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Abstract Background Institutions of higher learning are persistently struggling with issues of academic dishonesty such as plagiarism, despite the availability of university policies and guidelines for upholding academic integrity. Methodology This was a descriptive qualitative study conducted on 37 students of a Healthcare Ethics course at an Australian tertiary institution from February 2016 to October 2018. The purpose of the study was to explore the reasons for plagiarism detected the TurnitinR plagiarism checking software and extensive review of manuscripts. The interviews were conducted in private rooms and in strict confidence. Thematic analysis was manually done. Results Four major themes namely, lack of interest; pressure of time with competing priorities; lack of understanding of the policy on academic honesty, and “the determined students” were identified. Sub themes under lack of interest were lack of preparation and effort, low self-efficacy, poor studying techniques, and convenience of internet sources. Under pressure of time, the subthemes were, misplaced priorities, procrastination, high workloads, poor planning, competing interests, and the perception of availability of time at the start of the semester. Regarding lack of understanding of the policy on academic honesty, the subthemes identified were, lake of awareness of plagiarism, lack of awareness of acceptable similarity, conflicting messages from tutors and confusion with high school learning. The determined students were those that either made all effort to reduce plagiarism but still remained high, used the another language at home other than English, had poor paraphrasing techniques or lacked resources for English language editing. Conclusion There are varied and diverse reasons for plagiarism. There is a need to systematically reinforce and educate students on issues pertaining to academic dishonesty and their associated implications.

Background: Institutions of higher learning are persistently struggling with issues of academic dishonesty such as plagiarism, despite the availability of university policies and guidelines for upholding academic integrity. Methodology: This was a descriptive qualitative study conducted on 37 students of a Healthcare Ethics course at an Australian tertiary institution from February 2016 to October 2018. The purpose of the study was to explore the reasons for plagiarism detected the TurnitinR plagiarism checking software and extensive review of manuscripts. The interviews were conducted in private rooms and in strict confidence. Thematic analysis was manually done. Results: Four major themes namely, lack of interest; pressure of time with competing priorities; lack of understanding of the policy on academic honesty, and "the determined students" were identified. Sub themes under lack of interest were lack of preparation and effort, low self-efficacy, poor studying techniques, and convenience of internet sources. Under pressure of time, the subthemes were, misplaced priorities, procrastination, high workloads, poor planning, competing interests, and the perception of availability of time at the start of the semester. Regarding lack of understanding of the policy on academic honesty, the subthemes identified were, lake of awareness of plagiarism, lack of awareness of acceptable similarity, conflicting messages from tutors and confusion with high school learning. The determined students were those that either made all effort to reduce plagiarism but still remained high, used the another language at home other than English, had poor paraphrasing techniques or lacked resources for English language editing. Conclusion: There are varied and diverse reasons for plagiarism. There is a need to systematically reinforce and educate students on issues pertaining to academic dishonesty and their associated implications. [ABSTRACT FROM AUTHOR]

ABSTRACT This study used the social exchange theory and sexuality to investigate the underlying causes of sexual harassment in Institutions of Higher Learning in Uganda, with responses from Kyambogo University (KyU). Data were collected from internal and external stakeholder consultative meetings and workshops and the literature review. External participants were purposively selected from representatives of the Ministry of Education and Sports, public universities and non-governmental organizations, while internal participants were drawn from student leaders and university managers. Three meetings and two workshops were conducted with 390 participants (214 females and 179 males). The study provides evidence of sexual harassment (SH) at KyU. The underlying causes were limited awareness of SH among university stakeholders, students' background, poverty and a culture of silence. There is need to embark on a programme of building a safe and positive learning environment, supported by continuous sensitization and informed by an in-depth multi-stakeholder study on the status of SH at the University

Background: In the era of the Fourth Industrial Revolution (IR 4.0), digital taxation emerged as a tool for accelerating the economic growth of a nation. While Industry 4.0 focuses on enabling real-time decision-making with sophisticated technology to enhance productivity, digital taxation can serve as an important tool for improving business sustainability. Institutions of higher learning (IHL), which aim to design an IR 4.0 educational ecosystem, can embrace digital taxation, as they face various challenges with different resources. The literature indicates that frugal innovation through digital taxation in institutions of higher learning, can solve emerging resource challenges. Method: We present a systematic review of studies on digital taxation to promote frugal innovation published in the past three decades (1991 to 2021). We obtained a total of 21 papers from a ‘digital taxation’ keyword search, 10 of which were related to digital taxation. However, the 10 papers were not related to frugal innovation. Result: We present two major findings. Firstly, research on digital taxation for frugal innovation is scant. Secondly, challenges exist in digital taxation implementation, which requires further attention. Conclusion: We conclude this review with a recommendation for the conceptual framework, to highlight potential research warranting the attention of the research community.

Over the last four decades, increasing numbers of disabled students have entered institutions of higher education worldwide. Since 1994, the South African Government has been committed to transforming educational policy to redress the past oppression of disabled persons. Educational policies, legislation and interventions have been implemented to promote inclusive education. However, recent studies have found disabled students continue to be excluded and discriminated against at institutions of higher education in South Africa. In this analytical autoethnography, I describe my personal experiences of stuttering at two South African universities, exploring personal life stories through Felt’s (2017) concept of academic chronopolitics. I argue that chronopolitics, which exists in institutions of higher learning, acts as a barrier to inclusion and participation for disabled students, specifically those who stutter. I advocate for the creation of spaces that are enabling and inclusive for all disabled students.

Background: In the era of the Fourth Industrial Revolution (IR 4.0), digital taxation emerged as a tool for accelerating the economic growth of a nation. While Industry 4.0 focuses on enabling real-time decision-making with sophisticated technology to enhance productivity, digital taxation can serve as an important tool for improving business sustainability. Institutions of higher learning (IHL), which aim to design an IR 4.0 educational ecosystem, can embrace digital taxation, as they face various challenges with different resources. The literature indicates that frugal innovation through digital taxation in institutions of higher learning, can solve emerging resource challenges. Method: We present a systematic review of studies on digital taxation to promote frugal innovation published in the past three decades (1991 to 2021). We obtained a total of 21 papers from a ‘digital taxation’ keyword search, 10 of which were related to digital taxation. However, the 10 papers were not related to frugal innovation. Result: We present two major findings. Firstly, research on digital taxation for frugal innovation is scant. Secondly, challenges exist in digital taxation implementation, which requires further attention. Conclusion: We conclude this review with a recommendation for the conceptual framework, to highlight potential research warranting the attention of the research community.

Background: In the era of the Fourth Industrial Revolution (IR 4.0), digital taxation emerged as a tool for accelerating the economic growth of a nation. While Industry 4.0 focuses on enabling real-time decision-making with sophisticated technology to enhance productivity, digital taxation can serve as an important tool for improving business sustainability. Institutions of higher learning (IHL), which aim to design an IR 4.0 educational ecosystem, can embrace digital taxation, as they face various challenges with different resources. The literature indicates that frugal innovation through digital taxation in institutions of higher learning, can solve emerging resource challenges. Method: We present a systematic review of studies on digital taxation to promote frugal innovation published in the past three decades (1991 to 2021). We obtained a total of 21 papers from a ‘digital taxation’ keyword search, 10 of which were related to digital taxation. However, the 10 papers were not related to frugal innovation. Result: We present two major findings. Firstly, research on digital taxation for frugal innovation is scant. Secondly, challenges exist in digital taxation implementation, which requires further attention. Conclusion: We conclude this review with a recommendation for the conceptual framework, to highlight potential research warranting the attention of the research community.

Although electronic records management system (ERMS) is important in bringing about the productivity of organizations, majority of them refuse to implement it, while a few embark on implementing it blindly, without guidance, which often results in failure. This paper, therefore, proposed a model for the ERMS adoption to support the productivity and performance of higher professional education (HPE) institutions in the Yemeni context. This paper used the unified theory of acceptance and use of technology (UTAUT) and a mixed explanatory approach to gather quantitative and qualitative data. Data were then analyzed through the use of SPSS 21, with SEM and Smart PLS V3 software used to test the proposed model. The model was also confirmed by five experts who were interviewed to obtain qualitative data. Based on the analysis results, all the fit indices met the recommended values range that assumed the acceptability of the developed model. The model was found to be of a good fit, and the theory upon which the model was developed was stable. The quantitative findings showed that performance expectancy, effort expectancy, social influence, facilitating conditions, policy, and training have a significant relationship with the ERMS adoption, which in return has a significant relationship with HPE organizations' productivity. This was supported by the qualitative results, confirming the theoretical study and contributing to the understanding of the ERMS adoption among HPEs. Such adoption ensures educational institutions' productivity.

Sustainability is a concern that has been raised in many domains especially in institutions of higher learning such as universities. Hence, universities are implementing Green practices to promote sustainability. Similarly Green practice implementation in universities for attaining sustainability has been the priority for most universities across the world, mainly in ensuring the effectiveness and efficiency of Information Technology (IT) related service. Over the years, a few approaches have been developed to facilitate Green practice in institutions of higher learning, however these approaches are not autonomous and do not provide adequate information on Green implementation initiatives. Moreover, institutions of higher learning utilize manual checklist assessment questionnaire to evaluate their current Green practice. Therefore, this study proposes a system model that integrates hybrid multi-agent and Case Based Reasoning (CBR). The CBR technique facilitates Green implementation by providing information on how institution of higher learning can adopt Green practices initiative, whereas software agents autonomously assess the current Green practice initiative implemented in institutions of higher learning. Findings from this paper show how the hybrid multi-agent and CBR aid universities implement Green practice for sustainability attainment in institutions of higher learning.

Electronic Records Management System (ERMS) is a computer program or set of applications that is utilized for keeping up to date records along with their storage. ERMS has been extensively utilized for enhancing the performance of academic institutions. The system assists in the planning and decision-making processes, which in turn enhances the competencies. However, although ERMS is significant in supporting the process of decision-making, the majority of organizations have failed to take an initiative to implement it, taking into account that are some implementing it without an appropriate framework, and thus resulted in the practice which does not meet the accepted standard. Therefore, this study identifies the factors influencing the adoption of ERMS among employees of HLI in Yemen and the role of such adoption in the decision-making process, using the Unified Theory of Acceptance and Use of Technology (UTAUT) along with Technology, Organization and Environment (TOE) as the underpinning theories. The study conducts a cross-sectional survey with a questionnaire as the technique for data collection, distributed to 364 participants in various Yemeni public Higher Learning Institutions (HLI). Using AMOS as a statistical method, the findings revealed there are significant and positive relationships between technology factors (effort expectancy, performance expectancy, IT infrastructure and security), organizational factors (top management support, financial support, training, and policy),environmental factors (competitiveness pressure, facilitating conditions and trust) and behavioral intention to adopt ERMS, which in return has a significant relationship with the process of decision-making in HLI. The study also presents a variety of theoretical and empirical contributions that enrich the body of knowledge in the field of technology adoption and the electronic record's domain. [ABSTRACT FROM AUTHOR]

Over the last four decades, increasing numbers of disabled students have entered institutions of higher education worldwide. Since 1994, the South African Government has been committed to transforming educational policy to redress the past oppression of disabled persons. Educational policies, legislation and interventions have been implemented to promote inclusive education. However, recent studies have found disabled students continue to be excluded and discriminated against at institutions of higher education in South Africa. In this analytical autoethnography, I describe my personal experiences of stuttering at two South African universities, exploring personal life stories through Felt's (2017) concept of academic chronopolitics. I argue that chronopolitics, which exists in institutions of higher learning, acts as a barrier to inclusion and participation for disabled students, specifically those who stutter. I advocate for the creation of spaces that are enabling and inclusive for all disabled students. [ABSTRACT FROM AUTHOR]

The South African higher education sector has undergone various changes over the past 24 years. As far back as 1997, several policies that advocated for equity and redress were introduced. The introduction of these policies, in conjunction with the Employment Equity Act (1998), has not fully addressed the gender imbalances at executive management level in universities. This article delves into cultural and structural constructs in higher educational institutions that impact on women and leadership. It further explores how women in leadership describe the general organisational culture and the manifestations thereof. Critical realism is used as a theoretical lens to analyse the influence and impact of institutional cultures on women in leadership. Women leaders are confronted with the culture of exclusion in the form of male dominance, silencing of women's voices and male patterns of networking. The article further advocates for extended leadership programmes that are specifically designed for women to change the status-quo. Such programmes can only be effectively implemented within an organisational culture that embraces gender equality and actively pursues recognition of women as equal members of society and other institutions, including institutions of higher learning. [ABSTRACT FROM AUTHOR]

Since December 2019, the world population has been battling with the SARS-CoV-2 disease (COVID-2019) pandemic. The pandemic has continued to impact negatively on people’s livelihoods and also on student’s education. This qualitative study established from students in a previously disadvantaged university, their challenges and needs pursuant to the COVID-19 nationwide lockdown in South Africa. A total of 312 (male = 141; female = 171) registered students were conveniently sampled and completed an online survey questionnaire. Thematically analysed data revealed that student education and health have been impacted since the COVID-19 nationwide lockdown. Participants went on to recommend several measures which, if implemented, could improve their well-being and access to education. Study findings imply that students from previously disadvantaged universities, who in their majority are from impoverished rural communities, have been struggling to access remote learning due to amongst others, the lack of information and communication technology (ICT) devices and network connectivity problems. It, therefore, requires rural-based universities to work together with the government and the private sector and join hands in addressing student challenges and needs during the on-going lockdown in the country. This would be one way of ensuring that in spite of students’ socioeconomic status, cultural location or background, their right to education is protected.

This article discusses the results from the first year of implementation of the so-called integrated exam for migrants, conducted with the participation of institutions of higher learning across Russia. The authors summarize the experience of holding the integrated exam by looking into the related activities of a specific regional university. The paper analyzes the geographical composition of exam participants and identifies its regional specificity; compares test results with a breakdown into the various types of the exam and various groups of migrants; shares examples of errors in the content of testing and assessment tools on the Russian language, the history of Russia, and the laws of the Russian Federation; draws conclusions about the need to enhance these tools; shares expert opinions as to the need to change the degree of the exam's complexity; summarizes the methodological and organizational issues in the conduct of testing for migrant workers.

The article is devoted to the role and the place of University teaching staff in educational process ofinstitutions of higher learning.The key concepts of pedagogical activities are defined.The research highlights the teacher’s creativityregardingeducational efficiency

Although there is a steady use of information technology in institutions of higher learning, little is known about the level of information security awareness (ISA) amongst students joining universities in developing countries and more specifically Africa. The purpose of this study was to investigate ISA amongst undergraduate students at a higher education institution in Kenya. The study made use of a quantitative survey approach. Overall, the study findings indicate that majority of the students surveyed did not possess adequate understanding of ISA. Consequently, we submit that there is a strong need to cultivate ISA culture amongst students joining universities in developing countries. We further recommend that ISA needs to be incorporated in the undergraduate curriculum to help enhance such awareness. Equally, it would be useful for universities to have ISA program as part of the wider university information security management strategy. [ABSTRACT FROM AUTHOR]

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This study examines the association between teleworking and cyber-slacking among lecturers in higher institutions of learning in Uganda. Further emphasis is to investigate the moderation role of transformational leadership on the association. Quantitative data was collected using self-administered questionnaires from 240 academic staff from higher institutions of learning from in Uganda. Data were analyzed using Process Macro version 3.2 to ascertain the moderation role of transformational leadership on the association between teleworking and cyber-slacking. The results indicate a significant positive association between teleworking and cyber-slaking. It also found out a negative significant association between transformational leadership and cyber-slacking. Furthermore, the study found out that transformational leadership moderates the association between teleworking and cyber-slacking. Institutions of higher learning should invest in leadership training programs aimed at developing transformational leadership competencies among academic and administrative leaders. These programs should focus on enhancing communication skills, fostering a supportive work environment, and promoting a culture of accountability and empowerment. Leaders should communicate clear expectations regarding teleworking arrangements, including performance standards, communication protocols, and acceptable internet use policies. The study is one of a kind and first to investigate the role of transformational leadership on the association between teleworking and cyber-slacking especially amongst institutions of higher learning putting emphasis on a developing nation like Uganda.

The article is devoted to the role and the place of University teaching staff in educational process of institutions of higher learning. The key concepts of pedagogical activities are defined. The research highlights the teacher's creativity regarding educational efficiency. [ABSTRACT FROM AUTHOR]

Since December 2019, the world population has been battling with the SARS-CoV-2 disease (COVID-2019) pandemic. The pandemic has continued to impact negatively on people's livelihoods and also on student's education. This qualitative study established from students in a previously disadvantaged university, their challenges and needs pursuant to the COVID-19 nationwide lockdown in South Africa. A total of 312 (male = 141; female = 171) registered students were conveniently sampled and completed an online survey questionnaire. Thematically analysed data revealed that student education and health have been impacted since the COVID-19 nationwide lockdown. Participants went on to recommend several measures which, if implemented, could improve their well-being and access to education. Study findings imply that students from previously disadvantaged universities, who in their majority are from impoverished rural communities, have been struggling to access remote learning due to amongst others, the lack of information and communication technology (ICT) devices and network connectivity problems. It, therefore, requires rural-based universities to work together with the government and the private sector and join hands in addressing student challenges and needs during the on-going lockdown in the country. This would be one way of ensuring that in spite of students' socioeconomic status, cultural location or background, their right to education is protected. [ABSTRACT FROM AUTHOR]

Background: In the era of the Fourth Industrial Revolution (IR 4.0), digital taxation emerged as a tool for accelerating the economic growth of a nation. While Industry 4.0 focuses on enabling real-time decision-making with sophisticated technology to enhance productivity, digital taxation can serve as an important tool for improving business sustainability. Institutions of higher learning (IHL), which aim to design an IR 4.0 educational ecosystem, can embrace digital taxation, as they face various challenges with different resources. The literature indicates that frugal innovation through digital taxation in institutions of higher learning, can solve emerging resource challenges. Method: We present a systematic review of studies on digital taxation to promote frugal innovation published in the past three decades (1991 to 2021). We obtained a total of 21 papers from a 'digital taxation' keyword search, 10 of which were related to digital taxation. However, the 10 papers were not related to frugal innovation. Result: We present two major findings. Firstly, research on digital taxation for frugal innovation is scant. Secondly, challenges exist in digital taxation implementation, which requires further attention. Conclusion: We conclude this review with a recommendation for the conceptual framework, to highlight potential research warranting the attention of the research community., Competing Interests: No competing interests were disclosed., (Copyright: © 2021 Kwan WL et al.)