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Article
Publication date: 12 January 2024

Nelly Nelly, Harjanto Prabowo, Agustinus Bandur and Elidjen Elidjen

The major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This…

Abstract

Purpose

The major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This article also attempts to examine the direct effect of transformational leadership on job competency and lecturer performance.

Design/methodology/approach

For the purpose of the study, quantitative research was applied by conducting an empirical survey with the active participation of 223 lecturers. The survey was conducted in ten high-ranked private universities in Jakarta, Indonesia. Structural equation modeling (SEM) was employed for the measurement and structural model analyses.

Findings

The results reveal that the effect of transformational leadership on lecturer performance is expressed only by indirect effect (through lecturer competency). Even though transformational leadership has a positive direct effect on lecturer performance, it is not statistically significant. This paper highlights the crucial role of lecturer competency in the performance of academic scholars. The findings suggest transformational leadership is fundamental in fostering competencies, which, in turn, improve the work performance of university lecturers.

Originality/value

This study makes significant contributions to the understanding of the interaction between transformational leadership and performance in higher education, and the statistical significance of lecturer work competency in mediating this relationship. The results of this study provide a snapshot of the contextual mechanism linking transformational leadership and lecturer performance.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 31 January 2024

Marlon Sipe and Reynaldo Gacho Segumpan

English, the lingua franca of the world, permeates a global teaching-learning space not only for communication per se but also as a medium of instruction and social interaction…

Abstract

Purpose

English, the lingua franca of the world, permeates a global teaching-learning space not only for communication per se but also as a medium of instruction and social interaction. The authors studied the lived experiences of five English-speaking university lecturers as regards English as a foreign language (EFL) teaching in a non-English-speaking Asian country.

Design/methodology/approach

Using a phenomenological inquiry and through Zoom interviews, the authors studied the lived experiences of five English-speaking university lecturers as regards EFL teaching in a non-English-speaking Asian country.

Findings

Thematic analyses guided the authors' understanding of the participants’ lived experiences in the classroom, such as the following: (1) Local students have a negative perception of EFL; (2) lecturers’ professional standards are hardly imposed and (3) local students have a mixed level of English proficiency. The authors also examined the participants’ lived experiences in the organization, where the following issues surfaced: (1) sending of communication messages beyond working hours, (2) bureaucratic working environment and (3) changing of policies.

Practical implications

The authors' research implies the need for programs and policies that will help EFL teachers deal with instructional and other socio-cultural challenges in an Asian context.

Originality/value

In the Asian setting, there is a dearth of literature that focuses on the experience of university lecturers of English as a Foreign Language (EFL), in particular, their teaching challenges. The authors confronted this gap by understanding the local beliefs about EFL teaching among English-speaking university lecturers.

Details

Qualitative Research Journal, vol. 24 no. 2
Type: Research Article
ISSN: 1443-9883

Keywords

Book part
Publication date: 6 November 2012

Daniel Carl van der Merwe

Purpose – Effectiveness of teaching at universities, in general, has been the focus of many researchers for decades. The public concern about the quality of first year accounting…

Abstract

Purpose – Effectiveness of teaching at universities, in general, has been the focus of many researchers for decades. The public concern about the quality of first year accounting education, in particular, is worth the attention of researchers at tertiary institutions. Student evaluation is the primary tool used by accounting administrators to evaluate teaching effectiveness.

This study aims to determine the effect on teaching of perceptions of first year financial accounting students on a specific module and the lecturer characteristics that they consider effective in their learning process. Further aims are to provide useful information to lecturers on teaching methods and lecturer characteristics that could enhance effectiveness of teaching.

Methodology – In this study, various aspects on teaching methods and lecturer characteristics are investigated. Student feedback data is collected for a full time lecturer. Surveying methodology using questionnaires is utilised to conduct the study. A pool of questions is created accompanied by a five-point Likert scale. A statistical analysis (descriptive statistics, Pearson correlation and regression analysis) is applied to these questionnaires.

Findings – From this analysis, the findings reveal that all independent variables (knowledge, personality and attitude in general) have a positive influence on enhancing effectiveness of teaching. The results of the study highlight that course content, knowledge, personality and attitude of a lecturer play an important role in determining effectiveness of teaching in financial accounting.

Value – The results of the study would be useful to the accounting lecturers, students, education departments and academic researchers to better understand the needs of accounting students in their learning process. Results of student evaluations not only provide valuable information which could be used for managing the course and study content but it could also be used for individual improvement by the lecturer. For the students, the improvement of teaching effectiveness based on the evaluation process may ultimately enhance knowledge acquisition.

Abstract

Details

Transitions from Vocational Qualifications to Higher Education
Type: Book
ISBN: 978-1-78756-996-6

Book part
Publication date: 28 August 2020

Lindsey Conner and Yetunde Kolajo

This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same…

Abstract

This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same first-year university chemistry course. This case study provides insights about how there may need to be fundamental shifts in lecturers’ perceptions about learning and the development of critical thinking skills so that they can enhance knowledge and understanding of chemistry as well as advance the students’ critical thinking. Recommendations are made for professional learning for lecturers and for changing the “chemistry” of the design of learning experiences through valuing critical thinking in assessments and making critical thinking more explicit throughout the course. The authors argue that critical thinking must be treated as a developmental phenomenon.

Details

Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-473-6

Keywords

Article
Publication date: 13 June 2023

Henk W. Brink, Stefan C.M. Lechner, Marcel G.L.C. Loomans, Mark P. Mobach and Helianthe S.M. Kort

This study aims to qualitatively examine the relationship between the indoor environmental quality (IEQ), lecturers’ and students’ perceived internal responses and academic…

Abstract

Purpose

This study aims to qualitatively examine the relationship between the indoor environmental quality (IEQ), lecturers’ and students’ perceived internal responses and academic performance.

Design/methodology/approach

To capture user experiences with the IEQ in classrooms, semi-structured interviews with 11 lecturers and three focus group discussions with 24 students were conducted, transcribed, coded and analyzed using direct content analysis.

Findings

The findings show that lecturers and students experience poor thermal, lighting, acoustic and indoor air quality (IAQ) conditions that may influence their ability to teach and learn. Maintaining acceptable thermal and IAQ conditions was difficult for lecturers, as opening windows or doors caused noise disturbances. In uncomfortable conditions, lecturers may decide to give a break earlier or shorten a lecture. When students experienced discomfort, it may affect their ability to concentrate, their emotional status and their quality of learning.

Research limitations/implications

The findings originate from a relatively small sample, which might have limited the number and variety of identified associations between environment and users.

Practical implications

Maintaining acceptable air and thermal conditions will mitigate the need to open windows and doors. Keeping doors and windows closed will prevent noise disturbances and related distractions. This will support the quality of learning in classrooms. This study reveals the end users’ perspectives and preferences, which can inspire designers of new school buildings in higher education.

Originality/value

This study emphasizes the importance of creating and maintaining optimal IEQ conditions to support the quality of teaching and learning. These conditions are particularly relevant when classroom occupancy rates are high or outdoor conditions are unfavourable.

Details

Facilities , vol. 42 no. 3/4
Type: Research Article
ISSN: 0263-2772

Keywords

Open Access
Article
Publication date: 30 May 2023

Olusegun Emmanuel Akinwale, Owolabi Lateef Kuye and Olayombo Elizabeth Akinwale

Brain-drain insurgency has become pervasive amongst professionals and the last option for everyone in the country to realise a sustainable quality of work-life (QWL). All youths…

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Abstract

Purpose

Brain-drain insurgency has become pervasive amongst professionals and the last option for everyone in the country to realise a sustainable quality of work-life (QWL). All youths now in the country have perceived migrating to the international workspace as a noble idea. This study investigates the incidence of brain-drain and QWL amongst academics in Nigerian universities.

Design/methodology/approach

To sparkle a clearer understanding concerning factors preventing the QWL amongst Nigeria's lecturers, this study utilised a cross-sectional research design to survey the participants across all departments in federal institutions through an explanatory research approach. This study applied an array of adapted scales to evaluate members of academic staff track of what provoked the incidence of brain-drain amongst Nigerian lecturers and possible influence on their QWL. The study surveyed 431 members of academic staff in Nigerian universities to collect useful data and employed a structural equation model (SEM) to analyse the obtained data.

Findings

The outcome of this study highlights that there is a horrible condition of service amongst Nigerian lecturers, a poor compensation system, poor academic research funding and lack of autonomy are bane to the QWL experienced in Nigerian tertiary institutions today. This study indicates that poor staff development and inadequate university funding are part of the justification that provoked brain-drain insurgence, and allowed the government to lose their skilled and competent egg-heads in the university to other foreign nations of the world.

Originality/value

This study demonstrated that brain-drain has become part of Nigeria's national life given that all professionals are seeking better life where their skills, competence and energy would be valued. Brain-drain was not common until these days amongst academics and fewer studies were noted but this study showed a novel paradigm regarding the QWL and brain-drain trajectory.

Article
Publication date: 4 May 2023

Teik Aun Wong, Wei Chieh Cheah and Brian John Dorai

The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by…

Abstract

Purpose

The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the Covid-19 pandemic.

Design/methodology/approach

A case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative research approach is adopted with semi-structured interviews as the data-gathering tool. Purposive sampling is used for diversity in terms of gender, ethnicity, age, subject or discipline taught and teaching experience.

Findings

The findings are composed into four (4) themes – Theme 1: Lecturers down-shift to lower levels of satisfaction and well-being, Theme 2: Wide diversity of experience with various intervening variables, Theme 3: Lecturers accept and adapt toward the situation and Theme 4: Socialization is compromised.

Research limitations/implications

Despite this being a case study on Malaysia, it is postulated that the findings and recommendations have global relevancy as ERT is a worldwide phenomenon.

Practical implications

Practical education management and public-policy implications are evident and recommendations are made based on the emergent themes.

Social implications

The findings in the form of emergent themes have considerable social implications in terms of social sustainability of education practices and policies.

Originality/value

This research is novel as lecturers' experience of ERT in Malaysia has not been specifically addressed to date. Even though the fieldwork is conducted in Malaysia, the findings and recommendations have global relevancy.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Abstract

Purpose

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.

Design/methodology/approach

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).

Findings

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.

Originality/value

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.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 8 November 2022

Dagmara Lewicka and Naresh Bollampally

This paper aims to identify trust’s role in the student–lecturer relationship and to identify the factors that build trust in this relationship, as well as the mechanisms through…

Abstract

Purpose

This paper aims to identify trust’s role in the student–lecturer relationship and to identify the factors that build trust in this relationship, as well as the mechanisms through which trust influences entrepreneurial intentions and behaviours.

Design/methodology/approach

This paper presents the results of empirical research based on a semi-structured interview questionnaire. The participants included 12 entrepreneurs, 25–40 years old, who were running their own small enterprises. They were categorised by industry.

Findings

This study’s results suggest that entrepreneurship education based on trust in student–lecturer relationships contributes to the formation of entrepreneurial intentions and behaviours. This study has identified the factors that build trust between students and lecturers. Three mechanisms were also identified as having the greatest impact on transforming entrepreneurial intentions into actions: increasing self-efficacy, cultivating a broader perspective and encouraging initiative and risk taking.

Research limitations/implications

An obvious limitation of this research is its small sample size. Moreover, this study’s respondents were all entrepreneurs running small companies – mainly start-ups – with up to 50 employees established by entrepreneurs up to four years after graduation. Additionally, the majority of the sample were men of Indian nationality. In subsequent studies, including more diverse respondents would be useful. Moreover, a quantitative survey of a larger sample with greater gender and cultural diversity would be worthwhile to test the proposed model.

Practical implications

This paper helps explain the trust’s importance in the student–lecturer relationship. This paper reveals how relationships should be established to support entrepreneurial learning outcomes.

Originality/value

The results of this research expand the knowledge on trust-building between students and lecturers that can develop successful entrepreneurial attitudes amongst students and help students succeed as entrepreneurs. To the authors’ knowledge, no previous research had examined this topic. This study’s results are probably more universally relevant than our limited sample suggests, so further in-depth research is needed.

Details

Asia Pacific Journal of Innovation and Entrepreneurship, vol. 16 no. 2
Type: Research Article
ISSN: 2071-1395

Keywords

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