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This study aims to confirm the domain of job attitude among vocational college teachers in the fields of electrical and electronic engineering, civil engineering, and mechanical engineering, in the Vocational College of the southern zone of Malaysia (Johor State Vocational College, Melaka State Vocational College, and Negeri Sembilan Vocational College). Domain job attitude is often seen as something that makes a teacher successful or vice versa in carrying out his duties. Negative job attitudes reflect that teachers' commitment to the organization is not as expected. Previous studies have found that cognitive, affective, and behavioral elements are strongly related to job attitudes. Therefore, this quantitative study was conducted to confirm the factors related to the domain of job attitude among vocational college teachers. Questionnaires were distributed to 264 teachers at random. The data obtained were analyzed using Structural Equation Modeling (SEM) approach and software AMOS version 21. Confirmatory Factor Analysis (CFA) was performed to obtain factor loading for each factor obtained, namely cognitive, affective, and behavioral factors. Findings from the study analysis show that the three factors studied describe it is very suitable to be a factor to the job attitude domain, the items for the study factor have met all the criteria needed for validation to the study domain. Accordingly, these three factors for this job attitude domain are suitable for further research related to other study domains. [ABSTRACT FROM AUTHOR]

The strong demand to transform the textile and fashion industry towards sustainability requires continuous implementation of the Education for Sustainable Development (ESD) mission statement in education and industry. To achieve this goal, the European research project "Fashion DIET - Sustainable Fashion Curriculum at Textile Universities in Europe. Development, Implementation and Evaluation of a Teaching Module for Educators", co-funded by the Erasmus+ programme of the European Union (2020-1-DE01-KA203-005657), aims to create an ESD module for university lecturers and researchbased teaching and learning materials delivered through an e-learning portal. First, an online questionnaire was rolled out to assess university faculty attitudes toward and needs for ESD content and methods. The feedback questionnaire enabled the selection of the most relevant data for the elaboration of an action and research-oriented professional development module for ESD in textile education, which will be accessible through an information and e-learning portal. The e-learning portal can be used as a web-based tool to apply and evaluate the project outcomes, e.g. the further education module and the teaching and learning materials for educators, such as manuals, broadcasts and the provision of interactive and physical materials. It thus ensures that the teaching materials can be used sustainably in the classroom. It also provides country-specific data for the fashion and textile industry and its market, taking into account the different perspectives of universities and schools. In any case, the portal represents (1) the web-based platform to support the dissemination of ESD as a guiding principle and (2) a central contact point for the target group to obtain relevant information on ESD. Fashion DIET explores the use of e-learning in order to improve teaching and learning on ESD by training educators and empowering them as multipliers for a sustainable textile and fashion industry. At a higher level, the European project strengthens the quality and relevance of learning provision in education towards the latest developments in textile research and innovation in terms of a more sustainable fashion. [ABSTRACT FROM AUTHOR]

Constantly emerging new technologies have a significant impact on higher education – both positive and negative. One of the negative aspects of using technology for education and especially for assessment is its potential to support academic dishonesty, namely to facilitate students in cheating and plagiarism. On the other hand, it provides an opportunity for academic staff to control academic dishonesty. These opportunities have not been researched enough and the contexts in which technology is able to prevent cheating and plagiarism have not been clearly determined. To address academic dishonesty, the European Commission funded TeSLA project has defined and developed a system which ensures the authentication of learners’ identity and authorship in online and blended learning environments. This paper investigates the impact of technology on cheating and plagiarism from the perspective of teachers and students from Sofia University (Bulgaria) related to both aspects of facilitation and prevention/control of such behaviour. Two online surveys with 100 academic staff and 239 bachelor and master degree students from Sofia University were conducted. The results revealed that the technology affects the opportunities for dishonest behaviour in assessment differently in the three studied contexts: 1) face-to-face exams; 2) submission of paper assignments, prepared in the absence of a teacher; 3) submission of online assignments prepared in the absence of a teacher; but mainly modifies the means of cheating rather than encouraging academic dishonesty. Technological solutions for dealing with cheating and plagiarism proposed by the respondents also appeared to be dependent on the assessment context. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to examine the mediating effects of students' negative emotions on the relationship between instructor misbehaviors and instructional dissent while also accounting for students' general levels of emotional exhaustion. Participants were 377 undergraduate students who completed measures of general emotional exhaustion at the end of the semester before indicating class-specific instructor misbehaviors, negative emotions (anger, shame, boredom, and hopelessness), and their own dissent behaviors. Results of the current study suggest student boredom, shame, and hopelessness can give way to anger and ultimately student dissent in classes with misbehaving instructors, especially those who antagonize their students. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research is to investigate nursing research-support activities of hospital nurses who are still working today and determine how these activities affect their clinical abilities. Method: The study period was from March 16, 2001 to March 31, 2017. Subjects were 26 nursing faculty members of a nursing department currently engaged as nursing research-support personnel during FY2007 through FY2016. The survey method was a self-report questionnaire, which had 38 items. Ethical consideration: This research was carried out with the approval of the Sapporo City University Ethics Review Committee. Results: Of the 26 questionnaires sentl8 were collected (collection rate, 69.2%). All data were analyzed. Eleven (61.1%) subjects responded that nursingresearch support helped improve their communication skills, eight (44.4%) that it improved their ability to perform in an organization, 12 (66.7%) that it increased their ability to facilitate human relationships, and 11 (61.1%) that it increased research leadership. Conclusion: Through the research-support activities of university faculty members, we found that teachers' educational and practical clinical abilities improved. Future tasks are management of and cooperation with the research process between universities and hospitals and development of collaborative research. [ABSTRACT FROM AUTHOR]

ABSTRACT Open access institutional repositories (OA IR) have increased in popularity in last decade. However, research shows they remain thinly populated in large part due to faculty reluctance to participate. The focus of previous research has been on external factor (social or technological context) and there is a lack of understanding of the internal factors and the psychology of the reluctance. This study investigated the factors affecting faculty participation in IRs and examined the extent to which these factors influenced faculty willingness to participate in IRs by drawing upon the theory of planned behavior and the model of factors affecting faculty self-archiving. [ABSTRACT FROM AUTHOR]

Over the past couple of decades, there have been rapid advancements in the field of technology which transformed pedagogical strategies in higher education. Online education with an emphasis on technology augmented learning strategies and an increasing stress for cost effectiveness have mounted the pressure on educators. This is exacerbated by the demand for educators to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing learning-teaching practices would be the most sensible response to these demands. This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. The design, implementation, and outcome of this active learning strategy are examined using the theoretical framework, Community of Inquiry by Garrison, Anderson, and Archer [1]. The students' accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task. [ABSTRACT FROM AUTHOR]

Teaching mixed methods research for quality improvement and translating evidence base practice to address meaningful change has become increasingly popular. In times of evidence-based and data-driven calls for improvement it is important to provide students with knowledge and skills about mixed methods research that will help with translation of research into practice. The literature identifies diverse pedagogical challenges that students face within mixed methods classrooms. Students are not usually equipped in both qualitative and quantitative approaches. The knowledge gap can result in deep pedagogical challenges compromising student's ability to fully understand the mixed methods paradigm. Although we are shifting from a teacher centred (pedagogical) to a learner centred, self-directed approach (andragogical) student reluctance to engage with blackboard activities and critical appraisal of mixed methods design and papers persists. The present study explores the student predicament/reluctance by collecting written reflections at the end of a mixed methods post graduate study day and across a post graduate module on mixed methods research. A reflective teaching-learning methodology was employed aligned to the self-inquiry model. Using a systematic framework for content data analysis, two distinct categories were revealed. There relate to 'barriers' and 'enablers' that influenced the quality of the learning event. Several barriers and enablers were identified ranging from difficult paradigm/methodology language, grappling with diverse mixed methods designs/language, and the challenge of using critical appraisal tools, interpreting mixed methods data, to the benefits of small group work, the insights gained from critiquing mixed methods papers and the importance of a positive student-teacher relationship. To tackle the myriad of challenges encountered, innovative teaching strategies and the sustainability of student centred approaches will be considered to lever up and empower the learning climate in mixed methods classrooms. [ABSTRACT FROM AUTHOR]

This document shows the beliefs of Mexican university professors hold in relation to the use of ICT in teaching. A non-probabilistic sample was used, carrying out interviews and surveys in a university located in Sonora. The evidence indicates that the professors interviewed considered ICT to be facilitators in the teaching process and believing that ICT improve the communication process among educational actors. On the other hand, obstacles for adopting ICT are the lack of formation in the field, age and unfamiliarity with their use. Even do these professors feel competent in the use of these technologies. [ABSTRACT FROM AUTHOR]

Clinical practice is important because it allows students to apply their theoretical knowledge in a real environment, develop psychomotor skills, observe and adapt the professional role. In clinical practice, many factors may affect students' learning. These factors are listed as students related issues, clinical instructor related issues and clinical environment related issues. In order to plan an effective learning, it is essential to specify these factors and organize them in a way that will support the students' learning. This paper will discuss these factors in detail and suggest new perspective for clinical placement organization. [ABSTRACT FROM AUTHOR]

The article presents a study which investigates the familiarity of new college students with technology in the classroom using the Academic Plan Model 4 developed by L. R. Lattuca and J. S. Stark, focusing on the influence that learners should have on an instructor's choice of pedagogy. Topics discussed include curriculum design and revision, educational outcomes and factors that influence curricular plans.

In this study, two groups of people, instructors who taught entrepreneurial focused classes (N = 46) and students enrolled in entrepreneurial classes (N = 138) were asked to define entrepreneurship. The responses were coded into general categories and the categories were compared across groups. Student responses were also analyzed based on several other demographic variables including gender, relationship to entrepreneurial parents, prior entrepreneurial experiences, and major. Results highlight some of the different perceptions and goals that students and faculty hold regarding entrepreneurship. [ABSTRACT FROM AUTHOR]

The article presents research on the influence of instructor personal conduct on the professionalism and civility of students in the U.S. The study shows the association of poor instructor conduct outside the classroom with lower student assessments of professor character and more aggressive and unprofessioanl student classroom behavior. It suggests the consideration of the unethical professor behavior professional role definition. Also pointed out is the engagement of professors in the presence of students to connect with students and lessen social distance.

The development of Information and Communication Technology (ICT) and in order to compete globally, learning and teaching landscape have changed tremendously. Driven by the explosive need for change and to produce excellent human capitals, Institution of Higher Learning are implementing changes by introducing technology as part of their teaching and learning process. Hence Learning Management System (LMS) has become essential part of small and large universities and able to provide series of capabilities and features. LMS permits users to access and deliver training content, leveraging a variety of training media throughout the organization and enhance the knowledge. The objective of this study is to examine whether academicians are ready to maximize the utilization of such technologies. This will provide insights on how Institution of Higher Learning can plan ways to promote readiness and acceptance of technology in teaching [ABSTRACT FROM AUTHOR]

The primary purpose of this research is to explore aspects of instructors' attitudes and behavior that may be viewed as instructor misbehavior by millennial students, those students born between the years 1982 and 2002. Instructors communicate with students in a variety of ways that positively or negatively impact student motivation and learning. These communications are the result of a complex set of factors that include instructors' personal characteristics, attitudes from previous experiences, intergenerational differences, and other conscious and unconscious factors. In many cases, instructors are unaware of the characteristics and preferences of millennial students; therefore instructors have not adapted and changed their teaching strategies. Instructors continue to use the traditional classroom format which does not correspond to the preferences of the millennial student. Very little of the current stream of research has considered that instructor misbehavior, as perceived by millennial students, may be caused by generational differences, as well as other factors, because a large percentage of instructors are from the Generation X (born 1965 - 1981) and Baby Boomer (born 1946-1964) generations. This generational gap has caused a divide in instructors' teaching techniques and students' learning styles. We review the research on instructor misbehavior, millennials; and on current technology that can be used or adapted for use in the classroom. We provide recommendations to bridge the gap between instructors of previous generations and current millennial students using current technology. [ABSTRACT FROM AUTHOR]

The increased use of the internet with parallel to the developing technology, it has increased the interest of users to social networking sites. The time spent on social networking sites gets importance about how it affects to educational opportunities. In this study, we have compared perception and rates of social networking use of university academicians and students for educational purposes. For this purpose, in the mid-term of 2013-2014 academic years, we applied an online questionnaire with 162 students and 95 faculty members in Kahramanmaraş Sütçü Imam University. The questionnaire of "Facebook Usage and Perceptions as an Educational Tool" has been applied to the students and faculty members as a data collection tool. Frequency, percentage and chi-square analyzes were used to analyze the obtained data. The findings of the study, results, comments and suggestions are shared in this proposal. [ABSTRACT FROM AUTHOR]

Entitlement, as defined by The American Heritage Dictionary (1985), is "to furnish with a right or claim to something." In a previous study, the authors investigated the possible cognitive determinants which have led to an "entitlement" mentality found in "Generation Y" individuals ("Millenials") confronting both academicians and employers. This paper extends this research stream by examining the resulting affective and behavioral attitudinal components arising from this "entitlement" mindset. The research draws from an extensive review of relevant literature and results from focus groups used to validate the constructs leading to the development of an instrument which was utilized to measure the antecedent cognitive constructs and the resulting affective and behavioral effects leading to the entitlement attitude detailed in this paper. The findings and implications of this research will be discussed. [ABSTRACT FROM AUTHOR]