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The purpose of this paper is twofold: to develop the college-attendance value scale (CAVS) in the Taiwan context to understand undergraduates’ reasons for or benefits from college education, and to examine how the value relates to additional motivational goals, academic performance, and expected terminal degree.

Data analyses involved sophomores (n=729) who completed a learning-experience survey that included CAVS of the personal value and collective value subscales, expected terminal degree, Achievement Goal Questionnaire, and cumulative grade point average (CGPA). Construct validity evidence was substantiated by the results of exploratory factor analysis (n=364) for two-factor identification, and by the results of confirmatory factor analysis (n=365) for a good model-fit.

The interrelations between variables in regression analysis supported the predictive validity; achievement goals were predictors of CGPA, while personal value was a sole predictor of expected terminal degree. Findings suggest that CAVS is a predictive measure for Taiwanese undergraduates’ academic performance and choices.

In terms of policy implications, college students’ values of college attendance should not only be regularly investigated by institutional research, but should be widely applied by university students, educators and administrators to facilitate the optimal learning development for each undergraduate.

The study develops a short but effective scale of college-attendance value for the Taiwanese students who usually attend college after graduating from high school. The CAVS is useful in manifesting the students’ major reasons for pursuing college education.

This study investigated the effect of cooperative learning on the performance of female college students enrolled in “writing and research” courses at Prince Mohammad Bin Fahd University (Al Khobar, Saudi Arabia). Cooperative learning (CL) activities were employed in place of traditional lectures and group activities. Two populations were compared, one with the CL methodology and one with traditional methodology. The results were assessed by final exam scores, final course grades, the number of students passing, pre and post-tests and a self-report survey. We found that this sample of Arab college students performed at a higher level in the CL classes than in the traditional classes. Findings suggest that CL is an effective method for teaching Arab college students.

This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU.

An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU.

This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior.

While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.

The Women in Leadership Development (WLD) Initiative is a year-long, multifaceted co-curricular leadership development opportunity created to support the unique developmental needs of emerging women leaders. WLD was intentionally designed around the context of second-generation gender bias with a firm grounding of research and theory on gender and leadership.

Organized around three leadership pathways – leadership training, leadership coaching, and leadership support networks – WLD brings together the best practices of leadership development in combination with feminist pedagogy and critical perspectives to foster meaningful and impactful development of women leaders.

This paper describes the design of the initiative and how each leadership pathway supports the leadership development journey for emerging women leaders. It provides a model that is impactful as well as foundational, for undergraduate women’s leadership development.

Women leaders, in particular, can benefit from leadership development that takes gender into account (DeFrank-Cole & Tan, 2022a; Ely et al., 2011).

Research has demonstrated that high percentages of undergraduate college students self-report they engage in academic procrastination which has significant adverse effects on academic progress with relative consistency. The present study was designed to help English as a foreign language (EFL) procrastinators study on a regular basis, and also to extend the learning of the high achievers. To do so, seventy English as a Foreign Language students in the study were classified by level of procrastination based on scores on the Procrastination Scale (Tuckman, 1991). Half of the students experienced the student-led seminars condition; the other half experienced the assignments condition. Although the student-led seminars condition produced significantly higher scores overall on a final achievement examination than the outline condition did, a significant interaction between condition and student procrastination level reflected an almost 14% advantage for the student-led seminars condition among high procrastinators. There was almost no difference between student-led seminars and assignments conditions for medium and low procrastinators. In addition, the qualitative data revealed high levels of satisfaction among students in the experimental group regarding the seminars and the instructor, as well as the perceived amount of new information learned.

ﻟﻘد أﺛﺑﺗ ت اﻟ د ر ا ﺳ ﺎ ت اﻟ ﺳ ﺎﺑﻘﺔ ا ر ﺗﻔﺎ ع ﻧ ﺳ ﺑ ﺔ اﻟﺗ ﺳ وﯾ ف ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ ﻟ د ى ط ﻼ ب اﻟ ﺟ ﺎ ﻣﻌﺎ ت و ﺗﺄﺛﯾ ر ه اﻟ ﺳ ﻠﺑ ﻲ ﻋ ﻠ ﻰ ﺗﺣﺻ ﯾﻠ ﮭم ا ﻷﻛﺎدﯾ ﻣ ﻲ. ﻟذ ﻟ ك ﺗم ﺗﺻﻣﯾم ھذه اﻟدرا ﺳﺔ ﻟﻐر ض ﻣﺳﺎ ﻋدة اﻟﻣﺳوﻓﯾ ن أﻛﺎ د ﯾ ﻣ ﯾ ﺎً ﻣ ن ط ﻼ ب ا ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻛ ﻠ ﻐ ﺔ أ ﺟ ﻧ ﺑ ﯾ ﺔ وﻛ ذﻟ ك ﻟﺗﻌزﯾ ز ﻣ ﺳﺗ و ى اﻟ طﻼب ذو ي اﻟ ﺗ ﺣﺻ ﯾل ا ﻷﻛﺎدﯾﻣﻲ اﻟﻣرﺗﻔﻊ. وا ﺷﺗﻣﻠ ت ﻋ ﯾ ﻧ ﺔ ا ﻟ ﺑ ﺣ ث ﻋ ﻠ ﻰ ﺳ ﺑ ﻌ ﯾ ن ط ﺎ ﻟ ﺑ ﺎً ﻣ ن ط ﻼ ب ا ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻛ ﻠ ﻐ ﺔ أ ﺟ ﻧ ﺑ ﯾ ﺔ ﻓ ﻲ ا ﻟ ﻣ ر ﺣ ﻠ ﺔ ا ﻟ ﺟ ﺎ ﻣ ﻌ ﯾ ﺔ . وﺗ م ﺗﻘ ﺳﯾم اﻟ طﻼب ﺑﻧ ﺎ ء ﻋ ﻠ ﻰ ﻣﻘ ﯾﺎ س اﻟﺗ ﺳوﯾ ف ) Tuckman, 1991 ( اﻟ ﻰ ﺛﻼث ﻣ ﺳﺗ وﯾﺎ ت: ﻋﺎﻟ ﻲ، ﻣﺗ وﺳط، وﻣﻧ ﺧﻔ ض ، وﺗم ا ﺳﺗ ﺧدام اﻟﺣ ﻠﻘﺎ ت اﻟد ر ا ﺳ ﯾ ﺔ اﻟ ﺗ ﻲ ﯾﻘ و دھ ﺎ اﻟط ﺎﻟ ب ﻣﻊ إ ﺣ د ى اﻟ ﺷ ﻌ ب اﻟ د ر ا ﺳ ﯾ ﺔ ) 30 طﺎ ﻟ ب(، وﺗم أ ﺳﺗ ﺧدام اﻟ وا ﺟﺑﺎ ت اﻟد را ﺳﯾﺔ ﻣﻊ طﻼب اﻟ ﺷﻌﺑﺔ اﻷﺧر ى. أظﮭر ت اﻟد را ﺳﺔ ﻓﺎﻋ ﻠﯾ ﺔ اﻟ ﺣ ﻠﻘﺎت اﻟ د ر ا ﺳ ﯾ ﺔ اﻟﺗ ﻲ ﯾﻘ ودھﺎ اﻟ ط ﺎﻟ ب ﻋ ﻠ ﻰ ا ﻷ دا ء ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ ﻟ د ى اﻟ ط ﻼب ﻓ ﻲ اﻟﻣﺟﻣوﻋﺔ اﻟ ﺗ ﺟ ر ﯾﺑﯾ ﺔ و ﺧ ﺻ و ﺻ ﺎً ﻟ د ى ا ﻟ ط ﻼ ب ذ و ا ﻟ ﻣ ﺳ ﺗ و ى ا ﻟ ﻌ ﺎ ﻟ ﻲ ﻣ ن ا ﻟ ﺗ ﺳ و ﯾ ف ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ ) 14 %( . ﻛذﻟ ك أ ظﮭر ت اﻟدرا ﺳﺔ ر ﺿﺎ اﻟ طﻼب ﻋن اﻟ ﺣﻠﻘﺎ ت اﻟد ر ا ﺳ ﯾ ﺔ و أ ﺳ ﺗﺎ ذ اﻟﻣﻘ ر ر و ﻛذﻟ ك ﻛﻣﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟﺟ دﯾدة اﻟ ﺗ ﻲ ﺗم ا ﻛﺗ ﺳ ﺎﺑ ﮭﺎ.

The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.

This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.

The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.

This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.

The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.

In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

Literature evidences that altruism and conscientiousness are very important discretionary behaviours within the broader framework of Organizational Citizenship Behaviour (OCB) among teaching community. The present study is intended to examine the effect of role clarity, perceived cohesion and felt responsibility on altruism and conscientiousness among college teachers in Kerala.

A questionnaire-based survey was conducted among 354 college teachers, and the causal effect was examined using Partial Least Square-based structural equation modelling.

Validity and reliability of the model were established through measurement model evaluation. Explanatory power of the model was established. Cohesion and felt responsibility significantly predicted altruism, but the effect of role clarity on altruism was not significant. Effect of cohesion, felt responsibility and role clarity on conscientiousness was significant.

The study contributed to the existing theory on antecedents of OCB. The model has high levels of predictive accuracy – role clarity, cohesiveness and felt responsibility – capable of explaining the discretionary behaviour among college teachers.

The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom.

We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education.

The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs.

In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.

The present study focuses on the link between foreign language anxiety (FLA), self-perceived proficiency, and multilingualism in the under-explored English as a Foreign Language (EFL) context of Saudi Arabia. Ninety-six Arabic undergraduate college-level EFL students (56 males, 40 females) answered the Arabic version of the Foreign Language Classroom Anxiety Scale (FLCAS – Horwitz, Horwitz, & Cope, 1986). The analyses revealed that Saudi multilinguals suffered from low to moderate levels of FLA with female participants experiencing more anxiety than their male counterparts. Multiple regression analyses revealed that gender and self-perceived proficiency explained over a quarter of variance in FLA. Furthermore, the study did not find any role of experience abroad in predicting FLA.

Academic integrity is of great importance to insure a consistent determination of what constitutes plagiarism across regions of the world. Academic integrity research spans a global scale and regardless of where the researcher is from, they are building on a pool of research findings that have no physical boundaries. Basic agreed upon research standards and fundamentals must be established to ensure the validity and reliability of the body of academic research. Problematic to the situation are differences in cultural definitions of what constitutes plagiarism. Therefore, this study aimed to build the body of knowledge on the current condition of plagiarism levels as well as perform a sample comparison of some patterns in Eastern and Western culture. A document analysis was conducted for two universities, one in the USA and one in Saudi Arabia. In addition, a survey was conducted in an academic context in Saudi Arabia to investigate students’ and faculty’s understanding of what constitutes plagiarism. It was predicted that Saudi Arabia is shifting towards a Westernized definition of plagiarism; results partially supported this hypothesis.

ﺗﻌ ﺗﺑ ر اﻟﻧز ا ھﺔ ا ﻷﻛﺎ دﯾ ﻣﯾﺔ ذا ت أ ھﻣﯾ ﺔ ﻛﺑﯾ رة ﻟ ﺿ ﻣﺎ ن ﺗ ﺣدﯾد ﺛﺎﺑ ت ﻟ ﻣﺎ ﯾ ﺷﻛ ل ا ﻻﻧﺗ ﺣﺎ ل ﻋﺑ ر ﻣﻧﺎ طق اﻟ ﻌﺎﻟ م. ﺗ ﻣﺗد أﺑ ﺣﺎ ث اﻟﻧ زا ھﺔ ا ﻷﻛﺎ دﯾ ﻣﯾ ﺔ ﻋﻠ ﻰ ﻧ طﺎ ق ﻋﺎﻟ ﻣ ﻲ وﺑ ﻐ ض اﻟﻧ ظر ﻋن اﻟ ﻣﻛﺎ ن اﻟذ ي ﯾﻧﺗ ﻣ ﻲ إﻟﯾﮫ اﻟﺑﺎ ﺣ ث، ﻓﮭ ﻲ ﺗ ﻌﺗ ﻣد ﻋﻠ ﻰ ﻣ ﺟﻣوﻋﺔ ﻣ ن ﻧﺗﺎﺋ ﺞ ا ﻷﺑ ﺣﺎ ث اﻟﺗ ﻲ ﻻ ﺗ وﺟد ﻟ ﮭﺎ ﺣد ود ﻣﺎدﯾﺔ. ﯾ ﺟ ب و ﺿﻊ اﻟﻣﻌﺎﯾﯾر ا ﻷﺳﺎ ﺳﯾﺔ اﻟﻣﺗﻔ ق ﻋﻠﯾﮭﺎ وا ﻷﺳﺎ ﺳﯾﺎ ت ﻟ ﺿﻣﺎ ن ﺻﺣﺔ وﻣوﺛوﻗﯾﺔ ھﯾﺋﺔ اﻟﺑ ﺣث ا ﻷﻛﺎدﯾﻣﻲ. ا ﻹﺷﻛﺎﻟﯾﺔ ﻓ ﻲ اﻟﻣو ﻗ ف ھ ﻲ ا ﺧ ﺗ ﻼ ﻓﺎ ت ﻓ ﻲ اﻟ ﺗ ﻌر ﯾﻔﺎ ت اﻟ ﺛﻘ ﺎﻓﯾ ﺔ ﻟ ﻣﺎ ﯾ ﺷ ﻛ ل ا ﻻ ﻧﺗ ﺣ ﺎ ل . وﻟ ذﻟ ك ، ھدﻓ ت ھذه اﻟ د را ﺳﺔ إﻟ ﻰ ﺑﻧﺎ ء ﺟﺳد اﻟ ﻣﻌرﻓﺔ ﺣول اﻟ ﺣﺎﻟ ﺔ اﻟ را ھﻧ ﺔ ﻟﻣﺳﺗ وﯾﺎ ت ا ﻻﻧﺗ ﺣﺎ ل وﻛذﻟ ك إ ﺟرا ء ﻣﻘﺎ رﻧ ﺔ ﻧ ﻣوذ ﺟﯾ ﺔ ﻟﺑﻌ ض ا ﻷﻧﻣﺎ ط ﻓ ﻲ اﻟﺛﻘﺎﻓﺔ اﻟ ﺷرﻗﯾ ﺔ واﻟ ﻐرﺑ ﯾ ﺔ. ﺗم إ ﺟرا ء ﺗ ﺣﻠﯾ ل ﻟﻠ وﺛﺎﺋ ق ﻟ ﺟﺎ ﻣﻌﺗﯾ ن، وا ﺣدة ﻓ ﻲ اﻟ وﻻﯾﺎ ت اﻟ ﻣﺗ ﺣدة ا ﻷﻣرﯾ ﻛﯾ ﺔ ووا ﺣدة ﻓ ﻲ اﻟ ﻣﻣﻠ ﻛﺔ اﻟ ﻌرﺑ ﯾ ﺔ اﻟ ﺳﻌودﯾ ﺔ. ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ذﻟ ك، أ ﺟرﯾ ت د را ﺳﺔ ا ﺳﺗﻘ ﺻ ﺎﺋﯾ ﺔ ﻓ ﻲ ﺳﯾﺎ ق أﻛ ﺎ دﯾﻣﻲ ﻓ ﻲ اﻟ ﻣﻣﻠﻛﺔ اﻟ ﻌرﺑﯾ ﺔ اﻟ ﺳﻌودﯾ ﺔ ﻟﻠﺗ ﺣﻘﯾ ق ﻓ ﻲ ﻓﮭم اﻟ طﻼب وھﯾﺋ ﺔ اﻟﺗد رﯾ س ﻟ ﻣﺎ ﯾ ﺷﻛ ل ا ﻻﻧﺗ ﺣﺎ ل. ﻛﺎ ن ﻣ ن اﻟ ﻣﺗ وﻗ ﻊ أ ن ﺗﺗﺟ ﮫ اﻟﻣﻣﻠ ﻛﺔ اﻟﻌر ﺑﯾ ﺔ اﻟﺳ ﻌو دﯾ ﺔ ﻧﺣو ﺗﻌرﯾ ف اﻟ ﻐرﺑﯾﯾ ن ﻟ ﻼﻧﺗﺣ ﺎ ل وﻗ د د ﻋﻣ ت اﻟ ﻧﺗ ﺎﺋﺞ ھذه اﻟﻔ ر ﺿ ﯾﺔ ﺟز ﺋﯾﺎ.