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…
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.
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…
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.