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1 – 10 of over 1000
Open Access
Article
Publication date: 1 March 2021

Emil Lucian Crisan

This study aims to address a paucity of research into career success by exploring the impact of organizational context (“in-group” culture and the competitiveness strategy) and…

1639

Abstract

Purpose

This study aims to address a paucity of research into career success by exploring the impact of organizational context (“in-group” culture and the competitiveness strategy) and individual variables (self-efficacy and goal orientation), on objective career success (academic position) and subjective career success (career satisfaction).

Design/methodology/approach

Survey data were obtained from 447 faculty members employed by Babeș-Bolyai University (BBU), the best-ranked Romanian higher education institution. For analysis, hierarchical multiple regressions analyzes were used.

Findings

The novel results of this quantitative analysis are that organizational context variables influence both subjective career success and objective career success. Academics who do not attain promotion have lower subjective career success and objective career success, as a result of the publish or perish university strategy. Self-efficacy has a positive impact on both success types, while goal orientation is for subjective career success a weak predictor.

Practical implications

Organizational efforts should be focused on improving academics career development especially for those teachers who are in the current position already for many years. The development of performance-driven career paths should be also considered for diminishing the impact of organizational variables.

Originality/value

This paper extends the knowledge concerning objective and subjective career success by revealing the important impact of contextual determinants, as it confirms the impact of individual self-efficacy in a university context and partially the one of goal orientation.

Details

Rajagiri Management Journal, vol. 16 no. 2
Type: Research Article
ISSN: 0972-9968

Keywords

Open Access
Article
Publication date: 15 March 2022

Lin-lin Xie, Ziyuan Luo and Xianbo Zhao

This study aims to build a framework of the influencing factors of construction workers' career promotion and identifies the critical determinants so as to propose suggestions for…

2784

Abstract

Purpose

This study aims to build a framework of the influencing factors of construction workers' career promotion and identifies the critical determinants so as to propose suggestions for the government and enterprises to offer construction workers a path for career promotion.

Design/methodology/approach

In line with the theory of human resources, such as Herzberg's two-factor theory, this study constructs a theoretical framework that affects the career promotion of construction workers. Using evidence from Guangzhou city, valid data provided by 464 workers from 50 sites were collected by a questionnaire survey, and the significance test on the influencing factors of construction workers' career promotion was taken by binary logistic regression.

Findings

The overall career development of construction workers in Guangzhou is worrying. The binary logistic regression indicates that age, working years, type of work, career development awareness, legal awareness, professional mentality, vocational psychological training and career development path are critical factors that affect construction workers' career promotion.

Originality/value

This study for the first time explores the career promotion of frontline construction workers. Specifically, it identifies the critical factors that affect the career promotion of workers and thus lays a foundation for further research and the promotion and continuous and healthy development of the construction industry. Thus, this study is original and has theoretical and practical significance.

Details

Engineering, Construction and Architectural Management, vol. 30 no. 6
Type: Research Article
ISSN: 0969-9988

Keywords

Open Access
Article
Publication date: 16 August 2019

Gerhard Fink

The purpose of this paper is to highlight the importance of “freedom of science” (“academic freedom”) for the advancement of society and mankind, which, however, is permanently…

5865

Abstract

Purpose

The purpose of this paper is to highlight the importance of “freedom of science” (“academic freedom”) for the advancement of society and mankind, which, however, is permanently endangered by powerful organisations, groups and individuals, who in pursuit of their one-sided interests are seeking to constrain information about the truth. As a broad term, freedom of science embraces freedom in research, learning, teaching and publication. All of these activities should be dedicated to identifying the truth and learning about the truth.

Design/methodology/approach

Three theoretical approaches are of importance for framing issues related to freedom of science, which in this paper are integrated into the framework of mindset agency theory: freedom is a value; “freedom” is claimed by agents who pursue specific interests (goals), which might constrain others; and individuals are agents who are interacting with each other within a social system – cooperation, ignorance or conflict.

Findings

Freedom as a value is at the core of intellectual autonomy. Intellectual autonomy is a necessary condition for innovation and advancement of knowledge. The observable modes of interaction/coexistence among researchers are influenced by individual research goals and by the researchers’ access to resources, which may be deliberately constrained by opponents or other researchers as competitors.

Research limitations/implications

For further research, which is beyond this paper, the authors can refer to: analyses of challenges of “academic freedom” – in terms of ethics, protection of individual human rights, political pressures and conflicts of interests; the issues of truth, i.e. the impact of fake news and creation of “alternate facts”; and the relation between academic freedom and employment (academic tenure) in present-day societies. Owing to lack of space, this paper cannot deal with the danger emerging from powerful organisations or powerful individuals, who are challenging freedom of science.

Social implications

If there is no freedom of science then social progress is constrained. If there is no access to right data, decisions will be wrong.

Originality/value

So far, a comprehensive cybernetic model was not published, which supports systems thinking about scholars and teachers (inter)acting in research organisations.

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

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…

1489

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

Open Access
Article
Publication date: 13 July 2022

Patrick Ajibade

The purpose of this study is to promote mobile-responsive and agile institutional open-access digital repositories. This paper provided an x-ray of the tilted research approach to…

738

Abstract

Purpose

The purpose of this study is to promote mobile-responsive and agile institutional open-access digital repositories. This paper provided an x-ray of the tilted research approach to open access (OA). Most underlying causes that inhibit OA, such as lack of mobile-friendly user interfaces, infrastructure development and digital divides, are not sufficiently addressed. This paper also indicated that academic libraries over-relied on open-source software and institutional repository, but most institutional repositories are merely “dumping sites” due to how information is classified and indexed.

Design/methodology/approach

This paper adopted meta-analysis by mining data sets from databases and provided thematic clustering of its content analysis through network visualisation to juxtapose the existing research gaps and lack of mobile-first insights needed to provide open-access information to the library’s users to consume information via mobile platforms. The retrieved dataset was discussed in tandem with the literature and the author’s insights into systems librarianship knowledge.

Findings

The library and information science (LIS) has not addressed how the academics could escape the pay-for-play cost, which was an exclusion tactic to disenfranchise emerging scholars and those without sufficient financial resources to choose between visibility, citation or publishing their outputs in journals without the possibility of citations, which is very important to their academic advancements. The LIS must shift its paradigm from mere talking about OA by producing graduates with the requisite skill to design, develop and host platforms that could enhance indexing and citations and import references. The current design of the institutional repository could be enhanced and promote easy navigation through mobile devices. Thereby taking into accounts internet bandwidth and digital divide, which still hinders accessibility of online resources.

Research limitations/implications

This paper covered research within the LIS fields, and other outputs from other disciplines on OA were not included.

Practical implications

This paper showed the gaps that existed within the LIS campaign on OA, the research focuses of the LIS scholars/research librarians and the needed practical solution for the academic libraries to move beyond OA campaign and reconfigure institutional repository, not as dumping sites, but as infrastructure to host peer-reviewed journals.

Social implications

Academic libraries institutional repositories can play vital roles in competing with major journal publishers to break their charges monopoly while providing platforms for scholars to make their outputs available freely.

Originality/value

The paper argued that the mobile-first approach to OA is a solution and advocated for mobile application development designed to promote OA resources through mobile-friendly interfaces.

Details

Library Hi Tech News, vol. 39 no. 8
Type: Research Article
ISSN: 0741-9058

Keywords

Open Access
Article
Publication date: 30 May 2023

Sinyati Ndiango, Neema P. Kumburu and Richard Jaffu

The major purpose of this paper is to examine the influence of openness to change on research publication in higher education institutions (HEI) in Tanzania.

Abstract

Purpose

The major purpose of this paper is to examine the influence of openness to change on research publication in higher education institutions (HEI) in Tanzania.

Design/methodology/approach

With a sample of 247 academics, a cross-sectional survey design was used and questionnaires were the primary data collection tool. The collected data were tested using mean and standard deviations, and the causal–effect relationship between the independent and dependent variables was tested using simple linear regression.

Findings

The findings of this study revealed that openness to change positively and significantly influence research publication in higher education (β = 0.598 and p < 0.001).

Practical implications

The study recommends that HEI should consider openness to change value as one among criteria for hiring academics as well as developing good programs that will help academics develop the academics' self-awareness with regard to what takes for one to be a productive researcher.

Originality/value

This is the first study to examine the influence of openness to change as a personal value on academics’ research publication in Tanzanian HEI. In this instance, the study contributes to the existing literature on the influence of academics' personal values in terms of openness to change on research publication.

Details

LBS Journal of Management & Research, vol. 21 no. 2
Type: Research Article
ISSN: 0972-8031

Keywords

Open Access
Article
Publication date: 10 December 2019

Maximus Gorky Sembiring and Gayuh Rahayu

Service quality and satisfaction in the ODL setting related to students’ accomplishments (performance, loyalty and career) were reconsidered. It was aimed at exposing the…

1925

Abstract

Purpose

Service quality and satisfaction in the ODL setting related to students’ accomplishments (performance, loyalty and career) were reconsidered. It was aimed at exposing the moderating role of satisfaction on service quality and accomplishment. It was also of interest to scrutinize how, in what routines determinants engaged interdepended. The paper aims to discuss these issues.

Design/methodology/approach

This study utilized an exploratory design. It was qualitatively identified first that service quality included tangible, empathy, assurance, reliability, responsiveness and referral factors. It preceded to satisfaction (perceived from academic, operational and managerial attitudes). Satisfaction led to accomplishment. Quantitatively, service quality, satisfaction and accomplishment were identified as independent, moderating, and dependent variables, respectively. Respondents, 500 Universitas Terbuka graduates, were randomly pursued to accumulate data by a survey. Methodically, importance-performance analysis (IPA) and customer-satisfaction index (CSI) were used to figure out satisfaction and their importance degree. Nine hypotheses were developed and examined using structural-equation modeling to visualize the loading factors.

Findings

Replies from 163 respondents were completed. Seven of nine hypotheses were validated. It was distinguished that reliability influencing satisfaction, they were empathy, assurance and responsiveness; excluding tangible and referral. Satisfaction influenced performance, career, and loyalty. IPA-CSI analysis recognized 15 (of 21) attributes as the pillars of service quality.

Originality/value

Despite the qualitative framework was improperly approved by quantitative procedure, they were methodically reliable. It was supported by the fact that nine cut-off values of goodness-of-fit requirements harmonized. Additional inquiry is therefore required to tail off variances by integrating a more appropriate approach, amplifying theoretical coverage, and/or extending population/sample size.

Details

Asian Association of Open Universities Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 31 March 2020

Rony Setiawan, Ariesya Aprillia and Nonie Magdalena

Student achievement and retention are two important components that indicate the quality of a university. This is in line with one of the standards of university accreditations…

2785

Abstract

Purpose

Student achievement and retention are two important components that indicate the quality of a university. This is in line with one of the standards of university accreditations regarding the quality of students and graduates, which are set by BAN-PT, an institution that guarantees the quality of National Education Service delivery at every university in Indonesia. The purpose of this paper is analyzing the internal and external factors that contribute to academic achievement and student retention.

Design/methodology/approach

This paper is a causal explanatory-based study, using multiple regression analysis among five independent variables and two dependent variables separately. Several sequential tests are conducted to maintain the proper research results, such as reliability, normality, multi-collinearity and heteroscedasticity.

Findings

This paper provides empirical facts that student motivation has a significant positive impact on the level of student academic achievement, and the quality of lecturers has a significant positive impact both on student academic achievement and retention rates.

Research limitations/implications

This study is conducted within the context of a university. The generalization in the study is low. Researchers are encouraged to explore further.

Practical implications

This paper is expected to provide constructive feedback to university management in setting policies that are oriented toward strategic actions to optimize academic achievement and maintain their students.

Originality/value

This paper provides insights of good university governance concerning in higher education management.

Details

Asian Association of Open Universities Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 28 November 2023

W. Marcus Lambert, Nanda Nana, Suwaiba Afonja, Ahsan Saeed, Avelino C. Amado and Linnie M. Golightly

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study…

Abstract

Purpose

Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study aims to better understand structural mentoring barriers at the postdoctoral training stage, which has a direct impact on faculty diversity and national efforts to retain underrepresented groups in research careers.

Design/methodology/approach

A diverse sample of postdoctoral scholars (“postdocs”) from across the USA were asked to participate in focus groups to discuss their training experiences. The authors conducted five 90-min focus groups with 32 biomedical postdocs, including 20 (63%) women and 15 (47%) individuals from underrepresented racial/ethnic groups (URG).

Findings

A social-ecological framework was used to categorize both the upstream and downstream manifestations of structural mentoring barriers, as well as mentoring barriers, overall. Notable structural barriers included: academic politics and scientific hierarchy; inequalities resulting from mentor prestige; the (over) reliance on one mentor; the lack of formal training for academic and non-academic careers; and the lack of institutional diversity and institutional mentor training. To overcome these barriers, postdocs strongly encouraged developing a network or team of mentors and recommended institutional interventions that create more comprehensive professional development, mentorship and belonging.

Originality/value

For postdoctoral scientists, structural mentoring barriers can permeate down to institutional, interpersonal and individual levels, impeding a successful transition to an independent research career. This work provides strong evidence for promoting mentorship networks and cultivating a “mentoring milieu” that fosters a supportive community and a strong culture of mentorship at all levels.

Details

Studies in Graduate and Postdoctoral Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4686

Keywords

1 – 10 of over 1000