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Background. To date, a significant number of researchers have noted the shortage of highly qualified scientific personnel employed in research organizations. It is due to a number of reasons, among which emigration of scientists to those countries where highly qualified work is paid higher can be marked. In this regard, issues related to the international mobility of postgraduate students, including educational mobility, are very important. Objective. The study focuses on the socio-psychological characteristics of postgraduate students' attitudes to educational migration. Study Participants. The study involved students of postgraduate schools at research organizations involved in the training of graduate students in the field of educational sciences, as well as pedagogical universities in Moscow, St. Petersburg, and other regions of the Russian Federation. A total of 803 respondents were interviewed. Methods. The article is based on the materials of a monitoring questionnaire. Results. The study revealed a connection between socio-demographic factors (gender, age) and attitudes related to educational migration: men more often indicate a desire to improve their professional qualifications abroad; with age, the number of graduate students wishing to study abroad decreases. In addition, the influence of socio-stratification factors (the income level of graduate students and the educational status of the family) on attitudes towards educational migration was revealed: high-income graduate students, as well as those graduate students whose parents have academic degrees, are more focused on professional development abroad. The study also showed that migration attitudes related to temporary educational migration are significantly more widespread among graduate students than among researchers. Conclusion. The attitudes of graduate students related to educational migration are determined by the influence of a number of socio-demographic and socio-stratification factors. At the same time, studying abroad is considered as a career elevator, primarily by those postgraduate students who do not plan to link their further professional activities with scientific work and teaching at budgetary institutions. Also, the larger migration mobility has been revealed in postgraduate students as a socio-professional group in comparison with researchers.

The application of Artificial Intelligence (AI) in education is increasingly promising. ChatGPT as an AI-based platform that can answer all questions can be a solution for learners. This article examines the use of ChatGPT in increasing the productivity of scientific articles of Postgraduate Students of IAIN Kediri. This study used a quasi-experimental design, with the experimental group engaging in scientific article writing using ChatGPT and the control group doing it conventionally. The sample of this study was 2nd semester Postgraduate Students of Islamic Education Management Study Program IAIN Kediri. Data were collected through initial and final tests in scientific article writing. Descriptive and inferential statistical analysis was conducted to analyze the data. The results showed that the average score of the experimental group was 82.68 while the control group score was 68.83. Then the N-Gain value data of the experimental group is greater than the control group with the results of 53.30> 23.01. These results explain the significant increase in scientific article productivity in the experimental group compared to the control group. This finding consistently supports the idea that the use of ChatGPT can increase the productivity of scientific articles for students. The implications of the results for scholarly writing practice are also discussed, along with recommendations for further research.

Objective To explore the practice and significance of the new course of “ Enhanced Recovery after Surgery (ERAS) and Perioperative Management” for graduate students under multidisciplinary cooperation. Methods The Department of Anesthesiology collaborated with the Department of Clinical Nutrition, Department of Geriatrics and six related surgical departments to develop a course of 30 credit hours on “ ERAS and Perioperative Management” in Peking Union Medical College Hospital. Researchers analyzed the teaching effectiveness of the course by collecting survey questionnaires and evaluating scheme report of ERAS case. Results Researchers found that ten graduates joined this course and they believed that learning improved their understanding of ERAS related knowledge, such as preoperative nutrition and functional state optimization, intraoperative volume and temperature management, prevention of postoperative nausea and vomiting, and perioperative pain management. Students had high satisfaction with the course and believed that it would help improve their clinical literacy. Conclusions The new course of “ERAS and Perioperative Management” for graduates may support capacity building in terms of clinical logic and thinking about ERAS and promotion of skills for perioperative management. Our experience of graduates'training with “ Enhanced Recovery after Surgery and Perioperative Management” course can be shared by other trainers of health institution of China.

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]

Objective: In the academic environment, students need academic writing contexts to support their engagement in " academic writing " and help them embrace the identity of an academic writer. Academic help-seeking and academic optimism culture are among these contexts and factors that can affect students' attitudes towards academic writing. This study aimed to identify the predictive pattern of students' attitudes towards academic writing based on these categories. Methods: The research design of the present study was applied in terms of purpose and descriptive in terms of data collection and analysis. The statistical population of this study included all postgraduate students at the University of Mohaghegh Ardebili based on the statistical offices available in the university, totaling 3,330 master students and 866 Ph.D. candidates. A sample of 300 individuals was selected using the convenience method. The research instruments included standard questionnaires: students' attitudes towards academic writing by Cheong et al., academic help-seeking by Ryan and Peintrich, and academic optimism by Hoy. Data were analyzed using correlation and partial least squares (PLS) methods, with SPSS and Smart PLS software employed for the analysis. Result: Considering the acceptability of the indicators and achieving a goodness of fit of 0.43, which exceeds the desired value of 0.36, the predicted conceptual model of the relationships between the variables has been validated. The path coefficient for scientific help-seeking was 0.79 (P < 0.01 and t = 22.03) and for academic optimism was 0.54 (P < 0.01 and t = 8.51), both significantly predicting the attitude towards academic writing. Conclusions: According to the results obtained, by fostering academic optimism and improving the context of academic help-seeking by creating and maintaining a culture of collective self-efficacy, collective trust, educational emphasis, and by creating conditions to meet scientific needs through development-oriented interactions and scientific support for students, one can take steps to improve students' attitudes towards academic writing. [ABSTRACT FROM AUTHOR]

Objective To explore the practice and significance of the new course of "Enhanced Recovery after Surgery (ERAS) and Perioperative Management" for graduate students under multidisciplinary cooperation. Methods The Department of Anesthesiology collaborated with the Department of Clinical Nutrition, Department of Geriatrics and six related surgical departments to develop a course of 30 credit hours on "ERAS and Perioperative Management" in Peking Union Medical College Hospital. Researchers analyzed the teaching effectiveness of the course by collecting survey questionnaires and evaluating scheme report of ERAS case. Results Researchers found that ten graduates joined this course and they believed that learning improved their understanding of ERAS related knowledge, such as preoperative nutrition and functional state optimization, intraoperative volume and temperature management, prevention of postoperative nausea and vomiting, and perioperative pain management. Students had high satisfaction with the course and believed that it would help improve their clinical literacy. Conclusions The new course of "ERAS and Perioperative Management" for graduates may support capacity building in terms of clinical logic and thinking about ERAS and promotion of skills for perioperative management. Our experience of graduates'training with "Enhanced Recovery after Surgery and Perioperative Management" course can be shared by other trainers of health institution of China. [ABSTRACT FROM AUTHOR]

Studying towards a postgraduate qualification is viewed as a booster that may usher employees towards management positions. We have found common mistakes in research proposals for masters' degree students in a department at the University of Namibia. Our presentation shows the shortcomings in the research proposals of postgraduate students and proposes interventions to address the challenges. We collected qualitative data through the observations of nine (9) Master of Education research proposals, which were conveniently selected. Our analysis showed shortcomings in research proposals submitted to the Department of Education at the University of Namibia. Moreover, there is a need for the introduction of a writing unit at the university to supply writing services such as academic writing, proof reading and editing. We recommend that regular practical training is offered on effective academic writing to postgraduate students. We also show the need for postgraduate students to be oriented towards the plagiarism policy and referencing style of the university. This calls for the re-thinking of ways that enable effective postgraduate student supervision, which may address the quality of student research output. [ABSTRACT FROM AUTHOR]

Background: The use of social networking sites (SNS) has increased knowledge sharing among students leading to improved academic performance. Despite the benefits that SNSs provide in education, their use for knowledge sharing and exchange among postgraduate students in some Tanzanian tertiary institutions (TIs) faces challenges. Objectives: To examine the benefits of using SNSs for sharing knowledge and information among postgraduate students and propose possible solutions to the identified challenges. Method: This study was conducted using mixed-methods research, employing a convergent research design. Parallel mixed-methods sampling was used in the study to collect quantitative data from 171 postgraduates and 30 members of academic staff responsible for teaching and supervising postgraduates. Qualitative data were gathered from eight heads of academic departments who were purposively selected. Results: The findings established that the use of SNSs for knowledge and information sharing in the TIs selected for the study had expanded postgraduate students' knowledge bases and enhanced academic performance. The study indicated that postgraduate students lack reliable Internet connectivity and a stand-alone policy. Conclusion: The study recommends that TIs in Tanzania ensure the availability of funds to make knowledge sharing practices sustainable. Contribution: The contribution is to the literature for a better understanding of the use of SNSs in particular and to help decision-makers appreciate how they can prepare provisions for the use of SNSs. [ABSTRACT FROM AUTHOR]

Research support services (RSS) play an essential role in the lives of academics and researchers. The study focused on availability of RSS and doctoral students' satisfaction with RSS provided in public university libraries in Kenya. The success of doctoral students is often determined by the extent of RSS provided by the university libraries. Every library system's main goal is to satisfy its patrons. Specifically, the paper was guided by these objectives: to assess the extent of provision of RSS in university libraries and to determine the level of satisfaction of doctoral students on available RSS. A sample size of 372 doctoral students were selected using stratified sampling and simple random sampling techniques, and 32 librarians were selected purposively from selected public universities in Kenya. This study adopted a descriptive research design and used an online survey research technique to collect data from doctoral students and librarians. Microsoft Excel and the Statistical Package for Social Science (SPSS) were used to analyse the data. Findings indicate that a wide range of RSS were provided in the selected universities and that while doctoral students are satisfied with the availability of materials, they are not happy with the currency of the materials in the library. The study concludes that there were significant differences in the provision of RSS for doctoral students across the selected public university libraries and that doctoral students have varying levels of satisfaction with the research support services provided to meet their information needs at selected public universities. The study findings will help university libraries to improve their services, provide targeted services to doctoral students and develop frameworks that will guide in resource allocation. [ABSTRACT FROM AUTHOR]

The study examined direct and indirect causal relations between emotional memory, cognitive conception anxiety, cognitive holding power, and research self-efficacy according to the responses of postgraduate students. The final sample size of the study was (390) postgraduate students. The researcher relied on the descriptive method in the study. They were asked to answer four research measures related to emotional memory, cognitive perception anxiety, cognitive holding power, and research self-efficacy, were prepared by the researchers. The results found a statistically significant positive direct effect of both the first and second orders of cognitive holding power on research selfefficacy. There is a statistically significant positive direct effect of positive emotional memory in the second order of cognitive holding power, as well as a presence of statistically significant positive direct effect of negative emotional memory in cognitive perception anxiety. The results of the study also found a statistically significant negative direct effect of cognitive perception anxiety on both research self-efficacy and firstand second-order cognitive holding power. The results of the study found indirect effects between the study variables, which is the presence of a statistically significant indirect effect of cognitive perception anxiety on research self-efficacy through both (the first and second orders of cognitive holding power). There is also a statistically significant indirect effect of negative emotional memory on both the secondorder of cognitive holding power and research self-efficacy through cognitive conception anxiety. There is also a statistically significant indirect effect of positive emotional memory on research self-efficacy through the second order of cognitive holding power. [ABSTRACT FROM AUTHOR]

Postgraduate writing is a major academic feature through which students' learning progress is assessed. It is thus of paramount importance that students must meet the academic writing demands required by their respective academic schools and departments in order to pass their chosen courses. The study strives to explore the extent to which native and non-native English-speaking postgraduate students are required to conform to the norm of native-speakerism preferable to native English faculty members in some United Kingdom (UK) universities. This study is mainly qualitative and it involves three research instruments: (a) open-ended surveys targeting 111 native and non-native postgraduate students and 65 lecturers from different departments, (b) semi-structured interviews conducted with 13 lecturers and 10 students, and (c) an analysis of lecturers’ feedback on 53 students’ written productions. The findings show that the recommendations to conform to native English conventions exist only in some theoretical research. In practice, however, UK universities and academic staff do not save efforts to enable their students to express their ideas in clear comprehensible academic English. These results yield some insightful penetrations not only to the host universities but also to overseas governments as well. In addition, this study offers some implications for postgraduate students. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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.)

Postgraduate supervision entails an intensive, one-on-one academic relationship between the supervisor and student. Through this relationship, the supervisor facilitates the student's scholarly development. This study investigates supervisors' roles in supporting postgraduate students from the students' perspective. This study through in-depth semi-structured interviews with 12 doctoral and masters students at two universities seeks to investigate how postgraduate students perceive and undergo guidance from their supervisors. The factors analyzed include the role of networking and motivational supports provided by supervisors during postgraduate students' research journey. This study explores the ways supervisors provide career mentoring and networking to prepare students for postgraduate careers, and how they inspire and emotionally assist students through inherent research challenges. The findings identify strengths in supervisory support and areas needing enhancement. The findings indicate that many students desire more hands-on help with methodology and writing and career mentoring emerges as an area where postgraduate support falls short of expectations. The study recommends that supervisor trainings be provided for supervisors and intending ones, and such trainings should be focused on writing guidance, networking, advising and motivation. By implementing such programs, universities can empower supervisors to optimally assist students, thereby enhancing experiences and outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Lenguaje is the property of Universidad del Valle 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.)

Copyright of Journal of Comparative & International Higher Education is the property of Comparative & International Education Society Higher Education SIG 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.)

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion 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.)

Objective. To examine the level of awareness, attitude, and perception towards Plagiarism amongst postgraduate students of Chaudhary Ranbir Singh University, Jind- Haryana. Method. A well-structured questionnaire was administered to 150 postgraduate university students. The sample of students was mixed irrespective of disciplines including science, humanities, and social sciences. Results. The present study results show a lack of awareness among postgraduate students about plagiarism and its consequences in India. As of now, it is a cognizable offence and the study results reveal the general attitude prevailing among the Indian postgraduate students about plagiarism. Conclusions. In the present study, we have addressed many important issues. The University Grants Commission, the apex authority of higher education in India, and the individual universities have to come together to develop a mechanism to create awareness among postgraduate students about plagiarism, its consequences, and remedies. This awareness drive has to be periodic in nature and success can be achieved by delivering awareness among the postgraduate students in particular and students of higher education in general.

In today’s information environment, characterized by the availability of information and information overload, navigating successfully both in everyday life and in an educational setting poses a challenge. Given this, one can assume that postgraduate students, within such an environment, face various difficulties in seeking and using relevant information for scientific research, as well as throughout their postgraduate studies in general, requiring assistance in this prolonged process. The aim of this paper is to provide an overview of existing knowledge on the traditional and evolving role of academic librarians in the research process of postgraduate students. Additionally, this paper will clarify the concept of zones of intervention by Carol Kuhlthau, which can serve as a framework for instructing this user group. The purpose of this paper is to prompt librarians to reflect on how academic libraries currently contribute to the educational experience and research work of postgraduate students and to emphasize the importance of adapting and enhancing information and library services, the significance of collaboration between academic librarians and supervisors (and/or other postgraduate faculty members), and the active involvement of academic librarians in the information literacy of postgraduate students.

Abstract Background Equity redress in the higher education and health sectors is a global discourse that seeks to address the inequalities caused by past discrimination practices. The apartheid regime in South Africa fragmented both the higher education and the health sectors, creating White and male dominated systems. Consequently, Black Africans and females were under-represented in these sectors. Furthermore, the provision of higher education including medical training was unequal between the different populations. As democracy was established in South Africa in 1994, it is necessary to assess whether transformation in population affinity and sex of postgraduate students in the higher education and health sector has occurred, as these individuals are crucial for providing the future academic workforce and also healthcare to the public. Methods The demographic profile of postgraduate students graduating in a health sciences facility in South Africa over the period 2008–2017 was retrospectively assessed. Survival analysis models were used to investigate the time taken to graduate. Log-rank tests were used to compare the completion rates. Results More females (53.3%) than males (41.9%) completed their postgraduate degree over the period 2008–2017 (p˂0.0001). In relation to population affinity, more White students (56.4%) than Black African students (40.8%) completed their degrees overall (p˂0.0001). Conclusion While transformation occurred in the sex of graduating students over the ten year period, the same change has not occurred with regards to population affinity. The under-representation of Black African graduates is a major setback for efforts to diversify the South African higher education and health sectors. Transformation of the demographic profile of postgraduate students at South African institutions is vital for developing individuals who will contribute to equitable redress of academic staff in the higher education sector and also of the healthcare workforce. Diversified health personnel including highly skilled clinician scientists will aid in improving the provision of health care to communities particularly the underpriviledged rural areas, and also assist in training the next generation of healthcare staff. The challenges identified in this study may assist other countries where adequate transformation of the education and health sectors has not occurred.

Collaboration in the Nigerian context has focused majorly on traditional collaboration and not even among postgraduate (PG) students. Advancement in technology has ushered many changes, particularly the introduction of numerous e-tools for collaboration. It is based on this that the study examined the perception and use of e-collaboration by postgraduate students in Nigeria Universities. The study adopted a survey design using a questionnaire to collect data from 631 postgraduate students selected across ten universities in South-West Nigeria. Six objectives were developed to guide the study. The results revealed that e-collaboration is perceived by postgraduate students as a collaboration among individuals engaged in a common task using electronic technologies. E-collaboration is used mostly for projects and research and it is impactful in providing opportunities to interact better than face- to-face collaborative activities. The study revealed electronic mail, social media including (Facebook, Twitter, and WhatsApp), discussion forums and Google documents as the tools most significantly used for e-collaboration. The reasons why respondents use e-collaboration include flexibility, availability, and compatibility with cell phones. The level of awareness about the ethics of e- collaboration is reported to be too low. However, a small percentage were aware that participation in decision-making and the sharing of blame and credit for outcomes is the responsibility of all members. Challenges faced by PG students in their e- collaboration efforts are power failure, lack of trust, and poor internet connection and speed. It is recommended that more awareness of e-collaboration should be promoted and coupled with improved internet connectivity.

The use of learning management systems (LMS) was observed to be weak among students in Nigeria. Therefore, digital literacy skills and system quality were used as predictors to predict LMS use among postgraduate students in universities in Ibadan, Nigeria. A survey design of the correlational type was adopted. At the same time, the population of the study comprised all the 4,750 postgraduate students of two universities in Ibadan, Nigeria, and 328 postgraduate students were drawn using a multi-stage sampling technique. The instrument adopted for data collection was a questionnaire which had three sections. The questionnaire return rate was 316 copies, representing a 96.3% retrieval rate. Pearson’s Product Moment Correlation Coefficient and multiple regression analysis were conducted to test the null hypotheses at a 0.05 significance level. A significant relationship between digital literacy skills and the use of learning management (r =.319; p < 0.05) was found, while a significant relationship between system quality and the use of learning management systems (r =.501; p < 0.05) was equally established. There is a significant relationship between digital literacy skills and LMS system quality (r =.529; p < 0.05). Furthermore, a joint influence of digital literacy skills and system quality on the use of learning management systems of postgraduate students in universities in Ibadan, Nigeria (F =53.594; R=0.505; p < 0.05) was established. It was recommended that university management and lecturers should ensure the system quality of the LMS type to be adopted must support the convenience of use and have fewer technicalities in its use.

Background: The use of social networking sites (SNS) has increased knowledge sharing among students leading to improved academic performance. Despite the benefits that SNSs provide in education, their use for knowledge sharing and exchange among postgraduate students in some Tanzanian tertiary institutions (TIs) faces challenges. Objectives: To examine the benefits of using SNSs for sharing knowledge and information among postgraduate students and propose possible solutions to the identified challenges. Method: This study was conducted using mixed-methods research, employing a convergent research design. Parallel mixed-methods sampling was used in the study to collect quantitative data from 171 postgraduates and 30 members of academic staff responsible for teaching and supervising postgraduates. Qualitative data were gathered from eight heads of academic departments who were purposively selected. Results: The findings established that the use of SNSs for knowledge and information sharing in the TIs selected for the study had expanded postgraduate students’ knowledge bases and enhanced academic performance. The study indicated that postgraduate students lack reliable Internet connectivity and a stand-alone policy. Conclusion: The study recommends that TIs in Tanzania ensure the availability of funds to make knowledge sharing practices sustainable. Contribution: The contribution is to the literature for a better understanding of the use of SNSs in particular and to help decision-makers appreciate how they can prepare provisions for the use of SNSs.

The decision I took to undertake the United Kingdom Advising and Tutoring (UKAT) Recognised Practitioner Advisor (RPA) provided the opportunity for reflection on how I approach academic mentoring. The process had three outcomes: it showed the variation in academic mentoring between policy, procedure, and both mentors’ and mentees’ understanding of mentoring, and it enabled me to both develop my own continuing professional development, and more importantly, to support taught Master’s students in their academic learning and development. I would encourage anybody in higher education to also consider undertaking the UKAT RPA.

This study aims to explore the experiences of postgraduate students, Master's and Doctoral, on using online learning journals (OLJs). In line with the nature of the study, instrumental case study was managed by the researcher as a qualitative research design in the current study. Participants include 12 graduate students, Master's and Doctoral, studying Curriculum and Instruction. The researcher administered criterion sampling, which is one of the purposeful sampling methods, to determine participants. During the data collection process, the researcher employed interviews and written documents. Semi-structured in-depth interviews and a focus group interview were held with the participants within the scope of the interview. In respect to written documents, learning journals were reviewed by the researcher. Content analysis method, which is mostly adopted for written and visual data in qualitative research, was administrated to analyse the obtained data. The results suggest that keeping regular OLJs contributed to learners emotionally, cognitively and academically. [ABSTRACT FROM AUTHOR]

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Mindful learning is widely known to improve learning outcomes, yet its association with students' well-being remains unexplored. This study aimed to investigate the impact of mindful learning on subjective well-being (SWB) and psychological well-being (PWB) in postgraduate students, using survey questionnaires and a randomized experimental design. In Study 1, correlation and regression analyses based on 236 postgraduate students revealed significant positive associations among mindful learning, SWB, and PWB. In Study 2, 54 students were randomly assigned to three groups: the experimental (which received Mindful Learning Coaching), active-, and blank control groups. The results from repeated-measures ANOVA showed that coaching significantly improved students' mindful learning. The participants' SWB and PWB significantly decreased in both the active- and blank control groups, whilst their SWB and PWB tended to increase in the experimental group. In conclusion, mindful learning, SWB, and PWB are significantly correlated, while the enhancement of mindful learning may be a protective factor in students' well-being. [ABSTRACT FROM AUTHOR]

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Purpose: The aims of this study were to: (1) examine the psychometric properties of the Greek version of JSE-HP and (2) explore empathy among Greek dental postgraduate students. Methods: The JSE-HP scale was translated into Greek using the back translation method. The questionnaire was given to 111 dental postgraduate students between November 2017 and February 2018. A random sample of 25% was retested to assess test–retest reliability. The reliability of the Greek version of JSE-HP was measured with Cronbach's alpha (α) and Discrimination Indices (DIs). Exploratory Factor Analysis, with varimax rotation of the factorial axes, was used to examine the dimensionality and the factorial validity of the Greek version of the JSE-HP. Comparisons between groups of postgraduate students were performed as appropriate with the Kruskal–Wallis or the Mann–Whitney U test. Results: The response rate was 100%. The mean age was 28.9 years. The reliability, in the sense of internal consistency of the questionnaire was considered satisfactory (Cronbach's alpha: 0.76, average DI: 0.33.) The test–retest reliability was satisfactory (Pearson's r = 0.77, p < 0.001). Factor Analysis revealed 7 significant factors. No statistically significant differences in empathy scores were found among groups of postgraduate students. Conclusions: The Greek version of the JSE-HP shows good psychometric properties. Empathy scores do not differ among Greek dental postgraduate students. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to investigate the level of information literacy in the behavior of information-seeking and republishing information in social networks among graduate students of Razi University, Kermanshah. Methods: The research method was applied in terms of purpose was a survey one, and the statistical population of the research included all postgraduate students of the fields studying in the affiliated faculties of Razi University, which has a sample size of 217 people and using Sampling Method Stratified randomization was determined. The research tool included a consolidated questionnaire in two parts information literacy and information accuracy in republishing information in the virtual space; Cronbach's alpha was estimated at 0.78. The normality of the research variables was checked by using the Kolmogorov-Smirnov test to test the research hypotheses, the research hypotheses were analyzed using the necessary tests. SPSS.26 software was used for data analysis. Findings: The findings of the research show that the average level of information literacy of graduate students of Razi University was at an average level, although the level of education of the respondents was significantly related to this level of information literacy, and the doctoral students all had an average level of literacy. The information was high. However, gender does not have a significant effect on the level of students' information literacy. Also, a significant relationship was observed between the level of information literacy and the components of data documentation and data health in the accuracy of information republished in the virtual space, but there was no significant relationship in the components of examining the expertise of the message narrator. Conclusion: In explaining the obtained results and the high level of the information need detection component, it can be claimed that the ability to detect the information needs and determine the extent and location of information plays a key role in strengthening the students' abilities. Regarding the components of critical evaluation of information, which was obtained with a lower average than other components of information literacy, it can be said that by increasing the ability to critically evaluate information, the diagnostic capabilities in republishing information of individuals also increase. The ability to critically evaluate information with skills such as the ability of reviewing and comparing information obtained from different sources, to determine the validity and correctness of the information, to detect the presence of fraud and manipulation in information causes the ability to analyze and review different and contradictory views. The set of these skills leads the students to have possibility to ensure the correctness and ability to use the information correctly. Also, improving the level of information literacy among students can help to increase the accuracy and correctness of the information republished in cyberspace. In general, the current situation of information literacy of graduate students of Razi University of Kermanshah is at a desirable level. However, since a significant relationship between the level of information literacy and the accuracy of information was reported in the republishing of information in cyberspace, it is possible to take necessary measures to increase the level of information literacy in master's degree students or even lower education levels, which will improve the performance of students. To develop knowledge and improve the accuracy of republished messages in cyberspace among students. It is suggested that the necessary decisions should be taken by high policymakers to design, implement, and evaluate information literacy for university professors, so that professors, along with presenting their specialized courses, also transfer the necessary skills related to information literacy to students. [ABSTRACT FROM AUTHOR]

Google Scholar has become an important search platform for students in higher education, and, as such, can be regarded as a competitor to university libraries. Previous research has explored students' intention to use Google Scholar (GS) and University Digital Libraries (UDLs), but there is a lack of comparative studies that explore students' preferences between these two platforms. Therefore, this study seeks to explore the search behaviour of a select group of users, international postgraduate students and more specifically compares the factors that influence their use of Google Scholar and University Digital Libraries (UDLs). A questionnaire-based survey, based on the factors in the UTAUT model (unified theory of acceptance and use of technology) was conducted to collect data on acceptance and use of technology of GS and UDL's respectively. Data was collected from 400 international postgraduate students studying in the United Kingdom. Confirmatory factor analysis was used to establish the contextual influencing factors, whilst structural equation modelling examined the predicted model. The results suggest some differences between the influence of various factors between the UDL dataset and the GS datasets. They suggest that social influence (SI) did not affect behavioural intention (BI) for either data set, but that for the UDL dataset, effort expectancy did not affect BI, whereas for the GS dataset facilitating conditions did not influence BI. The approach taken in this study further facilitates research into the use of search tools to progress beyond ease of use as a main driver and to explore the relationship between internal and external influences of use. Recommendations for further research are suggested and the value of the insights gained for UDLs and their provision and support for all students is discussed. [ABSTRACT FROM AUTHOR]

The objective of this study was to ascertain the impact and effects of Covid-19 on postgraduate students at a university of technology. A qualitative exploratory research approach was used to guide the study, and semi-structured, in-depth interviews were conducted with postgraduate students (N=10) from the Faculty of Health Sciences. Analysis of the study results indicated that postgraduate students encountered numerous challenges and issues that affected their mental health negatively and hindered their holistic academic experience. Findings of the study suggest that the institution should implement concerted efforts to assist students with psychological, social, and financial support that would reduce the adversity experienced through the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

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Despite a surge of research interest in feedback engagement in higher education, postgraduate students' engagement with multiple sources of feedback in the context of academic writing is understudied. Informed by the notion of feedback literacy, we explore how Chinese postgraduate students perceive and engage with automated, peer and teacher feedback, as well as the feedback process as a whole, in academic writing. The analysis of 120 students' diaries and ten students' interviews shows that multiple sources of feedback and related activities complement each other in feedback areas (e.g. grammar, content, structure), perspectives (e.g. reader, expert) and depth of improvement to the writing (e.g. from correction to polishing or refinement). We conclude that engaging with multiple sources of feedback supports students' writing and learning. This study adds to the literature by revealing the social, co-constructed, complementary and enabling nature of feedback engagement. The students engage with multiple sources of feedback and related activities internally, externally, proactively, critically and collaboratively in the intrapersonal, interpersonal and human-material spheres. [ABSTRACT FROM AUTHOR]

Background: Equity redress in the higher education and health sectors is a global discourse that seeks to address the inequalities caused by past discrimination practices. The apartheid regime in South Africa fragmented both the higher education and the health sectors, creating White and male dominated systems. Consequently, Black Africans and females were under-represented in these sectors. Furthermore, the provision of higher education including medical training was unequal between the different populations. As democracy was established in South Africa in 1994, it is necessary to assess whether transformation in population affinity and sex of postgraduate students in the higher education and health sector has occurred, as these individuals are crucial for providing the future academic workforce and also healthcare to the public. Methods: The demographic profile of postgraduate students graduating in a health sciences facility in South Africa over the period 2008–2017 was retrospectively assessed. Survival analysis models were used to investigate the time taken to graduate. Log-rank tests were used to compare the completion rates. Results: More females (53.3%) than males (41.9%) completed their postgraduate degree over the period 2008–2017 (p˂0.0001). In relation to population affinity, more White students (56.4%) than Black African students (40.8%) completed their degrees overall (p˂0.0001). Conclusion: While transformation occurred in the sex of graduating students over the ten year period, the same change has not occurred with regards to population affinity. The under-representation of Black African graduates is a major setback for efforts to diversify the South African higher education and health sectors. Transformation of the demographic profile of postgraduate students at South African institutions is vital for developing individuals who will contribute to equitable redress of academic staff in the higher education sector and also of the healthcare workforce. Diversified health personnel including highly skilled clinician scientists will aid in improving the provision of health care to communities particularly the underpriviledged rural areas, and also assist in training the next generation of healthcare staff. The challenges identified in this study may assist other countries where adequate transformation of the education and health sectors has not occurred. [ABSTRACT FROM AUTHOR]

The integration levels among research methods, management, research tools, and psychology could guide the development of the ONDAS framework toward the secrets of knowledge. The research grounds on undergraduate and graduate students' challenges, with particular emphasis on the need for writing critical literature reviews and weaknesses in identifying benchmark studies to extract the research gap and main research questions, resulting in most fresh graduate students not graduating on time. Some master’s students write doctoral theses, and vice versa, confusing their identified research approach. The study utilizes desk documents to identify the main problems that most students experienced during their research, to determine the knowledge structure through the analysis of benchmark studies, and to achieve the framework’s development foundation. As a result, it proposes ONDAS framework characteristics, procedures, and rules to be applied in different fields through data triangulation. Aiming to help the research process, ONDAS focused the study from its very beginning until viva voice discussion; this framework decreases the time of writing and preparation, guiding the research and strategy processes, and promoting tools to help with the analysis and elaboration of final theses. Results were achieved by a qualitative approach using the case study method that includes 40 participants in a semistructured questionnaire on their experiences with ONDAS framework. Most participants showed higher control and motivation, finishing on time and conducting their research with high precision and focus, establishing the integration of four primary levels that aid in developing the ONDAS framework across multiple disciplines and innovative research methodologies. Specifically, it is helpful for the scientific research community in academic-industry liaisons. This study is seen as the first of its kind to assess participants' attitudes, especially their research journey that serves as the primary way of adoption. [ABSTRACT FROM AUTHOR]

The strict adherence to ethical principles (namely respect for persons, beneficence/non-maleficence and justice) when conducting research involving human participants is the bedrock of research. There has been little research on students' experiences with the research ethics process and how these students incorporate ethical standards into their research work, despite previous research looking into teaching methodologies, curricula, and the educational environment for postgraduate students. The purpose of the study was to investigate postgraduate students' experiences with research ethics during their research project. A sample of 11 participants was used. Through online interviews, this qualitative study, underpinned by the interpretivist paradigm, collected data from postgraduate students from different disciplines and universities in South Africa between June and August 2021. The findings showed different perspectives on the training received in research ethics, and on support and guidance received from supervisors, and the application of research ethics principles in their research projects. Most participants indicated gaps in the teaching and support they received and had not read their university research ethics policies. By focusing on students' experiences in a developing country and different disciplines, the study contributes to the body of knowledge on postgraduate student experiences. Furthermore, the findings suggest that there is need for more research ethics training amongst postgraduate students in South Africa. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the impact of research-based learning (RBL), a new teaching method, on the critical thinking ability of medical postgraduates in order to enhance their critical thinking skills. Methods: A total of 330 postgraduate students majoring in medicine participated in this study. Among them, the experimental group (n = 165) completed the course of “Cultivation of Basic Quality of Scientific Research” using RBL teaching method, while the students in the control group (n = 165) did not participate in this course. Subsequently, a critical thinking ability questionnaire was used to assess the differences in critical thinking ability between the two groups. Results: The experimental group had a higher total score in critical thinking ability compared to the control group (P < 0.001). The experimental group also scored higher than the control group in five dimensions: seeking truth, analytical ability, confidence in critical thinking, curiosity, and cognitive maturity (P < 0.05) . Conclusion: The RBL teaching method can improve the critical thinking ability of medical postgraduate students. [ABSTRACT FROM AUTHOR]

Mzuzu University Library provides various e-library services to postgraduate students. However, a minimal amount is known regarding the use of these e-library services by postgraduate students. This mixed methods quantitative study aimed to investigate postgraduate students' use of e-library services. The findings reveal that 95% of postgraduate students knew about e-library services. In comparison, 83% knew internet access, and 73% knew e-journals service from 10 e-library services that Mzuzu University offers. Further, 80% and 64% of postgraduate students used the internet and e-journals, respectively, while other e-library services were the least used. Additionally, 68% of users were satisfied with the internet and 64% were confident with e-journals. Factors such as usefulness, availability of support, and resources influenced postgraduate students' use of e-library services. Inadequate infrastructure and staff support discouraged some users from effectively using e-library services. Training and marketing are highly recommended. [ABSTRACT FROM AUTHOR]

This study was carried out to examine causes of slow completion among postgraduate students of the Information Studies Programme at the University of Dar es Salaam. The study used both quantitative and qualitative research approaches. It involved 61 respondents, including 56 postgraduate students involved in a questionnaire survey and 5 lecturers interviewed. Findings revealed that the majority of students took more than the university-stipulated time to complete their studies. Factors responsible include students' failure to comprehend comments from supervisors, poor relationships between students and supervisors, multiple roles and a poor research environment. Incompetence in research skills and financial constraints were also noted to contribute to slow completion. The study concludes that slow completion among students is not a function of a single factor. Addressing these factors is critical in enhancing the timely completion of studies. Accordingly, this study recommends that the programme should create supportive learning environment for its students such that learning outcomes are improved. [ABSTRACT FROM AUTHOR]

This paper investigated the effectiveness of a program on National Education in higher education institutes in Hong Kong. This study utilized a post-lecture evaluation strategy to gather data from graduate students during the first semester of the 2022/23 academic year at one university in Hong Kong. Using a semi-structured interview schedule, we carried out individual interviews and focus group interviews with 96 postgraduate students to understand their subjective views of the related education. Several observations can be highlighted. Firstly, the students displayed a generally positive attitude towards the program. Secondly, the students expressed different views on various aspects of the e-learning module, such as video content, lecture notes, assessment, arrangement, self-study experience, perceived benefits, and the necessity for National Education. Thirdly, most students considered the lecture beneficial and meaningful. Fourthly, despite the positive comments, some students also provided suggestions for further improvement. Fifthly, contrary to the common worry, the relevant education was not perceived by students as brainwashing. The results suggest that the program can enhance and consolidates students' knowledge of National Security Law and Chinese modern history, as well as nurture their positive attitudes towards law-related issues. The present study demonstrates that the e-learning module is effective in teaching politically sensitive topics to university students. [ABSTRACT FROM AUTHOR]

The Council on Higher Education (CHE)'s report on the doctoral programme review states that offering postgraduate programmes seems to be a challenge to some South African universities. Amongst others, the report expresses that postgraduate supervision at universities suffers from many challenges, some of which result in students being delayed or not completing their studies. Underpinned by Archer's (1998) theory of the interplay between structure, culture, and agency (support programmes), the study seeks to examine factors that hinder postgraduate students' completion of their dissertations and theses. The study adopted narrative research where the qualitative design was used. Postgraduate students (Master and Doctoral) who have registered for these programmes repeatedly in the university served as participants in the study. The purposive sample was used to sample eight postgraduate students who have frequently registered for more than the required residency period. Semi-structured questions were formulated to guide data collection. Data was collected through a focus group of eight Master and Doctoral students. Collected data were analysed using the content analysis method. The study found that the university does not have adequate (or weak) supporting structures for students to complete their degrees in record time. [ABSTRACT FROM AUTHOR]