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This paper aims to propose an innovative method for deploying a personalized instructor-created software-aided assessment system, that will disrupt traditional learning environments by allowing students to confidentially and with indirect supervision from the instructor, assess their knowledge and ability to achieve the course outcomes.

Through empirical evaluation in real-world educational settings, the authors examine the impact of augmenting human activity in the classroom with an innovative software platform to transform the learning process.

Findings indicate that this software-aided assessment system effectively augments human interactivity by providing timely instructor-designed feedback to increase knowledge retention and skillsets.

This study has shown that incorporating disruptive innovation through the use of software-aided assessment systems increases the effectiveness of the faculty in the classroom and enhances student learning and retention. Thus, a transformative software-aided assessment system design that incorporates artificial intelligence into the learning pathway should be pursued. These software-aided assessments are disruptive innovation as they are formative, frequent and require little direct involvement from the instructor.

To the best of the authors’ knowledge, this study is the first of its kind to incorporate artificial intelligence into the assessment process by analyzing results of pilot programs at several universities. The results demonstrate how using software-aided transformative assessments in various courses have helped instructors assess students’ preparedness and track their learning progress. These software-aided systems are the first step in bringing disruptive innovation to the classroom as these software-aided assessment instruments rapidly assess learners’ knowledge and skills based on short, easily created, multiple-choice tests, with little direct engagement from the faculty.

Using the extant literature review, this paper aims to explore the relationship between gender, entrepreneurial education (EE) and entrepreneurial intention (EI) in the Indian context, which the authors believe is a novel approach to this research stream. The authors also use career preparedness as a control variable to examine this relationship.

Data were collected from 368 undergraduate students across four Indian universities (one exclusively for female students) through a standard structured questionnaire. Additionally, rather than examining, EI has been treated as a monolithic construct; however, the authors conceptualize it as comprising three different dimensions that include grand vision and risk-taking ability; opportunity exploitation; and ability to persevere. An additional analysis was conducted for the students who reported higher scores for “being well prepared for their careers” through their institutes’ academic programs and communities of entrepreneurs. The authors also interviewed some entrepreneurship instructors, who confirmed the present findings through their observations.

The findings indicate that, essentially, there is a positive relationship between EE and EI. The authors find that male students scored higher for the first two dimensions of EI but not the third. Additionally, the authors used career preparedness as a control variable for additional analysis. The authors observed that students with higher “career preparedness” reported a positive relationship between EE and EI, independent of gender, for all three dimensions of EI. Thus, it may be assumed that if a community of entrepreneurs needs to be developed in India, a focus on career preparedness is critical.

First, given that the present survey reflected a single moment in linking EE to EI (which may be considered a limitation of the study), future researchers might focus on a longitudinal approach. Second, all the respondents are attending urban universities (and, as such, very likely belong to the upper middle class of Indian society). The financial divide between urban and rural India is well known; as such, the results might be different if the sample was drawn from rural and poor India.

The salience/value of this study lies in the conceptualization of EI comprising three sub-constructs to understand the impact of formal EE (with three sub-constructs) on EI. The focus on career preparedness for a female student is a new direction of inquiry with respect to entrepreneurial intention.

With the increased demand for the application of technology in property activities, there is a growing need for property professionals adept in using digital technology. Hence, it is important to assess the competence of academia in equipping property professionals with digital technology skills. This study, therefore, assesses property academics in Australian universities to identify their level of knowledge and use of digital technology applicable to the property industry.

Online questionnaire surveys were administered to 22 out of 110 property academics contacted through the Australia Property Institute (API) database to achieve this aim. The collected data were analysed using mean score ranking and ANOVA.

The study found that apart from databases and analytics platforms such as Corelogic RP data, price finder and industry-based software such as the Microsoft Office suite and ARGUS software, the academics were not knowledgeable in most identified and sampled proptech tools. Similarly, most proptech tools were not used or taught to the students. It was also found that early career academics (below five years in academia) were the most knowledgeable group about the proptech tools.

Relying on the API database to contact property academics potentially excludes the position of property academics who may not be affiliated or have contacts with API, hence, the findings of this study should be generalised with caution.

The study bears huge implications for the property education sector and industry in Australia; a low knowledge and use of nascent tools such as artificial intelligence, machine learning, blockchain, drones, fintech, which have received intense interest, reveals some level of skill gap of students who pass through that system and may need to be upskilled by employers to meet the current day demand.

In response to the clamour for technology-inclined property professionals, this paper presents itself as the first to assess the knowledge levels and application of digital technology by property academics.

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

The current study investigates the factors influencing graduates’ perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era.

A quantitative approach was employed to examine the hypotheses of the research framework through partial least squares structural equation modelling (PLS-SEM) on the SmartPLS software.

The result indicates that course structure has a positive effect on students’ grit and community of inquiry (CoI). Also, students’ grit and CoI have a positive relationship with students’ performance, while students’ performance has a positive relationship with perceived employability. Moreover, students’ grit, CoI and students’ performance sequentially mediated course structure and perceived employability, whereas readiness and self-directed learning strengthen the relationship between students’ performance and perceived employability.

The findings will benefit university management, government and potential employers on how confident the student is in the chances of a future career after graduating from a higher institution.

The emergence of the COVID-19 pandemic changed the way in which education was delivered in early 2020, and the impacts of these changes continue to be questionable. The aims of this study were to evaluate: (1) the results obtained by students of the Dentistry course in the progress test carried out both before and after the pandemic, (2) the results obtained by a specific group of students who took the test in 2019–2022, and compare their results and (3) subjects that showed a reduction in the percentage of correct answers when the two tests were compared.

The progress test consisting of 100 multiple choice questions was applied before and after the pandemic to all students in the Dentistry course. The analyses were performed using the IBM SPSS for Statistics v.26 software program. The level of significance of 5% was adopted (<0.05).

The test was applied to 320 students in 2019 and to 272 in 2022, of whom the sample of this study was composed. The mean score values in 2019 (M = 49.10; SD = 12.03) were significantly (p = 0.026) higher than those in the year 2022 (M = 46.97; SD = 12.15), with the disciplines in the area of specific knowledge showing a greater drop in the percentage of correct answers by students. This study showed that the emergency remote education had a negative effect on the academic performance of students, based on the progress testing as an evaluation method.

Many studies that assessed the impacts of the pandemic on teaching were focused on the opinions of students. However, the great advantage of our study was the use of a theoretical assessment tool to verify student performance. The post-pandemic landscape beckons for comprehensive inquiries into these domains. This type of research would be valuable for gathering evidence relative to the performance of students after the emergency remote education.

There is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between practitioners and instructors using web-networking platforms. However, it is important to understand practitioners’ considerations while collaborating with instructors. Therefore, this study identified these considerations in order to infer inputs for the design of the graphical user interface (GUI) of a web-based platform for connecting instructors and practitioners.

A mixed method was adopted through a survey and focus group. A survey was used to capture practitioners’ considerations while collaborating with instructors for student development, and a focus group helped uncover an in-depth understanding of the study phenomena. The data were analyzed using descriptive and inferential statistics and thematic analysis.

The results show the willingness of practitioners to collaborate with instructors for student development, the ways by which practitioners are willing to meet instructors' course-support needs and their considerations in deciding to do so. Slight differences were observed between the results of the survey and the focus group regarding the ranking of the practitioners’ considerations. The study highlighted demographic differences in practitioners’ considerations when deciding on meeting instructors' course-support needs. The results provide a basis to deduce the GUI inputs of web-networking platforms for connecting instructors and practitioners.

This study revealed practitioners’ design needs and GUI inputs to facilitate the design of web-networking platforms for connecting instructors and practitioners. This study also contributes to user interface design principles, theories on individual differences and practitioners’ involvement in student professional development.

The very essence of internationalisation, which depends heavily on academic mobility and cross-border interactions, has been adversely affected due to the COVID-19 pandemic and has been associated with a significant decline in student and staff mobility in South Africa and around the world. Nonetheless, it has also catalysed innovation and inspired new approaches to teaching and learning that have the potential to transform the future of higher education. In the aftermath of the COVID-19 pandemic, higher education institutions are grappling with a fundamental question that goes beyond the practicalities of internationalisation: How can we re-envision the concept of internationalisation to meet the challenges of the new normal? This question calls for a deeper reflection on the nature of internationalisation itself. How can we ensure that cross-border interactions and exchanges continue to foster a sense of global community and intercultural understanding, even in a world that is physically distanced? This chapter seeks to explore the profound implications of the pandemic on the internationalisation of higher education (IHE) in South Africa. It aims to critically examine the present challenges to internationalisation and the strategies that have been developed to address them in the context of the post-pandemic world. The chapter employs a critical reflection approach through the use of qualitative research, systematic literature review, and document analysis. By utilising these methodologies, it seeks to delve deeper into the implications of the pandemic on the IHE in South Africa.

Groups of students were enrolled in a course that sought to produce a three-phase theoretical model over three semesters.

A design project to comprehensively address school violence was launched at a university in eastern Pennsylvania.

This article updates the recent and most critical finding of the project by illuminating specific implications of the importance of teacher training and the development toward competence in recognition of children who are emotionally and psychologically injured through proactive measures such as screening for emotional and psychological well-being.

Although the model has not been tested, screening to identify those in need of emotional support and training to support teachers is clear. Screening and training offer important opportunities to help learners build skills toward resilience to soften the effects of trauma.

A view of the “whole child” with regard to academic success could further foster social and emotional development.

Early intervention can prevent the onset of symptoms associated with posttraumatic stress and related disorders. This effort alone may significantly reduce the uncomfortable incidences and perhaps ultimate prevention of the violence that is perpetuated among children.

Preliminary research supports a continued conversation regarding effective tools to find children emotionally and psychologically at-risk, which allows teachers an opportunity for timely emotional and psychological interventions.

The study aims to ratify skills necessary to bridge the gap between the existing models and emerging needs of a technology-enabled workspace; especially in the Indian context.

This paper extends the ongoing debate on a relevant employability framework suitable both for higher education institutes and corporates. To remain resilient to future catastrophes similar to the ongoing pandemic, the relevancy of established employability skills to suit the changing scenario needs to be established.

The partial least squares (PLS) technique has been used to present a framework confirming the importance of digital competencies, business fundamentals and behavioral skills. In-depth discussions with specialists ratified the proposed framework and recommended potential changes in curriculum and pedagogy.

This study validates an explicit and comprehensive employability skill framework and useful recommendations in teaching strategies, which may provide a broad skill base for graduates to prepare for the volatile business environment in the long run.

The study has been able to put forth significant employability skills as deemed significant by the three stakeholders. This will provide guidance to higher educational institutions (HEIs) to come up with a broad skill-base for the fresh graduates and prepare them for the volatile business environment and encourage life-long learning to remain productive in the long run.

The study is unique as it incorporates the perceived importance of the competencies assumed by each stakeholder, namely, employers, faculty and management graduates, which was unfortunately lacking in earlier researches.