondents in four fragile countries: Somalia, Afghanistan, Sudan and Chad. The absolute measurement approach of AHP was employed for the final ranking of 15 Somali universities. The study unveils a comprehensive performance measurement model customised for fragile countries. It identifies the necessary criteria and sub-criteria to assess university performance in such challenging contexts. The findings also reveal the significant performance disparities among 15 Somali universities, shedding light on areas for improvement. This study’s small sample of countries and response bias are its limitations. The study is limited to fragile countries and may not fully depict the complexity of issues experienced by all types of universities. This research provides a practical guide for universities in fragile countries to enhance their performance in the face of unique challenges. The model offers a framework for fostering quality practices, improving education quality and enhancing overall performance. Decision-makers and educators can leverage this model to drive changes within their institutions. This research pioneers a performance-measuring model for fragile countries, filling a long-standing gap in the literature. It provides novel insights into the challenges of judging university performance in demanding contexts and is useful for academics, policymakers and top management of institutions.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-24
DOI: 10.1108/JARHE-10-2023-0481
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Advancing teacher competencies: assessing the influence of faculty
development programs (FDP) on embracing modern innovations in teaching-
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Authors: Abhinandan Kulal, Abhishek Nanjundaswamy, Sahana Dinesh, Neethu Suraj, N. Mallika
Abstract: The present research aimed to examine the role of FDP in enhancing the teachers' competencies through modern technological tools and innovative teaching methods. And also, to evaluate the impact of FDPs on teachers' attitudes and motivation to integrate modern teaching innovations into their classroom practices. Using a pre-post study design, the study was conducted in two phases, Phase I was conducted one week before conducting FDP (14th to 20th August 2023) and Phase II was conducted after one week of FDP (15th to 21st September 2023). The data were gathered through structured questionnaires from the participants in FDP and collected data were processed and analyzed through a statistical package for social sciences. The study found that undergoing FDP by teachers significantly influences the adoption of advanced pedagogical approaches and technology integration during their teaching practice. This indirectly helps in promoting quality education at large and contributes to the UNSDG-4. The study also revealed that the effective FDP not only helps in advancing teaching methods but also influences instructors' philosophies and attitudes towards students' overall learning and development. These findings have several key implications for higher education institutions, policymakers and teachers at large. Firstly, HEIs should prioritize undertaking FDPs that promote in adopting advanced pedagogical approaches. This indirectly equips the instructors with the knowledge and skills necessary to integrate modern teaching methods into their real classroom practices. Further, by adopting FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals. Advancing education for enhancing the overall quality of learning depends on the competencies of instructors. The competencies of instructors rely upon the involvement of instructors in life-long learning, level of adoption of technology, innovative approaches used, etc. This study may help higher education institutions adopt FDP as a strategic initiative to improve the quality of education and work by aligning these programs with broader SDG goals.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-23
DOI: 10.1108/JARHE-01-2024-0004
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The flourishing classroom: lessons from improvisational theater
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Authors: Jiunwen Wang
Abstract: This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed. This essay articulates the vision of a flourishing classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons educators can glean from improvisational theater in order to achieve a flourishing classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed. Improvisational theatre can shed some light on teaching pedagogies within the classroom. Building trust in the classroom community, framing failure as learning opportunities, and promoting the improvisational mindset can enable students to learn better. This essay articulates the vision of a flourishing management classroom, which arguably is the ultimate goal of a positive approach to management education. By demonstrating how improvisational theater is the epitome of a flourishing ensemble, this essay proposes that there are some lessons management educators can glean from improvisational theater in order to achieve a flourishing management classroom. The applications, benefits and challenges of applying improvisational theater in the classroom are also discussed.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-23
DOI: 10.1108/JARHE-08-2023-0342
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Delivering lessons with the CTCA and the lecture method: which one
enhances learning in Ghana’s undergraduate human resource management
curriculum'-
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Authors: Fred Awaah, Munkaila Abdulai, Esther Julia Korkor Attiogbe
Abstract: The study investigates the comparative efficacy of the culturo-techno-contextual approach (CTCA) and the lecture method in students’ understanding of the human resource management (HRM) curriculum in Ghana. A quasi-experimental design is employed to gather data from 245 4th-year undergraduate students studying HRM at a Ghanaian public university. The experimental group with a population of 115 students was taught with CTCA, whilst the control group with a population of 130 students was taught using the lecture method. The data was collected using the HRM achievement test (HRMAT). The data were analysed using the descriptive analysis of covariance technique with pre-test scores added as a covariate. The findings reveal that the experimental group significantly outperformed the control group in the study of HRM, affirming the effectiveness of the CTCA over the lecture method. This study is novel because it is the first paper to apply the CTCA to the study of HRM in the Ghanaian higher education space. It will, therefore, benefit HRM education in the country when educational stakeholders adopt a sequential and methodical approach to teaching and learning HRM using the CTCA.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-23
DOI: 10.1108/JARHE-09-2023-0415
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Modelling physical ergonomics and student performance in higher
education: the mediating effect of student motivation-
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Authors: Muhammad Safuan Abdul Latip, Siti Nur Nadhirah Abdul Latip, Masliana Tamrin, Faizatul Akmal Rahim
Abstract: The study aims to explore factors that influence students’ academic performance in the context of physical ergonomics and assess the mediating effect of motivation between lighting, noise, temperature, chair design and students’ performance from the student’s perspective. The research was categorised as a correlational study and employed non-contrived and cross-sectional methods to achieve its objectives. The target population was university students aged 18 years old and above enrolled in Malaysia’s higher education institutions. Due to the inaccessibility of the sample frame, convenience sampling, a type of non-probability sampling, was utilised. Data collection was conducted through an online survey primarily distributed among student groups. The study’s findings reveal that only two exogenous variables, lighting and noise, directly influence students' performance. Additionally, motivation is a potent and significant factor in shaping students' performance. Motivation is also identified as a mediator in the complex relationship between lighting, noise, temperature and student performance. Surprisingly, although temperature does not directly influence student performance, it indirectly influences performance through motivation. This study is an original exploration into the intricate factors shaping students' academic performance within the domain of physical ergonomics from a student perspective. The research uniquely investigates the mediating impact of motivation on the relationships between lighting, noise, temperature, seating arrangements and academic outcomes. The findings will contribute novel insights to the existing body of knowledge, offering a distinct perspective on the complex dynamics that influence student learning experiences and performance in educational settings.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-22
DOI: 10.1108/JARHE-01-2024-0052
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Translanguaging on an English-medium undergraduate research methods course
for Vietnamese psychology students learning in their second language:
a practitioner enquiry-
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Authors: Gareth Davey
Abstract: Translanguaging is a language-related pedagogy drawing upon all resources within a learner’s linguistic repertoire, in contrast to conventional monolingual pedagogy. Most research about translanguaging concerns English-language learning in primary schools and secondary schools and overlooks psychology subject matter, higher education and countries in southeast Asia. This article reports a small-scale practitioner enquiry into translanguaging on an English-medium undergraduate research methods course for psychology students in Vietnam and into the usefulness of the Multimodalities-Entextualization Cycle as a conceptual framework for integrating translanguaging into the course. Data were collected through semi-structured interviews with students and reflective journaling by the teacher, and the data were analysed in a hybrid deductive-inductive thematic analysis. The first theme about teaching and translanguaging consists of the following subthemes: (a) enhanced communication, (b) increased awareness of language use, (c) supported interaction in class and (d) time and workload issues. The second theme about learning and translanguaging is subdivided into the following subthemes: (a) a new approach to learning, (b) beneficial for learning, (c) developing confidence in learning in English and (d) enjoyment of translanguaging. The conceptual framework underpinning the study was useful for designing and implementing translanguaging activities for the course. The study is limited to one course and a small group of students in Vietnam learning English as a second language. It addresses limited research on translanguaging in psychology courses, higher education, and southeast Asia. The study makes a valuable contribution to the teaching profession by offering practical insights into the application, benefits, and drawbacks of translanguaging for psychology and research methods subject matter. Moreover, the findings lay the groundwork for potential influences on education policy, aligning with broader societal impacts. The study makes a valuable contribution to the literature by delving into a relatively unexplored domain.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-22
DOI: 10.1108/JARHE-11-2023-0504
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- From classroom to entrepreneurship: the link between educator
competencies, entrepreneurial literacy and entrepreneurial behaviour
in higher education-
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Authors: Bagus Shandy Narmaditya, Sheerad Sahid, Muhammad Hussin
Abstract: The aim of this study is to examine the relationship between educators' professional competence, pedagogical competence and the entrepreneurial behaviour of students in higher education as well as the role of entrepreneurial literacy in mediating these variables. The study involved a sample of 361 students from several universities in Indonesia. A probability sampling method approach with cluster sampling was applied to collect the data, which aims to ensure the representation of each region in Indonesia. The data were retrieved through self-administered questionnaires and structural equation modelling was employed to analyse the relationship between each variable. The results revealed a positive and significant relationship between educator competencies and students' entrepreneurial behaviour: professional competence (β = 0.26, p
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-21
DOI: 10.1108/JARHE-11-2023-0521
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Development of research-intensive universities in Tanzania
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Authors: Daniel Sidney Fussy
Abstract: This article reports on a study that explored how the Tanzanian government can support the development of research-intensive universities in its higher education system. Data were collected through document analysis and in-depth semi-structured interviews with participants obtained from national higher education departments, senior university leadership offices and academic staff in both public and private universities. The study identified four essential systemic elements for developing research-intensive universities (RIUs): diversification of universities based on their core functions, allocation of financial resources according to research performance, relaxation of university governing systems and accrediting universities based on research outcomes. The study identified essential systemic elements that could address the issue of developing RIUs in low- and middle-income countries (LMICs). These elements present a potential solution for developing a diverse higher education system capable of sustaining RIUs, offering opportunities to produce innovative knowledge, develop diverse skills and meet the needs of a range of students, employers and businesses. This study adds to the body of knowledge on how LMICs can develop well-functioning RIUs. The study also contributes to the ongoing debates among higher education stakeholders, including governments, academics, students and the community, on the changing dynamics of higher education and its role in national and regional development.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-21
DOI: 10.1108/JARHE-10-2023-0500
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- An investigation on the rationales to internationalize higher education in
public universities in Kenya-
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Authors: Gladys Ndunge Mutinda, Castro Gichuki, Zhimin Liu, Xue Shan
Abstract: The converging global trends for countries and educational institutions is to push the boundaries of science and develop new technologies through the application of internationalization strategies. However, the extent to which higher education institutions (HEIs) participate and apply internationalization strategies in higher education (IOHE) varies by institution and region. The study employed the multi-level ordinal regression to estimate how various factors influence the rationales to internationalize higher education. The study revealed that the salience of HEIs choice of a specific rationale for the IOHE stems from either the academic, administrative and socio-cultural levels. This article posits, particularly for Kenyan universities, that proper identification of their needs and wants for their higher education is key to successfully engage in IOHE. This recognition of needs and wants places them in the right position to identify appropriate rationales to engage in this complex process. The novelty of this study is based on the fact that in Sub-Saharan Africa, research on the rationales for the IOHE in universities is highly lacking. A focus on more localized contexts is a critical starting point for these institutions to own and situate the internationalization process in a way that meets their needs.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-20
DOI: 10.1108/JARHE-09-2023-0413
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- EGame-flow: psychometric properties of the scale in the Mexican context
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Authors: Carolina Alcantar-Nieblas, Leonardo David Glasserman-Morales, Ernesto Armando Pacheco-Velazquez, Sergio Augusto Ramírez Echeverri
Abstract: The present study examined the psychometric properties of the EGame- flow scale in a Mexican sample, presenting evidence of construct validity (exploratory factor analysis and confirmatory factor analysis), reliability (Cronbach’s alpha and McDonald’s omega) and discriminant validity (mean variance extracted). Participants: Of the 255 Mexican participants in the non-probabilistic sample who had previously interacted with the LOST logistics simulator, 166 (65%) were men and 89 (35%) were women; their ages ranged from 22 to 45. The statistical packages SPSS 25, JASP 0.16 and AMOS 23 facilitated the corresponding analyses. First, we calculated the means and standard deviations of the scale items. Next, we performed an exploratory factor analysis to examine the measurement model’s internal structure and a confirmatory factor analysis to confirm the structure proposed in the exploratory factor analysis. To analyze the internal structure of the measurement model so that the estimates were not affected by multivariate normality problems, we utilized the AMOS bootstrap method (with 500 repetitions, 95% CI), the maximum likelihood (MV) estimation method, and the fit indices: X2, p (chi-square and associated likelihood), Tucker–Lewis index (TLI), standardized statistical mean square residual (SRMR), comparative fit index (CFI) and root mean Square error approximation (RMSEA) with its confidence interval, the values of X2 with p
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-17
DOI: 10.1108/JARHE-06-2023-0233
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Examining the effects of international mindedness among prospective
teachers on intercultural competence in higher education institutions:
an empirical analysis-
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Authors: Kamran Hyder Malik, Hazri Jamil, Aziah Ismail, Gul Muhammad Rind, Sobia Bhutto
Abstract: The purpose of this empirical study is to examine prospective teachers' international mindedness and intercultural competence, grounded in sociocultural theory. The research aims to understand the factors that foster these traits in prospective teachers and their significance in promoting competence in culturally diverse environments. The study utilized structured equation modeling with maximum likelihood estimation to analyze data from 425 participants of two higher education institutions. The participants were selected through simple random probability sampling. This methodology allowed the researchers to explore the relationship between international mindedness and intercultural competence in prospective teachers. The results of the study demonstrated a positive correlation between international mindedness and intercultural competence in prospective teachers. The findings suggest that by cultivating international mindedness, educators can enhance their intercultural competence, thereby fostering more effective interactions in diverse settings. The present research holds practical implications for teacher education programs and higher education institutions. By understanding how international mindedness impacts intercultural competence, educators can implement targeted interventions and training to nurture these traits among prospective teachers. This can lead to the creation of culturally inclusive learning environments, promoting mutual respect and appreciation of diversity among students. The originality of this study lies in its investigation of the link between international mindedness and intercultural competence in the context of prospective teachers enrolled in B.Ed. program in higher education institution. By establishing a causal relationship between these traits, the research adds to the understanding of how teachers can be prepared to engage effectively in culturally diverse classrooms. The findings hold value for educators and policymakers seeking to improve teaching practices and foster global citizenship among future educators and their students.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-15
DOI: 10.1108/JARHE-08-2023-0409
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Caring for our planet: a world apart or same difference' A global
music collaboration-
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Authors: Emily Wilson, Pauline Black
Abstract: The impact and collective threat of climate change is of key concern to all. Music and arts education can play a role by responding to the ongoing climate crisis through the creation of artworks as activism. This paper discusses a collaborative online international music project and its potential contribution to sustainable development education. 10,427 miles and 11 hours apart, music education students undertook the project, working in groups with a mix of students from Aberdeen, Scotland and Melbourne, Australia in each group. Each student collected video footage that captured their experience of climate concerns related to their environment. Students combined and edited the footage then collaboratively composed music to accompany the footage. This research was conceived as a collaborative self-study project undertaken by the authors as music teacher educators. The results show a range of musical and extra musical outcomes and challenges. Evidence suggests that a collaborative online international music learning experience may contribute to sustainable development education and regenerative practice more broadly. Students began to develop their practice as educators for school and community contexts embedding learning for sustainability and climate consciousness, thus enabling them to develop as active global citizens. This paper argues for greater attention to the affordances of digital collaborative music technology tools to facilitate creative projects as well as the need to reimagine musical experience, drawing together strands of music, sustainability education, technology and global citizenship. This paper also argues for the importance of embedding the UN Sustainable Development Goals in teaching and learning in Higher Education.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-14
DOI: 10.1108/JARHE-08-2023-0360
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Students-staff classroom co-creation as model of employability skills
development in a Nigerian university-
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Authors: Samuel Oluwasanmi Babalola
Abstract: The paper explored students-staff classroom co-creation and students' involvement in out-of-class engagements as means of fostering employability skills in higher education institutions (HEIs). The paper aimed to present an alternative but equally effective means that HEIs can leverage to foster relevant 21st Century employability skills among undergraduates using day-to-day in-class and out-of-class activities and other non-formal campus activities. The study adopted descriptive survey design. A total of 350 undergraduates who participate in out-of-class activities were purposively selected from seven (7) faculties. An instrument designed by the author was used to gather data for the study. The instrument was subjected to Cronbach Alpha analysis for item-by-item consistency and it yielded the reliability co-efficient of 0.88. Data collected from the respondents were analyzed using descriptive statistics of frequency count, mean and standard deviation. Interactive classrooms, where students and lecturers co-create to provide solutions to problems enhance students' self-esteem, problem solving, analytical, communication and leadership skills amongst others. It was also found that students who got involved in one or more out-of-class activity on campus acquire specific competencies such as networking, collaboration, communication, leadership, multidisciplinary thinking, etc. Due to a limited sample size, it might be inappropriate to generalize findings. Researchers are encouraged to test this proposition further. The paper highlights the need for HEIs to leverage student-staff co-creation and out-of-class engagement in their bid to produce employable graduates. This paper clearly presents alternative but effective means of fostering employability in HEIs.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-09
DOI: 10.1108/JARHE-02-2024-0061
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Unveiling key determinants of higher education expenditure in Vietnam: an
adaptive LASSO approach in Tobit regression analysis-
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Authors: Phuong-Thao Pham, Thi Thu Huong Le
Abstract: This paper investigates the key determinants affecting household spending for university degree in Vietnam. This paper serves as empirical evidence for policymakers to select appropriate factors to estimate financial needs for university students in Vietnam. We employ an innovative variable selection approach with adaptive LASSO for Tobit Regression Model. The results suggest income, region and ethnicity play significant roles in determining higher education expenditure at Vietnamese households. Gender-related indicators (such as gender of household head, student’s gender), distance to school, occupations, etc. are empirically insignificant. This study proposes a data-driven method by interfering regulation and Tobit regression to understand the divergence in higher education spending. Especially, adaptive LASSO was first introduced to identify key determinants of higher education expenditure at household level in Vietnam. It hopes to tackle over-fitting problems of traditional OLS regression in previous literature.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-05-06
DOI: 10.1108/JARHE-06-2023-0263
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Influence of individuals factors on employees' turnover intention: an
analysis on private universities in Egypt-
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Authors: Nadeen Aboudahab, Jesús del Brío, Eman Abdelsalam
Abstract: This study presents a comprehensive investigation of turnover intention within the context of higher education, specifically focusing on private universities in Egypt, to develop a robust conceptual framework to explore this phenomenon. The study sample comprised both male and female tenured faculty members from private universities, and data were collected through questionnaires, resulting in 396 completed responses. Statistical analysis was conducted using SPSS and partial least squares structural equation modeling (PLS-SEM) software. The study highlights the significant impact of work-life balance (WLB) and organizational commitment on turnover intention, with job satisfaction as a mediating factor. Additionally, the research reveals that emotional intelligence (EI) does not directly influence turnover intention, but its effects are fully mediated by job satisfaction. This research not only advances the theoretical understanding of why academics contemplate leaving their positions but also underscores the significance of this topic. Moreover, by exploring turnover intention in the private education sector of the Middle East, the study addresses a notable gap in the existing literature.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-19
DOI: 10.1108/JARHE-08-2023-0333
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Education 4.0 unravelled: deciphering critical success factors for
successful implementation-
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Authors: Michael Sony, Kochu Therisa Beena Karingada
Abstract: Education 4.0 (E 4.0) represents a new paradigm in the field of education, which emphasizes a student-centric approach that allows learners to access education anytime, anywhere, tailored to their individual needs through modern-day technologies. The purpose of the study was to unearth the critical success factors (CSFs) essential for the successful implementation of E 4.0. The CSFs were unearthed using a literature review and further the interrelationships were analysed using multi-criteria decision making (MCDM) approach. The study unearthed 15 CSFs for the successful implementation of E 4.0. The most important factor for the successful implementation of E 4.0 was personalized learning which was found to be the casual factor. The other causal CSFs were clear vision and leadership for E 4.0, stakeholder involvement, data analytics in teaching and learning, inter-disciplinary learning and blended learning environments. The effect factors were digital citizenship-based education, teacher training and development for E 4.0, supportive environment, curriculum redesign for E 4.0, open educational resources, digital technologies, formative assessments, infrastructure for E 4.0 and sustainability in education. This is the first study which unearthed the CSFs and found the interrelationships among them, thus contributing to the theory of technology organization environment. This study represented a pioneering effort in understanding the CSFs underpinning the successful adoption of E 4.0, paving the way for a more personalized, tech-savvy and effective education system.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-19
DOI: 10.1108/JARHE-10-2023-0459
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Understanding students’ switching intentions from cash payment to mobile
payment in education sector-
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Authors: P. Pragha, Krantiraditya Dhalmahapatra, Murali Sambasivan, Pradeep Rathore, Esha Saha
Abstract: The study intends to evaluate students’ intention to shift from cash payment to mobile payment system for academic fee payments through push, pull and mooring framework. Push factors comprise risk and service-related factors, pull factors consist of subjective and aspect-based factors and mooring factors include cost and cognitive factors. Sample of the study consists of around 296 undergraduate and postgraduate students from different higher educational institutions located in India. The questionnaire for data collection comprises 21 Likert scale-based items distributed among seven constructs. Partial least square structural equation modeling is used to identify the significant factors influencing students’ intentions. Five of the factors, namely, risk, service, subjective, aspect and cognitive significantly influence student’s intention to switch to mobile payment system for academic fee payments. Moderation analysis indicates that the impact of the push and pull factors on switching intention towards mobile payments has a more positive influence among male students. This study is probably the only study that tested the specific push, pull and mooring factors influencing intention to switch to mobile payment from cash payment in the Indian education system based on the incentive, Fogg behavior and status quo bias theory for academic fee payment.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-18
DOI: 10.1108/JARHE-11-2023-0522
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Stopping the avalanche of trauma in schools through early intervention: a
three-phase model proposal-
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Authors: Jayne M. Leh
Abstract: Groups of students were enrolled in a course that sought to produce a three-phase theoretical model over three semesters. A design project to comprehensively address school violence was launched at a university in eastern Pennsylvania. This article updates the recent and most critical finding of the project by illuminating specific implications of the importance of teacher training and the development toward competence in recognition of children who are emotionally and psychologically injured through proactive measures such as screening for emotional and psychological well-being. Although the model has not been tested, screening to identify those in need of emotional support and training to support teachers is clear. Screening and training offer important opportunities to help learners build skills toward resilience to soften the effects of trauma. A view of the “whole child” with regard to academic success could further foster social and emotional development. Early intervention can prevent the onset of symptoms associated with posttraumatic stress and related disorders. This effort alone may significantly reduce the uncomfortable incidences and perhaps ultimate prevention of the violence that is perpetuated among children. Preliminary research supports a continued conversation regarding effective tools to find children emotionally and psychologically at-risk, which allows teachers an opportunity for timely emotional and psychological interventions.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-17
DOI: 10.1108/JARHE-08-2023-0363
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Financial literacy and risk-taking behavior: a study of graduates and
undergraduates-
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Authors: Trang Minh Thai Phung
Abstract: This study examines the relationship between financial literacy and risk-taking behavior in the stock market for both graduates and undergraduates. This study conducted two surveys on two groups: graduates and undergraduates. The questionnaires were sent to the two groups via “Google Form”. The surveys were undertaken from March to October 2021, with final data on 500 undergraduates and 400 graduates. The three techniques used are multiple linear regression (MLR), structural equation model (SEM) and ordinal logit regression (OLR) to examine the causal relationships. Based on survey data on 400 graduate and 500 undergraduate students, our results show that financial literacy is positively associated with risk-taking behavior (i.e. use of debt and willingness to use debt) after controlling for demographics. Graduates with higher levels of financial literacy are more likely to use debt. Undergraduates with higher levels of financial literacy are more willing to use debt. In addition, parental education has a significant moderating effect on the association between financial literacy and debt use among undergraduate students. The results are robust compared to the alternatives. Although this study finds a positive association between financial literacy and risk-taking behavior among graduates and undergraduates, and these results are robust to the alternatives, the scope of this study is limited and only focuses on Vietnam. Hence, it needs to be expanded overseas. Next, graduates may make investment decisions based on stock prices or valuations, and as a result, the link between financial literacy and stock valuations should be investigated in subsequent research. Last but not least, further studies should also examine the digital financial literacy level of the younger generation, as it plays an important role in the digital age. First, this study finds that higher financial literacy tends to use more debt, implying that financially literate people know how to use debt smartly to earn more profits. Second, students with higher-educated parents are less likely to use debt for stock investment, meaning that parents help students avoid possible risks while in the university. Finally, female graduates and college students all perform lower in financial literacy than their male counterparts. This can create a larger gender gap in financial literacy between women and men, particularly, in a society in which men often play the leading role in the family. As a result, it calls for policymakers, educators and parents to pay more attention to improving financial literacy among girls and women in general. This study has three contributions. First, this is the first study to examine the impact of financial literacy on risk-taking behavior between two groups of graduates and undergraduates. The results show that individuals with a higher level of financial literacy are more likely to engage in risk-taking behavior (i.e. debt use) in terms of the stock market. Recent research, for example, Phung et al. (2022), examines investors’ informal debt (from families and friends), while this study investigates graduates’ debt use (from brokerage firms). Second, parental education is a significant mediator between college students’ financial literacy and debt use. The literature on parental socialization mainly documents parents’ direct influence on children’s financial knowledge and performance (Shim et al., 2010; Phung, 2023). Unlike previous research, this study finds that parental education plays a moderating role between college students’ financial literacy and their risk-taking behavior. Finally, three methods and multiple models are used to test causal relationships. The results are robust compared to the alternatives.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-12
DOI: 10.1108/JARHE-07-2023-0273
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Silent suffering: exploring the far-reaching impact of supervisor
ostracism via sociometer theory-
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Authors: Binesh Sarwar, Muhammad Haris ul Mahasbi, Salman Zulfiqar, Muhammad Arslan Sarwar, Chunhui Huo
Abstract: A limited number of empirical studies have indicated that individuals who experience workplace ostracism tend to engage in subtle and retaliatory behaviors as a means of seeking inner peace. However, research on organizational behavior and employee psychology in relation to ostracism is still in its nascent stages. Specifically, further investigation is warranted to explore how supervisor ostracism influences task procrastination (TP) through psychological processes such as self-efficacy, self-esteem and motivation. Notably, a significant gap exists in the ostracism literature, as it has yet to thoroughly examine employee behaviors related to knowledge hiding (KH) and TP in the context of individual or team-based work (Zhao et al., 2016; Brouwer and Jansen, 2019). Therefore, the present study aims to address this gap and expand the research stream within the education sector by introducing “threat to self-esteem” (TSE) as a mediating factor in the outcomes of ostracism. The study employed a quantitative approach, using questionnaires to collect data and mainly focused on statistics and standards. The authors used SPSS and Smart-PLS to employ numerical values developed from questionnaire surveys. Likewise, we employed primary data collection tools, including mixed survey analysis (self-reported and peer-reported). The data were collected from middle-level managers working in three public sector universities. By using a three-wave research design with a two-week interval in each phase, we were able to separate the measurement of the predictor and moderator factor [supervisor ostracism (SO) and individual resilience (IR)], mediator (TSE) and outcome variables (KH and TP). The study has discovered a substantial relationship between variables, and all hypotheses are accepted according to the data results and findings. The study measures the effects of supervisor ostracism on knowledge hiding and task procrastination through mediating effect of threat to self-esteem, which individual resilience moderates. This study adds a few contributions to the current literature, following the goals stated above. First, this attempts to highlight employee KH behavior and TP behavior by identifying SO as the primary predictor. The organization should closely monitor the level of workplace ostracism. One strategy to accomplish this goal is to routinely gauge the extent of ostracism at work using targeted techniques like surveys and observation. The organization can also create an employee assistance program for the workers to assist them in coping with the mistreatment and better adjusting to the workplace culture. Furthermore, employee empowerment and collaborative decision-making can boost workers' self-esteem, eventually leading to diminishing knowledge-hiding and procrastination habits inside the organization. There is a research gap regarding the barriers to KH from the perspective of team dynamics and interpersonal mistreatment at work because prior research has focused on knowledge sharing, organizational culture and organizational obstruction. Research on organizational behavior and employee psychology in relation to ostracism is still in its nascent stages. Specifically, further investigation is warranted to explore how SO influences TP through psychological processes such as self-efficacy, self-esteem and motivation. Notably, a significant gap exists in the ostracism literature, as it has yet to thoroughly examine employee behaviors related to KH and TP in individual or team-based work.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-12
DOI: 10.1108/JARHE-07-2023-0296
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Exploring the sustainability of specialized higher education curricula as
exemplified by Jamaica's maritime education and training curriculum-
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Authors: Evette Smith Johnson, Nanibala Immanuel Paul
Abstract: The purpose of this qualitative, single-case study was to explore the development of Jamaica’s maritime education and training (MET) curriculum within the local education context. In this research, the story of the development and sustainability of the local MET curriculum in its 40-year journey from 1980 to present (post 2020), as communicated by various maritime stakeholders and archival documents, is chronicled. The study utilized a qualitative orientation and was an embedded single-case study in its design. The entire local MET institution community and those legislatively and operationally allied to its sustained viability constituted the general population of this study. Non-probability sampling techniques were used to arrive at a maximum variation sample. Three sources of data were used in this study: individual interviews, focus group discussions and documents. The Jamaican (local) MET curriculum was the brainchild of local perspicacity that was empowered by international benevolence. It was developed to satisfy market demands that existed at the time of its inception. These market requirements of the maritime industry are what impacted the development of the local MET curriculum over four decades. Several other factors led to the sustained viability of the local MET curriculum. These included the ability of the local MET curriculum to meet direct market needs and maintain its fitness for purpose. It is the view of the researcher that the findings of this study were limited by the fact that the voices of current students and employers from the four decades of the curriculum's existence are not represented in this initial study. The perspectives from these two sources would have broadened the description presented in this study. This research has shown that specialized higher education (HE) institutions are better served in their business when they maintain a symbiotic relationship with the industry for which they are producing graduates. The treatment of HE as a service industry has gained traction globally. This would suggest that ‘product placement' in specialized HE is important to the growth, development and longevity of that course of study within the society in which it exists. There is a dearth of national research on Jamaica's four-decades-old MET curriculum and the elements that lend to the sustained viability of same. This discussion of sustainability of the MET curriculum will benefit maritime educators and policymakers, who must continue to hone this curriculum so that it is fit for purpose. The study will also identify some of the elements of a sustainable, specialized HE curriculum. The elements identified herein can serve as exemplars and conceptual starting points for other contexts where the discussion of the sustainability of curriculum needs to be had.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-11
DOI: 10.1108/JARHE-08-2023-0375
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The emotional geography of faculty members engaging in virtual teacher
professional development (VTPD): evidence from Indonesia-
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Authors: Kardi Nurhadi, Abd. Rahman, Meita Lesmiaty Khasyar, Suharwanto Suharwanto
Abstract: Drawing from emotional geography framework promoted by Hargreaves (2000), our research sought to depict the emotional geography of two faculty members who engaged in a virtual teacher professional development (VTPD) sessions during the COVID-19 pandemic. This study aimed to focus on capturing participants’ emotional closeness or distance while they were engaging in VTPD. This study employed narrative inquiry by exploring three-dimensional narrative inquiry space: temporality, personal-social interaction and place (Clandinin and Connelly, 2000). Following this step, the participants were interviewed online through Zoom meetings and WhatsApp to capture critical incidents of their emotional experience. All collected data were transcribed, and some data from Bahasa Indonesia were translated into English. Member checking was also done several times to ensure the accuracy of the data as well as to avoid misinterpretation. The data were analysed inductively to generate coding categories using systemic functional linguistics (SFL) language appraisal (Martin and White, 2007) and emotional geography parameter (Hargreaves, 2001b). The findings of the study revealed that both participants experienced greater positive feeling than negative ones. The participants experienced positive feelings such as seriousness, happiness, successfulness and satisfaction. They also experienced negative feelings such as insecurity, unhappiness, dissatisfaction and impatience. Such positive and negative feelings create closeness and distance among participants, mentor and workshop organiser. This study indicates that maintaining positive feelings is a passport to succeed in VTPD. The study has two limitations. First, its findings cannot be overgeneralised since the analysis was restricted to data gathered from a small number of participants. Second, the scope of investigation was limited in virtual situations. The present study empirically showed that faculty members need to engage in constructing or maintaining positive emotional bond with the mentor and other participants and create conducive situations to understand their own and others’ emotions (Mayer, 2011). Practically, a mentor in VTPD may ask faculty members to voice and share their emotional experience as an evaluation tool to make VTPD programmes more successful. Future participants can benefit from these findings by engaging in emotional understanding and building a conducive situation during VTPD to develop their academic competence, agency and identity. While previous research into VTPD in the context of higher education mainly focused on designs, attention to pedagogy of online teacher learning environments, trends toward innovation in teacher collaboration and communities of practice in online settings, the present study specifically looked into how participants emotionally engaged in VTPD, which is inevitably linked to physical, moral, sociocultural, professional and political geographies.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-09
DOI: 10.1108/JARHE-06-2022-0187
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Immersive virtual reality in experiential learning for architecture
design education: an action research-
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Authors: Annisa Ummihusna, Mohd Zairul, Habibah Ab Jalil, Puteri Suhaiza Sulaiman
Abstract: Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience' (2) Does IVR in EL influence students' approach to learning during the architecture design process' The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process. The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning. This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-02
DOI: 10.1108/JARHE-06-2023-0266
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Transitioning from bachelor’s to master’s studies – examining study
burnout, approaches to learning and experiences of the learning
environment
Open Access Article-
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Authors: Amanda Sjöblom, Mikko Inkinen, Katariina Salmela-Aro, Anna Parpala
Abstract: Transitions to and within university studies can be associated with heightened distress in students. This study focusses on the less studied transition from a bachelor’s to a master’s degree. During a master’s degree, study requirements and autonomy increase compared to bachelor’s studies. The present study examines how students’ experiences of study-related burnout, their approaches to learning and their experiences of the teaching and learning environment (TLE) change during this transition. Moreover, the study examines how approaches to learning and the TLE can affect study-related burnout. Questionnaire data were collected from 335 university students across two timepoints (bachelor’s degree graduation and the second term of their master’s degree). The results show that students’ overall experience of study-related burnout increases, as does their unreflective learning, characterised by struggling with a fragmented knowledge base. Interestingly, students’ experiences of the TLE seem to have an effect on study-related burnout in both master’s and bachelor’s degree programmes, irrespective of learning approaches. These effects are also dependent on the degree of context. The study implies that students’ experiences of study-related burnout could be mitigated by developing TLE factors during both bachelor’s and master’s degree programmes. Practical implications are considered for degree programme development, higher education learning environments and student support.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-02
DOI: 10.1108/JARHE-07-2023-0275
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Entrepreneurship education on international entrepreneurship intention:
the role of entrepreneurship alertness, proactive personality, innovative
behaviour and global mindset-
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Authors: Faisal Iddris
Abstract: This study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship. The research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM). The findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention. This study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-02
DOI: 10.1108/JARHE-09-2023-0424
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Getting by with a little help from friends and family: mediation model
between loneliness and depressive symptoms amongst Portuguese students-
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Authors: Genta Kulari
Abstract: The purpose of this study is to analyse the mediating effect of friends and family as sources of perceived social support in the relationship between loneliness and depressive symptoms. Survey data sample consisted of 733 university students from January to May 2023. Participants completed the UCLA loneliness scales, Multidimensional Scale of Perceived Social Support (MPSS) and Depression, Anxiety and Stress Scale (DASS-21). The SPSS programme with PROCESS macro (Model 6) was used to test the hypothesis regarding the mediation effect. The bootstrap analysis found that friends as a source of social support mediated the relationship between loneliness and depressive symptoms. Similarly, loneliness had a significant indirect effect on depressive symptoms through the mediation of family as a source of social support. Moreover, it was found that the relationships of friends and family as sources of social support mediated the association of the aforementioned variables. This research advances our understanding of social support sources from friends and family amongst university students whilst providing suggestions for interventions tackling loneliness and depressive symptoms in a university setting.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-02
DOI: 10.1108/JARHE-11-2023-0547
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Scaffolded cooperative problem-based approach in entrepreneurship
education for vocational preservice teacher-
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Authors: Indah Widiastuti, Cucuk Wawan Budiyanto, Towip Towip, Yuyun Estriyanto, Syed Ahmad Helmi Syed Hassan, Devi Pratami
Abstract: This study aims to comprehend vocational preservice teachers' recalled experiences with the Cooperative Problem-based Learning (CPBL) pedagogical approach in an entrepreneurship course and to reveal how these experiences will impact their future teaching practice. The course under study intends to improve preservice teachers' entrepreneurial attitudes while equipping them with the skills necessary to create a comparable teaching strategy at school after graduation. This study used the semi-structured interview data to triangulate the qualitative data collected from the students' reflection journals. The data were thematically analyzed whereas the codes with comparable elements were combined, resulting in themes that describe the relevance of scaffolding used with each component of the MUSIC motivational model. The results revealed that the student teachers who took part in the research stated in their comments how the scaffolds used in the CPBL sessions impacted their learning. Additionally, they could articulate the experiences that strengthened their perceptions regarding entrepreneurs and entrepreneurship education. By implementing scaffolded CPBL in entrepreneurship course during the teacher preparation program, the preservice teachers would be able to put a similar approach into the practice of their future teaching profession in guiding students to accomplish instructional outcomes. This study highlights the importance of providing more innovative practices for entrepreneurship education across teacher preparation curricula to help develop the skills necessary for entering the future profession. The findings also emphasize the value of scaffolding in PBL, including expert, peer and activity design scaffolding. It also completes the body of research indicating that PBL-based entrepreneur education instruction can help students develop their entrepreneurial skills and attitudes while also providing a great chance to improve their teaching abilities.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-04-01
DOI: 10.1108/JARHE-11-2023-0528
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The psychometric properties of teacher leadership scale: the study of
adaptation and validation based on the MLQ-5X in higher education-
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Authors: Yalalem Assefa, Bekalu Tadesse Moges, Shouket Ahmad Tilwani
Abstract: Given the importance of teacher leadership in influencing, motivating and inspiring student learning engagement and associated learning outcomes, a robust instrument to assess this construct is critical. Although there are some teacher leadership instruments available in existing literature, efforts to adapt robust psychometric instruments to measure teachers' leadership practices in Ethiopian higher education institutions have been limited. Therefore, this study attempted to address this gap by adapting the Teacher Leadership Scale (TLS) based on the Multifactor Leadership Questionnaire (MLQ-5X) and validating its psychometric properties for use in higher education settings. Using a cross-sectional design, the study involved 409 undergraduate university students who were randomly selected from public universities. Factor analytic methodologies, including exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), were used to analyze the data collected. The result confirmed a set of 36 items arranged in nine factors, which have a theoretically supported factor structure, excellent model fit and robust evidence for validity, and reliability and measurement invariance. These results demonstrate that the scale is a strong psychometric tool for measuring the leadership profile and practice of higher education teachers. It can be concluded that the TLS can assist stakeholders in several ways. Researchers can benefit from the scale to measure teachers' leadership practices and predict their influence on student learning outcomes. In addition, the scale can help practitioners and policymakers collect relevant data to rethink teacher professional development initiatives, leadership training programs and other practices aimed at improving teacher leadership effectiveness.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-29
DOI: 10.1108/JARHE-12-2023-0572
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The influence of family social capital toward the entrepreneurial
intention among prospective graduates in Tanzanian universities-
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Authors: Ruth Elias
Abstract: The study examines the influence of family social capital on prospective university graduates' entrepreneurial intentions in Tanzania. The study also looks at the way entrepreneurial education amplifies the primary link between the study variables. Cross-sectional data were gathered at a specific period from potential graduates in Tanzanian universities using structured questionnaires under the quantitative approach. The links between family social capital, entrepreneurship education and entrepreneurial intention were examined using the PROCESS macro. Family social capital significantly influences the entrepreneurial intention of prospective Tanzanian university graduates. The entrepreneurial intentions of prospective graduates from Tanzanian universities are positively and significantly impacted by entrepreneurship education. The relationship between family social capital and the entrepreneurial intention of prospective graduates from Tanzanian universities is positively and significantly moderated by entrepreneurship education, and as a result, the positive impact of family social capital is amplified with increased entrepreneurship education. This study examines the impact of family social capital on the entrepreneurial intention of the prospective graduates from Tanzanian Universities. Other studies may look at the impact of family social capital on entrepreneurial intention when controlled with social capital acquired after university life. This is to check if the entrepreneurial intention has changed in any way. Universities should stress the importance of offering entrepreneurship education as a way to complement and amplify the influence of family support on encouraging people to intend to pursue entrepreneurial opportunities. This is because the presence of entrepreneurship education increases the positive impact of family social capital on entrepreneurial intention. Furthermore, families should have the culture of having good relationship that brings strong family social capital which are necessary for the intention to pursue entrepreneurship opportunities. The study advances the literature on analysing the entrepreneurial intention of prospective graduates in Tanzanian universities by giving empirical evidence from Tanzania. The report also identifies entrepreneurship education as a crucial programme to enhance the impact of family social capital and entrepreneurial intention on aspiring graduates in Tanzanian universities. Furthermore, the study shows the importance of family social capital on the prospective graduate’s intention to pursue entrepreneurship opportunities.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-28
DOI: 10.1108/JARHE-08-2023-0389
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Revisiting university students' intention to accept AI-Powered chatbot
with an integration between TAM and SCT: a south Asian perspective-
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Authors: Md. Rabiul Awal, Md. Enamul Haque
Abstract: This paper aims to explore students’ intention to use and actual use of the artificial intelligence (AI)-based chatbot such as ChatGPT or Google Bird in the field of higher education in an emerging economic context like Bangladesh. The present study uses convenience sampling techniques to collect data from the respondents. It applies partial least squares structural equation modeling (PLS-SEM) for analyzing a total of 413 responses to examine the study’s measurement and structural model. The results explore that perceived ease of use (PEOU) negatively affects intention to adopt AI-powered chatbots (IA), whereas university students’ perceived usefulness (PU) influences their IA positively but insignificantly. Furthermore, time-saving feature (TSF), academic self-efficacy (ASE) and electronic word-of-mouth (EWOM) have a positive and direct impact on their IA. The finding also reveals that students' IA positively and significantly affects their actual use of AI-based chatbot (AU). Precisely, out of the five constructs, the TSF has the strongest impact on students’ intentions to use chatbots. Students who are not aware of the chatbot usage benefits might ignore these AI-powered language models. On the other hand, developers of chatbots may not be conscious of the crucial drawbacks of their product as per the perceptions of their multiple users. However, the findings transmit a clear message about advantages to users and drawbacks to developers. Therefore, the results will enhance the chatbots’ functionality and usage. The findings of the study alert the teachers, students and policymakers of higher educational institutions to understand the positive outcomes and to accept AI-powered chatbots such as OpenAI’s ChatGPT. Outcomes also notify the AI-product developers to boost the chatbot’s quality in terms of timeliness, user-friendliness, accuracy and trustworthiness.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-28
DOI: 10.1108/JARHE-11-2023-0514
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Access and success in higher education: fostering resilience
in historically disadvantaged students in South Africa-
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Authors: Emnet Tadesse Woldegiorgis, Otilia Chiramba
Abstract: This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system. This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives. The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially. This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-26
DOI: 10.1108/JARHE-05-2023-0217
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- A collective inquiry into betweenness: emerging scholars of color
navigating the socialization process-
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Authors: Ahreum Lim, Daeun Jung, Eunsun Lee
Abstract: As emerging scholars of color with transnational backgrounds, we collectively recount our socialization experiences in US higher education institutes. We explore moments of betweenness as catalysts for envisioning a more inclusive academia that operates beyond the tokenism of diversity. Employing betweener autoethnography (Diversi and Moreira, 2018), we inquire into the sense of impasse encountered by South Korean female emerging scholars in the field of education in becoming an outsider within the academic system. Chronicling our shifts in perspectives of our positionality, we interweave inquiries motivating us to challenge normative pressures and map our betweener experiences onto the Wiedman and DeAngelo’s (2020) socialization model. Through this process, we wedge open in-between spaces in the socialization process that accommodate the nuanced positionality of transnational scholars. Integrating postcolonial critiques on the Western-centric meritocratic academia, this piece sheds light on the complexity and fluidity of emerging transnational scholars’ socialization processes. The thick, nuanced description deepens the understanding of the complexity of their identity negotiation within the dominant logics of academia. Our inquiries interwoven through betweener autoethnography serve as guidance for mentoring international graduate students and transnational scholars.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-26
DOI: 10.1108/JARHE-08-2023-0405
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- An observational study of teachers' and students' behaviors in synchronous
online classrooms-
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Authors: Carlos González, Daniel Ponce
Abstract: This paper aims first to describe the most prevalent teachers’ and students’ behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors. An adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers. The most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area – social sciences and humanities –and teaching in technical institutions. In a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning. Despite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-25
DOI: 10.1108/JARHE-07-2023-0277
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Does higher ranking ensure higher student satisfaction: evidence from
higher education institutions in India-
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Authors: Sam Thomas
Abstract: Prospective students and other stakeholders in the education system use global and national rankings as a measure of the quality of education offered by different higher educational institutions. The ranking of an Institution is seen as a measure of reputation and has a significant role in attracting students. But are students happy in the top-ranked institutions' Does a high rank translate into high student satisfaction' This study answers this question taking data from top educational institutions in India. This study examines how the top-ranked higher education institutions in India fare on student satisfaction. Using the data on key performance indicators published by the National Institutional Ranking Framework (NIRF) and student satisfaction scores of these institutions reported by NAAC, the study explores a possible relationship between the ranking of an institution and its student satisfaction score. The study finds no significant relationship between the ranking of an institution and its student satisfaction score. The only institutional performance dimension which has a positive correlation with student satisfaction is graduate outcome. The diversity dimension is seen to be negatively correlated with student satisfaction. The importance of modifying the ranking frameworks to account for the real drivers of student satisfaction is highlighted. The items in the student satisfaction survey should be regularly updated to reflect the actual concerns of the students. This is very important given the fact that the number of Indian students going abroad for higher education recorded a six-year high in 2022 at 750,365. With more than 50,000 institutions catering to over 40 million students, India has the largest higher education system in the world. Given the high level of competition among these institutions, ranking and accreditation have become important parameters used by students for selection of an institution. But do top-ranked higher education institutions have the most satisfied student community' The assumption is disproved using the most credible secondary data. This study is the first of its kind in the Indian context. It has huge implications for the most respected ranking frameworks.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-25
DOI: 10.1108/JARHE-08-2023-0358
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Wait! What’s my job' Role ambiguity and role conflict as predictors of
commitment among faculty-
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Authors: Assil Homayed, Silva Karkoulian, F. Jordan Srour
Abstract: Faculty play a unique role in universities performing duties along the three fronts of teaching, research and service. While it might be teaching that contributes most to the bottom line of a small university, it is often research by which faculty merit is judged. This study explores the relationships between role ambiguity, role conflict and commitment (affective, normative and continuance) as mediated by job satisfaction among faculty members. A sample of 133 faculty members at a US-accredited university in Lebanon served as the basis for this study. The faculty members completed a survey covering scales on role ambiguity, role conflict, commitment and job satisfaction in addition to demographic variables. We find that a decrease in role ambiguity strengthens affective and normative commitment but weakens continuance commitment. Structural equation modeling indicates that job satisfaction partially mediates the relationship between role ambiguity and affective commitment, while not mediating the relationship between role ambiguity and normative and continuance commitments. Similar findings hold for job satisfaction as a mediator in the relationship between role conflict and commitment. Based on statistical modeling, this work (1) puts forth a revised scale for organizational commitment tailored to academia and (2) provides guidance to higher education institutions in terms of the differential impacts on faculty commitment that stem from reducing role-ambiguity versus role-conflict. Managerial recommendations focus on improving normative and affective commitment through the design of policies to reduce role conflict among faculty.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-22
DOI: 10.1108/JARHE-11-2023-0549
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Do not forget about me, do not forget about you. Usability of a mobile app
for professional identity formation-
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Authors: Silvia Lizett Olivares-Olivares, Miriam Lizzeth Turrubiates Corolla, Juan Pablo Nigenda Alvarez, Natalia Mejía Gaviria, Mariana Lema-Velez, Miguel Angel Villarreal Rodríguez, Luis Carlos Franco Ayala, Elena María Trujillo Maza, Isabel Barriga Cosmelli, Klaus Puschel Illanes
Abstract: Professional Identity Formation is the dynamic evolution to “think, act and feel” to become part of a professional community. This document presents the development and the study that aimed to assess the usability of a m-Learning Identity App (MLIA) focused on the formation of professional identity among undergraduate medical students. MLIA development included four phases: Conceptual, prototype, pilot and implementation, before further deployment. The conceptual model was designed by eight faculty members from three Latin American universities. The prototype was developed and tested with stakeholders. The pilot was performed during 5 weeks before the implementation. Cross-sectional data collected during implementation from 138 medical students who completed a survey to assess the usability of MLIA are presented. During deployment, 977 posts were made on Professional Identity Formation, and examples of these posts are presented. The prototype and pilot phases demanded improvements. The survey explored (1) Familiarity, (2) Perceived ease of use, (3) Perceived usefulness for Professional Identity Formation, (4) Satisfaction, (5) Intention to reuse (6) Digital aesthetics and (7) Safety. Results from the usability assessment suggest that students perceived MLIA as a secure space with positive aesthetics and ease of use. Important limitations of the present study include, firstly, that it does not provide information on the effectiveness of the MLIA in shaping professional identity in medical students, it focuses exclusively on its development (conceptual model, prototype, pilot and implementation) and usability. Secondly, the study design did not consider a control group and, therefore, does not provide information on how the App compares with other strategies addressing self-reflection and sharing of meaningful experiences related to professional identity. MLIA introduces a different approach to education, simulating a secure, easy-to-use, social media with a friendly interface in a safe environment to share academic and motivational moments, transitioning from being to becoming a professional.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-22
DOI: 10.1108/JARHE-02-2023-0063
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Class modality transition during COVID-19 pandemic: implications for
unforeseen events-
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Authors: Lei Wen, Danya Mi, Daehyun Moon
Abstract: This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020. Due to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects. Thanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general. These teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-22
DOI: 10.1108/JARHE-03-2023-0088
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Doctor of philosophy students’ academic success and the role of
personal values-
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Authors: Richard Jaffu
Abstract: The study determined the role of personal values in doctor of philosophy (Ph.D.) students’ academic success in Tanzania. Specifically, it looked into the influence of openness to change values, self-enhancement values and conservation values on Ph.D. students’ academic success. The study employed a cross-sectional survey design, in which 200 Ph.D. students from Tanzanian universities were involved by responding to a questionnaire. The relationship between the variables was determined by using structural equation modeling, and testing of the measurement model was done by confirmatory factor analysis (CFA). The results indicate that personal values influence Ph.D. students’ academic success. Particularly, openness to change values have an ß value of 0.209 and p value of
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-21
DOI: 10.1108/JARHE-11-2023-0530
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Early prediction models and crucial factor extraction for first-year
undergraduate student dropouts-
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Authors: Thao-Trang Huynh-Cam, Long-Sheng Chen, Tzu-Chuen Lu
Abstract: This study aimed to use enrollment information including demographic, family background and financial status, which can be gathered before the first semester starts, to construct early prediction models (EPMs) and extract crucial factors associated with first-year student dropout probability. The real-world samples comprised the enrolled records of 2,412 first-year students of a private university (UNI) in Taiwan. This work utilized decision trees (DT), multilayer perceptron (MLP) and logistic regression (LR) algorithms for constructing EPMs; under-sampling, random oversampling and synthetic minority over sampling technique (SMOTE) methods for solving data imbalance problems; accuracy, precision, recall, F1-score, receiver operator characteristic (ROC) curve and area under ROC curve (AUC) for evaluating constructed EPMs. DT outperformed MLP and LR with accuracy (97.59%), precision (98%), recall (97%), F1_score (97%), and ROC-AUC (98%). The top-ranking factors comprised “student loan,” “dad occupations,” “mom educational level,” “department,” “mom occupations,” “admission type,” “school fee waiver” and “main sources of living.” This work only used enrollment information to identify dropout students and crucial factors associated with dropout probability as soon as students enter universities. The extracted rules could be utilized to enhance student retention. Although first-year student dropouts have gained non-stop attention from researchers in educational practices and theories worldwide, diverse previous studies utilized while-and/or post-semester factors, and/or questionnaires for predicting. These methods failed to offer universities early warning systems (EWS) and/or assist them in providing in-time assistance to dropouts, who face economic difficulties. This work provided universities with an EWS and extracted rules for early dropout prevention and intervention.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-19
DOI: 10.1108/JARHE-10-2023-0461
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Development and validation of teachers’ e-readiness scale: a study on
higher education institutions in India-
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Authors: Jasneet Kaur Kohli, Rahul Raj, Navneet Rawat, Ashulekha Gupta
Abstract: Due to the growing complexity involved in leveraging the endless possibilities of ICT on all levels, the technical competence of faculties of higher education institutions (HEI) and effective methods for fostering e-readiness has become questionable. This research has developed and validated an empirically supported e-readiness scale, which can be used by HEIs to assess faculty members’ preparedness toward online teaching. The measurement model and the structural model were developed as the results of exploratory factor analysis and confirmatory factor analysis (n = 245). The previously identified components and their indicators were validated using the structural models and the final scale was developed with five dimensions (“online technological readiness, pedagogical readiness, institutional readiness, learning and delivery readiness and content readiness”). The faculties’ e-readiness assessment tool, as a useful tool, could aid institutions in identifying problems that affect the implementation of e-learning or digitalization in the institutions and developing strategies in response. Like any research this research also has some limitations and can be considered as future research probability like the responses for this research were collected from HEI in India; however, a cross-cultural study can be conducted to understand the parameters across the globe. Although the psychometric qualities of the e-readiness scale are acceptable, additional research in various higher educational environments, both nationally and internationally, is required to further establish the scale’s relevance, validation and generalizability. Although many scales have been developed to assess the readiness level in the education sector, a scale, that holistically measures, the readiness level of faculties from an overall perspective was required. This scale can be used to recognize the e-readiness level of teachers in HEIs. This scale can also help the institutions assess the readiness level of their faculty members and address any improvements required in their teaching and learning pedagogy, further acknowledging training needs.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-19
DOI: 10.1108/JARHE-11-2023-0517
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Student engagement in a differentiated higher education system in
Ethiopia: a multilevel analysis-
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Authors: Bekalu Tadesse Moges, Melaku Mengistu Gebremeskel, Shouket Ahmad Tilwani, Yalalem Assefa
Abstract: The purpose of this study is to examine effects of classroom-level and student-level factors on student engagement in the context of a higher education system vertically differentiated into research, applied and comprehensive university types. The study used a cross-sectional multilevel design to explain student engagement based on class and student variables. Specifically, the study collects data from 656 students and 61 randomly selected teachers at both levels and uses multilevel modeling to explain relationship patterns. The results show that institutions vary significantly in student engagement scores. In addition, while a significant variation is found at the student and classroom level, the effects of academic achievement, instructional quality, teaching experience and teacher qualifications on student engagement vary across classrooms in institutions. However, the interaction effect of classroom and student-level variables on student engagement remains non-significant. The main contribution of this lies in the explanation of student engagement using classroom and student level factors in a vertically differentiated higher education system using multilevel modeling. Student engagement varied in classrooms research universities applied and comprehensive universities.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-15
DOI: 10.1108/JARHE-11-2023-0507
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Unleashing the power of perceived enjoyment: exploring Chinese
undergraduate EFL learners' intention to use ChatGPT for English learning
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Authors: Xiaoran Xu, Lei Mee Thien
Abstract: This study intends to extend the unified theory of acceptance and use of technology (UTAUT) model by integrating perceived enjoyment as an intrinsic motivation so as to investigate factors influencing Chinese undergraduate English as a Foreign Language (EFL) students' intention to use ChatGPT for English learning. A cross-sectional quantitative survey method research design was used in this study. Data were collected from 432 undergraduate students at two Chinese universities. The data analysis was carried out using SmartPLS 4, a computer software that employs the partial least squares structural equation modelling (PLS-SEM) technique. The analysis of the model was performed in two stages, including the assessment of reflective measurement model and structural model. The PLS predict was utilized to assess the model’s predicting power. Findings showed that effort expectancy, performance expectancy, social influence and perceived enjoyment were positively related to Chinese undergraduate EFL learners' intention to use ChatGPT for English learning. Perceived enjoyment mediated the relationships between effort expectancy, performance expectancy, social influence and intention to use ChatGPT for English learning respectively. Through incorporating the perceived enjoyment as an intrinsic motivation into the UTAUT model to explore factors that impact Chinese undergraduate EFL learners' intention to use ChatGPT for English learning, this study has extended the applicability of the UTAUT model and provide insights into factors affecting students' intention to utilize ChatGPT or other AI-based technologies for English learning.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-15
DOI: 10.1108/JARHE-12-2023-0555
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Innovative leadership and sustainable performance: a moderation study
through personality traits-
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Authors: Attia Aman-Ullah, Azelin Aziz, Waqas Mehmood, Aidar Vafin, Mohammad Hassan
Abstract: The present study aims to investigate the relationship between innovative leadership and sustainable performance in the education sector. The present study also tested the moderation role of personality traits agreeableness, extraversion, emotional stability, conscientiousness and openness in the relationship. Data for the present study were collected from 209 university teachers. The employed sampling technique was convenience, and the sample size was calculated through the Kerjis–Morgan method. Furthermore, a survey method using a questionnaire was used in this study. For the data analysis, SPSS and SmartPLS were used. The present study found that innovative leadership has a significantly positive relationship with sustainable performance. Results also confirmed the moderating effects of personality traits such as agreeableness, extraversion, emotional stability, conscientiousness and openness. The relationship between innovative leadership and sustainable performance for the first time in the education sector’s context. Secondly, this study contributed to the moderating role of personality traits such as agreeableness, extraversion, emotional stability, conscientiousness and openness between innovative leadership and sustainable performance, which was a yet-to-explored phenomenon. The study model was tested through the combination of the big five-factor model and the theory of planned behaviour, which is another novelty of the study.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-14
DOI: 10.1108/JARHE-09-2023-0425
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Master in education students' attitudes toward research at one University
of Education in Myanmar-
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Authors: Ling Kee Htang, Thet Htar Hlaing
Abstract: This study scrutinizes the attitudes of postgraduate students specializing in education toward research at one University of Education in Myanmar. Having collected data from 121 Master in Education (MEd) students in three education departments, the study validated Papanastasiou's (2014) Revised-Attitude toward Research (R-ATR) scale by performing confirmatory factor analysis (CFA). A one-way MANOVA was used to establish the significance of mean differences between groups and ANOVA was used for the same purpose among groups. The R-ATR scale is fit with the sample (χ2/df = 1.60), and the students' attitudes toward research are favorable with mean value for research usefulness (5.98), positive research predispositions (5.55) and research anxiety (3.61), despite feeling stressed and anxious. There was a significant difference in the students' attitudes toward research regarding their departments, while no significant difference was found based on their research experience, gender and age. There should be an effective mechanism in implementing the research course and in online delivery mode, collaboration between the faculties in the process of revision and review of the research courses, effective strategies of improving research instructors' quality and also internationalization to sustain students' positive attitudes toward research and to reduce their stress and anxiety. This research is empirically novel, and the initiative attempts to first use the R-ATR scale in teacher education in Myanmar.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-14
DOI: 10.1108/JARHE-09-2023-0448
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Comparison of face-to-face and online flipped learning: academic
achievement, epistemological and pedagogical beliefs-
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Authors: Şeyma Şahin, Abdurrahman Kılıç
Abstract: The ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field. The study utilized a quasi-experimental research method that involves pre-test and post-test control groups. The results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them. As distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-13
DOI: 10.1108/JARHE-09-2023-0434
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Impact of educating faculty on student assessment: beyond satisfaction
level-
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Authors: Wessam Mohamed
Abstract: This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model. A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022. A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills. Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research. The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation. This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality. This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-13
DOI: 10.1108/JARHE-12-2022-0383
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- The influence of self- and co-regulation on the community of inquiry for
collaborative online learning: an ODeL context
Open Access Article-
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Authors: Suné Maré, Ashley Teedzwi Mutezo
Abstract: This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning. A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI. The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence. The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments. Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities. This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-12
DOI: 10.1108/JARHE-08-2023-0325
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Teaching mathematics in an EFL context at higher education; before, during
and after the COVID-19 pandemic: a comparative study-
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Authors: Hisham Hanfy Ayob, Tarek Ibrahim Hamada
Abstract: This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic. Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (p = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes. The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching' The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher than the average students’ score in the final exam during the COVID-19 pandemic 51.8 with standard deviation 21.48. Then, the ANOVA test reveals that there is a statistically significant difference between the three groups in the final exam marks. The researchers used the multiple comparison tests (Tukey test) to determine the difference. The Tukey test reveals that there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.015
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-08
DOI: 10.1108/JARHE-05-2023-0186
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Digital literacy skills of students of Sacred Heart College,
Chalakudy: an empirical study-
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Authors: Stephy K. Sunny, K. Ramasamy
Abstract: The study aimed to assess the digital literacy skills of the students of Sacred Heart College, Chalakudy, to know whether they possess the digital literacy skills to perform well in the digital environment. The study also analyzed how digital literacy skills were affected by various factors. The study used stratified random sampling technique, and data were collected through a self-assessment survey using an online questionnaire designed based on DigComp 2.1: The Digital Competence Framework by the European Commission. The results indicated that the college students needed training on digital literacy skills, as the majority students had only moderate to low digital literacy skills. It was proven that exposure to technology and the Internet will not necessarily yield skills to perform well in the digital environment. Also, digital literacy skills were not affected by various factors like age, level of study, etc. The study helped to identify the digital literacy deficiencies in the students of Sacred Heart College, and it can serve as a valuable model for conducting similar investigations in diverse educational institutions. Conducting such studies offers institutions valuable insights, enabling them to create and implement personalized digital literacy training programs that can enhance students' abilities to navigate the digital landscape with proficiency and effectiveness. The study results can be insightful for educators, policymakers and the Kerala Government to reassess the current approaches and design an effective curriculum for integrating technology in education. Although there are several studies that evaluated college students’ digital literacy in India and other countries, there are very few studies in the context of Kerala. Therefore, this study is distinctive and will serve as an example for all such studies in the future.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-08
DOI: 10.1108/JARHE-06-2023-0257
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Time management profiles of college students and its relationship to
sociodemographic and psychological factors-
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Authors: Adrien Faure-Carvallo, Sergio Nieto-Fernández, Caterina Calderon, Josep Gustems
Abstract: The objectives of this research are to analyze the sociodemographic and personality profiles most related to good academic time management among 845 students from different faculties at the University de Barcelona (UB) and to identify the explanatory factors of effective academic time management. Poor time management is a common behavior among university students and an explanatory factor for academic failure. A sociodemographic questionnaire, the Procrastination Assessment Scale-Student (PASS), the Academic Time Management (ATM), the Brief Symptom Inventory (BSI-18) and the Big Five Inventory-10 (BFI-10) were administered. The results reveal that female students, education majors and those with high academic performance show better time management than the rest of the student body. Additionally, students who have better academic time management are also more neurotic, more open to experience, more responsible and less prone to procrastination. The factors established as explanatory of good academic time management are neuroticism, openness to experience and low procrastination. The implications of the results for promoting academic time management in university studies through specific actions are discussed.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-08
DOI: 10.1108/JARHE-07-2023-0298
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- Influencers of academic staff performance in higher education: the role of
motivation, transformational leadership and involvement in strategic
planning-
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Authors: Musallam S. Hawas Al-Aamri, Mohammad Soliman, Logendra Stanley Ponniah
Abstract: This study empirically examines the impact of motivation, transformational leadership and involvement in strategic planning (SP) on academic staff performance at higher education institutions (HEIs). It also examines how academics' involvement in SP mediates the associations between motivation, transformational leadership and performance. This article conducted a quantitative approach based on a self-administered survey. Partial least squares structural equation modeling (PLS-SEM) was applied to analyze the data gathered from 192 faculty members at governmental HEIs in Oman. The results indicated that academic staff motivation has a significant and positive impact on their involvement in SP and performance in HEIs. It is also revealed that employee involvement in SP activities is significantly affected by transformational leadership, while the latter does not affect academic staff performance. There is also a significant association between academic staff involvement in SP and their performance. Moreover, the relationships between motivation, transformational leadership and performance are fully mediated by academic staff involvement in SP at HEIs. The current empirical work is one of the few endeavors to develop an integrated structural model to investigate how faculty members' performance could be affected by motivation, transformational leadership and involvement in SP. Furthermore, it is considered one of the first attempts to explore the intervening role of academic staff involvement in the SP process in the connections between motivation, transformational leadership and performance within the HEI realm.
Citation: Journal of Applied Research in Higher Education
PubDate: 2024-03-08
DOI: 10.1108/JARHE-08-2023-0339
Issue No: Vol. ahead-of-print, No. ahead-of-print (2024)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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- 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)
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