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1 – 10 of over 2000Haojun Li, Jun Xu, Yuying Luo and Chengliang Wang
This study investigated the influence of teachers on undergraduate students’ development of research aspirations and the mechanisms behind this process.
Abstract
Purpose
This study investigated the influence of teachers on undergraduate students’ development of research aspirations and the mechanisms behind this process.
Design/methodology/approach
Employing social cognitive career theory, the study gathered data from 232 undergraduates, developed a structural equation model via the maximum likelihood method and executed empirical testing.
Findings
The findings reveal that neither direct nor emotional mentoring independently satisfies students’ needs for self-efficacy and aspiration in research nor significantly influences research interest. Specifically, the study demonstrates that (1) research self-efficacy, outcome expectations and research interest significantly shape research aspirations; (2) an overemphasis on direct mentoring might impede research aspiration development and (3) a focus on emotional mentoring, while overlooking direct mentoring, could result in diminished research self-efficacy.
Originality/value
This research pioneers a comprehensive analysis of the role of teachers in shaping undergraduate research aspirations through the lens of social cognitive career theory. It underscores the critical need to both balance mentoring approaches and foster intrinsic research motivation.
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Adenike Elizabeth Ajisebutu, Adebowale Jeremy Adetayo, Mariam Kehinde Alawiye and Bosede Olufunmilayo Makinde
The purpose of this study is to evaluate the perceived usefulness and satisfaction levels of undergraduate students with respect to university library portal services…
Abstract
Purpose
The purpose of this study is to evaluate the perceived usefulness and satisfaction levels of undergraduate students with respect to university library portal services, specifically within selected universities in South-West Nigeria.
Design/methodology/approach
A descriptive survey research design was used to investigate the perceived usefulness and satisfaction levels among undergraduate students regarding university library portal services. Data were collected through surveys administered to 658 undergraduate respondents across multiple universities in South-West Nigeria.
Findings
The findings indicate that undergraduate students’ top reasons for using the portal were for tasks such as locating research materials, accessing databases, requesting bibliographies and checking the library catalog. Library computers and school information and communication technology center computers were identified as the most preferred access point, followed by computer labs and campus Wi-Fi networks. Undergraduates rated the portals as highly useful, particularly for saving time locating resources, checking material status and patronizing the library. High satisfaction was reported for services such as attending workshops, events and receiving research support through the portals workshops. Moderate satisfaction levels existed for accessing policies/hours, the institutional repository and renewals of books online. A strong positive correlation (r = 0.785, p < 0.05) was found between perceived usefulness and satisfaction.
Originality/value
This study contributes to the understanding of undergraduate students’ perceptions regarding the utility and satisfaction of university library portal services in the context of South-West Nigeria. It underscores the importance of aligning portal services with students’ academic and research needs to enhance overall satisfaction levels. In addition, it provides insights into areas where improvements can be made to further enhance the effectiveness and satisfaction derived from these services.
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Yui-yip Lau, Lina Vyas and Stuti Rawat
The outbreak of the COVID-19 pandemic led to the rise of online learning in Hong Kong. Online learning was identified as the only solution to meet students’ learning needs in the…
Abstract
Purpose
The outbreak of the COVID-19 pandemic led to the rise of online learning in Hong Kong. Online learning was identified as the only solution to meet students’ learning needs in the higher education sector during this chaotic period. This research aims to explore students’ perceptions of online teaching and learning from home under a health emergency via a comparison of undergraduate and postgraduate students’ experiences.
Design/methodology/approach
A total of 174 postgraduate students and 286 undergraduate students in various universities and colleges in Hong Kong were surveyed in this study.
Findings
The results show that postgraduate students generally gave more positive feedback on individual and environmental prerequisites, alongside pedagogical and institutional support, and were more motivated in online classes as compared to undergraduate students. Undergraduate students considered the shift to online education in light of the COVID-19 pandemic to be timely and rated their level of discipline with respect to online learning higher than did postgraduate students.
Originality/value
This study enables educators to better understand the first-hand experiences of students across different levels of study in Hong Kong, as well as to examine the possibility of establishing online education as a more prevalent mode of study in the future. The COVID-19 pandemic has educated us on the significance of being well-prepared to ensure quality education continues when emergencies and disturbances arise.
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Elizabeth S. Volpe, Denise R. Simmons, Joi-Lynn Mondisa and Sara Rojas
In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for…
Abstract
Purpose
In this study, students’ perceptions of the effective practices of their research mentors were examined. The research mentors implemented the practices informed by the Center for the Improvement of Mentored Experiences in Research (CIMER) mentorship competencies to mentor underrepresented students in engineering education research in a virtual environment.
Design/methodology/approach
This research experience for undergraduates (REU) program, situated in the United States of America, consisted of undergraduate students (i.e. mentees), graduate students and faculty mentors who all had at least one underrepresented identity in engineering (i.e. Black, Latiné/x, and/or women). Using qualitative methods, we used data from reflection surveys and follow-up interviews with REU mentees to understand the outcomes of the mentorship strategies employed by the mentors in the program. The data were analyzed thematically using CIMER model constructs and social capital theory as guiding frameworks.
Findings
The results indicated the identified strategies students perceived as the most impactful for mentorship throughout the program. Students in the REU gained knowledge on how to activate social capital in mentorship relationships and how to better mentor others.
Research limitations/implications
The findings provide insight on how to operationalize the CIMER mentorship competencies to skillfully mentor underrepresented students in engineering. Given the size of the REU and the nature of qualitative research, the sample size was limited.
Practical implications
The results help inform mentorship practices for underrepresented individuals in engineering education and the workforce. Further, they add to the practical knowledge of implementing CIMER best practices virtually, at a time when the world has transitioned to more hybrid and virtual working and learning environments.
Originality/value
This study identifies impactful strategies for operationalizing mentorship strategies informed by theory- and evidence-based CIMER mentorship competencies. In addition, this study extends knowledge about how to implement mentoring best practices and engage mentorship in a virtual environment.
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Benjamin Ajibade and Catherine Hayes
The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative…
Abstract
Purpose
The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.
Design/methodology/approach
A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.
Findings
Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.
Research limitations/implications
The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.
Practical implications
The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.
Originality/value
The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.
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Karen Harker, Carol Hargis and Jennifer Rowe
The main purpose of this analysis was to demonstrate the value of predictive modeling of student success and identify the key groups of students for which library instruction…
Abstract
Purpose
The main purpose of this analysis was to demonstrate the value of predictive modeling of student success and identify the key groups of students for which library instruction could provide the most impact.
Design/methodology/approach
Data regarding the attendance of library instruction associated with a first-year writing course were combined with student demographic and academic data over a four year period representing over 10,000 students. We applied supervised machine learning methods to determine the most accurate model for predicting student outcomes, including course outcome, persistence and graduation. We also assessed the impact of library instruction on these outcomes.
Findings
The gradient-boosted decision tree model provided the most accurate predictions. The impact of library instruction was modest but still was second only to the previous grade point average (GPA). The value of this metric, however, was greatest for students who were struggling, especially those who were first-generation students, regardless of ethnicity. More notably, the impact of library instruction was substantially greater for specific student demographics, including students with lower cumulative GPAs.
Research limitations/implications
Features of the models were limited to high-level academic metrics, some of which may not be very useful in predicting outcomes. Measures more closely related to learning styles, the course or course of study could provide for greater accuracy.
Practical implications
Prediction modeling could allow for a more selective approach to outreach and offers information that the librarian can use to customize instruction sessions and reference interactions.
Social implications
Targeting students who may be at risk of not succeeding in a course has ethical implications either way. If used to bias the subjective assessments, these predictions could produce self-fulfilling prophecies. Conversely, to ignore indicators of possible difficulties the student may have with the material is a disservice to the education of that student.
Originality/value
There are few studies that have incorporated library instruction into models of predicting student outcomes. Library resources and services can play a major role in the success of students, particularly those who have had less exposure to the resources and skills needed to use these resources.
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The purpose of this study was to make sense of the individual perspectives of former undergraduate student mentors from science, technology, engineering, and mathematics (STEM…
Abstract
Purpose
The purpose of this study was to make sense of the individual perspectives of former undergraduate student mentors from science, technology, engineering, and mathematics (STEM) fields who took part in an after-school STEM mentoring program. The study examined the following research questions: (1) How do former undergraduate student STEM mentors interpret and give meaning to their after-school STEM mentoring experiences? (2) In what way can an after-school STEM mentoring experience lead to a deeper understanding of the long-term implications of a STEM mentorship program?
Design/methodology/approach
The sample comprised 21 former undergraduate STEM mentors. The study was guided by the methods of content analysis and repertory grid (RepGrid), with data collected via highly structured interviews. Eight elements were pre-selected for the RepGrid to elicit constructs from participants. These include (1) mentoring, (2) teaching, (3) research, (4) career, (5) workforce, (6) Nebraska STEM for you (NE STEM 4U), (7) networking, and (8) communication. The researcher employed content analysis for cross-case analysis and used interpretative clustering to analyze nuanced similarities and differences among participants. Personal construct theory was used to understand how former STEM mentors made sense of their experiences.
Findings
The results highlight the diversity of viewpoints among participants, as well as their connections to various career paths, communication strategies, and mentorship styles. These insights contribute to a deeper understanding of how STEM mentorship experiences can be tailored to the experiences of mentees. The study stresses the significance of clear communication in STEM and advises professionals to avoid excessive technical jargon to convey complex ideas. Overall, the study provides valuable insights into the motivations, perspectives, and benefits of former undergraduate mentors. Ultimately, recognizing how these factors impact STEM mentoring programs is vital for the long-term success and advancement of the STEM pipeline.
Research limitations/implications
The study has several limitations, including the inclusion of participants lacking knowledge or experience with the eight elements used in the RepGrids. While participants had completed a bachelor’s degree in a STEM field, not all had pursued advanced schooling or careers that required knowledge or implementation of research.
Practical implications
Findings underscore the importance of acknowledging the diverse career paths within STEM fields to understand participants’ perspectives toward mentorship. Considering the incorporation of STEM mentorship within regular school hours and making it a graduation prerequisite could enhance student participation and advancement. Integrating STEM outreach programs into higher education curricula could facilitate the development of essential professional skills (e.g. critical thinking, problem-solving) among STEM undergraduate students. These implications highlight the importance of diverse mentorship styles and professional skills to foster a more inclusive STEM workforce.
Originality/value
The study focused on the individual perspectives of participants rather than employing a thematic analysis.
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Patrick Adriel Aure and Oriana Cuenca
This exploratory study innovates the pedagogy of undergraduate business research courses by integrating Generative Artificial Intelligence (GAI) tools, guided by human-centered…
Abstract
Purpose
This exploratory study innovates the pedagogy of undergraduate business research courses by integrating Generative Artificial Intelligence (GAI) tools, guided by human-centered artificial intelligence, social-emotional learning, and authenticity principles.
Design/methodology/approach
An insider case study approach was employed to examine an undergraduate business research course where 72 students utilized GAI for coursework. Thematic analysis was applied to their meta-reflective journals.
Findings
Students leverage GAI tools as brainstorming partners, co-writers, and co-readers, enhancing research efficiency and comprehension. They exhibit authenticity and human-centered AI principles in their GAI engagement. GAI integration imparts relevant AI skills to students.
Research limitations/implications
Future research could explore how teams collectively interact with GAI tools.
Practical implications
Incorporating meta-reflections can promote responsible GAI usage and develop students' self-awareness, critical thinking, and ethical engagement.
Social implications
Open discussions about social perceptions and emotional responses surrounding GAI use are necessary. Educators can foster a learning environment that nurtures students' holistic development, preparing them for technological challenges while preserving human learning and growth.
Originality/value
This study fills a gap in exploring the delivery and outcomes of AI-integrated undergraduate education, prioritizing student perspectives over the prevalent focus on educators' viewpoints. Additionally, it examines the teaching and application of AI for undergraduate research, diverging from current studies that primarily focus on research applications for academics.
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Aisel Akhmedova, Jennifer Sutcliffe, Christine Greenhow, Marisa H. Fisher and Connie Sung
Social media have been associated with social benefits and enhanced psychological well-being among non-disabled individuals; the purpose of this study is to examine whether social…
Abstract
Purpose
Social media have been associated with social benefits and enhanced psychological well-being among non-disabled individuals; the purpose of this study is to examine whether social media may have similar benefits for young neurodivergent adults with autism, anxiety, or attention-deficit and hyperactivity disorder who may experience communication differences. To the best of the authors’ knowledge, this first-of-its kind study explores the nature of social media use and related psychological well-being among neurodivergent college undergraduates.
Design/methodology/approach
This qualitative study is part of a larger effort. The authors surveyed undergraduates with and without disabilities at U.S. higher education institutions on their social media use and psychological well-being. A total of 131 students responded, including 24 neurodivergent individuals, the results of which are reported elsewhere. Participants were 18–25 years old, of varied genders and racial/ethnic backgrounds; for neurodivergent adults, questions focused on social challenges. From the survey, a sample of five neurodivergent individuals was drawn for this small-scale, exploratory interview study.
Findings
This paper reports descriptive statistics from survey results to contextualize analysis of students’ social media use (e.g. purposes, practices, benefits and harms). Students used mainly Instagram, TikTok and YouTube to promote well-being primarily through engaging positive relationships and positive emotions. Students reported several benefits of using social media to develop their disability identity and few harms.
Originality/value
Understanding the impact of social media use on undergraduates with disabilities could help us not only improve services as teachers, counselors and other helping professionals who support young adults to leverage their everyday technologies-in-use but also address digital equity issues.
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This paper explores the information needs and behaviors of undergraduate engineers.
Abstract
Purpose
This paper explores the information needs and behaviors of undergraduate engineers.
Design/methodology/approach
The paper reports on a qualitative study employing semi-structured interviews with 18 students.
Findings
The study identified the types of information needs undergraduate engineers encounter while working on problem solving tasks and the strategies they use to resolve these needs. The findings reveal that students often encounter difficulties due to a lack of procedural knowledge rather than conceptual gaps or misunderstandings. Students look for step-by-step solutions to address their information needs and become more efficient problem-solvers. However, most instructors do not provide answers or solutions, leaving students uncertain about their progress and unable to correct their mistakes. Consequently, students seek information from their peers, including step-by-step solutions and access to previous course materials. They use file-sharing and instant messaging platforms like Google Drive and Facebook Messenger as covert means of seeking help, sharing solutions and engaging in coursework-related discussions.
Originality/value
The findings enrich the theory of information needs by delineating between conceptual and procedural information needs. These findings also underscore the significant role that classmates and friends play as sources of information. The study offers implications for conceptual development of information needs, and for instructors to provide solutions and support sharing between peers on official platforms.
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