Search results

Within the umbrella of technology and vocational education (TVET), technology or technical education in higher institutions of learning is obligated to produce the required manpower needed in the industry. Thus, it is pertinent to explore the interaction between the industry and higher education students. Drawing on the tenets of theory of planned behavior (TPB), this study offers valuable insights into the nomological networks of work-integrated learning (WIL), perceived behavioral control (PBC), subjective norm (SBN), personal attitude (PAT) and job search intention (JSI).

The study applied a structurally hypothesized model that was drawn from the TPB to collect data for the constructs. Using a cross-sectional survey after the WIL experiences of the students, we collected data from technology education undergraduates (N = 214) in their final academic year from universities in Nigeria.

With structural equation modeling, the study found that WIL is directly associated with JSI, PBC, SBN and PAT. In line with the tenets of the TPB, simple mediation models were supported about the influence of WIL on JSI via PBC and PAT discretely but not via SBN. Further, the results support two paths of serial mediation models, indicating sequential indirect links between WIL and JSI via SBN and PBC, as well as via SBN and PAT.

Our findings have implications for higher education practitioners, industry experts and employers of labor.

Although extant literature has relatively shown that WIL impacts employability skills, this study has remarkably shown the WIL-JSI nexuses within the variables of TPB.

The study investigates the experiences of undergraduate students in using online learning platforms to study Accounting-related courses during the COVID-19 pandemic.

The study uses qualitative research approach and 89 undergraduate Accounting students from University of Professional Studies, Accra (UPSA) were purposively interviewed using semi-structured interview guide, observation and documentary evidence to achieve triangulation of data and results.

The study discovers that due to the Covid pandemic, the online Accounting learning system has a relative advantage over the physical classroom learning as the online pedagogy ensures that the students are safe and do not contract the virus. The findings further indicate that the university's engagement framework includes three units: engaging students with content on the university's Learning Management System (LMS), engaging students with their peers via group course WhatsApp platform and Zoom/Google Meet lectures, and engaging students with their instructors via the LMS, Zoom/Google Meet, and Group WhatsApp. Each unit is based on research-based best practices and strategies for online education such as the use of media (videos) to augment written course content and to improve student-to-content engagement, positive cognitive, collaborative, behavioural and emotional engagement of students. The university's strategies also encourage student-to-student involvement, as well as assessment and feedback. Regarding behavioural and emotional engagements, the study discovered that some lecturers' attitudes toward students coupled with insufficient administrative support influenced students to develop negative reactions to the use of online learning platforms for Accounting education.

This paper has the potential to inform and improve implementation of online Accounting education in developing countries where the digital divide is staggering and digital inclusion and infrastructure for online education are at a precarious stage that cannot be remedied overnight.

The new context of Accounting education enables an increase in student enrolment because it does not require students to travel to or stay in a hostel for an extended period of time in order to earn an Accounting degree.

This study contributes to the Accounting education literature on emerging economies by providing new evidence of perception differences between higher education institutions and students. Education providers in emerging economies frequently adopt Western modes of online education without making structural adjustments. By empirically exploring students' opinions, this study challenges these managerial perceptions, and the findings will assist regulators and policymakers in making appropriate changes.

This study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.

This research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).

The results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.

Studies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

There is a lack of clarity about how lecturer collaboration in light of learning and (professional) development fits within the framework of a quality culture in higher education institutions (HEIs). More specifically, it is unclear how collaboration is present or stimulated in the organisational context, triggering working mechanisms leading to quality-related outcomes. Therefore, the purpose of this study is to relate HEIs' quality culture to lecturer collaboration.

This exploratory study relates institutions’ quality culture to lecturer collaboration via semi-structured interviews and document analysis at the institutional level in four Flemish HEIs.

The results demonstrate collaboration as a working mechanism driven by the institutional strategy. In this way, lecturers’ professional development (PD) is stimulated. The results also indicate that collaboration is present within lecturers’ PD: working together during or sharing experiences after PD initiatives is considered useful for quality teaching and learning.

Following the growing attention in research and practice to lecturer collaboration, this study incorporates lecturer collaboration in the framework of quality culture within HEIs.

Drawing upon the conservation of resources (COR) theory, this paper investigates the moderated mediation model linking benevolent leadership to organizational citizenship behaviors towards the organization (OCBO) and towards individuals (OCBI) in the context of higher education. The mediating roles of leader-member exchange and affective commitment as well as the moderating roles of the two attachment styles—attachment anxiety and attachment avoidance—are also examined.

Data were collected from a sample of 333 university lecturers and analyzed using partial least square structural equation modeling (PLS-SEM).

The results demonstrate that leader-member exchange and affective commitment are mediating resources that help benevolent leaders motivate university lecturers to engage in two types of OCBs. Moreover, attachment anxiety and attachment avoidance act as the respective enhancer and inhibitor for the indirect effects of benevolent leadership on both OCBs through leader-member exchange. In contrast, the relationships between benevolent leadership and two types of OCBs through the mediating role of affective commitment are not contingent on the attachment styles of lecturers.

The findings suggest that university leaders who aim at promoting OCBs among lecturers should deploy benevolent leadership style to facilitate a positive social exchange relationship as well as foster their affective commitment. Such leadership style is especially effective in influencing lecturers who possess attachment anxiety personality traits.

This pioneer research develops and empirically tests a COR theory-grounded moderated mediation model pertaining to benevolent leadership and lecturers' OCBs. The findings contribute to the educational management literature by demonstrating that benevolent leadership, a crucial organizational resource, significantly motivates lecturers' voluntary and extra-role behaviors in a dynamic and contingent manner. Leader-member exchange and affective commitment are important mediating resources in the process of transforming benevolent leadership into beneficial behaviors. Further, the effectiveness of benevolent leadership largely depends on lecturers' personality traits of attachment anxiety and avoidance. These novel mediating and moderating findings demonstrate the sequential and interaction effects of various organizational and individual resources on lecturers' OCBs; thus, adding value to the COR theory's core principles, including resource caravans and resource investment behaviors.

The purpose of this paper is to present an optimisation of four-point star-shaped structures produced through additive manufacturing (AM) polylactic acid (PLA). The study also aims to investigate the compression failure mechanism of the structure.

A Taguchi L₉ orthogonal array design of the experiment is adopted in which the input parameters are resolution (0.06, 0.15 and 0.30 mm), print speed (60, 70 and 80 mm/s) and bed temperature (55°C, 60°C, 65°C). The response parameters considered were printing time, material usage, compression yield strength, compression modulus and dimensional stability. Empirical observations during compression tests were used to evaluate the load–response mechanism of the structures.

The printing resolution is the most significant input parameter. Material length is not influenced by the printing speed and bed temperature. The compression stress–strain curve exhibits elastic, plateau and densification regions. All the samples exhibit negative Poisson’s ratio values within the elastic and plateau regions. At the beginning of densification, the Poisson’s ratios change to positive values. The metamaterial printed at a resolution of 0.3 mm, 80 mm/s and 60°C exhibits the best mechanical properties (yield strength and modulus of 2.02 and 58.87 MPa, respectively). The failure of the structure occurs through bending and torsion of the unit cells.

The optimisation study is significant for decision-making during the 3D printing and the empirical failure model shall complement the existing techniques for the mechanical analysis of the metamaterials.

To the best of the authors’ knowledge, for the first time, a new empirical model, based on the uniaxial load response and “static truss concept”, for failure mechanisms of the unit cell is presented.

This research studies the development of the evolving dynamic system model and explores the important elements or factors and what detailed attributes are the main influences model in achieving the success of a business, industry and management. It also identifies the real and major differences between static and dynamic business management models and the detailed factors that influence them. Later, this research investigates the benefits/advantages and limitations/disadvantages of some research studies. The studies conducted in this research put more emphasis on the capabilities of system dynamics (SD) in modeling and the ability to measure, analyse and capture problems in business, industry, manufacturing etc.

The research presented in this work is a qualitative research based on a literature review. Publicly available research publications and reports have been used to create a research foundation, identify the research gaps and develop new analyses from the comparative studies. As the literature review progressed, the scope of the literature search was further narrowed down to the development of SD models. Often, references to certain selected literature have been examined to find other relevant literature. To do so, a supporting tool (that connects related articles) provided by Google Scholar, Scopus, and particular journals has been used.

The dynamic business and management model is very different from the static business model in complexity, formality, flexibility, capturing, relationships, advantages, innovation model, new goals, updated information, perspective and problem-solving abilities. The initial approach of a static system was applied in the canvas business model, but further developments can be continued with a dynamic system approach.

Based on this study, which shows that businesses are developing more towards digitalisation, wanting the ability to keep up with the era that is moving so fast and the desire to increase profits, an instrument is needed that can help describe the difficulties of the needs and developments of the future world. This instrument, or tool of SD, is also expected to assist in drawing future models and in building a business with complex variables that can be predicted from the beginning.

This study will contribute to the SD study for many business incubator research studies. Many practical in business incubator management to have a benefit how to achieve the business performance management (BPM) in SD review.

The significant differences between static and dynamics to be used for business research and strategic performance management. This comparative study analyses some SD models from many authors worldwide. Their goals behind their strategic business models and encounter for their respective progress.