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Little is known about how the assessment modality, i. e., computer-based (CB) and paper-based (PB) tests, affects language teachers' scorings, perceptions, and preferences and, therefore, the validity and fairness of classroom writing assessments. The present mixed-methods study used Shaw and Weir's (2007) sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education. Original handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers (N = 456 texts, 152 per teacher) to examine the scoring validity of CB and PB tests. The teachers' perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both tests. Findings revealed that the assessment modality impacted teachers' scorings, perceptions, and preferences. The teachers awarded higher scores to original and transcribed handwritten texts, particularly text organization and language use. The teachers' perceptions of text quality differed from their ratings, and physical, psychological, and experiential characteristics influenced their preferences for assessment modality. The results have implications for the validity and fairness of CB and PB writing tests and teachers' assessment practices. [ABSTRACT FROM AUTHOR]

Past studies reveal the prevalence of anxiety, coupled with low motivation and disengagement among students in English-medium instruction (EMI) programs. Given the detrimental impact these negative emotions can have on learning outcomes, it is imperative that teachers establish positive emotional rapport with their students. This study explores how experienced and highly rated EMI lecturers at a Chinese university's overseas campus use communication strategies to build rapport with their students during interactive academic activities. It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process. The data, consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings, is analyzed using an adapted Conversation Analysis (CA) approach. The analysis reveals three types of communication strategies (CSs) frequently used by lecturers: back-channeling, code-switching, and co-creation of messages. By employing these strategies, the lecturers established a strong rapport with the students, which created an encouraging and supportive learning environment. Consequently, this positive atmosphere facilitated students' learning of content knowledge through English. The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Health professionals and health professions educators (HPEs) worldwide were confronted by the COVID-19 pandemic, which disrupted standard practice and forced HPEs to develop creative, alternative modes of training and education. The ability of people to work successfully and efficiently in non-standard situations can be called adaptive expertise in which people quickly overcome changes in work requirements using their expert knowledge in novel ways. The objectives of the current study were to investigate how the adaptive expertise of a group of HPEs influenced perceived work performance in a non-standard situation and to see whether there were relationships between the level of adaptive expertise and academic ranking and work experience of HPEs. Methods: A descriptive, cross-sectional, single-site study was conducted using a self-reported study tool about adaptive expertise developed by Carbonell et al. (2016), and three questions were asked about participants' perceptions of work performance, amount of work done, and teaching quality. The sample consisted of HPEs from the University of Twente, Netherlands. Results: Among 123 eligible participants, 40 individuals completed the survey. Kaiser-Meyer-Olkin and Bartlett's Test of Sphericity indicated the adequacy of the sample size (KMO = 0.633, P < 0.0001). Participants were lecturers, senior lecturers, assistant professors, associate professors and full professors. The average adaptive expertise score of the sample was 4.18 ± 0.57 on a scale from 1 (low) to 5 (high). The domain and innovative skills are the principal distinct dimensions of adaptive expertise among HPEs. Professors showed higher adaptive expertise scores than the other ranks. Statistically significant correlations were found between scores of adaptive expertise and perceived work performance (r = 0.41, p < 0.05 and academic ranking (r = 0.42, p < 0.05). Adaptive expertise scores were not associated with work experience or HPEs' age. Conclusions: Our finding of a lack of relationships between self-reported level of adaptive expertise and experience and age but significant relationships with work performance and academic ranking of HPEs suggests that adaptive expertise is not auto-generated or acquired with seniority and experience but is a 'mastery' that should be developed deliberately. [ABSTRACT FROM AUTHOR]

Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers' understanding gifted students, ultimately improving the outcomes of this population. [ABSTRACT FROM AUTHOR]

Knowledge required to teach mathematics at the university level is a current and relevant research topic in Mathematics Education. Thus, the case study presented in this article pertains to one mathematics lecturer whose knowledge is examined focusing on his delivery of a Multivariable Calculus course. The data required were gathered via classroom observations and a semi-structured interview and were subsequently analyzed through the lens of the Mathematics Teacher's Specialized Knowledge model. The interactions among different components of the lecturer's specialized knowledge that were identified in terms of intra-domain and inter-domain relationships provide empirical support for the complex and integrated nature of the mathematics lecturer's knowledge. [ABSTRACT FROM AUTHOR]

The adoption of information and communication technology is not encouraging in many developing countries and a better understanding of the factors that influence their integration is expected to promote their effective utilization. The study employed the use of the Universal Theory of Acceptance and Use of Technology (UTAUT) to identify the factors that influence the use of ICT. The study is anchored on a survey research design. Data were collected using a structured online questionnaire (google form). Findings from the study reveal that effort expectancy was related to behavioral intention to use ICT. Performance expectancy was related to behavioral intention to use ICT. The study, therefore, recommends that the universities management should create a conducive environment that will promote the effective use of ICT tools and organize training programmes for the effective use of the tools. [ABSTRACT FROM AUTHOR]

The aim of this study is to understand how lecturers interpret pedagogical innovations when describing and thinking about their practices. In this study we analysed the project proposals of a large call for proposals in a French university and questioned the managers of funded projects about their conceptions of pedagogical innovations. Results show little theoretical guidance in designing innovations suggesting that practical objectives are the more important. Projects can be underpinned by one or more theoretical views; the most represented theorical view was constructivism. [ABSTRACT FROM AUTHOR]

This study explored the impact of gradeless assessment on student holistic development in higher education. By examining its influence on learning, motivation and engagement, the research addressed a gap in the literature and aligned with holistic education principles encompassing intellectual, emotional, social and physical well-being. Data from six students and four lecturers in focus groups informed the study, revealing that gradeless assessment could enhance student motivation, engagement, and learning by prioritizing feedback and growth. This highlighted how such an approach fosters deeper learning, risk-taking, innovation, ownership, reflection, collaboration, and creativity. The study proposed strategies for integrating gradeless assessment into current educational systems and practices, offering insights to improve educational practice and policy in higher education and support student learning outcomes and holistic development. [ABSTRACT FROM AUTHOR]

Among students and lecturers of Computer Science (CS)-related subjects, there is often anecdotal talk that Frustration Tolerance (FT) is a requirement for success in CS studies or that students would learn it during their studies. In order to relate the anecdotal perception and the psychological concept of FT and to explore the anecdotal narratives, the Frustration Discomfort Scale (FDS) and self-assessment among other factors were conducted with students from a university CS1 course at two times. There seems to be no effect from one semester of CS on FT and no actual differences in prerequisites, although further studies will be needed. Students with extensive prior knowledge, male students and students in low CS-related majors rate their FT as higher than the opposite groups at the beginning of the course. Lecturers should reconsider the use of the term as it may support negative feelings related to Imposter Syndrome. [ABSTRACT FROM AUTHOR]

The outbreak of the Covid-19 pandemic and subsequent lock-down restrictions forced higher education institutions to move towards a fully online mode of delivery. The study explored the teaching and learning experiences of both students and lecturers within such a digitally transformed higher education space. Concerns have however been raised about this sudden move towards the fourth industrial revolution due to the levels of readiness of higher education institutions. A qualitative research approach was followed, and I purposeful selected ten masters' course work students and two lecturers. One-on-one interviews and a focus group discussion were utilised for data generation. The Saldana's thematic method was employed to analyse data. The findings of my research point to both positive and negative experiences of students and lecturers, following the shift to online teaching and learning. Negative experiences highlight the need for support systems to be put in place in a digitally transformed educational milieu. [ABSTRACT FROM AUTHOR]

Recent literature underlines the increasing use of online platforms in learning undergraduate mathematics, where students refer to these as supplementary resources to develop their mathematical understanding. Through an intrinsic case study, we focus on a highly viewed YouTube learning resource for learning derivative. The selected case is from 3Blue1Brown, a YouTube channel whose founder has received an award from the American Mathematical Society. The video has garnered more than 3.3 million views in the past couple of years. Reflecting on the relevant literature, a realization tree for derivative is developed and then used as an analytical tool to analyze this resource to explore what realizations have been used in it to facilitate students' understanding of derivative. The findings indicate that the analyzed YouTube resource discusses various realizations of derivative, including all its five main realizations, and effectively utilizes new digital technology for discussing these realizations. Such an exceptional resource for learning mathematics leads us to suggest that mathematics lecturers raise their awareness about such online free resources and incorporate them into their teaching packages when appropriate to facilitate student learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Community Service & Empowerment is the property of Journal of Community Service & Empowerment and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Next-speaker selection refers to the practices conversationalists rely on to designate who should speak next. Speakers have various methods available to them to select a next speaker. Certain actions, however, systematically coselect more than one particular participant to respond. These actions include asking "open-floor" questions, which are addressed to more than one recipient and that more than one recipient are eligible to answer. Here, next-speaker selection is inclusive. How are these questions multimodally designed? How does their multimodal design differ from the design of "closed-floor" questions, in which just one participant is selected as next speaker and where next-speaker selection is exclusive? Based on eyetracking data collected in naturalistic conversation, this study demonstrates that unlike closed-floor questions, openfloor questions can be predicted based on the speaker's gaze alternation during the question. The discussion highlights cases of gaze alternation in open-floor questions and exhaustively explores deviant cases in closed-floor questions. It also addresses the functional relation of gaze alternation and gaze selection, arguing that the two selection techniques may collide, creating disorderly turntaking due to a fundamental change in participation framework from focally dyadic to inclusive. Data are in British and American English. [ABSTRACT FROM AUTHOR]

Linguistic diversity emerging from international student mobility, in non-anglophone universities, is typically eclipsed by the existing tensions between the national language(s) and English as 'Lingua franca'. Through a series of semi-structured interviews with university lecturers, this study highlights the tensions surrounding national languages and English and the attention paid to international student languages as resources for learning. Furthermore, using enunciation theory it seeks to show what shapes lecturers' attitudes to language use at university. It concludes that while there is some evidence that international student languages are recognised in teaching practices, there are also real concerns over maintaining the national language(s). This obscures the role that international student languages could play in teaching and learning. [ABSTRACT FROM AUTHOR]

The ideology of native speakerism and its effects on the professional lives of 'native' and 'non-native speakers' in English language teaching (ELT) have been widely documented. Nevertheless, little is known about the impact native speakerism might have on the selection of plenary speakers for ELT conferences. Hence, through the analysis of plenary line-ups of seven conferences in the EU and interviews with their organisers, this study aimed to explore whether 'native' and 'non-native speakers' were represented equally as plenary speakers. The results show that overall only 25 per cent of the 416 analysed plenary speaker line-ups were given by 'non-native speakers'. At some conferences, over 80 per cent of all plenary speakers were 'native speakers'. Apart from one conference organiser who highlighted that steps had been taken to ensure a more equal balance of speakers, the other organisers seemed not to place much importance on equal balance of 'native' and 'non-native speakers' when inviting plenary speakers, preferring a 'colourblind' approach. This study suggests native-speakerism impacts the choice of plenary speakers at certain ELT conferences, and that conscious efforts must be made to alter this balance. [ABSTRACT FROM AUTHOR]

Numbers of online postgraduate coursework students are increasing within higher education and this raises questions of identity – what being a student means to this more mature cohort. This in-depth qualitative investigation explores postgraduate student identities within online learning. We conducted interviews (14) and collected completed longitudinal audio diaries from students (3) enrolled in a range of postgraduate programs. We interpreted two social imaginaries or 'figured worlds' that describe participants' sense of who they ought to be. The life-on-campus figured world projected a 'traditional' student who read textbooks, inhabits classrooms and talks with lecturers. Alternatively, my-time-and-screen figured world projected a technologically-enabled student whose world is mediated by software, devices, their own spaces and a sense of self-sufficiency. These insights afford new ways of thinking about the diversity of the student cohort and how course designs might accommodate the multiplicity of ways online postgraduate students view themselves and their studies. [ABSTRACT FROM AUTHOR]

Feedback is identified in the works of researchers as an essential element for improving the learning process of students. Research shows that lecturer's feedback creates value when it provides not only appraisal information but also links to further learning. This type of feedback affects the learner's information behaviour, i.e., encourages searching for additional information and using it in the learning process. The paper aims to analyze the peculiarities of students' information behaviour during feedback. The research object is investigated from an information science perspective, using theories of information behaviour. An exploratory quantitative survey of 111 Communication BA students from Vilnius University, Lithuania, was conducted. The results of the study revealed the characteristics of feedback inspired by information behaviour: the feedback provided by the lecture is the primary source of information; feedback promotes individual information search; timely feedback encourages proactive information behaviour. [ABSTRACT FROM AUTHOR]

Purpose: There is a lack of clarity about how lecturer collaboration in light of learning and (professional) development fits within the framework of a quality culture in higher education institutions (HEIs). More specifically, it is unclear how collaboration is present or stimulated in the organisational context, triggering working mechanisms leading to quality-related outcomes. Therefore, the purpose of this study is to relate HEIs' quality culture to lecturer collaboration. Design/methodology/approach: This exploratory study relates institutions' quality culture to lecturer collaboration via semi-structured interviews and document analysis at the institutional level in four Flemish HEIs. Findings: The results demonstrate collaboration as a working mechanism driven by the institutional strategy. In this way, lecturers' professional development (PD) is stimulated. The results also indicate that collaboration is present within lecturers' PD: working together during or sharing experiences after PD initiatives is considered useful for quality teaching and learning. Originality/value: Following the growing attention in research and practice to lecturer collaboration, this study incorporates lecturer collaboration in the framework of quality culture within HEIs. [ABSTRACT FROM AUTHOR]

The paper reports on a study that explored selected lecturers' perspectives and discourses on a university's Student Evaluation of Teaching (SET) policy in South Africa; particularly what the policy prioritised in terms of purpose and evaluation processes. It also reports on the lecturers' reflections on the additional questions they included in the self-designed evaluation tools. A questionnaire, informal group conversations, and extended observations were used to collect data, and Latour (2005). Reassembling the Social: An Introduction to Actor-Network Theory. Oxford University Press and Latour (2013). An Inquiry Into Modes of Existence. Translated by C. Porter. London: Harvard University Press works helped make sense of the lecturers' perspectives and discourses. Findings indicate a partial grasp of what the SET policy promotes. Lecturers' understanding seemed to emphasise teaching evaluations' professional development and accountability functions. Little attention was paid to the context in which teaching and learning occurred. The conclusion suggests ways in which the guidance given to lecturers could be improved to help them understand and work more effectively with their university's SET policy. [ABSTRACT FROM AUTHOR]

Investigating learners' motivational factors from Basic Psychological Needs (BPN) has been prevalent in a foreign/second language domain, but there is a dearth of well -documented research on ESP instruction. This study addressed the void by scrutinizing ESP learners' BPN of relatedness, competence, and autonomy using a validated and reliable BPN instrument to assess online ESP practices and challenges within unideal EFL situations. A total of 617 ESP students and 94 ESP lecturers from 14 universities across provincial areas of Indonesia participated in the study. A mixed -method design administering questionnaire and interview was applied to draw ESP students' BPN from the perspective of lecturers and students. The results revealed significant differences between lecturers' and learners' perceptions regarding several indicators of relatedness, competence, and autonomy categories. While the lecturers' questionnaire and interviews reported that the ESP students had an acceptable level of engagement with wider ESP communities, the students mentioned their low engagement with content lecturers, stakeholders/experts, and communities. These differences are then utilized as a stepping stone to design a more 'ideal' ESP program using a specific BPN framework to enhance ESP lecturers' and students' specific English and content knowledge under the online learning platforms. The study implies that to help ESP students learn English, online ESP programs should be collaboratively designed by involving English lecturers, content lecturers, ESP stakeholders from relevant fields, and technology -related materials that meet English and specific content knowledge needs. [ABSTRACT FROM AUTHOR]

This study aims to analyze the impact of social and work-related social media usage on job performance, both directly and indirectly, mediated by knowledge sharing and job satisfaction. The research employs a quantitative method, with respondents comprising lecturers from private universities in Malang City, Indonesia. The sample size, determined using Slovin's formula, consists of 351 respondents. Data collection was conducted through questionnaires, and the relationships between variables were analyzed using PLS with the SmartPLS application. The hypothesis analysis results indicate that social-related social media usage does not affect knowledge sharing but positively influences job satisfaction and job performance. Work-related social media usage has a significant positive relationship with knowledge sharing, job satisfaction, and job performance. Knowledge sharing cannot mediate the relationship between social-related social media usage and job performance. However, job satisfaction can mediate the relationship between these variables. Knowledge sharing and job satisfaction significantly positively mediate the relationship between work-related social media usage and job performance. The results of this study provide insights for higher education leaders regarding the management of social media in higher education institutions, emphasizing both social and work-related social media usage. Both have different impacts, especially on knowledge sharing. Policies to restrict social-related social media usage during work hours are necessary because informal communication can disrupt concentration during work, communication overload can also occur due to excessive unplanned communication, and echo chambers can result in minority lecturers engaging more in knowledge hiding. [ABSTRACT FROM AUTHOR]

The purpose of the study was to investigate the influence of the internet use on university students moral behavior in South West Region Cameroon. The researcher used mixed research method design involving both qualitative and quantitative methods. The sample size used was 100 students from HTTTC Kumba all departments from levels 200 and 300. Four lecturers were also interviewed. From the findings, majority of the respondents indicated that some of their private information has been disclosed without their permission; they have been involved in plagiarism, betting, cyber bullying, illegal downloading and many other vices. These issues can be handled through guidance and counselling sessions for students. Also, each department should use plagiarism detection software and each lecturer is expected to be trained in using the software in order to combat plagiarism. [ABSTRACT FROM AUTHOR]

Purpose: Researchers have opined that the quality of commitment to pedagogical approaches by lecturers is one of the most important factors in determining student academic success. The purpose of this paper is to analyse the mediating effect of research informed teaching on the relationship between lecturer commitment to use of pedagogical approaches and teaching quality, with a view towards enabling delivery of high quality teaching and learning in HEIs. Design/methodology/approach: The research is based on an online survey of the perception of 186 undergraduate and postgraduate students in four major UK universities. Covariance-based structural equation modelling (SEM) methodology was used to quantity and clarify the influence of lecturers' pedagogical attributes on teaching quality, mediated by research-informed teaching. Findings: Findings reveal that: lecturers' pedagogical attributes have significant positive effect on teaching quality, research-informed teaching have significant positive effect on teaching quality, lecturers' pedagogical attributes have weak positive effect on research-informed teaching, and research-informed teaching partially mediates (indirect effect) the relationship between lecturers' pedagogical attributes and teaching quality. Practical implications: Structural equation models are useful for clarifying concepts in pedagogy and have implications for education managers on how to improve teaching and learning in HEIs. Originality/value: The paper presents a unique quantitative model for measuring the degree of teaching quality in universities. [ABSTRACT FROM AUTHOR]

Purpose: Guided by the affective events theory (AET), the purpose of this paper was to explore the impact of interpersonal trust in peers, as an affective work event, on two affect-driven behaviors (i.e. job performance and organizational citizenship behavior toward individuals [OCBI]) via positive affect during the Covid-19 pandemic, particularly in the Asia–Pacific region. Design/methodology/approach: This study is quantitative in approach, and longitudinal survey study in design. The authors collected data from lecturers in 2020 at the beginning, at the end and two months after the first Covid-19 lockdown in Malaysia. Then, the authors utilized the efficient partial least squares (PLSe2) estimator to investigate the relationships between the variables, while also considering gender as a control variable. Findings: The findings show that positive affect fully mediates the relationship between interpersonal trust in peers and job performance and partially mediates the relationship between interpersonal trust in peers and OCBI. Given that gender did not demonstrate any significant relationships with interpersonal trust in peers, positive affect, job performance and OCBI, the recommended policies can be universally developed and applied, irrespective of the gender of academics. Originality/value: This research contributes originality by integrating the widely recognized theoretical framework of AET and investigating a less explored context, specifically the Malaysian higher education sector during the challenging initial phase of the Covid-19 pandemic. Furthermore, the authors adopt a novel and robust methodological approach, utilizing the efficient partial least squares (PLSe2) estimator, to thoroughly examine and validate the longitudinal theoretical model from both explanatory and predictive perspectives. [ABSTRACT FROM AUTHOR]

Abstract Background Health professionals and health professions educators (HPEs) worldwide were confronted by the COVID-19 pandemic, which disrupted standard practice and forced HPEs to develop creative, alternative modes of training and education. The ability of people to work successfully and efficiently in non-standard situations can be called adaptive expertise in which people quickly overcome changes in work requirements using their expert knowledge in novel ways. The objectives of the current study were to investigate how the adaptive expertise of a group of HPEs influenced perceived work performance in a non-standard situation and to see whether there were relationships between the level of adaptive expertise and academic ranking and work experience of HPEs. Methods A descriptive, cross-sectional, single-site study was conducted using a self-reported study tool about adaptive expertise developed by Carbonell et al. (2016), and three questions were asked about participants’ perceptions of work performance, amount of work done, and teaching quality. The sample consisted of HPEs from the University of Twente, Netherlands. Results Among 123 eligible participants, 40 individuals completed the survey. Kaiser-Meyer-Olkin and Bartlett’s Test of Sphericity indicated the adequacy of the sample size (KMO = 0.633, P

The development of science and technology as a digital world provides opportunities and challenges, one of which is the moral crisis for the younger generation, especially students who are agents of change, which means changing from bad things to good. This, of course, cannot be separated from the role and contribution of lecturers in instilling character in their students. So the purpose of this study is to describe the Contribution of Lecturers in Improving Student Ethics and Morals in the Digital Age According to an Axiological Perspective. The method used was a literature review, while the data was collected using careful observation techniques and then the contents were analyzed and finally concluded. The results of the study show that the Contribution of Lecturers in Improving Student Ethics and Morale in the Digital Age According to an Axiological Perspective includes instilling ethical and moral values, providing good examples and role models, implementing an integrated curriculum, wise use of technology, providing opportunities for discussion and reflection, providing feedback behind that builds, becomes a place for stories for students, and finally supports social activities.

Background: Clinical education is considered a vital aspect of education of health science students. Attributes of clinical educators play a crucial role in determining the outcome of clinical teaching and learning. A good clinical educator ensures that students get maximum benefits of the clinical learning experience. Objective: To determine the ratings of physiotherapy students on clinical education attributes of lecturers and clinical supervisors. Methods: The study was conducted with 81 clinical physiotherapy students from two universities in Ghana. Two copies of McGill clinical teachers’ evaluation (CTE) tool were used to obtain students’ ratings on their clinical supervisors’ and lecturers’ clinical education attributes. Independent t-test was used to compare the means of students’ level of study and ratings regarding the clinical education attributes of clinical supervisors and lecturers. Results: Students had a high rating on their clinical education attributes of supervisors and lecturers with a mean score of ([Formula: see text]) and ([Formula: see text]), respectively. Rating on clinical education attributes of supervisors ([Formula: see text]) and lecturers ([Formula: see text]) did not differ significantly between the different levels of study. Conclusion: Clinical physiotherapy students rated the clinical education attributes of their lecturers and supervisors high.

Lecturers' academic careers as professional workers have a different process from other workers. Understanding career insights is important for lecturers in carrying out their profession. this research aims to test the moderating effect of managerial support on the influence of career motivation and self-concept on career insight. this research uses quantitative methods, data collection uses instruments with a 1-5 Likert scale. Respondents were 499 lecturers in Jakarta, Indonesia. The data analysis technique uses SEM PLS. The research results show that career motivation and self concept have a positive effect on lecturers' career insight. meanwhile, managerial support does not have a significant moderating effect on the influence of career motivation and self concept on career insight. this research recommends the need for efforts to increase the role of managerial support in increasing lecturers' career insight. this is an opportunity for further research with different theoretical and methodological aspects. [ABSTRACT FROM AUTHOR]

This study investigates the innovative work behavior (IWB) of marine lecturers, considering work motivation (WM), organizational culture (OC), and soft skill competence (SSC). Data from 145 respondents representing ten higher education polytechnics in Indonesia were analyzed using partial least squares-structural equation modeling (PLS-SEM). Respondents answered 54 Likert-scale questions, revealing that SSC significantly shapes IWB (estimated value: 0.504), primarily through problem-solving ability. However, WM showed no significant impact on IWB, possibly due to noninfluential dimensions like science, technology, environment, and society. Incorporating technological developments as moderating variables could enhance this relationship. Notably, SSC and OC exhibit crucial relationships with IWB, highlighting their importance over WM. These findings shed light on the complex dynamics influencing IWB among marine lecturers, emphasizing the significance of SSC and OC in fostering innovation in the maritime education sector. [ABSTRACT FROM AUTHOR]

The study sought to investigate the level of the knowledge possessed by Home Economics lecturers and students on the objectives of Patchwork and Quilting Craft. The design of the study was a descriptive survey. The study was carried out in Colleges of Education in South-East zone of Nigeria. The population of the study comprised of all the Home Economics lecturers and final year students in Colleges of Education. A census sampling approach was used in selecting all the lecturers and students for the study. A researcher-developed questionnaire titled, “Level of knowledge on the Objectives of Patchwork and Quilting Craft Questionnaire” was used for data collection. The instrument was validated by experts in Home Economics and Measurement and Evaluation in Universities and Colleges of Education. The reliability of the instrument was determined using Cronbach’s alpha procedure and an index of 0.84 was obtained. The instrument was administered and collected back by five research assistants. Mean and standard deviation were used for data analysis. Findings show that twenty-four possible specific objectives of teaching patchwork and quilting craft in colleges of education were identified. There was a significant difference at p < 0.05 between the mean ratings of Home Economics lecturers and students on the objectives of teaching patchwork and quilting craft. Based on the findings, it was recommended that lecturers and students of Home Economics should be adequately retrained to gain more knowledge of the objectives of patchwork and quilting craft in colleges of Education.

Abstract Background Discrimination and sexual harassment are prevalent in higher education institutions and can affect students, faculty members and employees. Herein the aim was to assess the extent of discriminatory experiences and sexual harassment of students and lecturers at one of the largest teaching hospitals in Europe. We analyze whether there are differences between lecturers and students, different study programs as well as sex/gender differences. Methods In an interdisciplinary, iterative process, a semi-standardized questionnaire was developed and sent to N = 7095 students (S) of all study programs and N = 2528 lecturers (L) at Charité—Universitätsmedizin Berlin, Germany. The study was conducted from November 2018 to February 2019. Besides a broad range of questions on sociodemographic background allowing for diversity sensitive data analysis, they were asked if they had witnessed and/or experienced any form of discrimination or sexual harassment at the medical faculty, if yes, how often, the perceived reasons, situational factors and perpetrators. Results The response rate was 14% (n = 964) for students and 11% (n = 275) for lecturers. A proportion of 49.6% of students (L: 31%) reported that they have witnessed and/or experienced discriminatory behavior. Sexual harassment was witnessed and/or experienced by 23.6% of students (L: 19.2%). Lecturers (85.9%) were identified as the main source of discriminatory behavior by students. Directors/supervisors (47.4%) were stated as the main source of discriminatory behavior by lecturers. As the most frequent perceived reason for discriminatory experiences sex/gender (S: 71%; L: 60.3%) was reported. Women and dental students experienced more discriminatory behavior and sexual harassment. Conclusions Discriminatory behavior is experienced by a significant number of students and lecturers, with power structures having a relevant impact. Dental students and women appear to be particularly exposed. Specific institutional measures, such as training programs for lecturers and students are necessary to raise awareness and provide resources. Furthermore, national preventive strategies should be thoroughly implemented to fight discrimination and harassment at the workplace.

Organizational well-being (OWB) sees the importance of the individual's quality of life, happiness, and psychological well-being. The concept of organizational well-being over time has a variety of meanings, involving physical, emotional, mental, and social aspects, which were originally focused on physical health. This study aims to analyze the condition of organizational welfare in lecturers and academic support employees of private universities in Java. This study uses a quantitative approach method, with descriptive data analysis techniques. The subjects in this study are lecturers and academic support employees at private universities on the island of Java, with 95 participants consisting of 45 lecturers and 50 academic support employees. The sampling technique applied in this study uses purposive sampling. The scale used is the organizational welfare scale. The results of this study are that lecturers and academic support employees at private universities on the island of Java view the private universities where they work as not prosperous. [ABSTRACT FROM AUTHOR]

Extended reality (XR) has become one of the most promising tools for supporting learning and practice in medicine, especially in countries with limited resources such as Indonesia. This study assessed medical lecturers' and students' awareness, perceptions, and readiness to implement XR in Indonesian medical education. A cross-sectional study of multiple medical schools across Indonesia was conducted from April to May 2021. The respondents were lecturers and students from the undergraduate and postgraduate stages of medical faculty. Respondents were asked to complete a self-constructed questionnaire with 40 questions for lecturers and 31 for students. A total of 415 respondents, comprising 246 undergraduates, 96 postgraduates, and 73 medical lecturers from 34 medical faculties and 28 provinces in Indonesia, participated in the survey. Most medical lecturers and students were aware of the XR system, with virtual reality (VR) being the most common type of XR reported (72%-76%). However, most students and lecturers had no experience utilising XR technology (58%-65%). The use of VR was the highest among all types of XR technology (29%-37%), while mixed reality (MR) was the lowest (2%-3%). Most respondents reported an interest in medical training using XR facilities (89%-97%). However, they also expressed concerns about potential adverse effects and a lack of confidence that the Indonesian medical faculty was ready for XR implementation. The results showed positive awareness and perceptions of XR in Indonesian medical education. Further studies are required to fully assess the need for the XR system across different stages of medical education. [ABSTRACT FROM AUTHOR]

Teachers as one of the components of education play an important role in teaching and learning activities. In the general provisions of Law No. 14 of 2005 concerning teachers and lecturers, it is stated that teachers are professional educators with the main task of educating, teaching, guiding, directing, assessing and evaluating students at various levels and types of formal education. This research aims to find strategies and ways to increase commitment to the profession. This study uses a quantitative approach, namely research that emphasizes its analysis on numerical data (numbers) processed by statistical methods. The first hypothesis states that Self-Efficacy has a direct positive and significant effect on Commitment to the Profession. Based on the results of research and data processing, it can be concluded that commitment to the profession can be increased through Strengthening Organizational Culture, Self-Efficacy, Job Satisfaction, and Work Motivation. [ABSTRACT FROM AUTHOR]

Research on lecturers' achievement goals and their impact on professional learning in higher education is a topic that has assumed importance in recent years. However, previous studies have neglected the multidimensionality of informal workplace learning and ignored the differences between self‐based and social‐based informal learning. Based on the Achievement Goal Theory, we propose positive links between learning approach goals and self‐based informal learning, as well as positive links between normative goals and social‐based informal learning. Findings from a first cross‐sectional study with 317 lecturers from higher education institutions in Germany show associations that are largely consistent with our hypotheses. While learning approach goals are moderately related to self‐based informal learning, normative avoidance goals are slightly related to social‐based informal learning. In a second study, 185 lecturers from higher education institutions in Austria received three text‐based vignettes and answered a survey about which teaching‐related informal learning activities they would use in specific situations (i.e., before, during, and after the teaching phase). The results replicate most of the findings from the first study; however, the results are not stable when various control variables are included. Moreover, the associations between achievement goals and informal learning are largely consistent across the simulated semester, although lecturers with strong learning approach goals engage in self‐based informal learning particularly before and during the teaching phase. Our findings provide support for the notion that personal motivational characteristics, in the form of achievement goals, are associated with informal learning in the workplace. We conclude by discussing practical implications for those teaching in higher education. [ABSTRACT FROM AUTHOR]

This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell's qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators' mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development. [ABSTRACT FROM AUTHOR]

This study overviews the English as a foreign language (EFL) lecturers’ language power bases in the high-context culture of Toraja. The writer applied a qualitative study method with a case study design. The writer applied purposive sampling and the subjects of this study are three EFL lecturers. The writer got the data through video observation and interviews. The data analysis technique used is using transcription and coding. It is revealed that the characteristics of lecturers’ behaviors and communication strategies associated with the five bases of power-referent power, coercive power, reward power, legitimate power, and expert power-were observed in the high context culture of Toraja, a common cultural practice among the Toraja learners. Referent power was evident when the lecturer was able to establish a connection with the learners based on shared cultural norms. Coercive power was demonstrated when the lecturer used guilt to pressure learners who were unwilling to do a class presentation. Reward power was characterized by the lecturer providing incentives to learners who complied with requests. Legitimate power was observed when the lecturer maintained strict control over the classroom. Additionally, expert power was identified when the lecturer shared their knowledge and expertise in addressing gaps in the study area. [ABSTRACT FROM AUTHOR]

AI-based (artificial intelligence) software utilization is increasingly widespread, including in education. On the one hand, AI-based software offers advantages for producing quality writing, such as converting voice into text, summarizing paragraphs, and improving grammar. There are pros and cons to each argument. Interestingly, permission or prohibition on using software is only for students, not lecturers. Moreover, lecturers should write quality scientific articles productively so that AI-based software can facilitate writing. Therefore, this research explores the driving and inhibiting factors that are thought to influence the use of AI-based software to assist lecturers in writing scientific articles. Following its goals, this research identified the potential factors through six hypotheses and tested them using PLS-SEM. This research recruited 110 lecturers in Indonesia as respondents to express their quantitative perceptions. It found that Product Quality (QLT) and Security (SEC) factors influence lecturers' use of AI-based software in scientific writing. However, four other variables (Motivation/MOT, Supporting Ability/SUP, Subjective Norms/NOR, and Individual Ability/ABL) had no influence. The finding exposed software quality has a vital role in engaging lecturers' intention to use AI-based software considering its characteristics to satisfy their needs: usefulness, easiness, accuracy, and efficiency. Also, lecturers are concerned with information security since AI-based software captures personal data, including user behavior during its usage. This research promotes practical implications for universities to regulate AI-based software, considering its benefits have been recognized by lecturers. However, its misuse can lead to the university's credibility in research and should be mitigated. [ABSTRACT FROM AUTHOR]