Search results

This paper aims to explore the impact of a digital growth mindset on the academic performance of business students in China as well as the role of gender in this relationship. The study provides feasible ways to foster such a mindset to ensure quality in business education.

The paper employs a survey to examine the associations among digital growth mindset, gender and the academic performance of business students in China within the context of online learning. The authors collected data from 533 students who were enrolled in two online business courses at a Chinese university. The data were paired and analyzed through regression analysis.

The empirical results show that digital growth mindset has a positive influence on the academic performance of business students in China. The relationship is stronger for male business students than for their female counterparts.

This study is one of the first to examine the concept of digital growth mindset and its significance in Chinese business education. Through the analysis of paired data on digital growth mindset and academic performance, this study makes theoretical contributions to the literature on growth mindset, gender differences and academic success. Additionally, it has practical implications for quality assurance in business education in developing countries by offering feasible approaches to cultivate a growth mindset among students.

This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.

An exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students who participated in a national grant-funded research apprenticeship fellowship program.

Results revealed three key findings about the characteristics that research mentors need to possess to successfully support URMU students in education research. These characteristics include a willingness to (1) invest time and effort in the mentor–mentee relationship, (2) share relevant knowledge and expertise about education research and (3) serve as sponsors to support and promote their mentees' educational research goals and endeavors.

The results have the potential to improve the quality of successful research mentorship opportunities for URMU students in education research by demonstrating the qualities and importance of these mentoring relationships. Higher quality mentoring relationships have the power to encourage URMU students to persist into graduate school and/or the education research profession via knowledge sharing, support and social capital. This is particularly important as education research – which still largely privileges Eurocentric research perspectives and methods – continues to take much needed steps toward racial and cultural diversity.

Most undergraduate research mentorship literature – and especially that literature highlighting the needs of URMU students – focuses on students in STEM, leaving gaps in knowledge related to students in education research. By focusing on the latter, this study seeks to extend our knowledge of the research mentorship needs of URMU students in education research.

The global landscape of higher education has witnessed a steady increase in the mobility of international students, as more individuals seek diverse academic experiences and cross-cultural learning opportunities. This paper conducts a systematic literature review to investigate trends, research directions and key themes in the literature. By utilising the push–pull factor model the aim is to provide a comprehensive understanding of the factors influencing international students' choices to pursue higher education and future career opportunities abroad.

A systematic literature review approach was applied. The selection was made using PRISMA framework-based inclusion and exclusion criteria. The review includes 43 publications from 2010 to 2022.

The review results revealed five themes of scholarly conversations labelled as (1) betterment of life, (2) policy of the host country, (3) role of institutions, (4) return to home country and (5) social, economic, environmental, individual and cultural factors. The findings emphasise on the significance of factors such as the quality of education, visa requirements, academic reputation, tuition fees, availability of scholarships, job opportunities, social, economic, environmental, individual and cultural factors. The paper also identifies language barriers, visa policies and social integration difficulties as major barriers to international students' stay in the host country after graduation.

This research enhances the current body of literature by conducting a comprehensive analysis of the empirical evidence available in literature that investigates the mobility of international students. The outcomes of this study will make a valuable contribution towards developing a more profound comprehension of the primary factors that influence international students' decision to pursue their education abroad.

There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.

This is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.

Findings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.

This study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.

The study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.

Midcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.

The purpose of this study is to investigate (1) how organizational culture influence student academic behavior at universities in Indonesia; (2) if there is any difference between male and female students in perceiving elements of organizational culture and its effects on student academic behavior; and (3) if there is any difference among students from different university origin in perceiving elements of organizational culture and its effects on student academic behavior.

This study is a part of quantitative research with a prediction design involving survey questionnaire. Participants consist of 800 students as survey respondents that were selected purposively from six government universities of the specified cities in Indonesia. Measures are developed and validated through a confirmatory factor analysis. Data were analyzed using multivariate techniques and path analysis to examine effects of organizational culture types on student academic behavior.

Findings of this study indicate that in general organizational culture significantly influenced the growth of student academic behavior.

The study is limited to public or government universities in Indonesia, that is why and the findings are not intended to generalize all universities in the world.

Leaders of the university organizations or units are suggested to improve their capacities in exploring the trend of organizational cultures, develop and adopt the cultures that contribute to the growth of student academic behavior.

The study provides high valued insights for university organizations especially people involved in the process of university leadership and management on how they deal effectively with organizational situations including types organizational culture, and develop the cultures that contribute to the growth of student academic behavior.

The study adds to the theories of organizational culture and the growth of student academic behavior on campus. It provides broad insights on types of organizational culture used in universities and its effects on academic behaviors performed by students in campus environment.

This study aims to investigate the relationship between financial inclusion and sustainable economic development in Indonesia by exploring the potential impact of Takaful. Specifically, the study seeks to examine the feasibility of leveraging Takaful as a means to foster financial inclusion and drive economic growth in Indonesia.

This study uses a qualitative analysis methodology, specifically using content analysis techniques, to investigate the relationship between financial inclusion and sustainable economic growth in Indonesia, focussing on the role of Takaful. The content analysis enables a systematic study of the data to identify trends and topics pertinent to Takaful and its potential to advance financial inclusion.

The study’s results reveal a direct causal link between economic growth and achieving financial inclusion through the use of Takaful. The findings also indicate a positive correlation between the increased presence of Takaful markets and accelerated economic growth.

The study examines only the use of Takaful in achieving financial inclusion and sustainable economic growth in Indonesia. Nonetheless, the practical implications of this research are substantial, as they highlight the potential of Takaful to foster financial inclusion and stimulate economic growth in Indonesia.

This study contributes to the limited body of research on the relationship between financial inclusion and economic growth in Indonesia, specifically in the context of Takaful.

This study’s value lies in its exploration of an under-researched area, providing crucial insights into the potential of Takaful to promote financial inclusion and drive economic growth in Indonesia. The social implications of this study are also noteworthy, as increased financial inclusion and economic growth can positively affect poverty reduction, job creation and overall societal well-being in Indonesia.

Background: How many higher education researchers are there in the world? How many academic articles are published by researchers each year? This paper aims to answer these two questions by tracking the number of higher education teachers and the number of publications over the past four decades.

Methods: We collected data on the number of higher education institutions and researchers from the United Nations, the World Bank, and the US, China, and UK governments (three countries with the largest number of academic publications in recent years). We used Scopus to obtain the number of publications per year. The growth of higher education researchers and academic publications were characterized using 4-parameter logistic models.

Results: The number of higher education teachers-cum-researchers increased from 4 million in 1980 to 13.1 million in 2018 worldwide. Concurrently, the number of academic publications increased from 0.65 million in 1980 to 3.16 million in 2018 based on data from Scopus. At the country level, the number of academic publications from the USA increased from 0.15 million in 1980 to 0.70 million in 2018, while that from China increased by almost 1,000 times from 629 in 1980 to 0.60 million in 2018.

Conclusions: The number of higher education researchers would reach 13.6 million and they would publish 3.21 million academic articles in 2020, imposing enormous pressure to publishers, peer-reviewers, and people who want to understand emerging scientific development. Additionally, not all academic publications are easily assessable because most articles are behind pay-walls. In addition, unethical research practices including falsification, fabrication, plagiarism, slicing publication, publication in a predatory journal or conference, etc. may hinder scientific and human development.

This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.

Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.

Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.

This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.

This multiple case study research aims to identify the characteristics of scaling up SMEs in Chile for exploring how and why some entrepreneurship in the information technology (IT) sector are able to scale up and develop sustainable strategies, based on three consecutive years. The average sales of the companies during the last period analysed was around US$1,323,579, with an average annual growth rate of 66.7%. Scaling up SMEs may require several attributes to achieve positive revenue and develop effective high growth rates that allow them to succeed over several years.

To discern the phenomenon of entrepreneurship, the methodology of multiple case study research was conducted in three parts. The first was to define and design the research process, in which the study should settle the theory analysis and then show that research propositions and questions. The second part of the research was to prepare, collect and analyse the data through crafting instruments and data collection protocols as a source of evidence to conduct the pilot and multiple case study. In this stage, interviews were scheduled, transcribed, analysed and coded to explore how individual attributes may create a scaling-up entrepreneurial process for maintaining or developing high performance in the IT sector. The last part of the research concludes and validates the research propositions for the identification for potential attributes, which were obtained during the qualitative study.

Attributes were selected when 13 or more SMEs reported the importance of this initiative for the process of scaling up their SMEs. As a result of the data analysis, the empirical findings suggest on the importance of the academic background, budgetary control, negative entrepreneurial experiences, building teams, geographical expansion and first critical experience as key attributes for scaling-up. Additionally, the data propose that constructive entrepreneurial ecosystem and reforms financing markets and programmes are two additional components that could moderate the interaction between the scaling-up process and the achievement of rapid sales results as a key outcome measure.

The first limitation was the lack of consensus on the phenomenon of the scaling up of entrepreneurship. Information in Latin America and emerging countries is scarce, which also represents an opportunity for other researchers to deepen and validate the results reported here. Even though it was an attempt to understand the issue of environmental change, this additional limitation did not allow the evaluation of these adjustments over time that can positively or negatively drive the strategies corresponding to the evolution in each of the moderator variables.

Because of the characteristics of the sample in terms of size of the SMEs, industrial sector, location, culture, socio-economic environment and years of establishment of the company, the study cannot be generalised in terms of other industrial sectors or countries. The results of this research are also limited to SMEs in Chile, and to the extent that it can be applied to emerging countries IT sectors with similar sample characteristics, it must be done so with caution. Yin states that eight cases “are sufficient replications to convince the reader of a general phenomenon”.

Policymakers have the option to identify what skills and knowledge the entrepreneur requires to be trained to scale up their established ventures. In this context, they will also benefit from the empirical contribution of knowing what the restrictions that limit this process are, such as adverse tax systems and public strategies. Additionally, it is of public interest because no national records exist on the presence of theoretical terms.

Even though the literature promotes the present findings, it shows that there is an absence of empirical evidence in emerging economies to better comprehend which factors may affect the development process of scaling up entrepreneurship in the IT sector. Both deliberate and emergent strategic initiatives are necessary for the scaling-up process where six critical factors are the basis of the scaling-up. This empirical contribution for entrepreneurs will support the achievement of rapid and sustained sales results for scaling up their ventures.