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By drawing on Belief Perseverance Theory (BPT), this study investigates the pre- and post-perceptions of the First Accounting Course (FAC) differentiating between accounting and non-accounting students in a virtual learning setting at a Gulf Cooperation Council (GCC) university, and explains why students' perceptions have formed.

Adopting a case study approach, this study employs quantitative (anonymous questionnaires) and qualitative (semi-structured interviews) methods.

Responses from 142 financial accounting students indicate that non-accounting majors generally changed the students' perceptions significantly at the end of the semester, whereas students' accounting counterparts had relatively stable perceptions. This study also finds that a large number of non-accounting students perceived the benefits of taking the FAC and generally have less negative perceptions of the accounting profession, which supports the notion that non-accounting students evaluated discrediting information to reassess non-accounting students pre-established perceptions.

This study has several implications as follows: for the accounting education literature on how FAC assists students in changing students' perceptions through the lens of BPT, for professional accounting bodies to find ways to promote accounting careers for students and for educators to increase students’ desire for accounting study and profession.

The findings from this study are expected to contribute to GCC society by providing clarifications towards increasing students’ desire for accounting studies and professions.

Most educational institutions worldwide have suddenly switched to online instruction due to the outbreak of the COVID-19 pandemic, and English language teaching took its part in this transition. The immediate transition from face-to-face to fully online instruction affects its effective implementation, especially in developing countries like Ethiopia where online learning is in its early stage. Therefore, the main purpose of this study is to investigate postgraduate EFL students’ perceptions and practices of online learning.

This study uses a descriptive survey design. Using simple random sampling, 91 postgraduate EFL students were selected from four universities. Online questionnaires were employed to collect data. To analyze the data, both descriptive (mean and standard deviation) and inferential (one sample t-test) statistics were used.

The findings of the study indicate that the students had favorable perceptions of online learning. Despite the students' positive perceptions, the results of the study showed that the practice of online learning in the universities was limited; especially the practice of synchronous online learning was low.

The results suggest that the concerned bodies at the universities should consider implementing a blended (both synchronous and asynchronous) learning system to deliver an online learning approach.

This is one of the first studies in a higher education context in Ethiopia, which tries to investigate the postgraduate EFL students' perceptions and practices of online learning during the COVID-19 pandemic. The paper is original because it investigated the status of online learning during the pandemic in a developing country like Ethiopia; it provides a real and convincing idea of a new way of learning in the post-COVID-19 context. The study can also be useful for related future research in the context of a pandemic-like COVID-19.

The increasing number of online courses in higher education has provided students with convenience and flexibility. However, some adverse effects also come with online learning, including negatively affecting student beliefs in themselves and their perceptions of the instructor. Both are important factors for academic success. Grounded in media richness theory, this study aims to examine the impact of medium choices by investigating instructor messages on student beliefs and perceptions in an online course.

This study employs a survey methodology using validated items to assess university student perceptions following faculty interactions (video versus customized email).

The authors find that videos and personalized emails, using mass distribution Excel features, help increase student beliefs, including social belongingness and self-efficacy, and improve students' perceptions of the instructor and learning environment.

This study contributes to the literature by establishing that the richness of media of faculty messages can impact student beliefs, which in turn, may help with student success and retention. The activities used in this study are low-effort for the instructor and may have lasting effects on the students. In addition, this study fills a gap in the literature by examining multiple forms of the richness of media and their impact on multiple aspects of students' beliefs and perceptions of the instructor.

This article aims to examine the related effects between out-of-class activities, mediated by in-class activities, on the perception of course and teacher performance in a flipped classroom institutionalized setting.

The authors argue that institutionalized out-of-class (content) and in-class (learning) activities positively impact course and teaching quality perception. This study used a sample of 978 responses from MBA students to conduct a path model analysis to test four hypotheses developed from literature from flipped classroom proposing the positive relationship of out-of-class activities in in-class activities and its influence on the course and teaching performance.

The findings reported that out-class and in-class activities and educator performance influenced course performance perception. In-class activities mediated the out-of-class activities’ impact and directly impacted educator’s and course performance. Educator performance is positively correlated with course performance. Overall, executives have a positive perception on institutionalized flipped classroom for MBA courses as an effective provision form. The flipped classroom is able to mobilize their experiences and enrich learners’ educational experience.

Only one unit of the higher education organization was studied, and the authors do not consider indirect effects of the environment on variable’s relationships nor the indirect effects whose would be a suggested for future studies.

The present study provides new insights on flipped classroom. This study evidenced that flipped classroom planned and standardized in an institutional level positively impacts the outcome within the context of executive education.

With a focus on undergraduate music major students in China, the study sought to examine how higher music education institutions prepare professional knowledge, professional skills and soft skills in relevance to music students' employability.

The quantitative survey engaged 359 music students from five music institutions in Western China to report their perceptions toward music curriculum related to employability. The current study examined whether their perception varied based on their gender, location, school, educational background and professional option purpose.

Perception differences in the music curriculum were observed across gender, schools, educational background and professional option purpose. School differences were the most significant among all five factors, followed by professional option purpose, educational background and gender. The location difference was insignificant among the five factors. There were insufficient opportunities for community and industrial engagement in higher music education.

The current study provides an insight into the higher music education curriculum for employability preparation in current China. This is one of the limited empirical studies in Western China to investigate music students' perceptions of professional knowledge and skills and the soft skill line with employability. The findings can serve as a reference for prospective employees in the music industry, policymaking and curriculum design and future research.

This study aims to analyse how first-year undergraduate audiovisual communication students assess the credibility and reliability of information on Wikipedia in Basque and analyse whether the experience of being a Wikipedia editor helps to improve students’ perceptions of Wikipedia’s trustworthiness. The purpose of this project was to help students to better understand the credibility mechanisms of Wikipedia in Basque regarding the work of editing and creating entries. Do students’ perceptions about how reliable Wikipedia is change if they receive training as Wikipedia content editors and understand Wikipedia’s credibility mechanisms? What are their perceptions about the credibility of Wikipedia?

The authors observed and analysed students’ behaviour and perceptions when creating Wikipedia articles and learning about the process of evaluating Wikipedia. This research was carried out at [masked for review] over four consecutive years, where 188 students in the Degree Programme in Audiovisual Communication participated through a questionnaire and in-depth interviews.

After the experience of creating content on Wikipedia and learning about Wikipedia’s credibility mechanisms experientially, the majority of students reported that their perception of Wikipedia’s credibility had increased, and 70% of students believed Wikipedia to be reliable or more reliable than expected. A smaller number of students stated that understanding Wikipedia’s editing processes decreased their perception of Wikipedia’s credibility.

This project will lead to a better understanding of the performance of students in editing content on Wikipedia and of the impact that this editing experience has on students’ perceptions of credibility with respect to Wikipedia. It will make it possible to better incorporate Wikipedia content editing into the learning processes of students and citizens. This study provides interesting keys to improving the reliability and credibility of Wikipedia among students.

As the study examined Basque Wikipedia, it has important social implications since Basque is a minority language and Wikipedia is the main sources of information for students who study in Basque.

The authors have been analysing the credibility of information in general and that of information on Wikipedia in particular since 2010. Based on this experience, the authors decided to design this study so that it was carried out while the students were creating and editing Wikipedia content as part of a project in their educational curriculum. Furthermore, the study expands the body of research carried out to date by incorporating the perspectives of media studies students.

The fundamental purpose of this study is to analyse the determinants of higher education quality in Afghanistan based on insights from student perceptions. Understanding this part holds paramount importance in enunciating sound policies for the smooth functioning of the higher education sector of Afghanistan.

This study aims to classify students' background and demographic data, distinguishing their perception of higher education quality using a deductive research approach. A sample of 418 students from five top private universities in Afghanistan was chosen to assess their perceptions of higher education dimensions by employing a multinomial regression analysis.

The findings indicate that extracurricular activities, students' scholarship status, parents' education, age, previous academic results and the university they attend significantly impact their perception of the quality of higher education.

This research is essential for education policymakers and university administrators. These findings can be replicated to develop regulations and target specific groups of students to ensure a favourable academic environment and boost the brand image of their universities. This would ensure long-term quality improvement and assurance outcomes, allowing higher education institutions to compete with regional and international institutions.

This study contributes to identifying the determinants of higher education quality based on the perceptions of the students in Afghanistan.

This study aims to examine factors that impact participation of diverse university students in an academic sustainability certificate and Office of Sustainability internships at the University of Georgia, recognizing the need for diverse voices and perspectives in addressing sustainability challenges and the current lack of diverse representation in the field.

A convenience sample of 77 student organizations and 35 departments, schools and colleges associated with the university was identified. The questionnaire was created using the Qualtrics online survey platform and distributed via email to potential participants. A total of 234 completed responses were collected. Descriptive statistics were calculated to determine the demographic composition of the sample. One-way ANOVAs were performed to examine the relationship between respondent demographics and perceptions of sustainability and participation in campus sustainability programs. Post hoc tests were conducted using Fisher’s least significant difference procedure.

Significant relationships were observed between perceptions of sustainability and race and current gender. A significant relationship was observed between race and participation in campus sustainability programs. Overall, students from diverse backgrounds believe that sustainability efforts contribute to racial justice and equity. Additionally, students from diverse backgrounds do want to participate in campus sustainability programs; however, there may be barriers preventing their participation.

This study examines how students from diverse backgrounds perceive sustainability efforts, as well as their interest in participating in campus sustainability programs. The results of this study can be used to inform recruitment and program development strategies for sustainability programs at higher education institutions. At the time of publication, no study could be located that examines the current study outcomes.

The lockdown of schools to control the spread of Coronavirus Disease 2019 (COVID-19) has adversely affected elementary and secondary school students in China. However, little evidence is available that documents their perceptions toward the use of e-learning under the pandemic context. This study aims to explore (1) the underlying determinants influencing the students' intentions to continue e-learning and (2) the role that the COVID-19 pandemic plays in this decision. This study extends the expectation–confirmation model (ECM) through a mixed-methods study.

This study uses a mixed-methods approach. Phase 1 draws conclusions and extracts significant elements related to e-learning during the pandemic by analyzing students' user reviews from platforms. Based on the findings, the authors identify the relevant variables and develop an extended ECM by integrating attitudes and the perceived threat of COVID-19. In Phase 2, the research model is empirically validated using data collected from 36,920 elementary and secondary school students in China. This study uses a mixed-methods approach. Phase 1 draws conclusions and extracts significant elements related to e-learning during the pandemic by analyzing students' user reviews from platforms. Based on the findings, the authors identify the relevant variables and develop an extended ECM by integrating attitudes and the perceived threat of COVID-19. In Phase 2, the research model is empirically validated using data collected from 36,920 elementary and secondary school students in China.

In Phase 1, the results reveal that students' most concern elements in the COVID-19 pandemic are user perceptions toward e-learning and threat perceptions of COVID-19. In Phase 2, the results reveal that perceived usefulness and attitude are the most significant factors in students' intention to continue. The perceived threat of COVID-19 indirectly influences their intention to continue.

The study extends the ECM with a mixed-methods study to understand students' perceptions toward e-learning during the COVID-19 pandemic. This study can be helpful in related studies in the context of COVID-19-related diseases or other novel scenarios.

This study addresses the gap in research concerning student attitudes toward ethics and social responsibility (E&SR) within diverse organizational contexts, specifically as they transition into managerial and non-managerial roles.

A total of 425 business students from four universities participated. To determine statistically significant differences between potential managers and non-managers (M&NM), a paired comparison inferential t-test was employed.

The study revealed positive E&SR attitudes among business students. However, it differed from existing literature by finding a significant difference in perceived E&SR importance between aspirants in managerial and non-managerial positions. Notably, non-managerial students exhibited significantly stronger support for these principles.

This study, conducted in an emerging economy, offers a unique perspective by analyzing E&SR perceptions across both potential management and non-management employees. Given the direct and indirect influence employee perceptions have on business performance, this research sheds light on the crucial role of E&SR in management practices. The findings are further substantiated by robust data and include implications for human resource management, along with suggestions for future research directions.