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Open Access
Article
Publication date: 2 February 2024

Stephen Dix

The aim of this paper is to generate a streamlined, transparent and effective instrument to fairly measure the contribution made by each student to a group project within a higher…

Abstract

Purpose

The aim of this paper is to generate a streamlined, transparent and effective instrument to fairly measure the contribution made by each student to a group project within a higher education context. The primary aim is to moderate the grades of underperforming students at the end of the project. There is a secondary benefit in alerting underperforming students to raise their contribution mid-task or face a potentially reduced grade at the final stage.

Design/methodology/approach

The development of this multi-dimensional instrument is guided by findings from previous research. The quest is to minimise the instructor's administrative work load in applying a moderation-only instrument that is open-source and available at no cost. Based on the literature, the survey instrument seeks to apply a peer-based, equitable and transparent evaluation of each member's contribution to a group task. The survey is applied at mid-task and again at end-task in order to afford underperformers the opportunity to address contribution deficits during the final phase of the project.

Findings

The instrument, called TANDEM©, offers a transparent, streamlined, equitable, confidential and practical measure of each student's contribution to a graded group task. Students whose end-task contribution falls below the group average rating receive a proportional reduction in their personal grade. Additionally, the end-task moderation instrument captures a single-item holistic measure of relative contribution that may, in the future, serve as a surrogate for the multi-dimensional measures currently in place.

Research limitations/implications

TANDEM© was developed with group sizes of four or five members in mind. There is no evidence to support its application to three-person groups. Moreover, the application was applied only amongst under-graduate students. It is yet to be applied across post-graduate groups and within online learning environments. Future research into diverse cultural settings would serve to advance understanding of how moderation is perceived across borders.

Practical implications

Several existing group grade moderation methods propose complex algorithms that are “black box” solutions from a student's perspective. In establishing a fair, streamlined, confidential and transparent process for peer-rated moderation, TANDEM© deploys a concise instrument with a relatively small administrative load. TANDEM © may be applied to all groups or can selectively be applied to groups that report moderate, strong or extreme levels of conflict.

Social implications

Students will appreciate the opportunity to rate peer contributions to group projects. This will dissipate the negative social sentiment that may arise when fellow students benefit from the work of others. Those students seeking conflict resolution within the group will value the transparent and equitable moderation of grades as well as the positive social implications that follow.

Originality/value

This research forms part of an ongoing quest to present a moderation instrument that fairly identifies student contribution to a group project. Whilst the solution proposed is one of many existing alternatives, its focus is on a practical moderation-only instrument that can immediately be applied to a course or major. The benefits lie in the ease of application and minimal administrative workload. This constitutes an original contribution to the individual (course or major) coordinator who seeks to apply a moderation-only instrument without having to commit to an extensive, broad-based group optimisation programme.

Details

Asia Pacific Journal of Marketing and Logistics, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-5855

Keywords

Article
Publication date: 22 March 2024

Lei Wen, Danya Mi and Daehyun Moon

This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.

Abstract

Purpose

This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.

Design/methodology/approach

Due to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects.

Findings

Thanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general.

Originality/value

These teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.

Details

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

Keywords

Article
Publication date: 11 August 2023

Sewanu Awhangansi, Michael Lewis, Khalid Karim, Jibril Abdulmalik, Philip Archard, Adeniran Okewole and Michelle O'Reilly

This paper aims to report a non-randomized control study undertaken to investigate prevalence and correlates of conduct disorder among male secondary education students in…

Abstract

Purpose

This paper aims to report a non-randomized control study undertaken to investigate prevalence and correlates of conduct disorder among male secondary education students in South-West Nigeria and to assess the impact of a problem-solving skills and attributional retraining (PSSAR) intervention with this population.

Design/methodology/approach

In total, 787 male students from two schools were screened for conduct disorder. All participants who met criteria for the disorder were allocated to either treatment (n = 55) or control (n = 47) groups. Outcome measures comprised the strengths and difficulties questionnaire (SDQ; teacher and student versions) and the teacher rating of students’ aggressive behaviors.

Findings

Of the sample, 13% were found to present with difficulties that met criteria for conduct disorder. The presence of these difficulties correlated with several demographic variables, including parental conflict and alcohol use. A statistically significant reduction in mean scores was observed for the treatment group in the student rating of the SDQ emotional subscale and total difficulties scores. Teacher ratings were less consistent in that conduct problems, prosocial behavior and total difficulties increased following the intervention, whereas peer problems and aggressive behavior were reported by teachers to reduce. No statistically significant change was found in the outcome measures for the control group.

Practical implications

In resource-constrained settings, school-based interventions are an important means through which treatment gaps in child and adolescent mental health can be addressed.

Originality/value

In resource-constrained settings, school-based interventions are an important means through which treatment gaps in child and adolescent mental health can be addressed. This study’s findings offer some preliminary support for the PSSAR intervention for conduct disorder in this context and indicate areas for further research.

Details

The Journal of Forensic Practice, vol. 25 no. 4
Type: Research Article
ISSN: 2050-8794

Keywords

Article
Publication date: 31 May 2023

Helen Philippa Narelle Hughes, Maria Mouratidou and William E. Donald

Drawing on human capital theory and sustainable career theory, this paper aims to explore the impact of undertaking an industrial placement on the “Great Eight” competencies as…

Abstract

Purpose

Drawing on human capital theory and sustainable career theory, this paper aims to explore the impact of undertaking an industrial placement on the “Great Eight” competencies as perceived by university students and line managers.

Design/methodology/approach

618 students and their line managers across three cohorts (pre-COVID-19) took part in a longitudinal quantitative study. Students completed a three-wave questionnaire at the placement's start, middle, and end. Line managers completed the questionnaire during waves two and three to offer 360-degree feedback. Descriptive statistics and repeated measures ANOVA were applied to the dataset.

Findings

The impacts of undertaking a placement were highly variable for different competencies at the sub-scale level, although at the eight-scale level, the nuance was less pronounced. However, students self-perceived that all eight competencies increased between the start and end of the placement. Surprisingly, line managers perceived students' competencies to be higher than perceived by the students.

Originality/value

The value of undertaking a placement is often poorly measured (e.g. satisfaction) rather than competency-based outcomes, which can lead to conclusions that are overly simplistic and difficult to use in practice. Theoretically, this study advances understanding of human capital theory and sustainable career theory by understanding the role placements can play in developing human capital and preparing university students for sustainable careers. Practically, the findings of this study can help to close the university–industry skills gap by informing curriculum and placement scheme design and supporting students to acquire personal resources and signal these to prospective employers as an antecedent to career sustainability.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 6
Type: Research Article
ISSN: 2042-3896

Keywords

Open Access
Article
Publication date: 5 September 2023

Elaine Berkery and Nuala F. Ryan

Using Schein’s Descriptive Index (SDI), this paper aims to first examine gender role stereotypes and requisite managerial characteristics among Irish business students over a…

Abstract

Purpose

Using Schein’s Descriptive Index (SDI), this paper aims to first examine gender role stereotypes and requisite managerial characteristics among Irish business students over a 10-year period. Then, the paper investigates whether there have been changes in gender role stereotypes during this period and subsequently unpack the reasons behind any changes recorded.

Design/methodology/approach

In total, 1,124 students from the same business student population rated men, women and managers in general, using SDI. Data was collected first during the academic year 2008–2009 and again in 2018–2019 to determine stability or change in gender role stereotypes and requisite managerial characteristics. Intraclass correlation coefficients scores were computed to determine the relationship between gender and requisite managerial characteristics and identify differences and similarities between the two samples. To explore the content of gender stereotypes, an examination of the specific descriptive items was conducted by performing a factorial analysis using Duncan’s Multiple Range Test. Finally, the authors adapted the scales developed by Duehr and Bono (2006) to determine whether broad gender stereotypic characteristics with respect to communal and agentic, attributed to men, women and managers, differ by sample.

Findings

The overall findings indicate changes in the extent of gender role stereotyping of the managerial role among the male cohorts studied. The subsequent analysis of the descriptive items identified that the change among the male cohort is due to the levels of agency they perceive women to now possess.

Research limitations/implications

The authors contribute to the literature on both gendered and managerial stereotypes by showing changes in the pro-male stereotype of the managerial role and contribute to the existing debate on a shift towards a more androgynous view of leadership.

Practical implications

These findings help understand the content of gender role stereotypes that recent graduates bring with them to their first job post-graduation. The observed changes in the level of agency ascribed to women by their male counterparts could prove to be an important step forward for women’s advancement to managerial positions.

Originality/value

The findings indicate that both male and female cohorts in Sample 2 perceived men and women in general to possess the same levels of communal and agentic traits as their managerial counterparts.

Details

Gender in Management: An International Journal , vol. 39 no. 3
Type: Research Article
ISSN: 1754-2413

Keywords

Article
Publication date: 2 January 2024

Mahmoud AlQuraan

This study aims at assessing item fairness in students' evaluation of teaching based on students' academic college using measurement invariance analysis (MI).

Abstract

Purpose

This study aims at assessing item fairness in students' evaluation of teaching based on students' academic college using measurement invariance analysis (MI).

Design/methodology/approach

The sample of this study consists of 17,270 undergraduate students from 12 different academic colleges. SET survey consists of 20 Likert-type items distributed to four factors: planning, instruction, management and assessment was used to collect the data. The Lavaan R package with confirmatory factor analysis (CFA) was used to evaluate measurement invariance (MI). Four models of CFA were investigated and assessed: the configural model, the metric model, the scalar model and the residual invariance model. ANOVA was used to test the differences in SET according to academic colleges.

Findings

MI analysis showed that the four levels of MI models are supported. ANOVA test showed that means of SET total scores are statistically different according to students' academic colleges. College of “Education” has the highest SET mean (88.64 out of 100), and all the differences between the College of Education’s SET mean and other colleges' SET means are statistically significant.

Practical implications

The study recommends that higher education institutions test the MI of SET according to academic colleges and then use colleges with the highest SET at the university level as internal benchmarking to develop and enhance their teaching practices.

Originality/value

This study is probably the only study that tested MI according to students' colleges before testing the differences between colleges in SET. If MI is not supported, then the comparisons between academic colleges are not applicable.

Details

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

Keywords

Article
Publication date: 13 June 2023

Rubaya Rahat, Piyush Pradhananga and Mohamed ElZomor

With the increasing demand for sustainable developments, higher education should focus on teaching both sustainable buildings and infrastructure systems. This study aims to…

Abstract

Purpose

With the increasing demand for sustainable developments, higher education should focus on teaching both sustainable buildings and infrastructure systems. This study aims to investigate the existing sustainable infrastructure (SI) teaching efforts in sustainability courses; identify best practices to integrate SI throughout bachelor’s and master’s programs under the construction management (CM) curricula; and propose guidelines for students to obtain Envision sustainability professional (ENV SP) credential during sustainability education.

Design/methodology/approach

This study conducted keywords search within the sustainability course descriptions under the American Council for Construction Education accredited CM curricula to locate SI topics. Additionally, this research collected inputs from the Envision Academic Committee members to develop a matrix representing the best practices for integrating SI in higher education and provided a guide with a step-by-step procedure to obtain ENV SP credentials.

Findings

This study identified a gap regarding the availability of SI education and offered best practices on how CM curricula might nurture such knowledge. Phase I highlighted that only two CM programs taught infrastructure sustainability, and three programs offered sustainability credentialing processes under a bachelor’s degree. Phase II developed a framework that offered a variety of pedagogical approaches and outlined the process for obtaining the ENV SP certificate for CM students in the freshman, sophomore, junior and senior years.

Originality/value

The findings of this study can facilitate CM education to create awareness among the future workforce and encourage them to establish skills pertaining to the economic, social and environmental implications while designing SI.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 22 December 2022

Yaojie Li, Xuan Wang and Craig Van Slyke

Drawing on the elaboration likelihood model (ELM), the authors examine the influence of perceived professor teaching qualities, as central cues, on online professor ratings. Also…

Abstract

Purpose

Drawing on the elaboration likelihood model (ELM), the authors examine the influence of perceived professor teaching qualities, as central cues, on online professor ratings. Also, our study investigates how the volume and period of reviews, as peripheral cues, affect online professor ratings.

Design/methodology/approach

Leveraging stratified random sampling, the authors collect reviews of 892 Information Systems professors from 250 American universities. The authors employ regression models while conducting robustness tests through multi-level logistic regression and causal inference methods.

Findings

Our results suggest that the central route from perceived professor qualities to online professor ratings is significant, including most qualitative pedagogical factors except positive assessment. In addition to course difficulty, the effect of the peripheral route is limited due to deficient diagnosticity.

Research limitations/implications

Our primary concern about the data validity is a lack of a competing and complementary dataset. However, an institutional evaluation survey or an experimental study can corroborate our findings in future research.

Practical implications

Online professor review sites can enhance their perceived diagnosticity and credibility by increasing review vividness and promoting site interactivity. In addition to traditional institutional evaluations, professors can obtain insightful feedback from review sites to improve their teaching effectiveness.

Originality/value

To our best knowledge, this study is the first attempt to employ the ELM and accessibility-diagnosticity theory in explicating the information processing of online professor reviews. It also sheds light on various determinants and routes to persuasion, thus providing a novel theoretical perspective on online professor reviews.

Article
Publication date: 28 February 2023

V. Senthil Kumaran and R. Latha

The purpose of this paper is to provide adaptive access to learning resources in the digital library.

Abstract

Purpose

The purpose of this paper is to provide adaptive access to learning resources in the digital library.

Design/methodology/approach

A novel method using ontology-based multi-attribute collaborative filtering is proposed. Digital libraries are those which are fully automated and all resources are in digital form and access to the information available is provided to a remote user as well as a conventional user electronically. To satisfy users' information needs, a humongous amount of newly created information is published electronically in digital libraries. While search applications are improving, it is still difficult for the majority of users to find relevant information. For better service, the framework should also be able to adapt queries to search domains and target learners.

Findings

This paper improves the accuracy and efficiency of predicting and recommending personalized learning resources in digital libraries. To facilitate a personalized digital learning environment, the authors propose a novel method using ontology-supported collaborative filtering (CF) recommendation system. The objective is to provide adaptive access to learning resources in the digital library. The proposed model is based on user-based CF which suggests learning resources for students based on their course registration, preferences for topics and digital libraries. Using ontological framework knowledge for semantic similarity and considering multiple attributes apart from learners' preferences for the learning resources improve the accuracy of the proposed model.

Research limitations/implications

The results of this work majorly rely on the developed ontology. More experiments are to be conducted with other domain ontologies.

Practical implications

The proposed approach is integrated into Nucleus, a Learning Management System (https://nucleus.amcspsgtech.in). The results are of interest to learners, academicians, researchers and developers of digital libraries. This work also provides insights into the ontology for e-learning to improve personalized learning environments.

Originality/value

This paper computes learner similarity and learning resources similarity based on ontological knowledge, feedback and ratings on the learning resources. The predictions for the target learner are calculated and top N learning resources are generated by the recommendation engine using CF.

Article
Publication date: 25 January 2024

Kuan-Cheng Lin, Nien-Tzu Li and Mu-Yen Chen

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human…

Abstract

Purpose

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

Design/methodology/approach

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

Findings

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

Originality/value

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

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