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Article
Publication date: 9 October 2023

Edem Maxwell Azila-Gbettor

The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement.

Abstract

Purpose

The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement.

Design/methodology/approach

Four hundred and seventy-one respondents who completed a self-reported questionnaire were chosen to participate in the study using a convenient sampling technique. The hypotheses were tested using PLSc.

Findings

Findings from the study reveal academic resilience and academic diligence positively predicts students' intellectual engagement. Academic diligence positively predicts students' intellectual engagement and further mediates the effect of academic resilience on intellectual engagement. Finally, learning support positively predicts intellectual engagement and further moderates the effect of the association between academic resilience and academic diligence on intellectual engagement.

Practical implications

This research shows that higher education administrators must establish effective and efficient policies that integrate students' academic resilience, academic diligence and learning assistance.

Originality/value

This paper is amongst the first to have tested a model including resilience, academic diligence, intellectual engagement and learning support in a university setup from a developing country perspective.

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: 28 November 2023

Xi Zhan, Roger Goddard and Anika Anthony

Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness…

Abstract

Purpose

Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.

Design/methodology/approach

The authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.

Findings

Based on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.

Research limitations/implications

This study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.

Practical implications

Since the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.

Originality/value

Based on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Abstract

Purpose

This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.

Design/methodology/approach

This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement).

Findings

This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university’s operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful.

Originality/value

Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

Details

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

Keywords

Article
Publication date: 13 December 2023

Abdul Saman and Hillman Wirawan

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study…

Abstract

Purpose

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study investigates the effect of psychological capital (PsyCap) on soft skills through the role of psychological well-being at different students’ grade levels.

Design/methodology/approach

Three scales (i.e. the Psychological Capital Questionnaire, the Scale of Psychological Well-being and the soft skills assessment) were used on 707 high school students from seven senior high schools. The data were analysed using a moderated-mediation regression technique to reveal the conditional indirect effect of PsyCap on soft skills.

Findings

The results suggested that students' grade levels moderated the indirect effect of PsyCap on soft skills via psychological well-being. Students in higher grades showed a stronger impact of PsyCap on soft skills via psychological well-being.

Research limitations/implications

The psychological states of students should be regarded as one of the most critical aspects of education and career advancement. Schools should assist students in developing their soft skills. Students, regardless of grade level, would begin to occupy their PsyCap, ensure their psychological well-being and finally, engage in soft skills development activities.

Originality/value

This current study has shifted from simply assessing soft skills to investigating some avenues for developing soft skills in various contexts and areas. If the theoretical model is well established, teachers and educators can effectively improve soft skills intervention by understanding the antecedents of soft skills.

Details

Education + Training, vol. 66 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 27 November 2023

Gina Grandy, Sharon Mavin and Elise Gagnon

Women's bodies are abject and ‘out of place’ in organisations where (self and other) disciplining of women's bodies serve to regulate and silence women. Yet we know little about…

Abstract

Women's bodies are abject and ‘out of place’ in organisations where (self and other) disciplining of women's bodies serve to regulate and silence women. Yet we know little about how expectations of body and appearance play out in the career decisions and everyday practices of women academic leaders. In this chapter reflexive accounts are used to explore if dress and appearance expectations have implications for women's career development and advancement, specifically in the context of business schools. The literature review and two reflexive autoethnographic accounts provided, illuminate how, through dress and appearance, the pervasiveness of hegemonic masculinity is both sustained and challenged and the potential impacts of this upon women's careers in academia.

Article
Publication date: 31 January 2024

Kenny A. Hendrickson and Karyl Askew

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring…

Abstract

Purpose

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

Design/methodology/approach

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

Findings

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Research limitations/implications

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Originality/value

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

Details

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

Keywords

Open Access
Article
Publication date: 12 March 2024

Şeyma Şahin and Abdurrahman Kılıç

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and…

Abstract

Purpose

Researchers have previously utilized the project-based 6E learning model and the problem-based quantum learning model in various courses, such as the instructional principles and methods course and the character and values education course. These models were evaluated for their impact on students in different subjects, including developing skills, values, democracy perceptions, attitudes towards cooperative learning, metacognitive thinking skills and teacher self-efficacy perceptions. In 2023, Ökmen, Sahin and Kiliç reported positive outcomes, while Sahin and Kiliç reported similar findings in 2023a, 2023b and 2023c. There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future. Specifically, this research aims to compare the effects of the project-based 6E learning model and problem-based quantum learning model on critical thinking and academic literacy.

Design/methodology/approach

This research employed the Solomon four-group experimental design to assess the efficacy of the applications. Prior knowledge and experience of the participants were evaluated through pretests. However, it should be noted that pretests may impact posttest scores either positively or negatively. For instance, participants taking the test multiple times may become more interested or attentive to the subject matter. The Solomon four-group design was deemed appropriate to analyze the influence of pretesting. This design enables the investigation of the application effect, pretest effect and interactive effect of pretest and application (van Engelenburg, 1999).

Findings

It was concluded that the project-based 6E learning model was effective in developing critical thinking in students, but not significantly. It was concluded that the problem-based quantum learning model significantly improved students' critical thinking skills. It was concluded at the end of the study that the project-based 6E learning model notably enhanced students' academic literacy. It was concluded that the problem-based quantum learning model had a significant positive impact on students' academic literacy. According to research, it has been determined that the problem-based quantum learning model is superior in enhancing critical thinking abilities compared to the project-based 6E learning model. Nevertheless, there seems to be no detectable disparity in the academic literacy advancement of pupils between the problem-based quantum learning model and the project-based 6E learning model.

Originality/value

There has been no investigation into how the models affect students' critical thinking and academic literacy. This study seeks to determine the impact of both models on these skills, gain more insight into their effectiveness and determine which is more beneficial. The results will guide the decision-making process for the character and values education course and other courses in the future.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 20 February 2024

Chan Hum, Tae-Hee Choi, Sing-Kai Lo, Say Sok and Wai Mui Christina Yu

This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape…

Abstract

Purpose

This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

Design/methodology/approach

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

Findings

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

Research limitations/implications

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

Originality/value

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

Details

International Journal of Comparative Education and Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2396-7404

Keywords

Article
Publication date: 13 October 2023

Clement Ola Adekoya

The necessity for continuous advancement in library education and practice requires research collaboration among library professionals. This study aims to investigate research…

Abstract

Purpose

The necessity for continuous advancement in library education and practice requires research collaboration among library professionals. This study aims to investigate research collaboration among lecturers in the department of library and information science (LIS) and librarians in university libraries in Nigeria.

Design/methodology/approach

A descriptive survey research design was used for the study. The quantitative study employed a close-ended questionnaire for data collection. The study covered all the librarians in academic libraries and lecturers in the department of LIS (LIS professionals) in public universities in Ekiti, Ondo and Osun States, Nigeria. Descriptive and inferential statistics were used for data analysis. The criterion mean of 2.50–2.99 was used for the research questions.

Findings

It was found that librarians in academic libraries and lecturers in Nigeria rarely engage in research collaboration. The reasons for the research collaboration are to increase the quality of research in the library profession, make research in the library profession more in-depth and cross-fertilize ideas for generating novel insights.

Practical implications

It is the engagement of librarians in academic libraries and the lecturers in the LIS department in the exchange of knowledge at national and international levels through research collaboration that can enhance the quality of research that emanates from the library profession.

Social implications

Promotion of the library profession requires the integrated effort of library professionals in academic libraries and lecturers in the department of LIS through research collaboration.

Originality/value

Promotion of the library profession requires the integrated effort of library professionals in academic libraries and lecturers in the department of LIS through research collaboration.

Details

Library Management, vol. 44 no. 8/9
Type: Research Article
ISSN: 0143-5124

Keywords

Open Access
Article
Publication date: 17 August 2023

Shengnan Han, Shahrokh Nikou and Workneh Yilma Ayele

To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to…

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Abstract

Purpose

To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.

Design/methodology/approach

A systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.

Findings

Seven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.

Research limitations/implications

This paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.

Originality/value

This review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

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