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This paper examines the shifting landscape of higher education in Turkey, highlighting a disconcerting trend of politically motivated appointments, coined as "parasailing." Departing from traditional merit-based norms, this practice of appointing professors without necessary approvals disrupts the academic environment, prompting concerns about the integrity of higher education institutions. The paper introduces the term "parasailing" to elucidate this phenomenon, emphasizing the connection between the appointed professor and their academic destination. In contrast to the widely used term "parachuting," in Turkish academia the proposed terminology offers a better understanding of the appointment process. The subsequent sections provide an overview of the Turkish academic landscape, explore the origin of the term "parachuting," review existing literature, define "parasailing," and connect it to different philosophical thoughts. Overall, this paper contributes to a broader comprehension of the challenges facing Turkish higher education, urging a reconsideration of appointment procedures. [ABSTRACT FROM AUTHOR]

The paper is the first attempt to integrate microdata on universities and firms across most European countries in order to disentangle the impact of knowledge spillovers from human capital (graduates) and intellectual capital (codified research output) on the performance of firms. Data cover all Higher Education Institutions (HEIs) registered in the official European Tertiary Education Register (ETER). Data on performance of firms are from ORBIS and refer to change in the 2011–2015 period in turnover, total assets, intangible assets, and employment. Firms are georeferred and the spillovers from all HEIs located at a given distance are summed and integrated. The findings suggest that, among knowledge spillovers, the creation of human capital via education of students has a larger impact than the circulation of research knowledge. Moreover, the two factors seem to be complements rather than substitutes. Spatial proximity is important for embodied knowledge spillovers (i.e. educated people), while for codified and disembodied spillovers (citations to publications) the spatial dimension is less relevant. The findings have important managerial and policy-making consequences. [ABSTRACT FROM AUTHOR]

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Higher education institutions are moving to design and implement teacher-facing learning analytics (LA) dashboards with the hope that instructors can extract deep insights about student learning and make informed decisions to improve their teaching. While much attention has been paid to developing teacher-facing dashboards, less is known about how they are designed, implemented and evaluated. This paper presents a systematic literature review of existing studies reporting on teacher-facing LA dashboards. Out of the 1968 articles retrieved from several databases, 50 articles were included in the final analysis. Guided by several frameworks, articles were coded based on the following dimensions: purpose, theoretical grounding, stakeholder involvement, ethics and privacy, design, implementation, and evaluation criteria. The findings show that most dashboards are designed to increase teachers' awareness but with limited actionable insights to allow intervention. Moreover, while teachers are involved in the design process, this is mainly at the exploratory/problem definition stage, with little input beyond this stage. Most dashboards were prescriptive, less customisable, and implicit about the theoretical constructs behind their designs. In addition, dashboards are deployed at prototype and pilot stages, and the evaluation is dominated by self-reports and users' reactions with limited focus on changes to teaching and learning. Besides, only one study considered privacy as a design requirement. Based on the findings of the study and synthesis of existing literature, we propose a four-dimensional checklist for planning, designing, implementing and evaluating LA dashboards. [ABSTRACT FROM AUTHOR]

This conceptual point-of-view essay focuses on the authors' teaching experiences in undergraduate business education at Brazilian and German Universities. In line with the Scholarship of Teaching and Learning (SoTL) and based on autoethnographical writing, the paper explores the question of how university business education professors can help their students become more prepared for the job market by establishing university–industry partnerships. This discussion fills a particularly pertinent gap regarding knowledge transfer, skill development, and discrepancies between academic expectations in relation to practice-based education, as well as professors' pedagogical sensibility for students' preparation in higher education. Overall, the significance of the research lies in the potential to improve the effectiveness and relevance of business education. This can lead to more effective knowledge transfer and skill development among students. The study concludes by stressing the importance of university–industry collaborations for academics and students. Students might be better prepared for job employment in such situations. [ABSTRACT FROM AUTHOR]

Many higher education institutions around the world are engaged in efforts to tackle climate change. This takes place by not only reducing their own carbon footprint but also by educating future leaders and contributing valuable research and expertise to the global effort to combat climate change. However, there is a need for studies that identify the nature of their engagement on the topic, and the extent to which they are contributing towards addressing the many problems associated with climate change. Against this background, this paper describes a study that consisted of a review of the literature and the use of case studies, which outline the importance of university engagement in climate change and describe its main features. The study identified the fact that even though climate change is a matter of great relevance to universities, its coverage in university programmes is not as wide as one could expect. Based on the findings, the paper also lists the challenges associated with the inclusion of climate change in university programmes. Finally, it describes some of the measures which may be deployed in order to maximise the contribution of higher education towards handling the challenges associated with a changing climate. [ABSTRACT FROM AUTHOR]

In the contemporary digitalised knowledge society, work-integrated professional development is an important and continuous activity. Continuous professional development should preferably be a hybrid format, where academia collaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professional development is today conducted in a blend of workplace activities, and in technology enhanced online environments. A complex blend for professionals that at the same time are working full-time with their ordinary jobs. The need for a support model to navigate in these new digital learning spaces is obvious, where the support model also should include collaboration and a community of practice. A community where the members communicate regularly to improve their skills and knowledge in their common professional domain. The aim of this paper is to describe and analyse the development of a support model that involves these aspects. Findings confirm the necessity of the four steps in the earlier model, at the same time as they indicate the need for a fifth step facilitating the creation of Communities and Landscapes of Practice. The use of the model may support higher education institutions in creating beneficial conditions for hybrid work-integrated continuous professional development for industry. [ABSTRACT FROM AUTHOR]

The quality assurance of higher education in China is an issue of vital international interest. To improve the international reputation of the nation's universities, steps must be taken to ensure a sustained focus on the quality assurance within its ranks. This paper is primarily focused on the quality assurance models operational in Chinese universities, the Big data challenges and the legal framework backing them. The paper also discusses the implementation of the models, the extent to which they meet international standards, and how they adhere to prevailing laws. The degree of success in attaining and maintaining quality and evaluation of quality improvement opportunities are also discussed. Some of the solutions recommended in this study are the participation of more teachers and students in quality management, more emphasis of Higher Education Institution (HEI) quality assurance on self-regulation and a learning-oriented approach and conducting sessions to collect anonymous feedback from students to reward staff with best practices. Some of the Quality Assurance practices/models adopted in Chinese Universities are the Ministry of Education (MOE) reviews; the Academic Degree Committee oversight; Higher Education Evaluation Center (HEEC) overview, University self-evaluation according to HEEC Indicators, and the Webometric Ranking Model. [ABSTRACT FROM AUTHOR]

Meeting the needs of dual-career academic couples has become an important part of university efforts to foster family-friendly workplaces. Many universities have developed formal or informal approaches to addressing dual-career issues, but variation across institutions has made it difficult to detect wider patterns or probe their implications. In this paper, we analyze the dual-career policies and materials (848 documents total) of all R1 institutions in the United States. As with studies from roughly two decades ago, we find deficiencies in institutional support and transparency. However, given reduced state revenues for institutions of higher education and a rise in precarious employment arrangements over the same time period, conditions for academic couples are arguably worse today. In order for universities to address these concerns and contribute meaningfully to broader forms of inclusion, we argue that there is a need for sustained funding commitments and infrastructural support for dual-career programs. [ABSTRACT FROM AUTHOR]

Environmental degradation has become a major concern around the world. Fostering pro-environmental behaviour is considered among key solutions to reduce impacts towards conservation and rehabilitation of the environment. Various stakeholders have been developing strategies to promote pro-environmental behaviour, especially from an early age that is at student level but environmental issues still prevail on the local and global agenda. Therefore, this makes it questionable about the readiness of learners to change their behaviours towards implementing pro-environmental practices. Literature shows that limited work has been undertaken to assess readiness to change towards pro-environmental behaviour. Taking cognizance of this gap, this paper investigates and analyses the readiness of students towards pro-environmental behaviour by using the Transtheoretical Model of Behaviour Change. A survey was conducted in secondary and higher education institutions in Mauritius. Results showed that demographic factors including gender, level of education and age group had an influence on pro-environmental behaviour. In addition, even though the larger group of participants showed positive attitudes towards protecting the environment, only a smaller percentage had actively changed their behaviours towards a pro-environmental one. As a solution, an integrated framework was proposed in this study to foster pro-environmental behaviour among students. [ABSTRACT FROM AUTHOR]

Around the world today, universities are expected to play a unique role as creators of regional growth and innovation. While there appears to be a consensus that the role of universities has been expanded, critiques show that the contribution of universities to their regions is still not well defined. There have been some developments in the literature on the concept of modern universities such as the triple helix, entrepreneurial university and engaged university. However, those concepts focus on enforcing universities' roles in a single domain such as entrepreneurship, innovation, or civic engagement. Little is known about how universities can facilitate regional growth that goes beyond knowledge transfer activities such as spin-off creation, licensing, and patenting. This paper contributes to a more comprehensive understanding of universities' role in regional growth through the theoretical lens of ambidexterity. Using ambidexterity, universities with a regional focus were distinguished from those engaged in research commercialization and traditional third-mission roles. Through two case studies, this study found that teaching, research, and engagement should not be separated, since they can serve both economic and social missions. As a result, a new model of multidextrous universities is proposed where universities meet both economic and social missions through teaching, research, and engagement. Contrary to previous contributions which presented universities as ambidextrous organizations where tension appears only between research commercialization and research publication or between teaching and research, this study suggests that universities need to overcome tensions and incorporate a sense of place in all activities to successfully contribute to regional growth. [ABSTRACT FROM AUTHOR]

A growing interest for demonstrating prestige and status of higher education institutions has spurred the establishment of several international ranking systems. A major percentage of these rankings include parameters related to scientific productivity. Here, we examined the differences between diverse rankings as well as correlation with bibliometric parameters and disciplines for the top universities. We investigated the top 300 universities from four international rankings, the Times Higher Education World University Ranking (THE), the QS World University Rankings (QS) the ShanghaiRanking-Academic Ranking of World Universities (ARWU) and the U.S.News Best Global Universities Ranking (USNews). The assessed parameters include ranking positions, size related and bibliometrics-related indicators of each selected ranking. The weight of scientometric parameters ranges between 20% (QS) and 75% (USNews). The most important parameters defining ranking positions include citations, international reputation, and the number of researchers, but the correlation strength varies among ranking systems. The absolute number of publications and citations are particularly important in ARWU and USNews rankings, and scientific category normalized (field weighted) citation impact is central in THE and USNews rankings. Our results confirm that universities having outstanding results in rankings using size-independent indicators (QS and THE) compared to others have significantly lower number of students. High impact research can improve position in ARWU and USNews ranking lists. Regarding to different disciplines, the main results show that outstanding universities in THE ranking have higher publication activity in social sciences and universities which perform better in USNews and QS ranking have more publications in science, technology, and medicine fields and lower score in social sciences. In brief, here we present a comprehensive analysis of the correlation between scientometric parameters and university ranking positions, as well as the performance of outstanding universities and their correlation with different disciplines, to help decision makers select parameters for strengthening and to attract the interest of prospective students and their parents via a better understanding of the functions of different ranks. [ABSTRACT FROM AUTHOR]

Background: STEM fields are instrumental in increasing the technological and innovative capacity of the economy. As women are underrepresented in the STEM workforce, diverse strategies have been implemented to boost their preparedness and interest in these fields, including early exposure to academic and vocational STEM courses. Using the case of Chile's highly differentiated school system, this paper examines the role of secondary curricula on students' enrollment and persistence in STEM programs offered by vocational postsecondary institutions and universities. In doing so, we seek to identify whether exposure to STEM courses within the academic or vocational tracks translates into fewer gender differences in STEM higher education. Results: Our results reveal that upper-secondary tracks connected to STEM courses are positively associated with enrollment in STEM higher education and, to some degree, persistence. More specifically, exposure to STEM courses in the academic track is the most effective path to boost chances of enrolling in STEM university programs but has no connection to later persistence. In contrast, applied STEM courses within the vocational tracks perform better in the case of STEM programs in postsecondary vocational institutions both in enrollment and persistence. However, this STEM pipeline significantly amplifies gender gaps as males benefit more than women from early exposure to applied STEM courses. We also found that other indirect routes, such as enrolling in STEM university programs from the vocational track with applied STEM courses, boost female participation in these programs, helping reduce gender gaps. Conclusions: While secondary STEM courses attract more female students to STEM higher education, they alone are insufficient to achieve gender equality in STEM fields as gender gaps widen in the more effective routes. In highly differentiated school systems, policymakers and high school leaders should offer increased support to women interested in STEM studies and careers across all secondary tracks to boost female participation in STEM fields. At the same time, all high school students should be able to select both academic and applied STEM courses as a part of their non-mandatory curriculum. [ABSTRACT FROM AUTHOR]

Students are increasingly relying on contract cheating (CC), a phenomenon in which a third party completes the assignment, quiz, or homework for students in exchange for a fee. Using an exploratory qualitative method and underpinned by critical theory and social responsibility theory, this study explored the perceptions of faculty members regarding CC in the United Arab Emirates' (UAE's) higher education institutions. In particular, this study addressed how faculty members perceive and deal with CC in contexts where policies towards the practice are absent from higher institution honour codes. Using thematic analysis, the results showed that CC arouses the indignation of faculty and staff to the violation of individual and religious rights. Also, they believe they have a sense of responsibility towards students and the community. The results also showed that faculty members' hesitation in reporting CC incidents was due to their perceived lack of support from higher administration institutions and the lack of clear procedures in ethical manuals. This paper concludes with practical recommendations for faculty and staff, managers, department heads and decision makers to mitigate this phenomenon proactively. [ABSTRACT FROM AUTHOR]

In recent decades, higher education institutions around the world have come to depend on complex digital infrastructures. In addition to registration, financial, and other operations platforms, digital classroom tools with built-in learning analytics capacities underpin many course delivery options. Taken together, these intersecting digital systems collect vast amounts of data from students, staff, and faculty. Educators' work environments—and knowledge about their work environments—have been shifted by this rise in pervasive datafication. In this paper, we overview the ways faculty in a variety of institutional status positions and geographic locales understand this shift and make sense of the datafied infrastructures of their institutions. We present findings from a comparative case study (CCS) of university educators in six countries, examining participants' knowledge, practices, experiences, and perspectives in relation to datafication, while tracing patterns across contexts. We draw on individual, systemic, and historical axes of comparison to demonstrate that in spite of structural barriers to educator data literacy, professionals teaching in higher education do have strong and informed ethical and pedagogical perspectives on datafication that warrant greater attention. Our study suggests a distinction between the understandings educators have of data processes, or technical specifics of datafication on campuses, and their understanding of big picture data paradigms and ethical implications. Educators were found to be far more knowledgeable and comfortable in paradigm discussions than they were in process ones, partly due to structural barriers that limit their involvement at the process level. [ABSTRACT FROM AUTHOR]

Background: The lack of racial diversity in science, technology, engineering, and mathematics (STEM) disciplines is perhaps one of the most challenging issues in the United States higher education system. The issue is not only concerning diverse students, but also diverse faculty members. One important contributing factor is the faculty hiring process. To make progress toward equity in hiring decisions, it is necessary to better understand how applicants are considered and evaluated. In this paper, we describe and present our study based on a survey of current STEM faculty members and administrators who examined applicant qualifications and characteristics in STEM faculty hiring decisions. Results: There are three key findings of the present research. First, we found that faculty members placed different levels of importance on characteristics and qualifications for tenure track hiring and non-tenure track hiring. For example, items related to research were more important when evaluating tenure track applicants, whereas items related to teaching and diversity were more important when evaluating non-tenure track applicants. Second, faculty members' institutional classification, position, and personal identities (e.g., gender, race/ethnicity) had an impact on their evaluation criteria. For instance, we found men considered some diversity-related items more important than women. Third, faculty members rated the importance of qualifications with diversity, equity, and inclusion (DEI)-related constructs significantly lower than qualifications that did not specify DEI-related constructs, and this trend held for both tenure track and non-tenure track faculty hiring. Conclusions: This study was an attempt to address the issue of diversity in STEM faculty hiring at institutions of higher education by examining how applicant characteristics are considered and evaluated in faculty hiring practices. Emphasizing research reputation and postdoctoral reputation while neglecting institutional diversity and equitable and inclusive teaching, research, and service stunt progress toward racial diversity because biases—both implicit and explicit, both positive and negative—still exist. Our results were consistent with research on bias in recruitment, revealing that affinity bias, confirmation bias, and halo bias exist in the faculty hiring process. These biases contribute to inequities in hiring, and need to be addressed before we can reach, sustain, and grow desired levels of diversity. [ABSTRACT FROM AUTHOR]

Faced with the most recent changes of the times, expectations of the nation and mission of universities, college students have been playing a major role in their respective university and become increasingly engaged in the development of universities and colleges. They are critical thinkers who are willing to undertake their responsibilities, and they have a strong sense of equality, legal awareness and consciousness for protecting their rights. In addition, in terms of the campus environment where they live, the needs of these college students vary from each other, and their demands for interest deserve much attention from both universities and the entire society. This paper intends to explore the status-quo of how contemporary college students' demands are expressed, guided and handled in the cyberspace environment, and based on our analysis, we aim to put forward targeted suggestions of optimization. We have adopted the method of questionnaire survey to investigate the mechanism on the expression and guidance of contemporary college students' demands in the cyberspace environment. By using such softwares as Excel, SPSS and Amos in our statistical analysis, we have established the model on the expression and guidance of contemporary college students' demands in the cyberspace environment, which provides theoretical support for the endeavor of colleges and universities in this respect. [ABSTRACT FROM AUTHOR]

Due to large energy consumption and equipped building control systems, the majority of campus buildings have the potential to increase energy efficiency and provide energy flexibility. Among the three main types of occupants in the campus buildings (researchers/teachers, students, administration/management), students spend most of their time on learning activities in the campus buildings, and the energy performance can influence their learning performance. Therefore, this paper conducts a questionnaire targeting student occupants at a large engineering faculty in a Danish university to investigate occupants' experience of energy control, indoor comfort, and options of energy flexibility in campus buildings. In total, 267 fully completed and usable questionnaires were received. The dataset is available in.xlsx format, and the questionnaire that was used to collect the data is also provided together. [ABSTRACT FROM AUTHOR]

Higher education institutions often struggle with increased dropout rates, academic underachievement, and delayed graduations. One way in which these challenges can potentially be addressed is by better leveraging the student data stored in institutional databases and online learning platforms to predict students' academic performance early using advanced computational techniques. Several research efforts have focused on developing systems that can predict student performance. However, there is a need for a solution that can predict student performance and identify the factors that directly influence it. This paper aims to develop a model that accurately identifies students who are at risk of low performance, while also delineating the factors that contribute to this phenomenon. The model employs explainable machine learning (ML) techniques to delineate the factors that are associated with low performance and integrates rule-based model risk flags with the developed prediction system to improve the accuracy of performance predictions. This helps low-performing students to improve their academic metrics by implementing remedial actions that address the factors of concern. The model suggests proper remedial actions by mapping the students' performance in each identified checkpoint with the course learning outcomes (CLOs) and topics taught in the course. The list of possible actions is mapped to this checkpoint. The developed model can accurately distinguish students at risk (total grade < 70 % ) from students with good performance. The Area under the ROC Curve (AUC ROC) of binary classification model fed with four checkpoints reached 1.0. Proposed framework may aid the student to perform better, increase the institution's effectiveness and improve their reputations and rankings. [ABSTRACT FROM AUTHOR]

This paper examines higher education efforts linking United Nations Sustainable Development Goals (UNSDGs) and agri-food system sustainability given reports of stagnant movement for SDG2 in Southeast Asia and lack of data for effective monitoring or evaluation to realize the 2030 Agenda. It discusses Thai contexts amid a growing global movement in academic theory, policy and practice to mainstream SDG knowledge and implementation across campuses presenting one case to illustrate broader concerns. Chulalongkorn University policies, faculty awareness, curricula, research, sustainability reporting and partnerships about SDGs have contributed to SDG2 objectives from different disciplines and academic units. However, some faculty still lack understanding of SDGs generally while SDG2 has not been an institutional priority. The university has made welcome progress since a 2017 policy promoting SDGs but still needs to strengthen SDG2 data collection, teaching, research and community outreach capacities including links to government and international reporting to address complex agri-food system sustainability challenges. Comparative studies could also help while critically debating SDG deficiencies and promoting socioeconomic, ecological, agri-food system, community and campus sustainability. [ABSTRACT FROM AUTHOR]

This paper describes the UniCorT tool designed to solve university course timetabling problems specifically tailored for the 2019 International Timetabling Competition (ITC 2019). The proposed approach includes pre-processing, the use of a maximum satisfiability (MaxSAT) solver and a local search procedure. UniCorT is assessed with the benchmark instances from the ITC 2019. The impact of a handful of techniques in the quality of the solution and the execution time is evaluated. We take into account different pre-processing techniques and conjunctive normal form (CNF) encodings, as well as the combination with a local search procedure. The success of our tool is attested by having been ranked among the five finalists of the ITC 2019 competition. [ABSTRACT FROM AUTHOR]

This paper presents the first systematic investigation into the search engine optimization practices of major contract cheating websites in the United States. From a business perspective, visibility in organic search engine results is considered one of the top client recruitment tools. The current understanding of student recruitment strategies by these companies remains largely unexplored in both academic literature and popular press. Replicating the business research practices used in the search engine optimization industry, comprehensive search engine ranking and traffic data was obtained for the 38 largest contract cheating websites in the US. The overall objective was to illuminate the strategies that these companies take to get their services at the top of the search results of as many students as possible – not just the relatively small proportion of students actively cheating. The results show that these companies dominate the search results for not just students searching to cheat, but also for naïve search efforts, when students are simply doing genuine research or classwork. These nefarious companies use highly sophisticated search engine manipulation strategies to bait naïve student searchers onto their sites, thus enabling the potential to switch them to cheaters. Higher education institutions, armed with the specific details provided in this study, can use the strategies outlined in the discussion to directly and negatively impact on the success of these contract cheating services. [ABSTRACT FROM AUTHOR]

Academic misconduct in all its various forms is a challenge for degree-granting institutions. Whilst text-based plagiarism can be detected using tools such as Turnitin™, Plagscan™ and Urkund™ (amongst others), contract cheating and collusion can be more difficult to detect, and even harder to prove, often falling to no more than a 'balance of probabilities' rather than fact. To further complicate the matter, some students will make deliberate attempts to obfuscate cheating behaviours by submitting work in Portable Document Format, in image form, or by inserting hidden glyphs or using alternative character sets which text matching software does not always accurately detect (Rogerson, Int J Educ Integr 13, 2017; Heather, Assess Eval High Educ 35:647-660, 2010). Educators do not tend to think of academic misconduct in terms of criminality per se, but the tools and techniques used by digital forensics experts in law enforcement can teach us much about how to investigate allegations of academic misconduct. The National Institute of Standards and Technology's Glossary describes digital forensics as 'the application of computer science and investigative procedures involving the examination of digital evidence - following proper search authority, chain of custody, validation with mathematics, use of validated tools, repeatability, reporting, and possibly expert testimony.' (NIST, Digital Forensics, 2021). These techniques are used in criminal investigations as a means to identify the perpetrator of, or accomplices to, a crime and their associated actions. They are sometimes used in cases relating to intellectual property to establish the legitimate ownership of a variety of objects, both written and graphical, as well as in fraud and forgery (Jeong and Lee, Digit Investig 23:3-10, 2017; Fu et. al, Digit Investig 8:44–55, 2011). Whilst there have been some research articles and case studies that demonstrate the use of digital forensics techniques to detect academic misconduct as proof of concept, there is no evidence of their actual deployment in an academic setting. This paper will examine some of the tools and techniques that are used in law enforcement and the digital forensics field with a view to determining whether they could be repurposed for use in an academic setting. These include methods widely used to determine if a file has been tampered with that could be repurposed to identify if an image is plagiarised; file extraction techniques for examining meta data, used in criminal cases to determine authorship of documents, and tools such as FTK™ and Autopsy™ which are used to forensically examine single files as well as entire hard drives. The paper will also present a prototype of a bespoke software tool that attempts to repurpose some of these techniques into an automated process for detecting plagiarism and / or contract cheating in Word documents. Finally, this article will discuss whether these tools have a place in an academic setting and whether their use in determining if a student's work is truly their own is ethical. [ABSTRACT FROM AUTHOR]

This paper explores the consumption-based ecological footprint method and its application aiming at a quantitative assessment of the sustainability of a university campus. The goal is to inform the planning decision-making process and evaluate the socio-technical solutions implemented in local urban settings for reducing energy consumption, decreasing environmental impacts and improving the quality of life of the campus' inhabitants. The case study taken for the analysis is the Politecnico di Torino, a Higher Education Institution (HEI) located in Northern Italy counting around 33,000 enrolled students in 2016. Data were collected from departments and administrative units of the Politecnico di Torino to identify the pressure exerted by the campus activities on the ecosystem during a reference year (2016). The study identified six main categories of consumption that were associated with their ecological footprint, i.e. the amount of land needed to produce the required resources and to absorb the generated waste, including CO2 emissions. Total footprint resulted in 6,200 gha: about half of the total city area, meaning that the campus would need a 310 times larger area to be self-sufficient. Normalizing this result with the number of students yields 0.19 gha/student. Transports had the highest share, with 49.4% out of the total campus impact, whereas energy covered 40.1%. Food, waste, land use and water counted, respectively, for 5.7%, 3.7%, 0.7% and 0.5%. This study presents the most comprehensive analysis to date of the environmental impact associated with an Italian HEI. This methodology and its implementation for the specific case of HEIs contribute to gain a better understanding of the overall impact of a university campus, as well as to create thresholds for comparative analysis, decision-making tools and policymaking to reduce the ecological footprint of the educational sector. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs), once considered among society's most resilient institutions, are facing challenges due to changes in governments' and society's expectations of them. Within the sector, there is a global call for new models and practices, requiring HEIs to develop the management capabilities once reserved for businesses. In this sense, they will pave entrepreneurial pathways and contribute to economic, technological and societal developments in their regions, thus adding a third mission (engaging socio-economic needs and market demands) to the traditional two (education and research) and transforming themselves into more entrepreneurial institutions. Dynamic capabilities enable transformation processes by allowing the dynamic sensing and seizing of opportunities and risks and the promotion of iterative change and reconfiguration. Scholars have called on HEIs to develop such dynamic capabilities in order to transform themselves and better respond to their sector's challenges. Nevertheless, the understanding of how dynamic capabilities might advance HEIs' third mission is still an underexplored concept, and in this paper, we propose mechanisms that promise to transform dynamic capabilities into third mission advancement. We have developed numerous theoretically grounded hypotheses and tested them with a partial least squares structural equation model into which we funnelled data collected from key decision-makers at German HEIs. The results suggest that dynamic capabilities do indeed influence third mission advancement; however, this relationship is mediated by the role of leadership and organisational agreement on vision and goals. [ABSTRACT FROM AUTHOR]

India has witnessed a rapid expansion in the higher education institutions and with this fast pace of growth day by day, competition has set in among the institutes. Before taking admission in an institution student assess the facilities and standard of the institution by referring to the website, other admission portals and by taking peer opinion and public perception. Educational institutions around the world are now requesting students' feedback on all elements of academic life in the form of a satisfaction feedback questionnaire. The goal of this research is to describe the development and implementation of a survey to assess undergraduate and postgraduate student satisfaction. The Student Satisfaction Survey is a useful and effective instrument that tries to focus resources on areas, where there is low satisfaction but high importance. This paper gives detailed information about the methodology, calculation and outcome of the exercise utilizing Likert scale analysis. With the recent emerging trends, this innovative method offers flexibility to integrate more parameters, group certain parameters to get feedback on a particular issue and transmute the type of questions with changing environment and structure. The analysis is done using a statistical method. The survey result directly highlights the importance and flexibility of method to evaluate overall satisfaction, satisfaction cognate to a single parameter and satisfaction for questions grouped together underlining some paramount aspects of higher education. [ABSTRACT FROM AUTHOR]

This paper studies the collaborations between entrepreneurial ventures and universities by investigating the "first match", namely, the probability that a given entrepreneurial venture, which has never established university collaborations before, forms a collaboration with a given university (out of all the possible collaborations it might have formed). Expanding on the literature about university–industry collaborations, we argue that the formation of the first match is socially bounded. Specifically, we contend that individual social ties, which the founders of an entrepreneurial venture have formed with the personnel of a given university as they worked there, increase the probability of a first match because these ties reduce the costs and increase the benefits of forming a collaboration (H1). We also hypothesize that geographical (H2) and cognitive proximity (H3) between entrepreneurial ventures and universities influence these costs and benefits, thus moderating the relation sub H1. Econometric estimations on a large set of dyads, which represent realized and potential first matches between Italian high-tech entrepreneurial ventures and universities, support our hypotheses. [ABSTRACT FROM AUTHOR]

Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research. [ABSTRACT FROM AUTHOR]

In this study, the researchers explore lecturers' perspectives on the impact artificial intelligence (AI) has on blended learning within the context of South African higher education. AI is transforming traditional teaching and learning by enabling academic institutions to offer computerised, effective, and objective educational processes. The research was conducted to address the growing need to understand lecturers' viewpoints on how AI can enhance educational practices and overcome existing challenges in blended learning environments. To investigate this phenomenon, the researchers applied the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as theoretical framework for the study. Their qualitative research undertaking employed a singular case study design focusing on 15 lecturers from the College of Education at a selected academic institution, to arrive at an in-depth understanding of lecturers' experiences and perceptions of how AI is integrated in blended learning. The researchers examined both the benefits and challenges associated with a blended teaching and learning mode, in the context of AI integration. The data collection process involved semi-structured focus group interviews that allowed for in-depth discussions to be conducted. This was complemented by detailed document analysis to analyse the course materials and teaching methods used by the lecturers. Homogeneous, purposeful sampling was applied to select participating lecturers who shared specific characteristics relevant to the study. Data analysis involved coding through the induction method, which helped to reveal relevant codes that were subsequently categorised. The study also included a comprehensive literature review of recent research findings, which were correlated with the collected data. The findings underscored the critical need for supportive measures, such as management backing, enhanced training opportunities, professional development initiatives, reliable technological infrastructure, improved internet connectivity, and additional time allocation, for the successful implementation of blended learning which integrates AI. This study contributes valuable insights into, and discussions on, the implications of adopting AI in a hybrid learning environment. [ABSTRACT FROM AUTHOR]

This study constructs and validates a scale for measuring academic burnout among university students. Drawing from empirical evidence and systematic scale construction procedures, the questionnaire items were developed through literature review and focus group discussions. Data from 348 and 774 respondents respectively underwent exploratory factor analysis and confirmatory factor analysis. The resulting scale identifies six dimensions: parental/Guardian pressure, exhaustion, negative peer relations, subjective overload, academic inefficacy, and negative teacher-student relation. By providing a specialized tool for identifying academic burnout, this study aims to facilitate research efforts in higher education institutions. This scale addresses the lack of accurate assessment methods for academic burnout, offering insights into its components. [ABSTRACT FROM AUTHOR]

Background: Plantar fasciitis, a common musculoskeletal disorder, is characterized by inflammation of the plantar fascia, a thick band of tissue that connects the heel bone to the toes. The plantar fascia plays a crucial role in supporting the arch of the foot and absorbing shock during movement. Factors such as excessive physical activity, improper footwear, and biomechanical abnormalities are recognized contributors to the development of plantar fasciitis. However, the prevalence and underlying causes may vary across different demographic groups, necessitating targeted investigations. Objective: This study aims to investigate the prevalence, causes and treatment of plantar fasciitis in young female students (18–30) of a medical college in Pakistan and explore potential associations with high-heel footwear. Methodology: In this study, a cross-sectional survey was carried out, engaging 100 young females from a medical college. Employing a structured questionnaire, we assessed a spectrum of parameters, including heel pain symptoms, footwear habits, and available treatment options. The diagnostic precision of the Windlass test, specific to plantar fasciitis, was incorporated. Rigorous data analysis, utilizing SPSS, centered on discerning associations between the nuances of high-heel wear (considering types and duration) and the reported symptoms. This methodological framework ensures a comprehensive and precise exploration of the prevalence, causes, and treatment of plantar fasciitis in our targeted demographic. Results: All the participants were female, and the total number was 100, of which 66% felt pain in the heel when they wore high heels. Out of this 66%, only 6% are diagnosed with plantar fasciitis. The rest of the 60% have pain in the heel due to different causes such as heel spurs, stress fractures, etc. 2% of people receive treatment with steroid injections, and 12% are treated with ice. Conclusion: We conclude that the prevalence of plantar fasciitis is high in females wearing high heels. This study reveals that an increase in the total duration of wearing high heels with hard soles increases the symptoms of plantar fasciitis. Plantar fasciitis can be prevented by education and applying ergonomics and could be treated by steroids and the ice method, according to medical practitioners. [ABSTRACT FROM AUTHOR]

Drawing on the stimulus-organism-response theory, the present study aims to investigate the mediating role of environmental self-identity on the relationship of collectivism-organizational culture and green empowerment with employee's workplace green behavior. By adopting procedural remedy and purposive sampling approach, data was collected from 207 administrative employees in higher education institutions of China. Response rate in this study is 41.40%. The authors employed partial least square -structural equation modelling to validate the proposed hypotheses. The current empirical findings confirmed the direct effect of collectivism-organizational culture and green empowerment on employee's environmental self-identity. It is also proven that environmental self-identity significantly and positively influence employee's workplace green behavior. This study concludes with significant positive indirect impact of collectivism-organizational culture and green empowerment on the employees WGB through environmental self-identity. This study enriches the literature on sustainable development by examining the integrated relationship of collectivism-organizational culture, green empowerment, self-identity and green behavior. The limitations and implications have been elaborated at the end of research. [ABSTRACT FROM AUTHOR]

In the rapidly evolving digital landscape, e-learning methods have emerged as a highly influential phenomenon in higher educational institutions. The adoption of e-learning has transformed traditional face-to-face teaching environments into flexible and collaborative modes of education through the utilization of the metaverse platform. However, limited research has addressed the educational aspect of students' adoption of the metaverse platform. This study aims to bridge this gap by examining a conceptual model that incorporates crucial factors such as Technological Pedagogical Content Knowledge (TPACK), Technology Self Efficacy (TSE), Perceived Enjoyment (PE), Perceived Complexity (PC), Perceived Value (PV), and Controlled immersion, interaction, and imagination (III). A survey involving 342 students from Omani universities was conducted, revealing that TPACK positively influences metaverse adoption. The noteworthy impact of perceived enjoyment, perceived complexity, and perceived value were also observed. These findings underscore the significance of these factors in shaping the adoption of the metaverse and enhancing the e-learning experience. The practical implication of this study emphasizes the need for educational institutions to develop strategies enhancing technological skills, engagement, and content relevance in e-learning, particularly in the metaverse, to improve student adoption and learning experiences. This involves focusing on technological pedagogy, student confidence in technology use, and creating immersive, enjoyable, and valuable learning environments. [ABSTRACT FROM AUTHOR]

This paper makes a critical review of educational and operational issues related with pandemic and postpandemic lessons in Latin American higher education institutions (LATAM HEI), as background for uncovering key elements to innovate educational practices in technology-mediated higher education. The authors adapted the reflexive pedagogy framework to conduct in depth analysis of innovation experiences mediated with educational technologies and draw conclusions for curricular and digital transformation of LATAM HEI. [ABSTRACT FROM AUTHOR]

This study focused on mapping agripreneurship curriculum and lecturers' competencies in 8 African Higher Education Institutions (HEIs), participating in the Strengthening Agri-Entrepreneurship and Community Engagement Training in East, West and North Africa (AgriENGAGE) joint Project. A sample of 194 lecturers from East, West, and North Africa participated in the study. The study employed a mixed method approach with concurrent nested research design methodology to collect information. Among the main results found in this study, the key aspects that were implemented in curricula were; business plan development (µ = 3.57), business opportunities identification (µ = 3.56), and communicating with value chain actors (= 3.51). Concerning the forms of entrepreneurship taught, most institutions focused on subsistence agripreneurship (µ = 3.23) with growth-oriented agripreneurship (µ = 2.50) and innovative-oriented agripreneurship (µ = 2.50) having the lowest rating. Regarding teaching methods within the provision of entrepreneurship education, most of the institutions were using traditional teaching methodologies with the common ones being formal lectures, field trips, in-class group discussions, and group project-based learning. Most lecturers had low teaching competencies concerning instructional quality and a moderate/average level of entrepreneurial competencies. The study recommends that universities should implement more professional development and pedagogical training over and above the subject competency to improve lecturers' entrepreneurial competency. [ABSTRACT FROM AUTHOR]

Student academic misconduct continues to vex higher education institutions in the United States and internationally. The COVID pandemic learning environment yielded more rather than less reports of student academic misconduct. Substantial empirical research has considered the nature of academic misconduct in higher education institutions by identifying its antecedents and correlates. But given the reproducibility crisis in social research, the quality of knowledge that students have on academic misconduct warrants further empirical corroboration. With the intent to replicate, this study used Quantitative Content Analysis to examine 2631 written responses from first-year undergraduate students as they participated in academic misconduct programming implemented by a public university in the United States. Results reported a staggering proportion of first-year students possess piecemeal (at best) or non-existent (at worst) knowledge over citations/references and cheating. Furthermore, such proportions are uneven according to specific college membership. Results corroborate prior research that first-year undergraduate students hold limited understanding of academic misconduct in its premises, patterns, and processes. In turn, results support the design and use of systematic preventive mechanisms to address academic misconduct among higher education institutions. [ABSTRACT FROM AUTHOR]

The study, conducted in higher education institutions in Kazakhstan, Tajikistan, Kyrgyzstan and Uzbekistan, highlights ongoing changes in approaches to education for sustainable development (ESD) in Central Asian countries. This region, exposed to various challenges such as climate change and environmental problems, has recognized the importance and role of education in achieving sustainable development. The study aims to identify the current level of awareness of students and teachers about the Sustainable Development Goals, as well as to understand how universities in the region are integrating ESD principles into their educational programs. The results show that students generally have limited knowledge about the global sustainable development goals, while teachers have a higher level of awareness. Most students receive information about the sustainable development goals (SDGs) through social media and the Internet, while it is less reflected in the curriculum. However, there is a trend towards changing this situation, in particular in Tajikistan, where curricula are becoming more focused on environmental education. Finally, recommendations for universities include integrating ESD principles into teacher development, developing teaching methods and materials, and strengthening collaboration at the regional and international levels to promote sustainable development goals. [ABSTRACT FROM AUTHOR]

With sustainability becoming a familiar concept in society, higher education institutions have also started playing a more active role in this field, showing an increasing interest in students' comprehension of sustainability. This interest has led to the need for developing methods of assessing students' sustainability knowledge, as observed in many scholars' and institutions' research efforts. To this end, this study aims to evaluate the sustainability literacy levels of students enrolled in a first-year composition course using a mixed-method sequential explanatory design. The quantitative phase involved 221 students who completed a questionnaire assessing their knowledge, skills, attitudes, and familiarity with sustainability concepts and topics. Following this, 60 students were asked to write an essay identifying Kuwait's significant sustainability challenges and proposing solutions. The results showed that gender, high school type, grade point average (GPA) value, and whether they heard about the term sustainability before caused significant differences in students' knowledge, skills, and attitudes about sustainability. Also, the students primarily associate sustainability challenges with environmental problems; social and economic challenges are rarely mentioned in essays. [ABSTRACT FROM AUTHOR]

The role of higher education institutions (HEIs) in promoting and supporting sustainability has outstretched over the past decades as a result of various declarations and commitments related to the need for sustainability in HEI. As a consequence, HEIs tried to achieve campus sustainability by integrating sustainability concept into their projects, partnerships, assessments, programs, curricula, and research. Accordingly, achieving campus sustainability is not feasible without the involvement of students as the biggest stakeholders of HEI. The students have a substantial impact on sustainability by contributing to and supporting campus sustainability. This research aims to compare and analyse the attitudes of students towards campus sustainability in relation to the influence of the university. The research is conducted at three universities in Sweden, which have different environmental management system certification status. A questionnaire-based survey is employed to collect the data from students at these three universities. It aims to investigate the university's efforts to support sustainability and students' awareness towards those efforts and also to measure students' attitudes towards campus sustainability. The (one-way) analysis of variance is then used to investigate whether there is any difference (statistically) among the means of students' attitudes at these three universities. The result shows that there is a statistically significant difference in these universities. Analysis and discussion are also provided to identify the reasons behind the result. [ABSTRACT FROM AUTHOR]

High concentration of particulates in the university and research institutional campus can affect cognitive performance of students and researchers. However, studies on ambient particulate concentration in the campus of universities or research institutes are scarce. The ambient concentration of PM10 was measured in the campus of Jadavpur University, Kolkata, during two different seasons (S1: Post-monsoon; S2: Winter) to identify major sources of pollutant here. Significant seasonal variation of ambient PM10 was recorded in the campus. The average ambient PM10 concentration was recorded higher in S2 compared to S1 of the study period. Morphological characteristics of PM10 during the study period suggest that the roundness of particles was in the range of 0.66 to 0.68, whilst the mean spherical diameter suggests most of the PM10 particles were < 2.5 μ diameter. Based on factorial analysis, three factors were generated which includes factor 1: soil, building material and coal burning particles (53.76% of the variance); factor 2: particles from coal combustion (29.89% of the variance) and factor 3: particles from transport emission (16.33% of the variance). The study suggests that it is important to stop burning coal, reduce vehicular emission and reduce road dust resuspension around the campus to maintain the ambient PM10 concentration within the university campus during the post-monsoon and winter months. [ABSTRACT FROM AUTHOR]

Limited studies exist on faculty members or lecturers' perception and behavioural acceptance of artificial intelligence (AI) (e.g. ChatGPT) for their students' benefit. Teachers are the decision-makers for students' teaching and classroom activities. In this regard, the study examined lecturers' use of AI-powered tools and the factors that influence the acceptance of AI in teaching and learning in universities. An online survey was conducted using a cross-sectional design, and the results were analysed using SPSS and SmartPLS. The study findings revealed that more than two-thirds (84%) of lecturers are willing to accept AI for their students, while 16% stated non-acceptance of AI for students. Factors such as years of teaching experience, institutional support for AI use, and attitude towards AI proved to be significant predictors of AI acceptance in education. Key factors influencing lecturers' acceptance of AI for their students include perceived pedagogical affordances, organisational policies and incentives, perceived complexity and usability and socio-cultural context. By addressing teacher concerns through supportive policies, user-friendly interfaces, and alignment with pedagogical goals, higher education institutions can create a more fertile ground for AI adoption. [ABSTRACT FROM AUTHOR]

Students are central actors at Higher Education Institutions (HEIs). Whereas much can be achieved by the active participation of students in sustainability affairs, it is unclear what is the current level of students' knowledge and engagement regarding the United Nations (UN) Sustainable Development Goals (SDGs) around the world, as well as which initiatives are being undertaken by HEIs on this matter. In order to address this research gap, this study investigated the current status of students' knowledge and participation in initiatives aimed at the implementation of the UN SDGs. A comprehensive research methodology was carried out by means of a bibliometric analysis, case studies, and a survey involving a sample of 602 students from 53 countries. For the bibliometric analysis, data were analysed with the support of the VOSviewer software, while quantitative data analysis was performed with the support of IBM SPSS Statistics. The study shows that the participation of students in SDGs activities is associated with the commitment level of the HEIs to the implementation of the SDGs. In addition, the fact that students have taken a course or have a discipline related to the SDGs, plays a significant role in the SDGs implementation process. Moreover, the findings reveal that graduate students are more familiar with the SDGs than their undergraduate peers. The analysed HEIs case studies also demonstrate the commitment to sustainable development (SD) through different initiatives being pursued at different levels and scopes. Based on the results, the study provides recommendations on a set of specific measures that may be implemented to increase HEIs students' interest and engagement in SD. [ABSTRACT FROM AUTHOR]

The rise of small, skills-focused credentials, also known as micro-credentials, has garnered considerable attention in recent years. By offering micro-credentials, institutions of higher education can provide additional credential options, thereby attracting more diverse audiences beyond degree-seekers. However, amidst their growth, fundamental questions surrounding their effective design and pedagogical implementation remain. This lack of clarity may inadvertently hinder their effectiveness. To address this gap, there is a need for studies that examine the perspectives and practices of faculty involved in micro-credential development and delivery. This study employed a single-embedded case design to investigate the perceptions and practices of faculty members who implemented micro-credentials for a pilot program at a large public research university. Specifically, this study aimed to identify faculty perceptions of the assessment and credentialing affordances of micro-credentials, and strategies employed to integrate these affordances into the design of micro-credentials. In-depth interviews were conducted with faculty members representing a diverse array of academic disciplines. Findings revealed that faculty need support in recognizing and integrating certain characteristics of quality assessments when designing micro-credentials, including aligning of assessments with a micro-credential's delivery method, and integrating equity-oriented assessments into the design. These findings underscore the necessity for interventions and training programs aimed at integrating quality assessment practices into micro-credential design. [ABSTRACT FROM AUTHOR]

The evaluation of Physical Education Teaching Methods in Colleges and Universities faces two main challenges: an excess of evaluating elements and a lack of assessment framework. Hence, the research proposes the multi-feature fuzzy evaluation model based on artificial intelligence to streamline the evaluation process and provide an efficient framework for accessing teaching methods. The framework integrates natural/human language using fuzzy instructions considering three evaluation perspectives, including the management stage, instructors, and students and employs the enhanced cuckoo search optimization algorithm. After the teaching expert has determined each parameter's ratings, they are fed into the improved cuckoo search algorithm and solved using an unbiased function to assess the assessment's final result. It incorporates the students' mobility mechanism and movement vector deconstruction designed based on functional criteria. A system for evaluating the quality of instruction has been developed utilizing the proposed model with enhanced cuckoo search optimization. The results indicate that the proposed algorithm has achieved the highest scores across multiple assessment categories, average skill performances of 97.01%, learning progress of 87.36%, physical fitness of 93.49%, participation rate of 95.04%, student satisfaction of 95.49%, and physical education of 96.8% teaching efficiency. The usefulness of the proposed framework in enhancing physical education teaching methods has been demonstrated by comparing the results with traditional methods. It contributes to advancing pedagogical practices in the field. [ABSTRACT FROM AUTHOR]

In the last decades the term sustainability has become indispensable for society, governments and companies. Its correct implementation is of utmost importance, and therefore public institutions continuously promote the actions of sustainable development. During the pandemic, universities adapted to online teaching, using different platforms or even social media. The intensity of social media use has had positive and negative impacts. Several studies have linked the use of social media to sustainable development. Therefore, this study analyses the intensity of social media use in public universities and the relationship between the three dimensions of sustainability. To achieve the objectives set out, a sample of 447 users was used, and the data was analysed based on PLS-SEM (Partial Least Squares Structural Equation Modeling). Variance-based SEM is a methodological option to carry out analyses that measure the simultaneous behaviour of dependence relationships. The results have shown that the intensity of the use of social media and the economic sustainability of universities is weak, even if it is positive. Furthermore, there is a strong and positive relationship between the three dimensions of sustainability at the university level. This study contributes to the academic literature on the subject and highlights the critical role of higher education institutions in promoting sustainability. [ABSTRACT FROM AUTHOR]

Dentistry involves the use of many instruments that are sharp and deal with blood and saliva that may be contaminated with either HBV, HCV, or HIV. Professional exposure of healthcare workers (as dentists and dental students) to blood or other potentially infected biological material may cause transmission of infection to them. Transmission of infection can occur through several routes; mucosal, cutaneous, or percutaneous. Transmission of pathogens may result in an asymptomatic infection. This situation may last for weeks or months until symptoms appear. Some patients are, thus, not aware of their infectious status and may carry an asymptomatic infection when visiting a dental practice. Aim of study The objective of the current study was to detect the level of knowledge among dental students regarding the human immunodeficiency virus, hepatitis B virus, and hepatitis C virus. The attitude and risk perception of the students about the treatment of patients with these viruses were also assessed. In our study, we determined also the relationship between knowledge, attitude, and risk perception. Methodology Six hundred eighty responded students were included in this study. They were selected from all 5 years of study to form 2 equal groups (340 students in each group), group I (junior students): 1st, 2nd, and 3rd years and group II (senior students): 4th and 5th years. The questionnaires (distributed to the students) included five main parts: the sociodemographic part, the knowledge part, the attitude part, the risk perception part, and the self-evaluation part. Results (1) The correct answer score was higher in group II than in group I (58.54% and 41.46% respectively). (2) The professional attitude score was higher in group II than in group I (60.81% and 39.19% respectively). (3) The positive risk perception was higher in group II than in group I (56.20% and 43.80% respectively). Conclusion The level of knowledge plays an important role in forming attitudes and risk perceptions toward patients with HBV, HCV, and HIV. This is of concern in dentistry and other similar fields like otolaryngology. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs), based on learning, innovation, and research, can support the progress of civil society. Many HEIs are implementing sustainability practices and projects to counteract climate change, often involving youth participation. The present study aimed at identifying how sustainable communities may be fostered in a university setting. To that end, a questionnaire was administered to engineering students at the start and end of a course on energy issues, assessing their perceptions of sustainability using multi-criteria decision analysis. The results showed that students placed greater value on sustainability at the end of the course. Additionally, the findings highlight that the implementation of projects aimed at tackling real problems may be useful for disseminating knowledge and sustainable practices. The main implications of this study indicate that sustainable communities in academia lay on six foundational pillars: sustainable education, energy (and resource) independence, subsidies in support of the green economy, initiatives aimed at reducing the carbon footprint, energy community development, and new green professional opportunities. [ABSTRACT FROM AUTHOR]

Research on language planning and policy (LPP) has transcended beyond enacting government-initiated language policy and progressed towards uncovering inherent power relations. The discourse-analytical approach (DA) effectively captures the relation between texts and other elements of social practices. Therefore, this approach has been adopted to analyze the meaning-making process in ideologies, practices, and different social contexts. The current study expands on previous research and argues that language testing policies (LTP) be explored using the DA because the former is also produced within the discursive practices of intertextual and interdiscursive links among texts (e.g., policy documents and media texts) and social structures. Three empirical contexts are analyzed to demonstrate the need for introducing tests: (1) introducing the National English Ability Test to replace the preexisting English subject test of the College Scholastic Test in Korea to measure speaking, writing, reading, and listening skills; (2) adopting cut-off scores for graduation based on the Test of English for International Communication; and (3) implementing the Test of Proficiency in Korean scores for screening and regulating the flow of immigrants. The results facilitate an understanding of the variability in LTP contexts, thereby contributing to democratic pluralism in the LPP field. [ABSTRACT FROM AUTHOR]

This study examines the impact of the charging of tuition fees between 2006 and 2014 in several German federal states on the number of first-year student enrollments. Since Germany is known for a tuition-free education policy at public institutions, the fundamental question arises of whether, and if so, to what extent, the temporary tuitions influenced the number of first-year-student enrollments. In this regard, Becker's human capital theory suggests that rising fees should be associated with declining enrollment rates. The analyses to test the hypothesis are based on a longitudinal administrative panel data set for 206 universities and universities of applied sciences from 2003 to 2018; this means there are 3296 observations before, during, and after the tuition treatment. While no previous study has covered the full period of the policy or undertook more aggregate-level analyses, this study applies an analytical research design that uses several panel-data models and robustness checks to examine causal relations based on a quasi-experimental setting. The results of Fixed effects regressions confirm the hypothesized negative impact and even reveal a persistent negative effect of the treatment. The comparison of higher education institutions with and without tuition fees shows that the former institutions lost approximately between 3.8 and 7 percent of their first-year student enrollments on average. [ABSTRACT FROM AUTHOR]

Little is known about the reading habits and interests of college students in the post-pandemic environment, especially those of the understudied student populations of the Middle East. Thus, a convenient sample of female undergraduate students of Saudi Arabian descent was asked to report reading habits and interests. First, the study asked whether the responses of students organized by field of study (STEM versus non-STEM) differed. Then, it assessed the extent to which reading habits (as indexing reading comprehension skills) predicted college attainment (as measured by GPA) in each of the selected subsamples. Although habits and attitudes did not differ between STEM and non-STEM students, attitudes predicted reading habits differently for the two groups. Furthermore, habits and attitudes were better predictors of academic attainment for STEM than non-STEM learners. These findings underscored the need for institutions of higher education to carry out periodical assessments of their students' reading habits and interests. Results can then inform library policies and instructional interventions that will benefit STEM students the most. [ABSTRACT FROM AUTHOR]