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School effectiveness has attracted some currency in educational research globally since the 1960s though such studies mostly point to the efforts of principal leadership as the basis for promoting effective schools. However, in the case of Ghana, there is a lack of research conducted in the area, and due to that, this study sought to explore internal public perspectives of what constitutes school effectiveness in the Colleges of Education in the Upper East Region of Ghana.

This study employed the convergent parallel mixed-method design otherwise called concurrent mixed-method design. The population for the study comprised second and third-year students, tutors and leadership of the colleges. In total, 308 respondents constituted the sample size. The breakdown is 257 students in all, 41 tutors and 10 leaders of the colleges. Two instruments, namely, an in-depth interview guide and a questionnaire were used to elicit responses to address the object of this study.

The study revealed that the characteristics of effective schools include the high academic performance of students and a good show of disciplined behavior by both students and staff in the colleges among others.

To the best of our knowledge, during the search for studies conducted on school effectiveness, there is no scientific study done in Ghana highlighting the attributes of effective educational institutions. Most of the studies conducted in the area of educational studies only focused on principal leadership, educational access, participation and equity at the level of pre-tertiary institutions.

Using a panel of over 433,000 college students from over 600 institutions of higher education in the USA, we investigate students’ opinions of leadership skill development during their undergraduate tenure.

The data used in this analysis come from the Higher Education Research Institute, which runs the Cooperative Institutional Research Program (CIRP) housed at the University of California, Los Angeles. Among others, the CIRP administers two surveys known as The Freshman Survey (TFS) and the College Senior Survey (CSS).

The present research supports the extant literature and conventional wisdom of academic and student affairs professionals with regards to engagement in leadership classes or training where students have an opportunity to increase their knowledge bases through course content, and when there are opportunities for them to apply leadership principles, the students are more likely to report an increase in leadership capacity upon completion of their collegiate degree.

If colleges and universities are serious about fulfilling their espoused visions, then it is essential that awareness of leadership courses and applied opportunities be heightened and made a strategic priority to ensure resources are allocated in appropriate places to support these key efforts. It also suggests greater collaboration between academic and student affairs, as well as other departments (e.g. athletics and centers), is needed, as well as prioritizing experiential learning.

This research paper aims to evaluate the sustainability knowledge and background of students, staff and faculty regarding current university sustainability practices and individual behaviors at Central Michigan University (CMU); to compare sustainability background and knowledge based on academic discipline of enrollment or employment; and to assess sustainability awareness and interest of the campus community to guide future sustainability initiatives and resources at CMU.

An electronic cross-sectional survey was used to collect anonymous responses through Qualtrics, and then results were analyzed through SPSS. Analyses were performed based on the academic structures at CMU.

This research has found that students in STEM fields are more inclined to have pro-sustainability attitudes, knowledge and behaviors, compared to those studying the arts and business. Additionally, results indicate that there is a significant difference in knowledge between the students, and the staff and faculty respondents regarding sustainability knowledge and application, with the staff and faculty consistently demonstrating more pro-sustainability knowledge and behavior.

While research has previously been conducted on sustainability attitudes and behaviors, this research is unique because it ties sustainability knowledge to academic discipline. Additionally, it serves to gauge which sustainability programs and topics members of the campus community are most interested in, and which areas they are most willing to support.

This study aims to examine the potentially important effects of academic embeddedness on college of business student retention and performance as well as the mediating effects of self-efficacy on the academic embeddedness student outcomes relationships. Improvements in student retention and performance reduce costs for students and universities and lead to higher incomes for graduates.

Data were gathered from students in an entry-level business course at a public university in a rural western state. Approximately 45% of the students were female, and the average age of participants was 20 years old. A survey was administered midsemester to gather data on academic embeddedness and self-efficacy. Retention was indicated by a student enrolling in a business course in a subsequent semester. Performance was measured using end-of-semester course grades. Logistic and linear regression as well as mediation analysis were used to test the hypotheses.

Academic embeddedness was found to positively predict both retention and performance, while self-efficacy was found to positively mediate the academic embeddedness retention relationship. The direct effect of embeddedness on performance was not found when controlling for self-efficacy.

Student retention and performance are important to both students and academic administrators. The findings of this study suggest that retention and performance can both be improved by focusing on factors that more strongly embed students to their colleges.

Embeddedness has been found to have high predictive validity in the employment context. This is one of the first studies to consider the effects of embeddedness in the academic context.

This study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).

The study employed a mixed-methods research design: The quantitative session features a pre–post-test control group study. In the qualitative aspect, the study conducted semistructured interviews for data collection. In the experimental group, the flipped classroom (FC) model and an instructional design are combined to design, develop and implement a physics course using the steps of the EDP, while the conventional method was applied to the control group. The respondents are students of the Department of Mechanical Engineering at Cao Thang Technical College in Vietnam for the academic year 2022–2023. The control and experimental groups are composed of 80 students each. An independent sample Mann–Whitney U test is applied to the quantitative data, while thematic analysis is employed for the qualitative data.

The results demonstrate a statistically significant difference between the experimental and control groups in terms of perceptions about learning science and physics using the EDP, which, when combined with a FC, enhances physics learning for engineering students.

This study implemented the EDP in teaching physics to first-year engineering students in the Department of Mechanical Engineering using the combined FC and instructional design models. The results revealed that a difference exists in the perception of the students in terms of integrating the EDP into learning physics between the experimental and control groups. The experimental group, which underwent the EDP, obtained better results than did the control group, which used the conventional method. The results demonstrated that the EDP encouraged the students to explore and learn new content knowledge by selecting the appropriate solution to the problem. The EDP also helped them integrate new knowledge and engineering skills into mechanical engineering. This research also introduced a new perspective on physics teaching and learning using the EDP for engineering college students.

The research findings are important for teaching and learning physics using EDP in the context of engineering education. Thus, educators can integrate the teaching and learning of physics into the EDP to motivate and engage student learning.

Using the EDP combined with a FC designed under stages of the analyze, design, develop, implement and evaluate (ADDIE) model has enhanced the learning of physics for engineering college students.

Students pursuing different professional courses at the higher education level during 2021–2022 saw the first-time occurrence of a pandemic in the form of coronavirus disease 2019 (COVID-19), and their mental health was affected. Many works are available in the literature to assess mental health severity. However, it is necessary to identify the affected students early for effective treatment.

Predictive analytics, a part of machine learning (ML), helps with early identification based on mental health severity levels to aid clinical psychologists. As a case study, engineering and medical course students were comparatively analysed in this work as they have rich course content and a stricter evaluation process than other streams. The methodology includes an online survey that obtains demographic details, academic qualifications, family details, etc. and anxiety and depression questions using the Hospital Anxiety and Depression Scale (HADS). The responses acquired through social media networks are analysed using ML algorithms – support vector machines (SVMs) (robust handling of health information) and J48 decision tree (DT) (interpretability/comprehensibility). Also, random forest is used to identify the predictors for anxiety and depression.

The results show that the support vector classifier produces outperforming results with classification accuracy of 100%, 1.0 precision and 1.0 recall, followed by the J48 DT classifier with 96%. It was found that medical students are affected by anxiety and depression marginally more when compared with engineering students.

The entire work is dependent on the social media-displayed online questionnaire, and the participants were not met in person. This indicates that the response rate could not be evaluated appropriately. Due to the medical restrictions imposed by COVID-19, which remain in effect in 2022, this is the only method found to collect primary data from college students. Additionally, students self-selected themselves to participate in this survey, which raises the possibility of selection bias.

The responses acquired through social media networks are analysed using ML algorithms. This will be a big support for understanding the mental issues of the students due to COVID-19 and can taking appropriate actions to rectify them. This will improve the quality of the learning process in higher education in Oman.

Furthermore, this study aims to provide recommendations for mental health screening as a regular practice in educational institutions to identify undetected students.

Comparing the mental health issues of two professional course students is the novelty of this work. This is needed because both studies require practical learning, long hours of work, etc.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

The paper discusses a partnership between Huston–Tillotson University (HT), a Historically Black College and University (HBCU) and the Austin Independent School District (AISD), a minority-serving school district, both in Austin, Texas, with a grant provided by Apple Inc. (Apple). The purpose of the partnerships is that valuable relationships can increase the number of African American male teachers in primary and secondary education in minority-serving public schools. The African American Male Teacher Initiative (AAMTI) at HT was created as an innovative approach to recruit and select 20 African American males each year of a four-year grant provided by Apple.

This paper reviewed the literature on the lack and need for African American male public school teachers. Once the data is established during a three-to-four-year period, a mixed-method approach will be utilized to examine data retrieved from interviews, surveys, demographics of student participants, numerical data and retention and graduation rates. This will establish whether strategic partnerships can successfully increase the number of qualified African American males in public education.

This paper proposes and provides research evidence that African American male teachers can positively impact all students in the classroom setting.

There is limited data to test a hypothesis on the effectiveness of a partnership between the university and public school to increase the number of African American male teachers through recruitment – selection and retention efforts. Therefore, follow-up research is needed for the first graduating class of 2024.

The broader impact of this paper is to show that partnerships between universities and public schools with corporate sponsorship can positively increase the number of African American male teachers prepared to teach in public schools through strategic recruitment and selection efforts.

This paper can serve as a model for universities and school districts to implement. High placement of prepared Black male teachers in public schools can reduce the school-to-prison pipeline and juvenile homicides and defeat generational poverty.

Much research highlights the problems associated with a lack of African American male teachers. This paper includes the challenges but offers a sound basis for practical solutions.

The purpose of this study is to explore how US graduate students described their diversity, equity and inclusion (DEI) education and engagement experiences outside their academic departments.

This study used a critical constructivist qualitative approach and methods (i.e. interviews) to explore how 44 graduate students across various disciplines and fields at two public research institutions in the USA described their DEI education and engagement experiences outside their departments.

Students identified expanded DEI and professional knowledge as key learning outcomes, while also highlighting the benefits and negative effects of the identity-centered (dis)connection, community and personal fulfillment that came from these experiences.

Given that DEI education and engagement opportunities addressed some students’ needs and were unsatisfactory for others, more scholarship on the nature of these experiences is needed to better understand factors that contribute to students’ desirable and undesirable outcomes. There are also practical implications for faculty who advise graduate students and administrators who are responsible for funding the campus spaces in which these experiences occurred (e.g. graduate colleges, identity-based student organizations).

Few studies have explored graduate students’ participation in DEI education and engagement opportunities outside of their academic departments. Consequently, the efficacy of these initiatives, and the extent to which students benefit from them, warrant investigation. This study, thus, adds to researchers’ and practitioners’ understanding of this topic by highlighting the benefits and limitations of these experiences for graduate students.