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The demand for a postgraduate qualification in South Africa has increased due to the Department of Higher Education and training requirement for a Master's degree as the minimum qualification for teaching in universities. However, low completion rates and inferior quality dissertations and theses suggest that these ideals may not be achievable. This study juxtaposed research supervision models and suggested a framework envisaged to promote quality in the exercise. The world's countries, including South Africa, are paying far more attention than ever to supervising postgraduate students. This can be attributed to a variety of factors. For example, diversity and massification issues have put doctoral students' supervision at the centre. In response to these demands, some scholars have emphasised the relevance and suitability of supervision models. As part of the qualitative method, document analysis was used to analyse the supervision models most higher education institutions prescribed in their Policies around the Eastern Cape in South Africa. Among the findings, the policies and their Guide focus on two types of supervision: one-on-one and co-supervision. Regrettably, neither the Policies nor the Guide mention group supervision practices. The finding further revealed that no one ultimate model may guarantee optimal productivity. Hence, more is needed to assist supervisors in delivering excellent supervision. The partnership's efficacy and robustness in supervision rely on trust, commitment, and sound communication. Hence, the researchers developed and recommended the Triple C and Double T framework, a comprehensive and dynamic model, for higher education institutions to be considered for supervision. It is further recommended that the variables in the concept be used to develop the hypothesis and research objectives. [ABSTRACT FROM AUTHOR]

Academic dishonesty is basically defined as unethical or undeserved behavior by students within an educational setting. Although numerous studies have been published that were conducted with undergraduate students, much less is known about the e-dishonesty of postgraduate students. In this study, besides determining the status of e-dishonesty levels of postgraduate students, the relationship between e-dishonesty and self-esteem was also investigated. The study was conducted with 223 postgraduate students registered to master's or doctoral degree programs and working as research assistants in education faculties of universities located in Turkey. The study's results revealed a low level of e-dishonesty among the participants, and a significant and negative, low-level relationship between e-dishonesty and self-esteem. The master's students were found to be more likely to engage in e-dishonesty than those studying for a PhD, as were postgraduate students with 1–3 years of computer use experience compared to other groups. The e-dishonesty levels of the postgraduate students were not found to change according to their gender, daily computer or Internet use habits, or their Internet use experience. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Soochow University Educational Science Edition is the property of Soochow University 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: Massification of higher education and growth in undergraduate students has propelled a wave of students seeking advanced degrees. Increasing numbers of postgraduate students reflect the performance of Higher Education Institutions (HEIs) and highlight the need to study key elements affecting postgraduate academic success. Purpose: This systematic literature review (SLR) aims to identify key success factors related to postgraduate studies. Research approach: The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines were used to guide the reporting of this review. Articles in ScienceDirect, Jestp.com, Ed.gv, Tandfonline.com, Oup.com, Springer.com, Researchgate.net, Sagepub.com, Wiley.com, Alt.ac.uk, and Stor.org were searched between January 2013 and January 2023. Results: A final 28 studies from 14 countries were reviewed to provide a holistic assessment of major factors affecting postgraduate academic success. The most common success factors in postgraduate studies are teaching and learning methods, quality research supervision, research capacity building, library services, Postgraduate Student Office workshops, and student characteristics. Limitations within some factors were also reported. Conclusion and implication: The study concluded that postgraduate students' ability to function effectively depends on adequately implementing and managing critical and complex factors. The results of the study will inform postgraduate programme practitioners. [ABSTRACT FROM AUTHOR]

The number of disabled research higher degree (RHD) candidates in Australia and other countries is slowly increasing. However, little research has examined the experiences and perspectives of disabled RHD candidates. To address this gap, we conducted interviews with six disabled PhD candidates at an Australian university, aiming to understand the experiences and challenges of undertaking postgraduate study while living with disability. We present participants' experiences of seeking – and commonly being refused – 'reasonable adjustments'. Our findings invert the expectations of institutional adjustment, highlighting instead the constant adjustments made by the participants: temporal adjustments, workspace and equipment adjustments, supervision adjustments and emotion and body adjustments. We argue that these adjustments are necessitated by, and often reinforce, ableist assumptions about normative academic practices, assumptions that reward those who can conform and punish disabled candidates even as they work to adjust to institutional demands. Disabled PhD candidates in this study were often denied reasonable adjustments or accommodations over their course of candidature. The denial of reasonable adjustments was distressing and impacted upon the PhD candidates' understandings of their research ability and sense of belonging at their university. In the absence of institutional ajustments, the PhD candidates in this study had to make adjustments to their use of time, where and how they worked, their supervisory relationships and their expectations of their bodies and emotions. For the PhD candidates in this study, adjustments often came at high financial, time, professional and social costs. Universal Design for Learning (UDL) principles may offer a more effective framework for making research higher degrees programmes more accessible and welcoming for people living with disability. [ABSTRACT FROM AUTHOR]

The purpose of this article is to identify the differences in various aspects of the perception of artificial intelligence by students of economics and business studies at different levels of study and, on this basis, to formulate recommendations both to the higher education institutions themselves, which educate in the field of economic and business sciences, as well as to curriculum designers. First, we utilized descriptive statistics to analyze the responses for each construct among undergraduate and postgraduate students. In the second part, we employed the Kolmogorov-Smirnov and Shapiro-Wilk tests to assess the normality of data distribution. Finally, in the third part, we employed the non-parametric Mann-Whitney U test to identify the differences between undergraduate and postgraduate students. The results show that statistically significant differences can be identified especially in how students of both study levels see and understand the importance of AI. Although we did not identify significant differences between students of both levels in how they see their role in the future labor market, which will be (or already is) characterized by artificial intelligence, we must emphasize that students of both levels evaluate their roles modestly in this respect. Therefore, on this basis, we have made recommendations for more active development and integration of AI in the study process; the article presents important suggestions for improving education to prepare students for the business world of artificial intelligence. [ABSTRACT FROM AUTHOR]

Purpose: Users of different disciplines use specific search methods to get the information they need. Knowledge of these methods can help information professionals in designing and increasing accuracy of information retrieval systems. The field of music is not an exception. This study has investigated methods of searching music information sources in search engines by postgraduate students in two universities, namely The University of Fine Arts, and The University of Tehran. Methods: All the 94 postgraduate students in both universities completed a questionnaire. Their fields of study included composition, Iranian music, world music, and musicology (ethnomusicology). The questionnaire was researcher made. Descriptive and inferential statistics techniques were carried out for analysis of data using SPSS software (version 23) and Excel 2013 program. Findings: The students had musical skills such as reading musical notes, knowledge of instruments, knowledge of singers, and knowledge of musical styles, playing instruments at professional levels as well as singing skill at a beginner level. Also, students used general and specialized search engines for music scores, track and song titles, artist names, and album titles. They search in the search engines by exact phrase, specific names and playing music contents, and select retrieved resources according to the credibility, quality of audio files, ease of search and use, music files in mp3 format, and the like. Conclusion: No relationship was found between the level of learning and the use of specialized content search components, space, strategies, resources used, and reasons for selecting sources. [ABSTRACT FROM AUTHOR]

Retention of postgraduate students is a complex problem at higher education institutions. To address this concern, various forms of academic support are offered by higher education institutions to nurture and develop the pipeline of postgraduate students. The support provided to postgraduate students tends to emphasize academic support at times at the expense of psychosocial or non-academic support. Non-cognitive skills were underscored as integral to determining academic and employment outcomes and thus, may need to be investigated more. This manuscript reports on an attempt to filter and consolidate the literature reporting on interventions for postgraduate students that include the development of non-cognitive skills. A systematic review was conducted, because it enabled rigorous and replicable process of consolidating literature. Covidence software was used as a digital platform for the systematic review. The review was conducted at four levels as per the PRISMA guideline namely, identification, screening, eligibility and final summation. The filtration process attempted to answer the following research questions: (1) How are non-cognitive factors or skills defined? (2) Which non-cognitive skills were included in support for postgraduate (Masters and Doctoral) students in the higher education setting?, and (3) How have non-cognitive skills been included in support interventions provided to retain postgraduate students? Descriptive and theory explicative metasynthesis was used for the summation and data extraction. The primary finding was that the term non-cognitive was not used explicitly in the included studies to describe skills or factors supporting student retention. The discourse centered around support and social support as non-academic factors and skills. This suggested that non-cognitive skills were constructed as co-curricular and not integrated into the postgraduate academic project or core learning outcomes. The findings highlighted the distinction between non-cognitive skills and factors and illustrated how skills and factors operate at different levels with different spheres of influence. The formats of support provide an intersectional space where skills and factors are combined. [ABSTRACT FROM AUTHOR]

The Halal market in Malaysia is unique as it is no longer contributed to and enjoyed solely by the Muslim population but also by non-Muslim citizens. The plethora of Halal-certified food products and restaurants owned by non-Muslims proves that such a market is no longer an exclusive trade. A previous study unveiled that this dietary law is still widely misperceived even in Muslim-majority countries like Malaysia. Numerous studies have been conducted to unravel the perceptions of non-Muslims in Malaysia towards Halal products in various settings and contexts. Nevertheless, such studies are still limited to general populations, with no representation in the educational and academic setting, especially regarding postgraduate students, as others focus on quantitative methods for collecting and analysing data. Hence, this study aims to explore the understanding of non-Muslim postgraduate students in the university setting about the concept of 'Halal' and to describe their experiences when visiting Halal restaurants, especially those surrounding the educational setting. The study was conducted at a public higher education institution located in the Klang Valley and was executed using the qualitative method using purposive sampling amongst three non-Muslim postgraduate students, via in-depth interview sessions. Observation of a halal-certified restaurant assisted in triangulating the data. The data was then analysed through the thematic analysis approach by using the Coding, Categorical and Thematic (CoCaT) technique. The results show that some of the postgraduate students had mistakenly viewed Malay food as Halal food while others perceived no significant difference between visiting Halal restaurants and regular restaurants. Future studies are suggested to explore the fundamental ideas and meanings behind the misconceptions towards 'Halal' (and Halal restaurants) amongst non-Muslim consumers. This study would be constructive to local entrepreneurs, policymakers, scholars, and media practitioners in spearheading necessary improvements in realigning the misconceptions towards Halal food and restaurants while amplifying local and international markets. [ABSTRACT FROM AUTHOR]

Copyright of Social Education / Socialinis Ugdymas is the property of Vytautas Magnus University 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.)

Research surrounding the First Year in Higher Education has identified and defined the need to support the transition of students during their first year in a tertiary institution. This support not only assists in acculturating students to the Higher Education environment, but also aims to ensure that students develop the foundational skills required for academic success; which enables higher progression and retention rates. However, most of the efforts to date have focused on undergraduate students. The authors assert that postgraduate coursework students require similar support structures. Data collected over a three year study compares the self-reported information literacy skills of postgraduate students within a Faculty of Business to undergraduate students in the same faculty. The data is situated within a broader review of the literature and some recommendations for academic librarians and academic skills advisers are offered. [Copyright &y& Elsevier]

The coronavirus (COVID-19) crisis and the resulting lockdowns have affected nearly every sector of the global economy, and the higher education sector is no exception. Following the closure of campuses on the 12th of March 2020, all teaching in Irish higher education institutions had to be delivered entirely online through to the end of August 2020. Responding to this unique situation, this study investigated 132 full-time Business postgraduate students' online learning experience in an Irish University. Findings from both quantitative and qualitative data provide insights into what worked, what did not and why. Most students still prefer in-class learning, despite some very positive online learning experiences. They felt that the social aspect and the learning benefits from face-to-face interaction with instructors and peers are not fully replicable in the online learning environment. The findings suggest that the foundation for an effective online learning experience is engagement. [ABSTRACT FROM AUTHOR]

Despite efforts to prioritise transformation of the previously disadvantaged population, inequalities created by the Apartheid system persist in the South African higher education system. This study assessed transformation in relation to population affinity and gender of first-time enrolments of Health Sciences (HS) postgraduate students at the University of the Witwatersrand (Wits), Johannesburg. A retrospective study of the Wits HS postgraduate student database was used for this assessment. The probability of a postgraduate student being Black African increased by 7.5 per cent per year [OR: 1.075, 95% CI (1.052–1.099), p<0.001] over the period 2008–2017 and of being female, increased by 5.6 per cent per year [OR: 1.056, 95% CI (1.033–1.081), p<0.001]. While transformation has occurred, Black African females are still under-represented. The transformation of the postgraduate student body as observed in this study is of importance to other countries struggling with racial and gender equity in the health workforce. [ABSTRACT FROM AUTHOR]

Copyright of Revista Telos is the property of Revista Telos 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.)

This article models the migration flows of international students who have graduated from master's and doctoral programmes in UK universities. Previously, access to sufficient data from the Destination of Leavers from Higher Education (DLHE) data set on the destinations of higher education (HE) international students has been difficult, despite the fact that international student numbers have grown substantially. Two 1‐year extracts from the DLHE data set were analysed (2013/2014 and 2014/2015) using cross‐classified multilevel modelling in order to estimate influences on 'stay rate': the likelihood of highly skilled graduates remaining in the United Kingdom for work after graduation. The home domicile and the UK higher education institution (HEI) attended for study were modelled as random effects that allowed the variance in stay rate to be partitioned between the student, higher levels of domicile and HEI attended. Variance at the domicile level was estimated to be 1.67 times greater than variance at HEI level, indicating that home country is a better predictor of stay rates than the HEI attended. The cross‐classified model was a better fit to data than simpler, two‐level hierarchical models (students nested in domicile or students nested in HEI attended). A number of student, domicile‐ and HEI‐level factors were added to the models. At HEI level, attending a Russell Group university and university location outside London were factors that led to significantly lower likelihood of graduates staying in the United Kingdom for work. At the domicile level, none of four factors (GDP, unemployment rates, English language and commonwealth affiliation) were significant in predicting stay rates. [ABSTRACT FROM AUTHOR]

In today's technology-enriched environment, online research databases have become an indispensable tool in learning and research activities. Libraries worldwide have incorporated them as an integral part of their current service delivery. This study intends to determine whether the technology satisfaction model (TSM) validly measures postgraduate students' satisfaction of using online research databases in an academic library. It further explores the relationships among antecedents within the model. To measure the components of the TSM, the stratified random sampling strategy was used to conduct a survey with 300 postgraduate students from six faculties of COMSATS University Islamabad (CUI) in Pakistan. The data were statistically analysed using the Rasch model and structural equation modelling (SEM). The results of the study illustrate direct and indirect associations among the exogenous, endogenous and mediating variables of the TSM, with the studied postgraduate students' computer self-efficacy playing a crucial role in influencing their satisfaction. The TSM shows that 69% of the variance in the postgraduate students' satisfaction can be explained by perceived usefulness, computer self-efficacy and perceived ease of use, which confirm that the TSM has a strong predictive power and is viable for measuring endogenous variable. The findings also make a significant contribution to the testing of databases for academics, service providers and researchers in higher education. [ABSTRACT FROM AUTHOR]

Peer review of forensic casework is essential for ensuring quality and reducing error rates. However, it is not a common component of forensic science degree courses, and there are no published studies, guidelines or methods for teaching and learning forensic peer review. This study describes a method of learning, teaching and assessing forensic peer review through the use of group work to prepare checklists for reviewing casefiles and expert witness reports, followed by individual peer feedback. Example checklists and assessment criteria are provided. The peer feedback comments on expert reports were categorised revealing that suggestions are the most frequent type of feedback provided, followed by questions. Through a questionnaire, participants strongly agreed that the learning and teaching process described here was relevant to their future professional practice, and that through the use of checklists they understood the criteria for effective forensic peer review. It emerged from a semistructured interview that limited time led some students to surface review expert reports, that peers were seen as legitimate sources of knowledge, and additional feedback from lecturers was required. This study may be relevant to other areas where professional peer review is used, such as open source software development, nursing and community pharmacy. [ABSTRACT FROM AUTHOR]

The South African government has increased its support to historically disadvantaged universities in recent years. One of the major foci of this support is to increase research output. Despite these efforts, there is growing evidence to suggest that research output in rural based universities is still low. Ironically, the factors hindering research progress in these universities not clearly understood. Based on this notion, this paper focused on exploring the factors inhibiting progress of research students at the University of Venda, which is one of the Rural-based higher learning institutions in South Africa. A mixed research approach involving case study and survey designs was followed. Respondents were selected using a stratified sampling technique. Data were collected using semi-structured interview guides and questionnaires. Qualitative data were analyzed using Atlas ti version 8 software techniques such as networks and primary document tables. While the Statistical Package for Social Sciences (SPSS, IBM) 25 was utilized to analyze quantitative data. Results reflected numerous issues categorized into 3 major factors. Lack innovation and motivation, self-management, confidence, research skills, and peer influence were students' related factors that deter progress. Poor research background, lack of supervisory skills, conflicting opinions, poor incentives, poor communication skills, work load, and ignorance were supervisory related factors that immerged, while lack of students funding for research, limited workshops and conferences, poor facilities, rigid policies guiding claims of research funds, poor supervisory rewards were among the structural factors that affects academic research students. The study recommends a review of the existing pedagogy, and periodic workshop on research skills training. [ABSTRACT FROM AUTHOR]

The study aimed to reveal the reality of the Challenges that face graduate students in the faculties of educational sciences in Jordanian universities and suggests solutions that contribute to reducing them from the perspective of the students. The descriptive, analytical method was used. The study sample consisted of (432) male and female students. The study instruments were the questionnaire and the interview). The results showed that the Challenges that face graduate students in the educational sciences faculties in the Jordanian universities were high. The results also indicate that there were no statistically significant differences due to the variables of the study (gender, full-time study, and study schedule). The results showed that the most frequent suggestion is that "publishing a research should not be a condition for discussing the student's thesis. The researcher suggests preparing, qualifying and training students on writing a thesis as well as involving them in educational -training courses. [ABSTRACT FROM AUTHOR]

Plagiarism undoubtedly constitutes a seemingly imperceptible threat to the growth of genuine global scholarship. The understanding of various perspectives of the phenomenon is critical to finding a lasting solution. It is against this background therefore, that the study investigated awareness and perception of plagiarism of postgraduate students in selected Universities in Ogun State Nigeria. Survey research design was used while adopting stratified and random sampling methods to select 338 respondents from federal, state and private Universities for the study. The findings revealed average level of awareness of plagiarism among postgraduate students, level of training influenced their level of awareness; pressure to meet deadlines, inadequate writing skills and lack of knowledge of what constitutes plagiarism were found to be responsible for the malaise. The study also revealed a significant positive relationship at r = 0.294 and p < 0.05 implying that as awareness increases, the positive perception of plagiarism would also improve. However, it revealed a significant difference in perception of plagiarism at f(2,327) = 25,000 and p < 0.05 implying that what postgraduate students perceived as plagiarism differ across the types of institution. The paper concluded that plagiarism is a heinous academic crime which negates the main objective of research to discover new facts and expand the frontiers of knowledge. The paper recommended the intensification of awareness and sensitization programmes on plagiarism by various institutions; that the National Universities Commission should enforce the use of Turnitin in all Nigerian Universities and the introduction of information ethics as a compulsory course of study in the tertiary institutions. [ABSTRACT FROM AUTHOR]

Despite several studies having been conducted to examine organizational image from a business perspective, there has not been adequate research in the area of perceived image in nonprofit organizations such as universities. Thus, the purpose of this study was to examine the factors contributing to university image, from the postgraduate students’ point of view. In addition, the impact of the students’ perceived university image on their organizational trust was examined. The population of this study consisted of postgraduate students in 10 of the top Iranian universities. Questionnaires were used to collect the required data. The findings indicated the difference between current practices and ideal values of the factors contributing to the university image. Based on our findings, the factors contributing to university image range from internal and international reputation, university members, and academic planning, to university environment. Furthermore, we found that university image has a significant impact on students’ trust in their university. [ABSTRACT FROM AUTHOR]

The scholarly bias toward Western and English-speaking settings in the study of international education overlooks the experiences of international students in emerging education hubs in Asia. To redress this imbalance, this article offers insights into the crucial role of place in the study destination choices of a group of international postgraduate students currently enrolled at a Malaysian university. Findings from semi-structured qualitative interviews conducted with 33 students indicated that place—and specifically the pull factors of the country of Malaysia—had a primary role in their choice of overseas university. More significant than the individual attributes of any one higher education institution, key social and cultural pull factors included the sense of Malaysia as a safe environment, shared cultural values with the students’ own background, the financial benefits derived from low tuition fees and low cost of living, proximity to the students’ home country as well as access to culturally important items such as halal and other dietary requirements. Understanding the significance of such national-level pull factors in study destination choice has important implications for the Malaysian government’s strategy of competing in the global market for international students. [ABSTRACT FROM AUTHOR]

The number of UK postgraduate students is falling. Strategies to promote and encourage UK students to study for postgraduate degrees are thus of prime importance. This paper describes a series of events aimed at UK schoolchildren aged 12-15 (school years 9 and 10) which were designed to increase awareness of postgraduate research degrees, specifically the PhD, and report on enthusiasm for postgraduate research after the events. The events involved students studying for PhD degrees in medical and human sciences at the University of Manchester and five schools across the Greater Manchester region. At each event children learned about the PhD degree and about the individual research projects the postgraduate students were conducting. Questionnaires were used to determine how many children knew what a PhD was prior to attending an event, whether they would consider studying for a PhD after the event and, if so, why they would consider studying for a PhD. 324 children attended the events. Forty-six percent said they did not know what a PhD was prior to the event. Seventy-five percent said they would consider studying for a PhD after the event. The following main motivational themes identified were: personal prospects, qualification and personal learning, interest and enjoyment, making a difference, and practical new information or understanding. These events increased awareness of, and enthusiasm for, postgraduate study and identified the major motivating factors of children in UK school years 9 and 10 for postgraduate research study. Events targeting these motivating factors should be used to encourage more UK students to undertake postgraduate research degrees. [ABSTRACT FROM AUTHOR]

The present study intended to analyze and compare electronic and printed journals usage by faculty members and postgraduate students of Shiraz School of Science. This research is of a descriptive and survey type. A questionnaire was used to collect data. The study population included 65 faculty members and 130 postgraduate students in Shiraz School of Science in the 2009-2010 academic year. The results showed that both faculty members and postgraduate students make use of e-journals more than printed journals. Comparisons between the two cases reveal that faculty members make more use of e-journals than postgraduate students. The findings also show that e-journals and printed journals meet the information needs of respondents respectively at "high" level and less than "average level". Respondents introduce finding specific information, authoring and translating book and papers, and conducting research as their most important reasons in using both formats of journals. The most notable obstacles towards making optimum use of e-journals in view of respondents are not being informed of existence of required e-journals, lack of information about the resources available at e-journal databases and absence of the e-journals related to their fields of study. Generally, 64.4% of respondents are in need of learning to use e-journals. [ABSTRACT FROM AUTHOR]

This study aims to determine the prevalence and correlates of information seeking anxiety among a group of postgraduate students at a research-intensive university in Kuala Lumpur, Malaysia. The 38-item Information Seeking Anxiety Scale was administered to 375 postgraduate students drawn from a population of 11000 using stratified random sampling method. Results of the study revealed that information seeking anxiety is a prevalent phenomenon among postgraduate students. Different levels (low, mild, moderate and severe) of information seeking anxiety were reported to have experienced by 96.5% of the postgraduate students studied. Among the various demographic factors, gender, level of study, age and frequency of library use were found to be correlates of information seeking anxiety. Conversely, no associations were found between various subscales of the information seeking anxiety and nationality, information literacy skills instruction received, academic major and frequency of the Internet use. The implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

This study aims to introduce the information seeking anxiety construct as a phenomenon among postgraduate students. It also presents the Information Seeking Anxiety Scale (ISAS) as a valid and reliable instrument. Further, the current study investigates the prevalence of information seeking anxiety among postgraduate students at a research-intensive university in Kuala Lumpur, Malaysia. Results of the study revealed that while information seeking anxiety is present among the studied students, the overall level is not high. Additionally, Different levels (low, mild, moderate and severe levels) of the information seeking anxiety construct were reported to have experienced by 96.5% of the postgraduate students at the sampled university. [ABSTRACT FROM AUTHOR]

The promulgation of the White Paper on Higher Education (1997) necessitated Higher Education Institutions (HEIs) in South Africa to avail their expertise in their human resources and physical infrastructure for service learning and community engagement initiatives, in the interest of demonstrating social responsibility, collaborative partnerships with, and a commitment to the development of South African communities. Service learning as a thoughtful organised, reflective and engaged service pedagogy is focused on the developmental priorities of communities through the application of knowledge, skills and interaction among communities, academics, students and service providers to the benefit of all participants (Council on Higher Education, 2006). In response to the latter mentioned, this interdisciplinary study, therefore, reports on the results of a service learning component to teach postgraduate students, attached to the Department of Comparative Education and Education Management, to perform specific skills (management tasks) via the implementation of structured interventions at their selective schools. Class presentations, reflective journals on students' observations, experiences and actions revealed significant parallels between the implemented service learning curricular (management tasks) and the respective 'engaged' school communities. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the utilization of internet by Nigerian students for research using Michael Okpara University of Agriculture Umudike (MOUAU), post graduate students as case study. Methodology: The citation analysis method was employed to discover the extent of internet sources use in the Theses and Dissertations (TDs) written and submitted to the MOUAU Library. Results: On the whole, a total number of 327 TDs was studied representing all the submissions from 22 departments of 6 different colleges in MOUAU offering Master and Doctor of Philosophy programmes from the year 2000 to 2010. It was observed that internet use in the TDs studied was poor and insignificant in comparison to other sources of information used by the postgraduate students. This is contrary to the findings in some recent studies where graduate students were reported to have made high use of the internet for TDs research. The researchers consequently recommended urgent education of post graduate students on internet use, essentially inculcating in them how to conduct expert search for academic works, adopt them and cite them in their research writings. It was also recommended that functional internet laboratories should be established in the university libraries to ensure self directed leaning which is hoped will result in life- long learning. [ABSTRACT FROM AUTHOR]

Abstract: Whilst scholarly research has highlighted the role of the state in facilitating labour migration, little academic work exists on how skilled and highly skilled migrants actively negotiate changes to immigration policy. Since 2008, UK labour immigration policy has undergone significant reform, including: the introduction of a Points Based System (PBS); the imposition of an annual limit on entry of selected skilled migrants; and the direct linkage of highly skilled visas to offers of employment. Consequently, further investigation is required into how highly skilled individuals negotiate immigration policy and work around the practical challenges they may face in everyday life. This paper seeks to address this gap in knowledge by presenting a qualitative case study investigating the experiences and opinions of students and staff from outside the European Economic Area (EEA), based at universities in London and the Midlands. By focusing on Higher Education (HE), we draw attention to the inter-relationships between highly skilled academic mobility, globalisation and labour immigration policy, highlighting the juxtaposition between perceived ease of movement and the restrictions imposed by border and immigration controls, on this group of individuals. [Copyright &y& Elsevier]

Malaysia, like other countries, experiences a sudden increase of students pursuing postgraduate education. One of the main reasons is the need to produce more researches for development and innovation. The acquisition of the skill of seeking and acquiring knowledge should be an important outcome of the program. The paper reports an evaluation of the students' knowledge seeking skill and behavior. Generally, students do has low knowledge seeking skills. The students do not use the web-based databases that the university subscribes to and are overly dependent on the general public search engine. Implication of the study discussed a number of alternatives to provide the students in acquiring the skill. [ABSTRACT FROM AUTHOR]

This study aimed at examining the degree of possession of critical thinking skills among postgraduate university students at Yarmouk University in Jordan. A purposive sample of 53 students was chosen for the study during the second semester of the academic year 2011-2012. A valid and reliable instrument named the California Critical Thinking Skills Test was used to achieve the primary purpose of the study. The results of the study indicated that graduate students under study possess critical thinking skills below the pedagogically accepted level of 80% with no statistically significant differences being detected among them due to gender or qualification. In the light of such findings, a number of recommendations were suggested for the field of the study. [ABSTRACT FROM AUTHOR]

Purpose – This study aims to examine the library/information issues affecting graduate students, both those on taught courses and those undertaking research. It seeks to focus specifically on their perceptions of the value to them of physical and digital resources and spaces, and how well their needs were being met. Design/methodology/approach – An online questionnaire survey of students was complemented by a series of face-to-face interviews with library staff. Findings – This group of students are different from undergraduates, whose information behaviour has more often been studied. They require silent study space, are enthusiastic book borrowers, and have limited interest in social media in the library. They have a strong requirement for digital resources and IT support, and are not inclined to ask for assistance from librarians. Research limitations/implications – The study is limited to three English universities, although they are sufficiently varied in nature to make the results more widely applicable. Practical implications – The survey provides evidence for librarians in universities and colleges serving graduate students as to the best form of provision, and for any library seeking to make best use of its space as resources become increasingly digital. Originality/value – This is one of the few studies to examine the information behaviour and needs of advanced students. It contributes to the debate on the future of the library as place in a digital age. [ABSTRACT FROM AUTHOR]

Faced with conflicting pressures of student diversity, retention and demands for change in a volatile international education marketing environment, universities have become more focused on enhancing student experience as a strategic response to achieving competitive advantage. Based on an exploratory qualitative study conducted in a UK university, this article is concerned with identifying how staff and international students view the impact of university support services on student experience and argues that a convergence of staff and student views is a critical antecedent to developing positive experience and satisfaction among students. While the results indicate some convergence of perceptions around key areas of the students' experience, the study identifies four critical gaps based on divergent views and perceptions regarding issues of the quality of the UK higher education, the level and quality of student support, English language proficiency and cultural integration. The article concludes with management implications for narrowing these gaps. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between the state and higher education in Great Britain, focusing on how governmental financial policy affects the humanities and social sciences, particularly the field of medical history. It comments on the funding of higher education, examining what the author calls the semi-privatization of universities. The author also reflects on the impact of the 2008 global financial crisis, the reforms of former British Prime Minister Margaret Thatcher, and the governmental study on higher education funding called the Browne Report.

Universities are seeking to play a key role in the research and development process. An important element in the research process is the accessibility of information resources and services provided by libraries. Postgraduate students are key producers of research in universities, and an important element in their research process is the access to information. This study examines postgraduate students' views on the role of the academic library services in facilitating their research and their satisfaction with the sources and services currently provided. Data was collected from 375 randomly selected postgraduate students in four Malaysian public universities. The findings show that the majority (90.1%) of respondents acknowledged the important role of library in facilitating research, and 72.5% of the respondents were satisfied with the current role being played by the libraries. However, certain areas needed to be improved such as longer opening hours for physical visits, in spite of the facilities for remote access assistance for supporting students' research. The findings will be useful to academic libraries in providing better services to postgraduate students for their research. [ABSTRACT FROM AUTHOR]

Increasingly, postgraduate students enrolled at UK universities are turning to part-time paid employment to help fund them through their studies. While a number of recent studies have sought to explore employers' use of student labour, there is little known about the nature of students' part-time work experiences in relation to skills attained or developed in the workplace. Reflecting on Yorke and Knight's (2004) three aspects of employability - process, core and personal skills - this paper seeks to explore the experiences of hospitality and tourism postgraduate students undertaking part-time work in the UK and considers the skills they develop through paid employment in relation to future employability. [ABSTRACT FROM AUTHOR]

This study aims to get a deep understanding of the causes, effects, and remedies of information overload (IO) phenomenon among postgraduate scholars in the era of advanced internet technology. In-depth semi-structured face-to-face interviews and focus group interviews were implemented. Majority of the participants in this study exposed that IO represents real inescapable suffering that severely affects their research performance in different stages of their research. Time-consuming, cost, inferior research work, and poor personal health, isolation, low level of creativity and productivity are some of the major drawbacks resulted from IO. The collected data were thematically analysed using NVivo 12 software; the results were introduced five main themes that described information overload's forms, causes, consequences, and the ways to overcome IO phenomenon. Some practical insights and implications were provided to the decision-makers and professionals in higher education institutions to manage information overload and to reduce its negative effects among postgraduate students. [ABSTRACT FROM AUTHOR]