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The article describes the use of podcasts featuring World English (WE) speakers in other contexts where the native speaker model continues to hold power. Topics discussed include student response to the use of podcasts and recommendations based on experiences including orienting students to the purpose of listening to diverse WE speakers, finding materials that include content related to students' lives, and encouraging the use of materials which offer exposure to new cultures.

This study aims to describe the patterns of directive speech acts of lecturers and students in online learning of Scientific Work courses. This research is a pragma-dialectical study using descriptive qualitative method. The research data are the utterances of lecturers and students of the Early Childhood Educator Teacher Education Study Program (PG-PAUD) of the Distance University in Borneo, Indonesia. All speakers are female with the age range of 25-40 years. Data were obtained from the online learning process using the Microsoft Teams in four webinar tutorial meetings. The data were collected using techniques of listening, note-taking, recording and screenshot. The results of the study found six patterns of directive speech acts contained in four critical discussions, namely requests, orders, questions, prohibitions, and persuasions, as well as invitations. The form of directive speech act patterns found is the most dominant pattern in speech. This form of speech pattern is widely used by speakers (lecturers) and speech partners (students) with the aim of testing students' understanding or reminding students. [ABSTRACT FROM AUTHOR]

Standardised tests such as the Malaysian University English Test (MUET) serve as key benchmarks of linguistic competency for Malaysian students. English language ability plays a pivotal role in today's globalised environment, and standardised tests such as MUET serve as important benchmarks. It is generally accepted that the level of education and teaching that students receive from their professors is a significant impact in determining both their level of language proficiency and their performance on standardised language tests. However, the exact influence that the educational degrees of lecturers have on the grammatical precision of pupils has not yet been fully investigated. This study is designed to evaluate whether or not there is a significant association between the educational levels of instructors and the grammatical errors made by students studying for the MUET examination. The investigation will be conducted in a quasi-experimental fashion. In order to shed light on the potential influence that lecturers' expertise may have on students' language competency, a controlled comparison between groups of students who were exposed to lecturers with varied educational degrees will be done. [ABSTRACT FROM AUTHOR]

This study aims to examine the effect of financial literacy and income on investment decisions mediated by financial behavior. This study uses secondary data by distributing questionnaires to lecturers at the Faculty of Economics and Business, Jambi University. The data is processed using the smart PLS application to test the effect of each variable. The results of this study found that financial literacy and financial behavior have a significant positive effect on investment decisions, income has a negative effect on investment decisions. Financial literacy has a significant positive effect on financial behavior, income has a non-significant positive effect on financial behavior. The financial treatment variable can mediate the relationship between financial literacy and investment decisions. [ABSTRACT FROM AUTHOR]

Copyright of Przegląd Elektrotechniczny is the property of Przeglad Elektrotechniczny 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.)

English-medium instruction (EMI) settings can be particularly challenging for lecturers since they must teach disciplinary content through a foreign language. This paper centers on an episode that reflects the demanding nature of EMI classrooms: a student objects to a part of the task instructions provided by the lecturer. Therefore, the objective of this study is first, to investigate the strategies used by an EMI lecturer in managing a challenging episode; and second, to identify the contextual factors that potentially impacted the lecturer's pedagogical and interactional decisions in this situation. The episode is analyzed using multimodal analysis (Norris, 2004) and ethnographic knowledge from an interview with the lecturer. Findings reveal some degree of struggle in managing the situation adeptly, and suggest that unclearly delivered instructions, a resistance to delving into the underlying reason behind the conflict, an English-only policy, and a degree of language insecurity (and perhaps even lack of proficiency) appear to have played a relevant role in how the episode unfolded and was approached by the lecturer. [ABSTRACT FROM AUTHOR]

The high level of non-chalant and uncommitted attitude of lecturers towards their work in Colleges of Education in Nigeria, with particular reference to the Colleges in South-South Zone of Nigeria; prompted this research work. The research was therefore designed to investigate Selected School Climate Variables and Lecturers' Attitude to Work in Colleges of Education in South-South Zone of Nigeria. The study used all the seven (7) Colleges in the zone comprising of 1,418 academic staff. The sample for the study was 180 academic staff drawn from all the seven (7) Colleges of Education in the zone, out of which, 30 were between the ranks of Senior to Chief Lecturers. The instrument used for data collection was a well-designed questionnaire on School Climate Variables and Lecturers' Attitude to Work (SCVLAW). The instrument was validated by two experts in educational measurement and evaluation and a Cronbach's Alpha reliability coefficient of 0.88 was obtained from the data collected in a test and re-test sample of 30 subjects. A correlational design was used; four research questions and four hypotheses were formulated to guide the study. Pearson Product Moment Correlation (PPMC) analysis was used to test the level of relationships amongst the variables. The study revealed among other things that, there is a very high level of relationship between availability of school working facilities and lecturers' attitude to work; with mean average of 2.64 and standard deviation of 1.05; there was high level of social climate variable in the Colleges under study, there is a high relationship between Chief Executive leadership style and lecturers' attitude to work and a high level of relationship between lecturers' participation in school decision-making and their attitude to work. On the test of hypotheses between the variables, it was found that all the investigated variables have a high relationship among themselves. Based on these findings, it was concluded that school climate variables must be taken into consideration in school administration since they have significant relationship with lecturers' attitude to work. [ABSTRACT FROM AUTHOR]

The recent migration of public nursing colleges from the Department of Health to the higher education sector in South Africa has compelled nursing institutions to ensure that their programs meet the Council of Higher Education requirements. One of these requirements is comprehensive student support services in line with the prerogative to widen access and success in higher education. Public Nursing Colleges have reported having systems to provide academic and non-academic support to their students. However, there is limited empirical research on lecturers' and students' perspectives on conditions that influence the utilization of available student support services in nursing colleges. Hence, this research explores organisational conditions that influence the utilization of student support services from the perspectives of lecturers and students at three selected campuses in the province of KwaZulu-Natal in South Africa. The research methodology is qualitative, in which a purposive sampling of 21 participants involved individual interviews. The interview of lecturers was due to their expected role in identifying and implementing some of the student support services. The students were involved in the study because they are the ones who benefit from the existence of such services and should therefore be in a better position to report on organisational conditions that enable utilization. Data analysis was thematic as guided by the academic and non-academic areas of student support services expected of nursing colleges. There was high agreement on the availability of systems to provide academic and non-academic student support services. However, there were limited coordinated, standardized, and structured efforts to implement them at different colleges. More so, lecturers reported a shortage of critical resources. The findings suggest improving conditions to utilize student support services effectively. It should help ensure that student support activities are well-coordinated, comprehensive, and aligned with policy.

Abstract Introduction Work-related stress (WRS) is a highly prevalent and pervasive problem that can result in loss of productivity and deterioration of a lecturer’s health. Lecturing work requires coping with some of the stressful situations found in any workplace to have a favourable quality of work life. The study determined the influence of sex, years of teaching experience, and academic rank on work-related stress, coping mechanisms, and quality of work life among lecturers at Nnamdi Azikiwe University (NAU). Method This was a cross-sectional survey involving 283 lecturers consecutively recruited from NAU after proportionate randomization of the lecturers in 101 departments. The Health and Safety Executive Work Related stress (HSE-WRS), Work-Related Quality of life (WRQL), and Brief-cope Questionnaires (BCQ) were applied to assess the participant’s work-related stress, quality of work life, and coping mechanism (CM) respectively. Data were analyzed using Kruskal Wallis and Mann-Whitney U tests at a 0.05 level of significance. Result Sex, years of teaching experience, and academic rank had statistically significant influence on 14 subsets of coping mechanism with p-values

This article is a summary of a book titled "Advanced Introduction to Sustainable Careers" by two leading researchers in the field of career management. The book emphasizes the concept of careers as an integral part of our lives, rather than isolated aspects. It discusses the key elements of a sustainable career, such as satisfaction, physical and psychological health, and productivity. The book also addresses the changing nature of work, including the impact of technology. It provides strategies for managing one's career through job-person fit and self-reflection, and explores the challenges faced by individuals with personal obstacles. Additionally, the book examines the impact of the Covid-19 pandemic on women and concludes with a reflective note. Overall, the book offers a comprehensive and contextual understanding of careers as a lived reality. [Extracted from the article]

Lecturers, as professionals at the higher education level, have the main task of implementing the Tridharma of Higher Education. Lecturer professionalism is proven by educator certificates obtained if lecturers meet the requirements and pass the educator certification for lecturers (Serdos) held by the Ministry of Education and Culture. The latest innovation issued by Serdos is Serdos SMART (simple, modern-more innovative, accountable, responsive, transparent), which started in 2021. The implementation of educator certification for Lecturers in the 2022 MMAF Environment is going well. 16 DYS together with the SISTER were able to participate in and complete all without significant problems so that DYS was able to complete all the assessment processes. The author analyzes Educator Data in MMAF. Lecturers within the MMAF as of December 2022 totaled 402 people. 223 lecturers already have educator certificates, and as many as 179 lecturers do not yet have Educator Certificates. 179 lecturers who do not yet have an Educator Certificate because 11 people have a working period of 2 years in functional lecturer positions but do not yet have a TKBI or TKDA; 134 people do not have a minimum working period of 2 years in functional lecturer positions; 32 people have not been appointed in the functional position of a lecturer; 2 people still do not have a NIDN. The Marine and Fisheries Education Center asks each marine and fisheries higher education unit to actively seek information and take the TKBI, TKDA, and Pekerti/AA tests held by institutions recognized by the Ministry of Education and Culture. [ABSTRACT FROM AUTHOR]

Kindness signifies a way of behaving towards other individuals. Kindness is a desirable and admired conduct of schoolteachers but is less expected in higher education. During the Covid-19 pandemic, on-campus learning shifted completely to online learning settings, requiring lecturers to adopt behaviours that may not have been part of their previous routine. Although lecturers' kindness is linked to students' satisfaction, perseverance, and outcomes, there is a dearth of research concerning the kindness of higher education lecturers teaching online. Thus, the current study uncovered how students perceived lecturers' kindness in online learning. Sixty-five students responded to a survey containing both closed and open-ended questions. Content analysis showed that lecturers' kindness in online learning is perceived as mostly different from kindness on-campus, necessitating consideration of students' situational and technological difficulties. Moreover, kindness was perceived as responsive to students in three components: availability, accessibility, and flexibility. Conceptualising kindness in online learning settings can improve lecturers' online teaching practices. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the performance of Seskoal lecturers by observing the influence of the aspects of Transactional Leadership, Transactional Leadership, Competence, and Motivation of the lecturers as mediating variables. The research was conducted within the scope of the Naval Staff and Command School with 105 respondents consisting of Seskoal lecturers and structural officials involved in teaching, training, and nurturing activities. The data obtained were analyzed using Structural Equation Model- Partial Least Square (SEM-PLS) software. The independent variables Transformational Leadership and Transactional Leadership were found to have no direct effect on performance. Instead, the independent variables Competence and Motivation positively and significantly affected performance. This argument is due to the fact that the performance dimension in the form of the Tridarma of Higher Education has yet to be widely understood. The working period of lecturers is generally short, so the impact of the transformation has yet to be felt. It is also very rare for transactions to occur in this performance. Variable influence. The effect of the independent variable Transformational Leadership also has no positive and significant effect on motivation as the dependent variable, whereas Transactional Leadership and Competence have a positive and significant effect on Motivation. This result shows that transactions will increase lecturers' motivation, and lecturers with high competence will automatically increase their motivation. Interestingly, the indirect effect, where motivation acts as an intervening variable, shows that there is no effect of Transformational Leadership on Performance through motivation. However, vice versa for the variables Transactional Leadership and Competence affect Performance through Motivation. This result shows that the effect of the transformation has not been felt directly or indirectly as explained otherwise, for transactions will increase motivation which indirectly increases performance and competence. [ABSTRACT FROM AUTHOR]

Background: In education, lecturers play a crucial role in facilitating students' learning process. However, only a few studies explored which lecturers' characteristics can facilitate this process in higher education for rehabilitation healthcare professionals. Starting from students' perspectives, our qualitative study investigated the lecturers' characteristics that facilitate students' learning process in the rehabilitation sciences. Methods: A qualitative interview study. We enrolled students attending the 2nd year of the Master of Science (MSc) degree in 'Rehabilitation Sciences of Healthcare Professions'. Different themes were generated following a 'Reflexive Thematic Analysis'. Results: Thirteen students completed the interviews. From their analysis, we generated five themes. Specifically, a lecturer that facilitates students' learning process should be: 1) 'A Performer who Interacts with the Classroom', 2) A Flexible Planner who Adopts Innovative Teaching Skills', 3) 'A Motivator who Embraces Transformational Leadership', 4) 'A Facilitator Who Encourages a Constructive Learning Context' and 5) 'A Coach who Devises Strategies to Reach Shared Learning Goals'. Conclusions: The results of this study underscore the importance for lecturers in rehabilitation to cultivate a diverse set of skills drawn from the arts and performance, education, team building and leadership to facilitate students' learning process. By developing these skills, lecturers can design lessons that are worth attending not only for their relevant content but also for their value in human experience. [ABSTRACT FROM AUTHOR]

This article discusses Jorge Dias' last months in Germany, between 1943 and 1944. Jorge Dias was a Portuguese lecturer in various German cities and married Margot Schmidt during his stay in Germany. The documentation archived at the Camões Institute provides detailed information about Jorge Dias' activities in Germany, including the courses he taught, the cultural activities he promoted, and the German contacts he interacted with. The publication of these documents aims to fill a gap in knowledge about the period when Jorge Dias was in Germany. [Extracted from the article]

The article presents the discussion on Karnataka, one of the states of India, has 5.05% of the population of the country. Topics include paper intends to document and analyze the linguistic demography of one of the culturally and historically important cities of Karnataka; and distribution of mother tongue speakers between male and female categories.

To date, very limited research interest has been given to the strategies Englishmedium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students' problematic language use, how do they correct it - providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers' awareness of various options for providing CF on students' linguistic errors during their incidental teaching practices. [ABSTRACT FROM AUTHOR]

We address calls to develop accountants' critical thinking skills by describing a pedagogy based on Bloom's ([1956]. Taxonomy of educational objectives, handbook I: The cognitive domain. David McKay) taxonomy for cognitive development which can be integrated into an introductory accounting class. The pedagogy recommends instructors be more cognizant of how critical thinking skills are developed, and adopt instructional examples, problems, and testing strategies for each course topic that are explicitly intended to help develop students' critical thinking skills in a stepwise manner. To facilitate implementation, we describe how an introductory accounting class was modified to accommodate the proposed pedagogy. Specific examples are included. We also provide preliminary evidence that the proposed pedagogy positively impacts students' ability to apply accounting concepts (i.e. step three of six in Bloom's taxonomy). [ABSTRACT FROM AUTHOR]

By inverting the knowledge transfer process, flipped classroom trainings promise a richer learning experience and, ultimately, an enhanced learning process. The objective of this article is to present design guidelines that help lecturers make their flipped classroom trainings more user-centric. We take an accounting information system (AIS)-related lecture at a university as our case example and consider two types of learners for the same training, that is practitioners and students. Significant differences emerged. For example, practitioners cherished self-contained learning at their own pace, whereas most of the students asked for a motivated lecturer to give direction. Our results are clustered threefold: (1) User perception – getting the method right is as important as the content; (2) Lecturer – developing soft skills beyond mere knowledge transfer; (3) Technology – setting the scene properly when switching to flipped classroom trainings. [ABSTRACT FROM AUTHOR]

The tide of globalization is moving so fast nowadays. Changes and its development are quite difficult to curb from spreading in our lives. These developments continue to have a positive impact on the community and no less giving various challenges to all of us especially to the world of education. The competency factor of the lecturer should increase in line with the changing environment. The opposite situation occurs in some educational institutions in Malaysia, such as vocational colleges (KV). Thus, the implementation of this study aimed to analyze the internal environment of vocational colleges involving information and communication technology (ICT) facilities as well as the effectiveness of ICT vocational colleges. Inferential analysis was used to identify contribution of exogenous variable to endogenous variable through Structural Equation Modeling (SEM-AMOS). To achieve the objectives of the study, a survey - type quantitative study design was implemented. Questionnaire instruments were distributed to 388 vocational college lecturers in the central zone of Malaysia using stratified random sampling. Furthermore, the questionnaire data were analyzed using Statistical Package for the Social Science (SPSS) version 25. The findings showed that there is a significant relationship between technological facilities (such as computers) with ICT effectiveness when p<0.05. In terms of moderators, the demographics of lecturers, namely gender, age and computer usage practices of KV lecturers affect the effectiveness of ICT KV when the mean score exceed 8.50. Furthermore, the developed model also meets the model fit indices requirements with RMSEA value at 0.060, CFI=0.973, TLI=0.968, Chisq/df=2.380 and GFI=0. 901. The implications of the study indicate that the role of lecturers as educators is important in developing appropriate reforms in supporting the innovations that take place in educational organizations. [ABSTRACT FROM AUTHOR]

This study examined feedback in South African university first-year accounting classes. Teachers' complex approaches are based on their subject matter and pedagogical competence and their views about learning. Among the many approaches is feedback teaching. Feedback is providing performance-related information during or after class sessions or tasks. Feedback improves teachers and students and restructures knowledge. Accounting education found cognitively determined feedback strategies that promote information retention. Cognitivism underpins this paper. Cognitivism and accounting education share intellectualism, critical thinking, deep learning and information retention, long-term memory, and complicated problem-solving. Accounting feedback improves fundamentals. Cognitivism dominates accounting education. This work used exploratory qualitative research. This study selected three first-year accounting professors from different campuses. Participants' feedback knowledge, practices, and challenges were collected through semi-structured interviews. Participant reactions validated the findings. Thematically evaluated data. The study examined feedback comprehension, implementation techniques, and challenges. Accounting professors use feedback differently, which affects teaching and learning. Participants also listed many challenges to their practice. [ABSTRACT FROM AUTHOR]

This study aims to document the experiences of lecturers at State Islamic Universities (PTKIN) and State Public Universities (PTUN) regarding student religiosity. Ten lecturers from two PTKINs and nine lecturers from two PTUNs became informants for this qualitative research. Indepth interviews were conducted to collect data and analyze it narratively. The results showed that PTKIN lecturers saw that the religiosity of their students was not better than students at PTUN. It turned out that lecturers at PTUN had conducted studies on lecture material from the perspective of the Koran and encouraged their students to explore Islam through activities outside of lectures. Both lecturers at PTKIN and PTUN see that students' religiosity is formed before they go to college, and is influenced by family factors and religious extracurricular activities. The experience of lecturers at PTKIN and PTUN is that community expectations are very high for the religiosity of PTKIN students compared to PTUN students. The superior programs at PTUN need to be imitated by PTKIN such as repairing prayer facilities to increase student religiosity and activating forums for Islamic studies. [ABSTRACT FROM AUTHOR]

Covid-19 had an unprecedented impact on daily living and resulted in many restrictions across all areas of life. Consequently, educational establishments in the UK adapted teaching delivery by moving to online or blended learning during the main 'stay at home' phase and many remained online as ongoing restrictions were announced. Many changes made during this period such as a move to online learning are likely to remain, in some capacity, as we emerge from the pandemic. The aim of this study was to explore student engagement with online and blended learning in a Higher Education (HE) institution using a mixed methods approach. One hundred and eighty-two HE sport students completed an online survey and a total of twenty one HE students took part in a series of online focus groups to gain a unique insight into how the move to online learning affected engagement from the student perspective. The findings indicated that although most students engaged with the online materials, many had a perceived negative experience. Students in general would not recommend online delivery to others and an overwhelming majority felt disadvantaged in terms of motivation and lack of community by moving to online learning. There was some positive feedback around the use of some technological tools to facilitate answering questions as well as use of online lectures for delivering content driven sessions. Our results clearly demonstrate that that a one size fits all approach is not appropriate when it comes to online learning. [ABSTRACT FROM AUTHOR]

The academic context of Romanian higher education music lecturers has not yet completely overcome the influence of the socio-political scenario from before the fall of the communist system. This contributes to the international isolation of Rumaniańs higher music education, marginalising its institutions from the European Higher Education Area. This paper presents a study featuring the opinions of 470 Romanian university lecturers at eight higher institutions regarding the overall situation of higher music education. About seventy percent of participants stated that the current higher education system is worse than 30 years ago. A cluster analysis showed that the most important challenges facing the Romanian education system are insufficient funding and the need to promote more postgraduate studies. The situation described could be useful to revise the curriculum in order to align Romanian higher music education with the standards of the European Higher Education Area. [ABSTRACT FROM AUTHOR]

A central aim of university teaching is to transform students' conceptual understanding of disciplinary knowledge. In order to achieve this, lecturers make decisions on subject matter and teaching approaches. However, there seems to be little attention for the role of subject matter pedagogy in university teaching. This study aims to explore a knowledge base of teaching through lecturers' accounts of a relation between subject matter, theory and practice in Child and Education Studies (CES). Four narratives of the lecturers suggest that subject matter is central to how a relation between theory and practice is taught. At the same time, orientation towards teaching was relevant to teaching subject matter. Furthermore, the analysis revealed that every lecture runs into their own limits when teaching theory and practice. The findings suggest that university pedagogy is informed by specific subjects rather than the discipline. Implications for teaching and academic development are discussed. [ABSTRACT FROM AUTHOR]

This article examines how mature Israeli teachers returning to academia after many years cope with the burden of their masters' studies in addition to their work as teachers and how the college can improve the well-being of these students and help avoid academic burnout. The study is based on repeated in-depth interviews with 18 female teachers. The analysis of the interviews and observations points to four areas that need to be considered. First, transformation, how returning to academic studies while working full-time changed the students' lives. Second, the academic climate, the clarity of the elements in the program, coordination between the lecturers, relationships with teaching staff, as well as the facilities offered in the college. Third, academic burnout, which includes time management, challenges of balancing work, family and studies, and coping with frustration. The final theme is support, the importance of support by families, workplace, the staff, and their peers on their learning experience. The results point to the need for more coordination between staff, involving students in academic and administrative decisions and to introduce an ongoing program accompanying the M.Ed program that includes a support system to help reduce stress and avoid academic burnout. [ABSTRACT FROM AUTHOR]

Academic research focuses on conceptualizing particular problems and situations to create broadly applicable ideas that help us recommend workable solutions. This study investigated university lecturers' perception, readiness, and disposition to the data collection process via an online-based method in academic research. A descriptive survey research approach was used for this study's research design. The population for this study comprises all colleges of education lecturers in Kwara State. 400 lecturers served as the sample for this study using multi-stage sampling techniques. A researcher-designed questionnaire was adopted for this study, with a reliability index of 0.73 obtained. Summated mean was used to answer research question one, while percentage was used to answer questions two and three. Three hypotheses were generated and tested with a two-way Analysis of Variance at the 0.05 level of significance. Findings revealed that lecturers held positive perceptions with a grand mean score of 3.26, 151 (37.8 %), and 197 (49.25 %) were sometimes ready and had a moderate disposition towards online-based data collection methods. It was recommended, that the National Commission for Colleges of Education should endeavour to make adequate provisions for ICT facilities (computers, laptops, internet, power supply) that will encourage lecturers to adopt online-based data collection methods for research. [ABSTRACT FROM AUTHOR]

The research was motivated by the understanding that entrepreneurship education can improve a nation's competitiveness, overcome the unemployment explosion, create job opportunities, and promote the nation's economy. The focus of the research problem is how the characteristics of the lecture support the effectiveness of entrepreneurship education at Ciputra University (UC) in producing world-class entrepreneurs. This study aims to gain an overview of lecturer characteristics to help the point of entrepreneurship education at UC. The approach used in this study is the qualitative approach. The qualitative research method used is a case study; the data collection process is done through unstructured observation, in-depth interviews, and documentation study. The determination of the sample of respondents is purposive and snowball. The respondents are the leaders of foundations, institutions/Ltd., faculty, courses, students, and alums. Research steps include: developing categories and instruments, collecting field data, processing data, describing, discussing, concluding, verifying the validity, and preparing research reports. From the research, the researcher concluded: that there are common characteristics for the lecturers who support entrepreneurship education; The recommendations proposed are by adopting a hypothetical model of practical lecture for entrepreneurship education offered in this dissertation which is expected to be an alternative to the development of entrepreneurship education in universities. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Projekt-Management Aktuell is the property of Narr Francke Attempto Verlag GmbH & Co.KG 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.)

The coronavirus pandemic (COVID-19) outbreak forced all universities to demand that lecturers move their services fully online and use video conferencing technology (VCT) to supplement learning management systems for online learning (e-learning). They were not given any framework prior to this request, nor sufficient training. This qualitative interpretive case study explores lecturers' reflections on the use of Zoom VCT for e-learning at a South African university during the lockdown resulting from the COVID-19 outbreak. Eight out of 15 lecturers from a teacher education programme were asked to complete e-reflexive activities and one-on-one semi-structured Zoom interviews. Data were thematically analysed, and the theoretical framework of connectivism was used for guidance. Lecturers found the Zoom VCT to be a useful platform to enhance effective and synchronous e-learning. However, they were battling to address Zoom digital fatigue, promote autonomy, and enhance emotional connectedness. This study provides practical and theoretical interventions to enable university lecturers to cross boundaries of Zoom system feature challenges in order affect e-learning. [ABSTRACT FROM AUTHOR]

We examine student gender stereotypes about lecturers at a Vietnamese university by asking students to choose between male and female lecturers for different courses. The gender stereotype 'math-male', 'language-female' is the consistent finding concerning gender stereotypes. More than 70% of students prefer a male lecturer for a mathematics course, while about 30% of students prefer a male lecturer for an English course. We find that students prefer a male lecturer for mathematics partly because they believe that male lecturers are more knowledgeable in mathematics than their female colleagues. On the other hand, students prefer female lecturers for English, not because they believe women have greater knowledge than men but because they are convinced that women have better language teaching skills. In gender stereotypes about lecturers, we do not find significant differences between male and female students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of China Tourism Research is the property of Taylor & Francis Ltd 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.)

The topics of internationalization, international recruitment, and diversity have been increasingly emphasized in the agendas of Swedish universities. This study presents an overview of how Swedish universities’ teaching and research staff, with a special emphasis on national background and gender, were distributed within three job categories (career development positions, lecturerships, and professorships) and in two major fields of academic sciences in the time frame 2008–2018. We used data from Statistics Sweden to categorize groups of staff focusing on the origin of staff and the origin of their parents. We differentiated the findings by gender. The results show a large increase in the number and share of foreignborn (international) staff among career development positions and a smaller increase among lecturers and professors. The share of foreign-born staff in career development positions has markedly increased in both the hard and soft sciences. In contrast, the share of descendants of immigrants has remained quite low and stable in all the three job categories. The fact that the growth among foreign-born staff does not seem to be reflected in the composition of staff in permanent positions indicates a “contained diversity” where internationalization is strongly emphasized within non-permanent staff categories, whereas the composition in the most prestigious academic positions remains more homogeneous. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the Covid-19 pandemic. Design/methodology/approach: A case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative research approach is adopted with semi-structured interviews as the data-gathering tool. Purposive sampling is used for diversity in terms of gender, ethnicity, age, subject or discipline taught and teaching experience. Findings: The findings are composed into four (4) themes – Theme 1: Lecturers down-shift to lower levels of satisfaction and well-being, Theme 2: Wide diversity of experience with various intervening variables, Theme 3: Lecturers accept and adapt toward the situation and Theme 4: Socialization is compromised. Research limitations/implications: Despite this being a case study on Malaysia, it is postulated that the findings and recommendations have global relevancy as ERT is a worldwide phenomenon. Practical implications: Practical education management and public-policy implications are evident and recommendations are made based on the emergent themes. Social implications: The findings in the form of emergent themes have considerable social implications in terms of social sustainability of education practices and policies. Originality/value: This research is novel as lecturers' experience of ERT in Malaysia has not been specifically addressed to date. Even though the fieldwork is conducted in Malaysia, the findings and recommendations have global relevancy. [ABSTRACT FROM AUTHOR]

This article reflects on a longitudinal study that sought to assess if the expressed lecturers’ beliefs matched their behaviour towards a teaching material developed on the principles of bi/-multilingual education. A mixed method approach consisting of a review of the earlier reported language attitudes of English lecturers and a comparative document analysis of the developed dual language instruction (DLI) (isiZulu-English) teaching material of 2011, 2014 and 2018 was employed. The study found that the earlier expressed attitudes were positive towards the new teaching approach. However, throughout the years, the 2011 DLI material had been gradually reversed to almost its original monolingual form, in which English was the dominant language. The findings contradict what a group of the remaining lecturers from the 2011 cohort responsible for revision and use of the teaching material earlier expressed as their beliefs towards multilingual education. This shows that English lecturers from the selected institution are not consistent in their support of the Language Policy in Higher Education (2002 & 2020), the Institutional Language Policy and interventions designed to disrupt the status quo in language usage to improve access and excellence in the education of African students. [ABSTRACT FROM AUTHOR]

Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities formulating proofreading policies: in the interests of fairness, should proofreading be debarred entirely or should it be permitted in some form? Using questionnaires and semistructured interviews, this article investigates where three university stakeholder groups stand on the ethics of proofreading. Content lecturers, English language tutors, and students shared their views on the ethics of various lighter-touch and heavier-touch proofreader interventions. All three parties broadly approved of more minor interventions, such as correcting punctuation, amending word grammar, and improving sentence structure. However, students were found to be more relaxed than lecturers and language tutors about the ethics of more substantial interventions at the level of content. There were outliers within each of the three groups whose views on proofreading were wide apart, underscoring the difficulty of formulating proofreading policies that would attract consensus across the academy. The article concludes by discussing the formulation and dissemination of appropriate, research-led proofreading guidelines and issues for further exploration. [ABSTRACT FROM AUTHOR]

This study explores whether and to what extent the background information supplied by 10,155 immigrants who took an official language test in Norwegian affected their chances of passing one, two, or all three parts of the test. The background information included in the analysis was prior education, region (location of their home country), language (first language [L1] background, knowledge of English), second language (hours of second language [L2] instruction, L2 use), L1 community (years of residence, contact with L1 speakers), age, and gender. An ordered logistic regression analysis revealed that eight of the hypothesised explanatory variables significantly impacted the dependent variable (test result). Several of the significant variables relate to pre-immigration conditions, such as educational opportunities earlier in life. The findings have implications for language testing and also, to some extent, for the understanding of variation in learning outcomes. [ABSTRACT FROM AUTHOR]

What and how to teach religious moderation at the undergraduate level still concerns academics. This study aims to explore the perceptions of lecturers and students about the objectives, content, and strategies used in learning religious moderation. This study uses a multiple-case exploratory design with a qualitative approach. Data were collected through interviews with eight lecturers and 15 students from public and Islamic universities in Indonesia. Data analysis in this study used conventional content analysis methods with an inductive coding process. The first two authors analysed data, and their agreement was calculated using Cohen's kappa of 0.90. As a result, participants said that the ultimate goal of learning moderation in religion is to teach students about aligning views on religion and non-religion. The content that needs to be taught early and as a firm root of religious moderation is the internal harmony of religious communities. Finally, the development of campus culture can be an alternative model to internalise the values of religious moderation. Contribution: Overall, this research helps us to understand what kind of religious moderation learning we want to introduce in Indonesian universities. [ABSTRACT FROM AUTHOR]

Many works in Pashtu language prose are hard to read due to various factors and the reader cannot easily interpret such documents. Several factors have been identified to help overcome this problem: If an author cares for them at the time of writing, his/her prose will find its place. If the composition of a prose is difficult, then the author's message also remains invisible. Such writings and relics do not have many readers and followers, but the writing that is easy to read and understand lasts longer and has many readers as well. In this research article, the main factors that lead to the hardening of Pashto language prose are discussed. Several types of teaching -- other informational teaching and teaching -- are done in universities and some other academic centers. These may lead to problems for the teacher and the learner, as well as the rigors of the language. Many university lecturers and students of the university believe that if the teaching or other informational influences are not hard to understand, then most education or information is available on the basis of study. Students think reading diverse texts also erodes the tastes of their studies. A good feature of good writing is that it has a slot; the prose slot can have many benefits. One that is easy to read, does not kill the reader's tastes; the reader can easily get the author's message. Some of our earlier or later or prose works have been written under the influence of other languages which are difficult to read. There are other factors that cause the author to lose writing if he does not pay attention. Even now, such harsh prose is seen in the writings of the university and other academic institutions, and a number of authors whose message is not easily read. In this study we have examined the factors that lead to the hardening of Pashto prose. We have identified the performance of the students and some of the lecturers who have answered the research questions. The results of the study are presented in a table. [ABSTRACT FROM AUTHOR]

A new growing area of the neutrosophic set theory called complex neutrosophic sets (CNS) provides useful tools for dealing with uncertainty in complex valued physical variables that are observed in the actual world. A CNS takes values for the truth, indeterminacy and falsity membership functions in the complex plane's unit circle. In this research, a novel concept of complex fermatean neutrosophic graph (CFNG) is established and various basic graphical ideas such as the order, size, degree and total degree of a vertex of it are introduced. Also, set theoretical operations such as complement, union, join, ring-sum and cartesian product of CFNG are studied. Further, the concept of a regular graph under a complex fermatean neutrosophic environment is introduced. Finally, we make use of the proposed CFNG in solving a multi-criteria decision-making problem in which the graphical structure of attributes is uncertain. This study also demonstrates the application of a CFNG in the educational system to evaluate a lecturer's research productivity. [ABSTRACT FROM AUTHOR]

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The Christian context is found to be one where there are differences in understanding and attitudes based on how the Bible is interpreted. Plurality in Christianity causes groups that say that the Bible is a history book, or contains moral teachings, or contains the Word of God. On the other hand, defending the Bible is the Word of God. This research aims to determine some lecturers' understanding of Pentecostal doctrine. The research method adopted in this study was quantitative in orientation, while the type of research done was by means of correlation research. The indings from such research can be used to ascertain the prevalence and relationships among variables and allow reserachers' to forecast events from current data and knowledge. The population in this study comprised of 50 lecturers at ITKI Jakarta, STT Bethel The Way and STTRE Jakarta. The results showed that 1) The Understanding Trend of ITKI Jakarta Lecturers, The Way Jakarta STTB, and Jakarta STTRE (Y) was in the good category. 2) The dominant aspect that shapes lecturers' understanding is God's Special Revelation Bible (X2). So, the second hypothesis is proven. 3) The background of lecturer education strata predominantly shapes the Understanding of ITKI Lecturers in Jakarta, The Way Jakarta STTB, and STTRE Jakarta. The understanding of the theology of STT (theologiacal seminary) lecturers needs to be improved, both through advanced theological education at a higher level, namely strata two or strata three, or by participating in various scientific activities in theology where one can gain superior knowledge on Biblical doctrine. [ABSTRACT FROM AUTHOR]

One of the important topics that many STEM (science, technology, engineering, and mathematics) students learn at the tertiary level is differential equations (DEs). Previous studies have explored students' perceptions of engaging in puzzle tasks in STEM courses; however, no study has explored lecturers' and students' perceptions toward using sophism and paradox tasks in teaching mathematics courses, including DEs. This study explores DEs lecturers' and undergraduate engineering students' perceptions of using sophism and paradox tasks in the teaching and learning of DEs. The perceptions of 17 lecturers and 134 undergraduate engineering students of sophism and paradox tasks were explored using a questionnaire and semi-structured interviews. The findings showed that more than 50% of lecturers and students perceived that sophism and paradox tasks are enjoyable and entertaining activities which improve students' mathematical understanding and problem-solving skills, and enhance thinking skills. The findings suggest that sophism and paradox tasks can be used along with routine problems in teaching DEs to provide good opportunities for students to participate more effectively in classroom discussions and motivate them to learn DEs. [ABSTRACT FROM AUTHOR]

This study aimed to develop English for nurses in Indonesia. Specifically, the development included three levels of a test and their supporting tools such as a competency standard, a scoring rubric, curriculum, and a blueprint. The development was conducted for some stages. The research team was comprised of two lecturers, one staff member, and two students. The students were involved in creating the online version of the test. All supporting tools were validated prior to developing and validating the assessment tool. Upon the tests' validation, the supporting tools were then disseminated to nursing students in Bali province and East Java. The nursing students tried the tests for approximately two hours and 40 minutes. The written test, which consisted of listening, reading, and writing, was done for 2 hours and 30 minutes, and the spoken test was conducted for 10 minutes for a couple of students. Following the try-out, the students were also assigned to fill in the questionnaires distributed via Google Form. A public experiment involving 20 lecturers also gave the lecturers a questionnaire to fill in. Both questionnaires required the respondents to provide opinions, suggestions, and comments on the test before the tests were revised. In conclusion, the tests were valid and submitted to the English Competency Test Certification Foundation under the Directorate for Course and Training Advancement, Republic of Indonesia. [ABSTRACT FROM AUTHOR]

This study gained insights from lecturers and university administrators on the correlation between integrating simulated learning systems and increasing the performance of foreign language undergraduates in foreign language education. The study focused on interrogating university lecturers and university administrators on how simulated learning strategies can enhance foreign language learning. A total of 263 lecturers and university administrators participated in the study and data was obtained through a digitally distributed questionnaire. Two research questions underpin the study analysis wherein a hypothesis was developed from the second research question. The findings about the first research question suggest that over 74% of the study population acknowledge the complete integration of simulated learning techniques in foreign language education within their respective classrooms. The majority of the study sample, over 82%, demonstrated a positive attitude towards the utilization of simulated learning tools as a means to facilitate interactive exercises and provide feedback aimed at improving foreign language pronunciation among students. The findings further revealed that the increase in the performance of undergraduates in foreign language courses taught through simulated learning serves as evidence of the effectiveness of this pedagogical approach. This serves as evidence that the utilization of simulated learning systems, as tested by lecturers and observed by administrators, is significantly correlated with the enhancement of foreign language proficiency. The majority of the study population, specifically 92%, acknowledged possessing empirical evidence from foreign language courses that utilized simulated learning. This finding suggests that the academic performance of students who went through simulated learning was greater than those who went through traditional methods. [ABSTRACT FROM AUTHOR]