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This study investigates computer science (CS) students' perceived needs for support in an array of academic and nonacademic areas prior to entering college and relates these findings to their subsequent performance in the core CS curriculum. This study specifically explored how students' perceived needs vary by gender and residency and how these perceived needs relate to students' academic performance in CS courses.

Data included survey responses and academic performance measures from 718 CS students. Approximately 14 percent of the participants were female students, and 86 percent were male students. Also, 24 percent of students were international, 46 percent out-of-state, and 30 percent were in-state students. To address research questions, multiple regressions and analysis of covariance were conducted. For all analyses, students' ACT scores were used as covariates.

Results show significant main effects for both gender and residency, but interaction is not significant. Female students, on average, selected more perceived needs compared to male students. Also, international students selected more needs compared to domestic students. Also, the number of perceived needs for different categories is unique across students of different residency and gender. Results also indicate that the perceived need for assistance with STEM content is associated with lower CS academic performance. In contrast, perceived needs for professional skills and support services are not related to CS performance. Finally, students' ACT score is a good predictor of their academic performance.

This study provides important contributions to higher education and CS education literature. This is the first study with CS students focusing on their perceived needs. Also, this study includes an almost complete data set (94.6 percent survey completion rate) from CS students.

This study aims to provide guidelines for exploring the research landscape in developing countries by gauging the prospects of growth, research impact and innovation. This study interrogates, analyses and visualizes the impact, nuances and evolution of stated research themes. For this purpose, this study presents an in-depth analysis of publications and citations indexed in Pakistani journals as a case study.

A bibliometric analysis of 46,034 publications published in Pakistan-based journals uncovers the research landscape of Scopus-indexed scientific literature – using various statistical and network-based approaches. Using VOSviewer and SPSS tools, the publication data has been analysed in relation to the open access status of papers, the number of authors, discipline, research theme and international co-authorship.

This study’s analyses reveal that while Pakistani journals are attracting international contributions from several countries, including India, Malaysia and Indonesia, no journal falls into the Scopus-defined top Quartile, i.e. the Q1 category. The analyses also highlight that only half (47%) of the publications received citations, whereas the other half remained uncited. Furthermore, open access publications received significantly higher citations than subscribed/traditional publications (print/online subject to toll access).

To the best of the authors’ knowledge, this is the first impact study of its kind that critically analyses the research landscape of Pakistani journals, especially in the context of the efforts of the higher education commission of Pakistan to promote research culture in the country. This study also provides analytical insights and policy guidelines for improving the quality of research published in Pakistani journals. This study can be replicated for other developing nations to provide guidelines and sustainable pathways for scientific growth in pursuit of uplifting nations by allocating resources for developing science and technology.

The study was designed to examine the predictors of information literacy self-efficacy skills (IL skills) of medical students.

The study was quantitative in nature and was carried out by using survey research method. Wong and Law Emotional Intelligence Scale (WLEIS) and Information Literacy Self-Efficacy Scale for medical students (ILSES-M) were used to collect the data. Data was collected randomly from 223 out of 526 undergraduate medical students on proportionally random basis according to the number of students available in each year. PLS-SEM analysis was run with the help of SmartPLS 3.2.

The findings of the study revealed that three subconstructs for emotional intelligence (EI), that is, self-emotions appraisal, others-emotion appraisal, use of emotions, had a statistically significant positive impact (p < 0.05) on information literacy (IL) self-efficacy of the medical students. The findings further confirm that English language proficiency and frequency of attended IL instruction sessions also have a significant positive impact on IL self-efficacy of medical students.

The exploration of EI in relation to IL is comparatively a novel area. The study observed the influence of EI level on IL self-efficacy of medical students. The study will be a significant contribution to the IL literature. The results may help the information professionals/librarians, particularly those who are engaged in teaching and designing IL programs.

Little research has focused on abusive supervision in the context of project management, despite its prevalence and detrimental influence on the psychological health of subordinates. Therefore, drawing on affective event theory (AET), this study sought to investigate supervisor-level antecedents of abusive supervision by considering the mediating role of emotional exhaustion and moderating role of psychological resilience.

Utilizing a time-lagged design, data were collected through questionnaires from project managers and their immediate subordinates in construction projects. PROCESS macros were utilized to analyze a sample of 241 supervisor-subordinate dyads.

The findings revealed that time pressure and emotional exhaustion significantly predicted project manager abusive supervision. The authors also found that emotional exhaustion mediates the relationship between time pressure and project manager abusive supervision. Furthermore, the results show that highly resilient project managers become less emotionally exhausted when facing time pressure. Lastly, psychological resilience moderated the indirect effect of time pressure on project manager abusive supervision through emotional exhaustion.

According to Fordjour et al., abusive supervision is a critical factor that deteriorates the psychological health of subordinates in the project. Nevertheless, this phenomenon remains uninvestigated. Therefore, this research contributes to the project management literature by investigating key predictors of abusive supervision, thus filling both a theoretical and practical gap.

The purpose of this study is to examine the attitude of faculty members towards knowledge-sharing in the University of Education, Lahore. The impact of personal and organizational factors that may contribute to effective knowledge-sharing among the university’s teaching staff is also analyzed. The factors affecting the willingness of the faculty members to share knowledge are broadly classified as “organizational” and “personal” factors.

A questionnaire-based survey was conducted on permanent teaching staff working at different campuses of the University of Education all over the province of Punjab, Pakistan. The survey instrument for this study was adapted from four studies. The questionnaires were distributed among 246 faculty members personally.

The findings of the study showed that the faculty members were familiar with the importance of knowledge-sharing and were also interested in sharing their knowledge and expertise with others. The results showed that organizational factors (trust, reward system and organizational culture) played a vital role in enhancing the knowledge-sharing attitude of faculty members. The impact of these factors on knowledge-sharing attitude was significant.

This is the very first study which explored the personal and organizational factors of knowledge-sharing in a specific academic institution from Pakistan. The findings of the research provided useful insights to the management of the University of Education particularly and other universities in general to design strategies for enhancing knowledge-sharing culture in the higher education institution. These findings may also be helpful for other developing countries.

This study aims to debate and highlight the challenges faced by university students regarding e-learning during the global pandemic emergency. Furthermore, it sketches the solutions of e-learning using a theoretical lens of emergency management theory (EMT). Finally, the study argues a case for improvement in existing e-learning systems to enable higher education systems, particularly in a developing country, to recover the losses and increase education quality.

A qualitative research design and phenomenology research approach were applied to conduct the current study. A total of 10 in-depth online interviews were recorded from students studying in Pakistan and the UK. Verbatim transcriptions were analysed using the reflexive thematic analysis approach.

The current study results explained in detail the numerous challenges, including lack of preparedness (students and institutions), low quality of interaction, lack of motivation, lack of class activities and forceful adoption of e-learning. Alternatively, few opportunities also emerged through a set of suggestions such as a comprehensive emergency management plan, introduction of strong student counselling programmes and a strategic plan for quality of online learning content.

This study’s contribution stands out in crucial times of the global pandemic. EMT is applied to understand the different dimensions of preparedness, response, mitigation and recovery from a students’ perspective. Furthermore, considering students as important members of higher education institutions and understanding students’ opinions regarding quality assurance during the global pandemic was imperative.

The purpose of this systematic literature review was to collect and review the studies published worldwide in English language presenting the persuasive role of information/content credibility (IC) on the information adoption behavior (IAB) of social media users.

The relevant literature was searched by the reviewers from two specialized databases, i.e. Library, Information Science and Technological Abstract (LISTA) and Library and Information Science Abstracts (LISA), whereas five general databases, i.e. Emerald, Springer Link, Taylor and Francis Online, ProQuest Dissertations and Theses Global and Google Scholar, using the Internet (portal) services available at the two Pakistani universities, i.e. University of Sargodha and the University of the Punjab. The search was updated in February 2022.

The results of this study revealed that there was a significant impact of IC over the IAB of social media users.

This study is the first of its nature that aims to collect and present a systematic review of the literature based on empirical evidence of the influential role of IC on the IAB of social media users.