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Teacher-student interaction (TSI) is essential for learning efficiency and harmonious teacher-student interpersonal relationships. However, studies on TSI support tools often focus on teacher needs while neglecting student needs and autonomy. To enhance both lecturer competence in delivering interpersonal interaction and student autonomy in TSI, we developed NaMemo2, a novel augmented-reality system that allows students to express their willingness to TSI and displays student information to teachers during lectures. The design and evaluation process follows a new framework, STUDIER, which can facilitate the development of theory-based ethnics-aware TSI support tools in general. The quantitative results of our four-week field study with four classes in a university suggested that NaMemo2 can improve (1) TSI in the classroom from both teacher and student perspectives, (2) student attitudes and willingness to TSI, and (3) student attitudes to the deployment of NaMemo2. The qualitative feedback from students and teachers indicated that improving TSI may be responsible for improved attention in students and a better classroom atmosphere during lectures. [ABSTRACT FROM AUTHOR]

There are challenges in the practical method of transitioning knowledge in the academic field, even in the University of Applied Science and Technology, which is necessitate updating the assessment of entrepreneurial competencies of lecturers. Challenges such as poor knowledge of recent information, outdated teaching methods, lack of good communication with industries and, worst of all, poor quality of dissemination of knowledge, make it difficult achievement of universities vision of development. This research was conducted during doctoral program research with the aim of developing a model for evaluating the entrepreneurial competencies of university lecturers and specifically at the University of Applied Science and Technology. the mixed method of research was employed in which initially important components of the model were extracted using the grounded theory technique and then the developed model was finalized and each factor was weighted by the AHP multi-criteria analysis. Due to the large length of analysis, this paper is narrowed to the important components of the proposed model and also the data evaluation process by the AHP technique. Data evaluated by the AHP technique was collected through a pairwise comparison questionnaire collected from entire 36 informed respondents. The result provides a practical model of evaluating the entrepreneurial competencies of the university lecturer and in general, the three main factors of individual competencies, competencies in social communication, and also competencies in analyzing and decision-making were classified as main categories, respectively. [ABSTRACT FROM AUTHOR]

The purpose of this research is to find out the picture of conditions in quantity and quality of lecturers today and the implementation of continuing professional develompent lecturers in terms of self professional development at makassar aviation polytechnic. This research uses a qualitative approach by collecting data in terms of documents, literature, and interviews. The research subject was a makassar aviation polytechnic lecturer who numbered 16 people supported by interviews with 3 people in managerial positions. The implementation of the factors studied is the implementation factor of continuing professional develompent lecturers in terms of self professional development. The results of this study show that the implementation of Continuing Professional Development in aviation polytechnics is still not optimal in terms of quantity. This can be seen from the number of certified lecturers as many as 7 people or 43% of the number of permanent lecturers. Aviation polytechnics do not yet have lecturers with doctoral criteria. There are variables of self professional development, namely in the implementation of Continuing Professional Development in self reading activities are considered good, self development in research activities is considered not optimal, and in academic quality activities is considered Not optimal. These findings indicate that implementation of Continuing Professional Development has not been optimal. [ABSTRACT FROM AUTHOR]

This study explores the dynamics of ChatGPT on perceptions and challenges encountered by students and lecturers in a South African open distance e-learning [ODeL] university. It investigates whether ChatGPT disrupts traditional perceptions of online distance education held by students and lecturers and identifies specific functions and features of ChatGPT that address challenges in ODeL. This article addresses a literature gap by examining the impact of AI chatbots on perceptions and challenges in online distance education. Drawing upon the community of inquiry theory, the research examines the transformative effects of ChatGPT on teaching, learning, and communication dynamics in a large enrolment module of 16,000 students. This qualitative phenomenological research design study involves evaluations, focus group discussions with first-year students, and one-on-one interviews with lecturers. Data was collected in the first semester of 2023. Participants were purposively sampled. Findings revealed that students found ChatGPT more engaging and interactive, feeling more connected to peers and lecturers. However, lecturers expressed negative attitudes towards ChatGPT. Specific functions and features of ChatGPT identified include personalised feedback and support, natural language processing for communication and comprehension, and instant access to information and resources. The study contributes to understanding the role of AI chatbots in enhancing online learning experiences and addressing challenges in ODeL. [ABSTRACT FROM AUTHOR]

The study investigates the various speech acts that lecturers use in a Discourse Analysis classroom. The study attempted to determine which type was most frequently used based on Searle's theory. The study was conducted by involving two lecturers of Discourse Analysis classroom in the Graduate Program of English Education UIN Jakarta, using a qualitative research design. The data were gathered through Zoom video recordings capturing the nuances of learning sessions and the collection of messages within the WhatsApp class group. Subsequently, the data were transcribed and analyzed. The interesting findings revealed; 50% of what lecturers said consisted of commands or directives, 24% were representatives, 13% were commissive, and also 13% were expressive. The results indicated that the most dominant type of speech act was directives (50%). Lecturers predominantly utilized directives to guide students in specific actions, including; asking students to allocate more time to study, suggesting them to read reputable scientific journals, and encouraging students to work gradually on their papers to avoid last-minute rushes. In the end, this research helps to understand how lecturers talk and share ideas in a Discourse Analysis classroom. It also provides insights into how lecturers conduct teaching in that particular class. [ABSTRACT FROM AUTHOR]

Lecturers are professional educators with high workload demands. The promotion of functional positions for lecturers is stated in the Law of the Republic of Indonesia no. 14 of 2005 concerning teachers and lecturers. Therefore, the research carried out harmonizes regulations, performance, and lecturer satisfaction using the context, input, process, product (CIPP) evaluation model analysis proposed by Stufflebeam and Chris LS Coryn [1]. The research uses qualitative methods with a descriptive approach through the main instruments of interviews, field observations, and literature studies. The results of observations in the research show that workload demands are not commensurate with the rights received, such as further study facilities and promotions being considered difficult. Meanwhile, lecturer satisfaction influences the quality of teaching staff because career certainty can improve the competence and performance of teaching staff. With these evaluation results, it is hoped that there will be changes to regulations and improvement in the quality of teaching staff through lecturer satisfaction. This will have a positive impact on improving the quality of higher education and the quality of students. [ABSTRACT FROM AUTHOR]

As remote learning continues to play a significant role in higher education, the practice of remote supervision has become a critical component of academic and research activities. This research explores lecturers’ experiences in remote supervision, shedding light on challenges and strategies to ensure effective guidance and support. A qualitative approach was adopted using a semi-structured interview guide data collection from randomly selected lecturers and analysed thematically. The study generated three themes to address the research questions. Findings revealed the multifaceted nature of remote supervision, highlighting both the advantages of flexibility and the hurdles posed by technology, communication barriers, and time management. To navigate these challenges, lecturers have developed innovative strategies, including leveraging digital tools, enhancing communication, and prioritising self-discipline. The outcomes of this research provided valuable insights for colleges seeking to strengthen remote supervision experience, thereby improving the quality of higher education in this digital age. [ABSTRACT FROM AUTHOR]

Intergroup conflict has caused many employees to leave their jobs with ranging consequences on organizations' operations. Based on this, the study examines the relationship that exists between intergroup conflict and turnover intention in Anambra State Universities, using Nnamdi Azikiwe University, Awka (UNIZIK) and Chukwuemeka Odumegwu Ojukwu University (COOU) as case studies. The Krejcie and Morgan formula was used to determine the sample size of 344. The data was analyzed using a simple regression model, while ANOVA was used to test the hypothesis. The results showed that in Anambra State's public universities, intergroup conflict and turnover intention have a statistically significant and positive association. Thus, the analysis suggests that the Federal Government should always honor agreements made with Academic unions in order to forestall future occurrences of industrial action. [ABSTRACT FROM AUTHOR]

Blended learning has been increasingly implemented in higher education with the desire to transform teaching and learning. However, limited literature focuses on the perspectives of teachers who play a crucial role in adopting blended learning. This mixed-methods study utilized the Concerns-Based Adoption Model (Hall & Hord, 2006) to assess the stages of concerns among lecturers and their specific concerns regarding the top-down decision to adopt blended learning in a Vietnamese university. The Stages of Concerns Questionnaire was administered to 165 academic staff to explore their group concern profile, and follow-up semistructured interviews were then conducted with 16 lecturers to delve into their specific concerns. The findings showed that the lecturers were early adopters of blended learning, exhibiting strong concerns about the adoption, particularly those unrelated and self-focused. The research also indicated that lecturers experienced instructional ambiguity in understanding the essence of blended learning, technological apprehension, workload stress, and skepticism about student learning autonomy. However, there were also encouraging indicators, such as the lecturers' readiness to learn about blended learning, their enthusiasm for intradisciplinary cooperation, and their flexibility in applying the teaching strategy. These insights help policymakers better understand the concerns and viewpoints of the lecturers. Furthermore, the conclusion of this paper includes some suggestions for improvement. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Educational video streaming is a new technology in today's teaching and learning environment. However, few scholarly publications exist on the awareness and use of educational streaming video databases in South African universities. The aim of the article was to investigate the awareness and usage of educational streaming video databases by lecturers at the University of the Free State. The article adopted a positivist paradigm, a quantitative approach, and a descriptive survey design using the technology acceptance model as a theoretical framework. Data were collected from a probability sample of 80 participants, with 49 responses and a response rate of 61.25%. An electronic questionnaire was used to collect data using closed-ended questions. The findings revealed a general lack of awareness and usage of educational video streaming databases. The article assists management, lecturers, acquisition librarians, and students to explore new ways of using educational streaming video databases. [ABSTRACT FROM AUTHOR]

The problem of increasing the effectiveness of the educational process in the Physical Education and Sport specialty at the Faculty of Educational Sciences and Arts, part of the Sofia University “St. Kliment Ohridski” is particularly timely, considering that the specialty is very recent – it was launched at Sofia University during the academic year of 2009/2010. On the other hand, there is a relentless competition in this field among the other universities in the country. In order to optimise the educational process in the specialty, the opinion of the students is extremely important, as a way for the lecturers to get relevant feedback. The goal of the study is to research the work done with the students and on this basis to make an attempt to optimise the educational process of the specialty. The study used a survey conducted on February 08, 2023 with a card containing a total of 32 questions. The results were analysed and presented based on analysis of the frequency (f) and percentages (%). The data gathered by the survey was processed in MS Excel. [ABSTRACT FROM AUTHOR]

Poor performance of lecturers in Nigerian Polytechnics warrants independent research on lecturers' job performance, given that the poor performance has seriously affected educational development in the country. Substantial evidence from the extant literature has highlighted that high-performance work practices are significant predictors and drivers of enhanced performance. Also, the functionality of high-performance work practices is context-dependent. Therefore, the current study investigates the effect of high-performance work practices (recruitment and selection, training and development, and employee involvement) on lecturers' performance in the context of Nigerian polytechnics. It also examines the moderating role of working conditions in the high-performance work practices' relationship with lecturers' performance. Data were obtained from 539 academics in the North-west Nigerian polytechnics. The overall findings indicate that training and development and employee involvement are significant predictors of enhanced lecturers' performance, and working condition strengthens the recruitment and selection–performance connection and employee involvement–performance relationship. This implies that the link between HR practices and enhanced performance could be affected by the environment within which organizations operate. The present study focused mainly on teaching staff from the polytechnics located in the north-central geopolitical zone of Nigeria. Thus, other geopolitical zones and non-teaching staff from various polytechnics could be studied further by future studies. [ABSTRACT FROM AUTHOR]

The main objective of this study was to examine the integration of indigenous knowledge (IK) into the rapidly developing field of rural social work in China. The study demonstrated the incorporation of indigenous elements such as folkways, power structures, values, norms, traditions, and crafts into the practice through collaboration with the local community. The research employed purposive sampling, which included 4 agency directors, 1 head of a social work organization, 6 social workers, 21 social work students, 16 children and teenagers, 13 villagers, 1 folk writer, 5 local families, 3 teacher lecturers, and 6 government officers. Results showed that the integration process involves the identification, extraction, application, and evaluation of IK are closely linked to the indigenous environment, service recipients, and social workers. Nevertheless, further research is required to operationalize and evaluate the effectiveness of this integration. Findings would be important guidelines for policymakers, education and development experts, and service providers. The conclusions drawn from this study offer valuable insights into the effective integration of Indigenous Knowledge (IK) into social work practice. These insights hold significance for policymakers, education and development experts, as well as service providers not only in China but also in a broader international context. [ABSTRACT FROM AUTHOR]

In today's fast-paced ICT-driven world, understanding the factors influencing the effectiveness of online teaching and learning is paramount, especially during the Movement Control Order (MCO) when physical educational activities are restricted. Assessing the efficacy of undergraduate students under these circumstances can be particularly challenging, and the resulting conclusions may vary depending on the context. Consequently, this study is driven by three primary objectives. Firstly, this study seeks to employ factor analysis as a robust method for validating the selected online teaching and learning instruments. Secondly, it endeavors to categorize the survey instruments into distinct core variables using Principal Axis Factor analysis. Additionally, the study aims to harness multiple regression analysis to uncover the factors influencing the efficiency of online teaching and learning. To achieve these objectives, an online questionnaire was administered to 107 students enrolled in a university in Malaysia. The collected data were analyzed using Statistical Package for the Social Sciences (SPSS). The results of the multiple regression analysis revealed that lecturer roles and student attitudes have significant positive relationships with the success of online teaching and learning. In contrast, flexibility exhibited a significant but inverse association. Despite the global transition into the endemic phase of COVID-19, this study aspires to furnish valuable insights for lecturers, students, and university administrators regarding the ongoing practices of online teaching and learning. Ultimately, these insights can empower policymakers to formulate optimal strategies thereby benefiting all stakeholders involved. In conclusion, this study acknowledges its limitations and offers recommendations for further research. [ABSTRACT FROM AUTHOR]

Individualized learning support is an essential part of formal educational learning processes. However, in typical large-scale educational settings, resource constraints result in limited interaction among students, teaching assistants, and lecturers. Due to this, learning success in those settings may suffer. Inspired by current technological advances, we transfer the concept of chatbots to formal educational settings to support not only a single task but a full lecture period. Grounded on an expert workshop and prior research, we design a natural language-based digital tutor acting as an intermediary among students, teaching assistants, and lecturers. The aim of the digital tutor is to support learners automated during the lecture period in natural language-based chat conversations. We implement a digital tutor in an iterative design process and evaluate it extensively in a large-scale field setting. The results demonstrate the applicability and beneficial support of introducing digital tutors as intermediaries in formal education. Our study proposes the concept of using digital tutors as intermediaries and documents the development and underlying principles. [ABSTRACT FROM AUTHOR]

Problem Based Learning is one of the learning models where in the process provides training and development of authentic problems from students' actual lives in order to stimulate highlevel abilities. The purpose of this study is to determine the role of lecturers as tutors in the implementation of problem-based learning. The research method carried out in this study is descriptive with a cross-sectional research design. The data collection tool used in this study was obtained from the results of questionnaires. The data that has been obtained is then processed and converted into a tabular form, which will then be processed using statistical programs or SPSS 16 applications. The results show that the role of lecturers as tutors in the implementation of problem-based learning at the Faculty of Medicine is in the good category, which means that their role is very important in the implementation of PBL. [ABSTRACT FROM AUTHOR]

Sustainable Development Goals (SDGs) has been an important focus and a common goal for all humanity. Degradation of nature is a concern and responsibility for all areas of life, including education, which is a fundamental factor in developing the quality of human life. In this regard, the aim of this research is to provide some ideas for Christian Religious Education (CRE) at the higher education level in supporting the achievement of the SDGs. This research was conducted by in a qualitative descriptive method. As findings, it is found that the contribution of CRE can be made through Student Centered Learning approach, Inquiry model - problem based learning. This approach is carried out through learning practical matters with stages of achieving targets, which are referred to as the 4A cycle model (Awareness, Action Plan, Actualization and Assimilation). [ABSTRACT FROM AUTHOR]

Using self-paced reading, the present study compared native English and adult L1-Korean–L2-English speakers' processing behaviors during online comprehension of underinformative scalar sentences and non-scalar sentences like Some/All elephants have trunks and ears. Results indicate that native speakers showed online sensitivity (i.e. slower reading) to underinformative scalar sentences relative to non-scalar sentences, but second language (L2) speakers did not. These results are interpreted in support of the Relevance Theory claim that scalar implicature generation is modulated by contextual and individual factors, in particular by the language condition, that is, whether sentences are presented in L1-English versus L2-English. [ABSTRACT FROM AUTHOR]

This development research aims to develop a learning media in the form of E-Learning in entrepreneurship courses. This e-Learning is designed to improve student learning outcomes so that students can fully understand the material provided in the entrepreneurship course. This research uses the IDI (Instructional Development Institute) development method, the IDI development procedures are: define, develop, and evaluate. The type of data is primary data where data is provided by media experts, lecturers and students. The data analysis technique used is descriptive data analysis technique, namely by describing the validity and practicality of using E-Learning. The results obtained from this research and development are as follows; (1) The validity of E-Learning is declared very valid in the content and interest aspects with a total validity value of 84.54%, while in the media and language aspects it is declared valid with a total value of 85.55% (2) The practicality of ELearning is based on lecturer responses after going through validation declared practical with a total score of 81.25%, while the practicality of E-learning based on student responses after going through validation was declared very practical with a total score of 82.75%. Based on the findings of this research, it was concluded that E-Learning is valid and practical to be used as a learning medium in entrepreneurship courses and recommended for other courses. [ABSTRACT FROM AUTHOR]

This development research aims to develop learning media (E-Learning) in all courses at Metamedia University. E-Learning is designed to improve student learning outcomes, so students can fully understand the material provided. This study uses the Instructional Development Institute development method. IDI procedures are defining, developing, and evaluating. The type of data is primary data where the data obtained from media experts, lecturers and students. Data were analysed using Descriptive Data Analysis Techniques which describe the validity, practicality, and effectiveness of using E-Learning. The results obtained from this research and development are as follows; (1) The validity of E-Learning is stated to be very valid in terms of content and interest with a total validity value of 84.54%, while the design aspect is stated to be valid with a total value of 85.55% (2) The practicality of E-Learning is based on the lecturer's response after through validation is stated to be quite practical with a total score of 76%, while the practicality of E-learning based on student responses after going through validation is stated to be practical with a total score of 84.12% (3) The effectiveness of E-Learning is effective in improving student learning outcomes as indicated by the number of students who has passed the Minimum Completeness Criteria (87.42%). Based on the findings of this study, it was concluded that E-Learning is valid, practical and effective for use as a learning medium. [ABSTRACT FROM AUTHOR]

This study examines the impact of work overload on the well-being of lecturers at Obafemi Awolowo University, Ile-Ife, Nigeria. Work overload is a common issue faced by academic professionals, and it can lead to negative consequences for their physical and mental health. To understand the impact of work overload on the well-being of lecturers, the article provides an insight into stress and work overload. The paper also explores potential strategies to manage and mitigate work overload among lecturers. The study uses a qualitative approach and collects its data from secondary sources such as newspapers, academic journals, textbooks, theses, and dissertations, among others. The findings indicate that the lecturers face high levels of work overload, which has a significant negative impact on their physical and mental health. The study highlights the need for intervention strategies to address work overload and improve the well-being of lecturers at Obafemi Awolowo University. This study concludes that work overload has a detrimental effect on the well-being of lecturers at Obafemi Awolowo University, Ile-Ife, Nigeria.

The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study, a multiple case study design was utilised, employing a qualitative research approach within an interpretive research paradigm. The study occurred at the two universities as mentioned earlier, conveniently chosen as they were the workplaces of the researchers. Data collection involved an open-ended questionnaire completed by lecturers, and a focus group discussion consisted of purposively selected lecturers from both institutions. Thematic analysis was applied to examine the data gathered from study participants. The findings indicated that initially, lecturers from both universities had limited digital literacy as they were in the process of transitioning from traditional face-to-face teaching methods and required guidance on integrating technology into their instructional practices. The study concludes that the availability of digital tools, software, and the Internet will not automatically equip student teachers with the required competencies to include technology into their instructional methods.

Thesis Defense Examination (TDE) is an assessment that most undergraduate students around the world have to pass in order to graduate from universities. Some students can pass the examination satisfactorily, while others fail due to their poor performance. In the EFL general context, the issue of poor performance of undergraduate students in the TDE conducted in English is a piece of common knowledge among lecturers as the examiners and students as the examinees. Within the Indonesian context, this study aims at investigating students and lecturers’ experiences in Research Methodology (RM) (focusing on written competence) and Seminar on ELT (SoELT) (focusing on oral competence) courses, where the case was taken from the English Education Department of a public university located in Banda Aceh, Indonesia. By using a purposive sampling technique, we involved five students who have passed RM and SoELT, two lecturers who teach RM, and two lecturers who teach SoELT as the participants in this qualitative research. Interviews were employed to gather the data to address the investigation. We consulted Hyland (2004) for the analysis of the teaching and learning of written competence, and Alptekin (2002) to analyze the teaching and learning of oral competence in classroom activities. The results of the analysis show that there are matches and mismatches between what was experienced by the students and what the lecturers experienced. We also found that some activities in the courses hindered students from being competent in their performance in TDE.

This cross-sectional study investigated the effects of value-based leadership and growth mindset on the intrinsic work motivation of Chinese lecturers. In addition, this study used age as a categorical moderator to investigate generational differences between the effects of Millennials and their predecessors. A sample of 518 lecturers from various Chinese universities was used to collect data, and SEM-PLS was used to analyse the data. The results showed that value-based leadership and growth mindset had a significant positive impact on both younger and older lecturers' intrinsic work motivation, with the effect of value-based leadership on younger lecturers' intrinsic motivation being significantly stronger than on older lecturers' intrinsic motivation, whereas the effect of growth mindset on intrinsic work motivation did not differ significantly between the younger and older groups. This study contributes to the existing research literature by contrasting the value-based leadership and growth mindset in relation to lecturers' intrinsic work motivation across younger and older groups in Chinese higher education settings, where greater heterogeneity between age groups was identified. The findings also provided university administrators with recommendations for boosting the intrinsic work motivation of lecturers, influencing future education policy. [ABSTRACT FROM AUTHOR]

The Journal of Research Administration (JRA) is a scholarly publication that focuses on research administration and management. It serves as an educational and career development resource for research administrators worldwide. The current issue features articles on topics such as an interactive tool for investigators and research administrators, strategies for promoting multi-disciplinary research, a method for creating NIH Data Training Tables, and increasing accessibility in research administration. The JRA encourages researchers and research administrators to submit their manuscripts for publication. The journal has made significant advancements in its infrastructure to enhance its operations and is now using ScholarOne software for manuscript submission and review. The JRA is also calling for manuscript submissions for an upcoming special issue on clinical trials. The success of the journal is attributed to the contributions of its staff, editors, reviewers, and authors. [Extracted from the article]

This study explores the experiences of international staff in Egypt and Trinidad who undertook a UK-based teaching development course provided by the London University who were validating and franchising the offshore courses they taught. Such transnational education (TNE) is a significant but under-researched area of Higher Education and continuing professional development opportunities for TNE teachers have been limited. Participants shared insights into transmissive and transformational aspects of the course, revealing the complex interplay between individual and cultural assumptions critiqued here through a neo-colonial lens. We draw implications from our data for academic developers in general and, in particular, for those working in international and intercultural partnerships. [ABSTRACT FROM AUTHOR]

This study explored the way in which detailed data about how time is spent on classroom activities, generated by the FILL+ tool (Framework for Interactive Learning in Lectures), can stimulate professional conversations about teaching practices and aid reflection for STEMM lecturers. The lecturers felt that personalised data provided an unbiased view of the lecture, overcoming the difficulty of relying on their memory alone. They indicated that this approach would help them to reflect on their teaching, particularly when the data was surprising, and many felt that it would encourage them to make changes to their teaching practice. [ABSTRACT FROM AUTHOR]

Diversity management is a core priority in the definition of international education policies, and educational inclusion is a strategic indicator of quality and excellence. As a contribution to improving educational inclusion in higher education, this study seeks to map out the opinions and positions expressed by university lecturers regarding their teaching action in the classroom with respect to educational diversity and inclusion. To this end, qualitative research was designed and developed in eight Spanish public universities. A total of 17 interviews and eight focus group were held, analysing and interpreting the output by means of mixed deductive and emerging thematic analysis. Findings indicate two stances or positions expressed, identified as conventional logic and critical logic, which point to different conceptions of diversity held by the lecturers, the purpose of inclusion in university and its justification, the difficulties they encounter and their proposals for improvement. Global integrated approaches are necessary for the institutionalization of inclusion, despite conceptual confusion, poor training and institutional difficulties encountered by teachers in the classroom. [ABSTRACT FROM AUTHOR]

Background: There is a continued increase in the fatality rate of COVID-19 pandemic despite the apparent containment of the virus. In September 2022, the death toll from this disease has exceeded 150 thousand individuals. Furthermore, Vitamin D has been observed for its correlation with the immune system. Objectives: This study aimed to analyze correlation between blood vitamin D levels, completeness of COVID-19 vaccine, and compliance with health protocols for recurrent infection. Methods: This analytical observational study with a cross-sectional method examined correlation between blood vitamin D levels, vaccine completeness status, as well as compliance with health protocols, age, and gender. The population consisted of 62 lecturers at Malahayati University, Bandar Lampung, who were willing to volunteer as subjects. The method used was non-probability sampling and the inclusion criteria were individuals infected with COVID-19 in 2022, resulting in 47 samples. The collected data was analyzed using the chi-square test and logistic regression test. Results: The results showed that there was a significant correlation between the completeness status of COVID-19 vaccine (p-value=0.001) with an OR of 8.24 and 8.47, as well as low levels of vitamin D in the blood (p-value=0.007) and recurrent infection. Conclusions: The possibility of recurrent COVID-19 infection was increased when there were lower levels of vitamin D in the bloodstream and a less comprehensive response to vaccine. [ABSTRACT FROM AUTHOR]

Objective: The fundamental objective of this systematic literature review (SLR) is to explore the current challenges for women entrepreneurs in developing countries and discuss future research opportunities. Research Design & Methods: We applied a SLR approach to fulfil the objective. We selected 29 articles from SCOPUS and Google Scholar databases to synthesize reviews. To ensure the quality of the articles collected from Google Scholar, we used Scimago Journal & Country Rank (SJR). Findings: We categorised the key findings into themes (T), contexts (C), and methodologies (M). The major challenges for women entrepreneurs in developing countries cover five themes, i.e. (1) financial, (2) socio-cultural, (3) educational and skills, (4) networking and marketing, (5) political and legal. Developing countries were the main context (C) of this review. Regarding methodologies (M), 51.72% of the collected articles were qualitative. Implications & Recommendations: Policymakers can help make more specialized women entrepreneurship policies by assembling research identifying national barriers empirically and drawing comparisons between the realities of both countries and regions. We proposed a conceptual framework or model based on the challenges of women entrepreneurship and other future research agendas. Contribution & Value Added: This review article is one of the leading studies which helps academics, researchers, and readers gain a deeper understanding of challenges for women entrepreneurs in developing countries by providing a foundation for future studies and encouraging researchers to investigate this topic. [ABSTRACT FROM AUTHOR]

Purpose: The major purpose of this paper is to examine the mediating role of job competency in the effect of transformational leadership to performance of university lecturers. This article also attempts to examine the direct effect of transformational leadership on job competency and lecturer performance. Design/methodology/approach: For the purpose of the study, quantitative research was applied by conducting an empirical survey with the active participation of 223 lecturers. The survey was conducted in ten high-ranked private universities in Jakarta, Indonesia. Structural equation modeling (SEM) was employed for the measurement and structural model analyses. Findings: The results reveal that the effect of transformational leadership on lecturer performance is expressed only by indirect effect (through lecturer competency). Even though transformational leadership has a positive direct effect on lecturer performance, it is not statistically significant. This paper highlights the crucial role of lecturer competency in the performance of academic scholars. The findings suggest transformational leadership is fundamental in fostering competencies, which, in turn, improve the work performance of university lecturers. Originality/value: This study makes significant contributions to the understanding of the interaction between transformational leadership and performance in higher education, and the statistical significance of lecturer work competency in mediating this relationship. The results of this study provide a snapshot of the contextual mechanism linking transformational leadership and lecturer performance. [ABSTRACT FROM AUTHOR]

This qualitative study investigated the forte of load-shedding on the gains of digital technology integration in a selected South African university in Gauteng province. This case study made use of interviews which were conducted using MS Teams among 8 lecturers and 8 students that were selected purposefully. The interpretive paradigm was used to understand the participants' plight in the reversal of gains that load-shedding continues to bring in their university post-COVID-19 outbreak. The complexity theory was used to underpin the study and the main findings revealed through themes that both the students and lecturers struggle with the learning and teaching activities that need digital tools because of the persistence of load-shedding that affect innovation and skill impartation. It was also revealed that modems that are used as internet sources fail to function during load-shedding because the network is often affected when lights are off. The study recommends that South African universities should invest in renewable energy and resort to an uninterruptible power supply to keep the lights on. All the role-players of ESKOM need to pull in one direction to have a lasting solution that should keep the lights on for digital tools to keep working. [ABSTRACT FROM AUTHOR]

The performance of a higher education institution is determined by the performance of the lecturers. Lecturer performance is influenced by variables such as motivation, organizational culture, leadership, and continuous professional Development. Meanwhile, the level of lecturer performance is formed from variables such as education and teaching, research, community service, and lecturer support duties. This research aims to develop an intelligent decision system using a hybrid decision tree that is capable of determining the level of lecturers' performance in higher education. The research method used to form an intelligent decision system was formed in three stages. The first stage is to determine the levels of the number of lecturer performances using the elbow method, the second stage is to cluster the level of lecturer performance using the K-means method and the third stage is to determine the level of lecturer performance using the decision tree method. The research results obtained three levels of lecturer performance criteria namely Good, Sufficient, and Poor. The Intelligent Decision System that was built is capable of providing decisions with an accuracy level of 0.889 and a precision level of 0.888. The results obtained are significant enough to be used to determine the level of lecturer performance. [ABSTRACT FROM AUTHOR]

Background. Lecturer development is one of the right strategies in improving the quality of higher education. Purpose: However, evaluating the effectiveness of lecturer development programs is still an important concern in the context of higher education management to ensure their success and relevance. Method: This research aims to evaluate the effectiveness of lecturer development programs in the context of higher education management, with a focus on achieving goals, participant satisfaction, and its impact on lecturer performance. A mixed approach was used in this research, with a combination of quantitative and qualitative analysis. Data was collected through surveys with lecturers participating in the development program and in-depth interviews with development staff and related lecturers. Results: The results of the analysis show that the majority of lecturers participating in the development program felt that the program was effective in improving their competence. However, there was variation in levels of satisfaction and perceived effectiveness between participants. Additionally, the impact of development programs on lecturer performance also varies, with some lecturers reporting significant improvements while others do not. Thorough evaluation of faculty development programs is critical to ensuring effective investment in higher education resources. Although most lecturers found the program useful, there were challenges in maintaining the program's consistency and relevance. Conclusion: Therefore, continuous improvement in the design, implementation and evaluation of lecturer development programs is needed to support continuous improvement in the quality of higher education. Hopefully this research can become a reference for future researchers in conducting research related to this field of research. [ABSTRACT FROM AUTHOR]

Objectives: The aim of the present study was the multicentric assessment of the virtual prosthetic case planning environment (VCPE), which relocates patient planning into the virtual space in dental education. Materials and Methods: The VCPE is separated into two rooms: a virtual entry area where the user can choose between 10 different prosthetic case plans of ascending complexity, and a virtual patient case planning room. In spring term 2022, the use of virtual case planning was voluntarily assessed in four different German dental schools (DSs) from the perspective of both lecturers and students. The assessment was performed afterwards using a questionnaire. Data were analysed using Kolmogorov–Smirnov test, exploratory data analysis, Fisher–Freeman–Halton test, and exact Fisher test. Reliability was assessed with Cronbach Alpha test (α < 0.05). Results: A total of 59 lecturers and 63 students were included. There were 38.5% male, 60.7% female, and 0.8% diverse participants. The mean age of the lecturers was 36.2 ± 9.0 years and of the students 24.3 ± 3.0 years. The VCPE was assessed as good, yet the evaluations between either the DSs or between the lecturers and students were significantly different. Conclusions: Even though for some assessment criteria significantly different results between the four DS were observed, the majority of participants evaluated the VCPE positively and recommended them for teaching. The virtual reality as a teaching method for teaching prosthetic case planning for the further preparation of the students for the later professional life can be considered as helpful. [ABSTRACT FROM AUTHOR]

Previous research has shown that humor can have an impact on people's interpersonal relationships and the way they are perceived by others. In addition, it has been suggested that use of humor by teachers can be positive, but also negative. The aim of the research was to examine students' perceptions of lecturers described as using different 'humor styles.' Using an online study, a sample of undergraduate students (n = 201) were presented with one of 20 vignettes of a male or female lecturer using a particular style of humor (affiliative, aggressive, self-defeating, self-enhancing) or no humor, while they were teaching content described as 'easy' or 'challenging.' They responded to questions to assess: approachability of the lecturer, feelings of engagement, perceptions of the learning environment, and general perceptions of the lecturer. It was found that a lecturer using aggressive humor was perceived more negatively compared to when using the other humor styles, and that the adaptive styles of humor (particularly affiliative) had a positive impact on student perceptions, compared to when no humor was used. Self-defeating humor was perceived more positively compared to aggressive humor, but, unexpectedly, no differently to the other styles of humor. The findings will add to the growing literature on the use of humor in an educational context. [ABSTRACT FROM AUTHOR]

Indonesian universities are implementing various strategies to improve the quality and quantity of scientific publications. Sriwijaya University has restructured its research and community service grant services by implementing e-services through the new generation management information system of the institute of research and community service (SIM LPPM NG). Numerous studies have been performed to determine the factors that influence lecturer performance, particularly in scientific journals. The purpose of this research is to utilize a model to investigate the impact of system quality, information quality, and service quality on user satisfaction and performance. For partial least squares structural equation modelling (PLS-SEM), 280 respondents comprised the dataset. The results demonstrated that system quality, information quality, and service quality influence user satisfaction. Individual performance is influenced by the level of user satisfaction. According to the findings of this study, the DeLone and McLean information system success model can be used to evaluate obligatory e-services that are integrated. [ABSTRACT FROM AUTHOR]

Oral folklore tradition is a unique phenomenon in West Borneo. This study aims to gain the lecturer's perspectives and reflection toward its implementation as a project-based activity for encouraging university students to transform local folklore into texts in English. It combines Finnegan's instructional procedure, and Gordon's synectic model and the creative state, which has been defined as creative instruction. Multiple observations and an in-depth interview with the folklore lecturer were conducted for this qualitative investigation. The lecturer is recognized as being exceptionally representative of this study employing purposive sampling under lived experience study because of his proficiency and enthusiasm. Having this creative instruction under supervision makes it clear that there is more room for the student's imagination and creativity to grow throughout this project-based activity. It gives them freedom to freely pursue their interests. Without excluding the possibilities of use in areas where there is still local folklore, this creative instruction is specifically suited for regions that are still rich in oral tradition. Further research is essential, nevertheless, as this study does not go into great detail on the perspectives and involvement among various students, the diversity of cultures and geographies, or the advancement of artificial intelligence (AI). [ABSTRACT FROM AUTHOR]

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A person's spirituality at work may be described as their understanding and practice of religious beliefs in a manner conducive to and consistent with the job. This allows them to excel professionally while also cultivating healthy relationships with colleagues. Since the university is a gathering place for students and teachers to share knowledge, university employees also play an important role in helping students. If the University's staff and lecturers are to carry out their duties effectively, raise the bar for classroom teaching, and attend to the needs of their students, it is essential that they operate in an atmosphere that is more spiritual. This study aims to investigate the effect of spirituality on productivity in the workplace. In order to measure spirituality at work and job performance, this quantitative research surveyed 100 workers. We analyzed the collected data using SPSS for basic regression. The findings showed a computed t-value of 5.859 at a 0.001 level of significance. Considering that the computed t-value (5.859>1.196) is more than the table t-value and the significance threshold is less than 0.05 (0.001<0.05), it may be concluded that spirituality in the workplace significantly impacts performance. This research contributes to the expanding literature on academic human resource management by illuminating the relationship between spirituality at work and productivity in higher education. The study has practical implications for leaders and managers at other institutions. By creating a more spiritual work environment, students' learning is enhanced because of the increased awareness and support for spirituality in the workplace. [ABSTRACT FROM AUTHOR]

This is the first article in a series of six inspired by themes arising from the Royal College of Midwives' State of Midwifery Education report. These articles will explore the current landscape and challenges in educating the future midwifery workforce, particularly those that pertain to the higher education workforce. This first article introduces the concept of a profession using sociological theories. It considers who we are individually, as authors, academics and midwives, and collectively considers our identity as a profession alongside those whom we teach. The aim is to ensure that staff and students are supported to succeed and thrive. Education can transform lives, so that current and future midwives can make a difference in providing safe, compassionate care for service users. [ABSTRACT FROM AUTHOR]

Lecturer’s teacher training programs include the teaching reflection as a way to understand and manage the situations of their own classroom practice. Although the study of the teaching reflection has been widely addressed in the literature, it is still little known how the trainers of these programs teach reflection at the same time that they address psychoeducational content on teaching and learning in higher education, likes assessment or courses design. This study addresses this problem by focusing the analysis on the representations that lecturer’s trainers have about teaching reflection, their purposes and its characteristics. Twelve lecturer’s trainers of programs implemented in Chilean universities of different compositions and distributed throughout the country were interviewed. The content analysis of the interviews showed a diversity of approaches and proposals for the implementation of reflective teaching by the trainers. Two main purposes of teaching reflection were identified: to improve the understanding of the practice and to innovate it. Although in both cases the trainers used the teachers’ experience as a central point for teaching reflection, some differences in the use of academic knowledge were also identified. In addition, the trainers focused mostly on questioning, problematizing and solving practice in case analysis, rather than on an in-depth understanding of practice situations. In sum, the study provides results for the understanding and improvement of reflective training in higher education. [ABSTRACT FROM AUTHOR]

Scientific research is the important task of lecturers in universities. However, university lecturers often struggle to balance research and teaching and focus more on teaching than research. In addition, the motivation for lecturers to do research is a little. This article surveys lecturers at some universities in Vietnam to find the factors that motivate lecturers to do science. The motivating factors include intrinsic factors (creativity, passion...), extrinsic factors (financial, promotion ...), and barriers to the scientific research activities of lecturers. Research results show that intrinsic and extrinsic factors positively impact the scientific research activities of lecturers, and the barrier factors negatively affect the research activities of lectures. Based on the research results, the authors make some suggestions to strengthen further the research activities of lecturers at universities in Vietnam. [ABSTRACT FROM AUTHOR]

Authors' rebuttal letters (ARLs) in response to journal reviewers critically affect whether a paper is accepted or rejected. However, the genre is traditionally "occluded" from the public view, and its linguistic or rhetorical features are seldom examined in the literature. Using Hyland's (2005) model, this study analyzes stance markers, i.e., expressions of the speaker's attitudes towards or commitment concerning a proposition, in 50 ARLs from five high-impact Nature Portfolio journals, which started publishing ARLs as supplements to manuscripts in 2020. The analysis shows that authors' stance deployment differs markedly between different sections of the ARL, i.e., Opening Statement, Point-by-Point Response, Additional Changes, and Closing Remarks. Attitude markers, boosters, and self-mentions are more frequent in ARLs than in research articles, serving to advocate the paper, highlight improvements, and show gratitude towards reviewers. Only 6 % ARLs fully accommodate all reviewer suggestions. When rejecting a criticism, authors rarely express total disagreement with reviewers, choosing instead to hedge the No Revision claims, use expressions of agreement and gratitude as buffers, and boost positive aspects of the paper. Findings of this study may be of interest to those who seek a better understanding of the language of ARLs, including ESP teachers and novice researchers. • 94 % authors' rebuttal letters (ARLs) contain No/Partial Revision responses. • Replies to criticisms contain fewer self-mentions than replies to positive comments. • Attitude markers showing gratitude and merits of paper are common throughout ARLs. • Hedging is most prevalent in No Revision responses, serving to soften disagreement. • Boosters reinforce self-praise, especially in No/Partial Revision responses. [ABSTRACT FROM AUTHOR]

Aim. Drawing upon the foundational principles of the ethnomethodological perspective, the present study delves into the viewpoints of English as a foreign language (EFL) lecturer concerning teaching as a discipline and their corresponding teaching practices within the context of a provisional workplace in an Asian university. Methods. Five conveniently and purposively sampled participants were subjected to in-depth interviews to seek answers to the following research questions: (a) What are the views of the participants on their temporary appointments as EFL lecturers? (b) How do these views define their teaching practices in the classroom to survive in a provisional environment? The analysis brings to the surface recurring themes and patterns, providing valuable insights into how the participants survived in an academic environment that gave them non-executive positions. Results. Results indicated a multiplicity of views on their temporary appointments as EFL lecturers: Temporary appointments as a policy and student-centered position, a venue for professional standards, and a venue for career advancement. These views prompted them to blend with the local culture and accordingly to perform culturally appropriate teaching practices. Conclusion. It can be concluded that fostering cultural awareness, building strong interpersonal relationships, and pursuing continuous professional development are essential components for EFL teachers to excel in their roles. Additionally, institutions and stakeholders play a crucial role in creating an environment that acknowledges and bolsters the significant contributions of temporary EFL lecturers, thereby enabling them to make a lasting and positive impact within the academic community. Additional implications are discussed. [ABSTRACT FROM AUTHOR]

CEFR is now widely used as the reference in developing English language program curricula in many higher educations worldwide. The framework has not been commonly adopted in the Indonesian context and attracts scholars to investigate. This research revealed how lecturers and students perceive CEFR as the basis for curriculum development for English courses. To gain the data, 8 lecturers and 94 students were purposefully chosen as respondents and were given a questionnaire developed from C1 level CEFR descriptors. Meanwhile, some respondents were interviewed to collect in-depth information about their perceptions. The quantitative data were analyzed by computing the average score and revealed that the students have a positive perception towards CEFR with an average of 3.78. The data from the interview uncovered that both lecturers and students agreed with the CEFR descriptors for four reasons: job requirements, communication tools, community expectations, and the need to support their learning. The findings imply that the stakeholders must specify the curriculum framework in which CEFR adoption can be an option. [ABSTRACT FROM AUTHOR]