Search

Sexual assaults are traumatic events disproportionately affecting young adults and college populations, with one in five American students experiencing sexual assault during their college years. Sexual assault affects feelings of institutional support post victimization; however, no study has investigated whether institution type affects the relationship between victimization and perceived support. Four-year institutions offer a more immersive college experience and as such might feel more supported by their institutions than their two-year college peers. Using multiple linear regression, we hypothesized that experiencing sexual assault would affect institutional support more at four-year campuses compared to two-year campuses. Controlling for relevant demographic factors, we found significant simple effects and an interaction in predicting campus climate perceptions. Students at the four-year campus and students who had experienced sexual reported less institutional support than their two-year peers. Opposing our hypothesis, two-year campus sexual assault survivors felt less supported than their four-year campus peers. Historically, two-year campuses have fewer support options such as health centers and campus police post assault. Future research should seek to replicate whether these findings represent other institutions and explore how to better support assault survivors on campuses with fewer resources. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Methods Results Conclusions Reporting Method Patient or Public Contribution Adverse events impact patients as primary victims including their families, while healthcare providers are impacted as second victims. These incidents have serious psychological and physical impacts on healthcare providers' quality of life and their ability to execute their jobs. As no studies have been conducted in the Middle East to explore the experiences of second victims among nurses, this study examined the relationship between nurses' second victim experiences, turnover and absenteeism.Descriptive, correlational, cross‐sectional study.A convenience sample of 117 nurses was recruited from secondary‐ and tertiary‐level hospitals across 13 regions in Saudi Arabia. The Second Victim Experience and Support Tool was used to assess second victim experiences and their impact on turnover and absenteeism.Second victim trauma affected over half of the participants. ‘The mental weight of my experience is exhausting’ and ‘My colleagues can be indifferent to the impact these situations have had on me’ obtained the highest mean scores. Healthcare providers who stated that these situations had improved their quality of care were found to have the lowest scores. Second victim experiences had significant relationships with turnover and absenteeism. Further, healthcare providers' length of experience did not affect absenteeism, while second victim experiences significantly predicted absenteeism. Additionally, a strong relationship was observed between turnover and absenteeism. Overall, those with a second victim experience had a greater turnover intention.The results underscore the physical and psychological distress that healthcare providers endure, increasing the likelihood of them leaving the profession. These problems are worsened by inadequate institutional support, emphasising the need for efforts to stabilise second victims and avoid unfavourable organisational outcomes.The study adheres to the STROBE reporting guidelines.No patient or public contribution. [ABSTRACT FROM AUTHOR]

Background: Mental health conditions among academic staff are a growing global concern, driven by factors such as heavy workloads, job insecurity, and a lack of institutional support. Anxiety, one of the most common mental health problems, is particularly widespread in academia, affecting cognitive function and productivity. In Ukraine, the ongoing war has intensified these challenges, creating unprecedented working conditions for academic staff. This study investigates the prevalence of anxiety among Ukrainian academics during wartime. It explores the impact on their desire to change careers and the perceived effectiveness of institutional mental health support. Methods: This cross-sectional study surveyed 429 academic staff from Ukrainian higher education institutions between December 2023 and February 2024. Anxiety levels were measured using the Generalized Anxiety Disorder (GAD-7) scale, while additional questions assessed the desire to change professions and the perceived effectiveness of institutional mental health support. The data were analyzed using chi-squared tests, correlation analysis, and Ordinary Least Squares (OLS) regression. Results: The findings revealed that 44.3% of respondents experienced moderate (24%) or severe (20.3%) anxiety, reflecting the profound psychological toll of the war. There was a significant relationship between higher anxiety levels and an increased likelihood of considering a career change. While 90.2% of respondents viewed institutional mental health support as important, many felt that the existing programs were ineffective. Greater accessibility to psychological support services was associated with lower anxiety levels. Conclusions: The high prevalence of anxiety among Ukrainian academic staff during the war highlights the urgent need for targeted mental health interventions. Institutional mental health support – such as accessible psychological services – is important in the ongoing war conditions. These findings underscore the broader implications of anxiety for the sustainability of Ukraine's educational and scientific sector during wartime and emphasize the need for comprehensive mental health programs tailored to the unique challenges faced by academics in wartime. [ABSTRACT FROM AUTHOR]

This paper proposes a research model that explores and tests a mediated moderation model of teacher educator's professional identity (TEPI). The model assesses the link between (a) triggering factor (leadership support, professional socialisation, training & development) and TEPI; (b) psychological arousals (role clarity and transformative learning) and TEPI; and (c) institutional support as a moderator of the effect of aforesaid psychological arousals on TEPI. We used cross‐sectional data to gauge these relationships via data obtained from teachers’ educators from higher education institutes in Pakistan. Most of the hypothesised associations are supported, and the model we proposed is viable. Leadership support, professional socialisation, and training and development of teacher educators ignite the development process of teacher educators, whereas role clarity and transformative learning positively moderate the aforementioned relationship. However, this study could not find a constructive role of institutional support in the role clarity–TEPI and transformative learning–TEPI nexuses. [ABSTRACT FROM AUTHOR]

Recently, post-secondary institutions have been under increased public and academic scrutiny regarding their ability to prevent and respond to instances of campus sexual violence. Emerging research has explored institutional betrayal (IB), which is a theoretical framework that states that actions and inactions on the part of the institution can cause further harm to survivors of violence. The goals of this review were, using an ecological systems lens, to identify what specific behaviors, policies, responses, and other factors constitute IB or institutional support (IS) as defined by the existing literature. A search of 16 databases across 8 disciplines led to the identification of 100 articles that mentioned either IB or IS verbatim. Factors that can be categorized as IB and IS were identified across nine levels: (1) the individual level, (2) the interpersonal level, (3) within institutional spaces, (4) within institutional procedures, (5) within institutional policies, (6) at the institutional structural level, (7) at the institutional culture level, (8) at a government and public policy level, and (9) within greater societal cultural values and established social norms. IB itself manifests across all levels of the institution and is, in fact, quite insidious—it is largely invisible and deeply rooted in systemic oppression, woven into the structure of institutions of higher education. IB remains a looming, almost inevitable outcome of the structural violence that occurs in post-secondary settings. Yet, IS and the related concept of institutional courage are emerging fields of study that pose important implications for institutional change. [ABSTRACT FROM AUTHOR]

The benefits of equal opportunity and inclusivity to access education of choice are very crucial to people in situations of deep scarcity and need. This study sought to analyse and evaluate how the universal policy of inclusive education was applied in technical and vocational education and training to enable learners with special educational needs to navigate their skills-based learning experiences. The study, using an inclusive education outcome framework, further interrogated the institutional support strategies put in place to normalise and ameliorate the plight of affected learners. A qualitative research approach in the interpretivist paradigm was used to capture the perceptions of the affected learners and their immediate associates in two colleges of technical and vocational education in Zimbabwe. The participants generally applauded the national stance to adopt inclusive vocational and technical education, but contended that the application of the policy at institutional level lacked seriousness and needed due improvement. Institutional support was linked to, and dependent on, home, community and national support. The study concludes that the inadequate institutional support for SEN learners requires more inter-personal approaches towards sustainable improvement. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the mediating relationships of achievement motivation, risktaking propensity and innovativeness as well as the influencing factors of self-efficacy, family support, peer influence and institutional support on the entrepreneurial intentions of young individuals in Vietnam. Design/Methodology/Approach: The research questionnaire was distributed to major universities in Hanoi, Ho Chi Minh City, Da Nang, significant economic and political centres in Vietnam, and numerous leading universities. The author analyzed the impact of independent and mediating variables on the dependent variable, entrepreneurial intention using the PLS-SEM software and the 425 valid responses collected. Findings: The research results indicate the positive influence of self-efficacy, family support and peer support on entrepreneurial intention through the impact of mediating variables, including achievement motivation, risk-taking propensity and innovativeness. Conclusion: This study has highlighted the positive influence of self-efficacy, family support, peer support and institutional support on entrepreneurial intention through the mediating effects of achievement motivation, risk-taking propensity and innovativeness. Research Limitations/Implications: Several managerial recommendations are proposed to boost the Vietnamese' future entrepreneurial startup rate. Practical Implications: This study supplements and refines the model of factors influencing entrepreneurial intention by examining the influence of mediating variables, namely achievement motivation, risk-taking propensity and innovativeness on entrepreneurial intention. Contribution to the Literature: The study's limitations encompass convenience sampling which may affect representativeness and generalizability. Additionally, surveying only students may not fully represent young individuals in Vietnam. [ABSTRACT FROM AUTHOR]

This study analyzed the influence of attitude toward innovation and creativity, entrepreneurial self-efficacy, and institutional support in the consolidation of an entrepreneurial culture among Peruvian university students, using the Theory of Planned Behavior (TPB) as the theoretical framework. Data were collected from 948 students through a validated 29-item questionnaire, and the data analysis was conducted using the PLS-SEM method. The results showed that both attitude toward innovation and entrepreneurial self-efficacy have a significant positive impact on entrepreneurial culture, and entrepreneurial self-efficacy acted as a partial mediator in this relationship. However, external resources and institutional support were not significant mediators between entrepreneurial intention and entrepreneurial culture. This study expands the understanding of TPB in the Peruvian context, highlighting the importance of fostering self-efficacy and an innovative attitude in students to strengthen entrepreneurial culture in universities. Educational institutions should consider these key factors when designing programs that promote entrepreneurship. [ABSTRACT FROM AUTHOR]

The study examines the impact of institutional mental health support on the career stability of academic staff at Ukrainian universities during the full-scale war, focusing on accessibility, cultural alignment, and tailored mental health initiatives provided by universities. The relevance of this topic arises from the unprecedented stressors affecting academic members in higher education institutions, who face both personal and professional challenges. A cross-sectional analytical design was employed, using an online survey distributed among 429 academic staff members. The findings reveal that nearly half of the respondents frequently contemplate changing careers, highlighting substantial job instability. Accessible mental health support is associated with a 6% decrease in career change intentions, while a supportive institutional culture further reduces these intentions by 8-9%. Notably, self-help practices emerged as the most effective support mechanism, associated with a 12% reduction in career change intentions. These findings suggest that institutions can improve retention by prioritizing and promoting accessible self-help initiatives. The study underscores the importance of structured mental health support in fostering resilience within the academic community, with implications for policy and practice in war-affected educational environments. AcknowledgmentThe research teams acknowledge the Armed Forces of Ukraine for providing safety during their research and credit their perseverance and courage for making this possible. Natalia Tsybuliak is grateful to the Ukraine Research Network@ZOiS, funded by the German Federal Ministry of Education and Research, for support in implementing the research.This work was supported by the Ministry of Education and Science of Ukraine as part of the state-funded research project 0123U105351, “Ukrainian universities in new realities: the impact of war and mechanisms for preserving the scientific and human resource potential for training specialists in high-tech fields.”

Purpose – This study examined the implementation of an agile-blended learning (ABL) approach in a master-level early childhood research course and assessed its impact on the learning experience. The purpose was to understand how incorporating ABL concepts affected flexibility, learner autonomy, collaboration and technology mediation, the core principles of ABL. Design/methodology/approach – A participatory case study methodology was employed to gather insights from 40 students regarding their experiences in the redesigned research course. Data were collected through interviews, observations and document analysis. Qualitative data were thematically analyzed and quantitative data descriptively analyzed. Findings – ABL fostered flexibility, convenience and learner autonomy. However, students desired richer interpersonal interactions. Technological integration enhanced learning, but social presence was lacking. Research limitations/implications – The study was limited to a specific master-level early childhood education course and focused on a particular group of students. Further research is needed to examine the generalizability of the findings in different educational contexts and student populations. Practical implications – Recommendations include ongoing professional development and support systems to optimize ABL realization. Sustaining ABL practices necessitates flexible, empowering institutional structures. Originality/value – This study contributes to the literature by exploring the potential of ABL in the context of early childhood research education. It provides empirical evidence of the benefits of ABL for increased flexibility, learner autonomy, collaboration and technology mediation. The case study design adds to the originality by offering insights into the practical implementation of ABL in an educational setting.

Objectives: The aim of this study was to investigate the significance of associations between knowledge, professional ethics, institutional support, perceptions regarding HIV/AIDS, and HIV/AIDS-related stigma among health workers in West Sumatra, Indonesia. Methods: We conducted a cross-sectional study involving health workers at public hospitals and health centers in West Sumatra in June 2022. The Health Care Provider HIV/AIDS Stigma Scale was employed to assess the stigma associated with HIV/AIDS. To estimate and evaluate the model’s ability to explain the proposed constructs, we utilized the standardized partial least squares structural equation model (PLS-SEM). Results: In total, 283 individuals participated in this study (average age, 39 years). The majority were female (91.2%), nearly half were nurses (49.5%), and 59.4% had been working for more than 10 years. The study revealed that HIV/AIDS-related stigma persisted among health workers. The PLS-SEM results indicated that all latent variables had variance inflation factors below 5, confirming that they could be retained in the model. Knowledge and professional ethics significantly contributed to human immunodeficiency virus (HIV)-related stigma, with an effect size (f2) of 0.15 or greater. In contrast, perceived and institutional support had a smaller impact on HIV-related stigma, with an effect size (f2) of at least 0.02. The R2 value for health worker stigma was 0.408, suggesting that knowledge, professional ethics, institutional support, and perceived support collectively explain 40.8% of the variance in stigma. Conclusions: Improving health workers’ understanding of HIV, fostering professional ethics, and strengthening institutional support are essential for reducing HIV-related stigma in this population.

To date, our understanding of how collaborative entrepreneurship influences social innovation performance is limited. In this article, we developed and tested a model that examines the effect of collaborative entrepreneurship on social innovation performance and introduced two boundary conditions of this relationship. Time‐lag data collected from 261 entrepreneurial firms in Vietnam yielded the following results. First, collaborative entrepreneurship positively influences social innovation. Second, institutional support boosts the effect of collaborative entrepreneurship on social innovation performance. Finally, the effect of collaborative entrepreneurship on social innovation performance is contingent on social legitimacy such that at high levels of social legitimacy, the effect of collaborative entrepreneurship on social innovation performance is amplified. These findings contribute to the collaborative entrepreneurship and social innovation literature and offer implications for practice. [ABSTRACT FROM AUTHOR]

This article presents a multifaceted portrait of immigrants to Germany from the post-Soviet states. The article traces the paths of two families over the course almost of a third of a century after immigration, focusing on language use and integration into the new environment. In-depth interviews conducted at various stages of the integration process and age-appropriate tests served as research material. The content, text, and lexical analyses, as well as a linguistic biography method, were used. The research included four generations of Russian Germans and Jews in each family. Russophones in Germany have not had an easy time integrating but, ultimately, have a positive attitude toward their adoptive country. The results show that the German language became the primary means of communication outside the family and partly within the family where Russian dominates among the second and third generations. The oldest generation (great-grandfathers and great-grandmothers) were fluent in German to some extent; those who moved at the age of 20–40 learned it sufficiently for their jobs; their children studied in German preschools and schools and became completely bilingual; and the great-grandchildren were born in Germany. The younger generations have fully integrated into German society, although strong connections with locals exist among the older generations too. Proficiency in the Russian language is still maintained even among the great-grandchildren's generation, although not to the same extent as among the generation of young parents. [ABSTRACT FROM AUTHOR]

This study aimed to design an educational equity model based on Information and Communication Technology (ICT) with a blended learning approach. The study employed a sequential mixed-methods research design, incorporating both qualitative and quantitative approaches. In the qualitative phase, data were collected through indepth interviews with educators, administrators, and policymakers, which were then analyzed using grounded theory to identify key components of the educational equity model. The quantitative phase involved surveys administered to a diverse sample of teachers and students to validate the findings from the qualitative phase. Statistical analysis, including structural equation modeling, was used to confirm the relationships between the identified components. The analysis revealed several critical components necessary for achieving educational equity through ICT and blended learning. These included comprehensive planning for educational opportunities, designing inclusive virtual curricula, establishing clear standards for virtual education, ensuring equitable distribution of resources, and fostering a flexible, participatory learning environment. The study also highlighted the importance of teacher proficiency in ICT, continuous professional development, and strong institutional support. Empirical evidence from the quantitative phase supported these findings, demonstrating significant improvements in student engagement, motivation, and academic performance. The integration of ICT and blended learning in education significantly enhances educational equity by providing flexible and inclusive learning opportunities. The proposed model addresses key challenges and leverages opportunities associated with blended learning, ensuring that all students have access to quality education. [ABSTRACT FROM AUTHOR]

As universities increasingly adopt flexible learning options, the shift from traditional face-to-face instruction to blended learning environments presents both opportunities and challenges. This study explored the experiences of faculty at Makerere University as they adapted to this transition, focusing on their training process and the obstacles they encountered. Utilizing a qualitative case study design, the research involved detailed observations and interviews with 11 faculty members from the School of Women and Gender Studies. The findings indicated that faculty with prior experience in Learning Management Systems (LMS) adjusted more smoothly to the blended learning format, while those unfamiliar with these tools faced significant challenges. Issues such as balancing demanding schedules and managing workloads highlighted the need for more structured and manageable training programs. Institutional support, including Internet data and transport refunds, played a crucial role in boosting faculty productivity and confidence. Furthermore, team-based development was found to be a particularly effective strategy, fostering collaboration and improving productivity, compared to individual efforts. The study also emphasized the importance of simplified instructional design processes and ongoing technical support in maintaining faculty motivation and engagement. Ultimately, the research recommends that institutions provide comprehensive technical support, promote collaborative course development, and streamline instructional design processes to ensure successful transitions to blended learning environments. These insights offer valuable guidance for other higher education institutions undergoing similar transformations, providing a framework for addressing challenges and enhancing the effectiveness of blended learning initiatives. [ABSTRACT FROM AUTHOR]

This study analyzes the implementation of the tripod strategy—encompassing resource-based view (RBV), institution-based view (IBV), and industry-based view (IBD)—to support the internationalization process of SMEs, with a case study on Agronesian Indonesia, an SME operating in the natural agricultural products sector. A qualitative approach was employed, utilizing a case study design where data were collected through in-depth interviews, observations, and document analysis to gain a holistic understanding of how these three perspectives are applied. The findings indicate that integrating RBV, IBV, and IBD enables Agronesian to overcome resource constraints, leverage institutional support, and adapt products to international market demands, especially regarding sustainability. Theoretical implications of this study strengthen the literature on SME internationalization by highlighting the value of a combined approach, while practical implications provide a framework for other SMEs to design adaptive and structured internationalization strategies. The limitations of this research include a focus on a single case and reliance on qualitative methods, which restrict broader generalization. Future studies are recommended to involve a wider range of SMEs from various industries and to explore the influence of global shifts, such as trade policies and sustainability trends, on the effectiveness of the tripod strategy for SME internationalization.

AbstractRecent studies have shown numerous models and theories of technology integration among teachers, apart from which, this study intended to take a step forward on how this technology integration has enhanced further in developing teaching practices in the form of teacher learning, pedagogical strategies, teacher performance, and student engagement. The challenge lies in inculcating innovative teaching methods to align with students’ tech-savvy preferences, emphasizing the importance of educators to embrace the technology. This research also explored the role of institutional support in enhancing the outcome variables. The research strategy of this study relies on the quantitative method but also qualitative aspects have been considered to construct the model and hypothesis. The data in the present study has been collected using the structured questionnaire, where 700 samples were collected from faculties working in Higher Educational Institutions in Karnataka, India using stratified and convenient sampling. Moreover, to satisfy the objectives, mediation and moderation analysis has been conducted with SPSS and AMOS. The results revealed that technology integration is significant in Teacher Learning and their pedagogical strategies. Moreover, the influence of technology integration on teacher performance and student engagement is significantly high with the mediation of teacher learning and pedagogical strategies. Interestingly study also proved that higher institutional support contributes to higher teacher performance and students’ engagement through technology integration. This result recommends teachers to incorporate various pedagogical strategies through the use of technology. Overall present study encourages institutional support in putting forth technological development in educational settings for a dynamic e-future.

The United Nations’ Sustainable Development Goals have been gaining traction. Green entrepreneurship has emerged as an appealing strategy for governments and educators to address environmental problems. This study examines the determinants affecting the transformation of green entrepreneurial intention into behaviour, a previously unexplored area. Specifically, the moderating roles of sustainability orientation, environmental knowledge, subjective norms, and external institutional support on the effect of green entrepreneurial intention on behaviour are examined. A quantitative survey of 663 Taiwanese individuals was conducted between November and December 2022. The factor structure was evaluated using exploratory factor analyses. The positive relationship between green entrepreneurial intention and behaviour was validated using multiple regression analysis. Environmental knowledge, subjective norms, and external institutional support, but not sustainability orientation, had positive moderating roles. These findings enrich existing theories, including the theory of planned behaviour and social cognitive career theory, and provide practical guidance to educators and policy makers promoting green entrepreneurial action.

Educational institutions that prioritize diversity and inclusion initiatives can enhance students’ sense of involvement and belonging, irrespective of demographic differences. This study aims to explore how college students in Pakistan perceive their academic institutions’ support for diversity and inclusion. Convenience sampling was used to select 1004 students from among 595 colleges in Lahore City through primary data collection and a cross-sectional survey. We used ANOVA to evaluate how students perceived institutional support for diversity and inclusion in five different diversity categories. We conducted pairwise comparisons to identify significant differences in mean scores related to the characteristics of each independent variable in students’ perceptions of institutional support for diversity. We found statistically significant associations (p

Drawing upon semi-structured interviews of Chinese entrepreneurs in Ikebukuro, Tokyo, this paper demonstrates the commonly marginal influence of kinship, townspeople attachment, and ethnic identity on Chinese entrepreneurs’ interpretive framework on their social networks and business activities. Instead, their narratives were dominated by individualistic reasoning based on rational judgments and pragmatic considerations. Meanwhile, Chinese entrepreneurs found ethnic market in Ikebukuro accessible and competitiveness and the policy support from the Japanese state friendly to business operations. However, they were not keen on interacting with local civic organizations and kept themselves aloof from local communities. These features could be concluded as networked individualism with superficial integration. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Professional Business Review (JPBReview) is the property of Open Access Publications LLC 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 study explores the work culture and job satisfaction among faculty members in self-financing colleges, focusing on the dynamics that shape their professional experiences. Using empirical data collected through surveys and interviews, the research delves into the factors influencing job satisfaction, such as institutional support, work-life balance, administrative policies, and peer relationships. The findings reveal a nuanced picture of how work culture impacts faculty morale and performance, highlighting key areas for improvement. The study also provides insights into the role of leadership and policy interventions in fostering a positive work environment. [ABSTRACT FROM AUTHOR]

Several factors such as excessive usage of social media, quality of academic activities, family and social association, and a rapidly changing and challenging environment can negatively impact the academic performance of students. The present study aims to determine students' academic performance in higher education institutions in China, considering the role of communication styles, e-learning environment, student satisfaction, and a moderating effect of institutional support in predicting students' academic performance. Adopting a quantitative research design with sample random sampling technique, this study collected data through a validated questionnaire from a sample of 385 students from Chinese universities. Smart-PLS-4 was used for data analysis. The relationships between communication style and academic performance, e-learning and academic performance, and student satisfaction and academic performance were found to be significant. However, institutional support moderated the relationship between student satisfaction and academic performance, but no moderation effect was reported between communication style, e-learning, and academic performance. The implications of the study and future research avenues are given at the end of the paper. [ABSTRACT FROM AUTHOR]

This study describes the distance learning experiences of university students in terms of their readiness, engagement, and performance amid the COVID-19 pandemic. It also examines the university’s and the administration’s support in attending to the academic and non-academic concerns of the students. Using a sequential explanatory design, the study utilized a quantitative online survey contextualized by qualitative methods such as key informant interviews and focus group discussions. The findings suggest the following: the students, in general, are equipped to manage distance education effectively, in terms of their gadgets, accessories, and internet connectivity; the remote learning mode engaged the students through the affordances brought by the learning platforms (VLE, MS Teams); and the students performed well in either major and general education subjects due in part to the support and performance of the teachers as well as the assistance of the university and the administration in laying down a framework for relevant teaching and learning. The students also demonstrated their preference for blended (50-50) classes, while it highlighted their concerns about mental health where it needed improvements. The study suggests that all forms of support are extended to optimize students’ learning while in quarantine. The study hopes that the findings will inform the crafting of university online learning policies in the following semesters. [ABSTRACT FROM AUTHOR]

While pedagogical practice is not mandatory in doctoral programs, many doctoral students often serve as graduate student instructors or teaching assistants for college courses. However, most institutions neither mandate nor offer pedagogical training as part of doctoral education. Effective teaching necessitates subject matter expertise and proficiency in pedagogical techniques, which are best acquired through mentorship, training programs, and administrative support. In this article, we discuss the results from a content analysis of US Public Administration PhD programs to evaluate the status of pedagogical training through publicly available information. Given that these sites and handbooks offer critical information for potential doctoral students, we evaluate the type of public information that would help potential students when applying to and making decisions regarding PhD programs. Our study reveals a significant disparity in pedagogical training requirements and resources across the sample of PhD programs. [ABSTRACT FROM AUTHOR]

The study of the tools of public administration in modern European integration conditions of the state of Ukraine concerns important issues of personal data protection. Ukraine, as a candidate country for EU membership, is obliged to bring its legislation and practice into line with European standards. The article examines the tools of the public administration of Ukraine to ensure the protection of personal data in the context of European integration. The author claims that the public administration plays a key role in this area, because it is it that owns the personal data of its citizens. The paper analyzes various approaches to defining public administration and its tools of activity. The author concludes that the main tools of the public administration of Ukraine in the field of personal data protection in the context of European integration include: harmonization of legislation, namely bringing national legislation on the protection of personal data into compliance with European standards, in particular, with Regulation (EU) 2016/679" On the protection of natural persons in connection with the processing of personal data and on the free movement of such data and on the repeal of Directive 95/46/EC (General Data Protection Regulation)"; institutional support, through the creation and functioning of state authorities responsible for the protection of personal data, such as the Commissioner of the Verkhovna Rada of Ukraine for human rights; personnel support through the training of qualified personnel to work in the field of personal data protection; information and technological support through the introduction of modern information technologies to protect personal data; international cooperation, namely cooperation with other states and international organizations in the field of personal data protection. The author emphasizes that the public administration in Ukraine, when performing its powers in the field of personal data protection, is obliged to strictly adhere to all norms of current legislation, both national and international. [ABSTRACT FROM AUTHOR]

The strategic and program documents that defined the goals and tasks for the activation of innovative development of Poland since joining the EU were analyzed. The content of institutional reforms to ensure the effectiveness of the innovation strategy and directions for improving the financial mechanism for supporting innovatively active enterprises and stimulating the innovative activity of small and medium-sized businesses in Poland are considered. A comparative analysis of the indicators of research and innovation activity of Ukraine and Poland for 2016–2022 was conducted. The positive dynamics of indicators of the financial and personnel components of research and development activity, the growth of the effectiveness of innovation activity in Poland in recent years were revealed. Based on the analysis, a conclusion was made about the effectiveness of the state innovation policy of Poland, in particular in terms of the application of fiscal instruments and the implementation of the mechanism for expanding cooperation between research organizations and entrepreneurs. The study of the dynamics of the main indicators of scientific research and innovation activity of Ukraine showed that during the studied period there was a significant decrease in the level of financing of scientific research, a reduction in personnel potential and a decrease in the competitiveness of domestic enterprises on foreign markets of high-tech products. The expediency of implementing the Polish experience in Ukraine for improving the state innovation policy based on the introduction of measures to stimulate the innovative activity of enterprises, improving the financial and information support of scientific research and innovation activities is substantiated. Based on the Polish experience, it is proposed to introduce in Ukraine a mixed system of financial support for innovative enterprises, which includes subsidies, tax discounts, technological credits, grants for research and innovation. The importance of applying organizational and informational measures for the formation of innovative thinking of entrepreneurs, expansion of cooperation of enterprises with research centers and commercialization of research results is substantiated. [ABSTRACT FROM AUTHOR]

This research aims to evaluate the role of students and campus support in the Flores University Corporate Social Responsibility (CSR) program and its impact on local community empowerment. This research uses a mixed-method approach which combines qualitative and quantitative methods. Data was collected through questionnaires, in-depth interviews, participant observation and documentation. The research results show that the level of student involvement in CSR programs is very high, with the majority of students feeling involved in various CSR activities. Institutional support, including funding, supportive policies, and provision of resources, proved critical to the program's success. CSR programs for local communities are also significant, with increased skills and economic empowerment as the main impacts felt. Apart from that, CSR programs also make a positive contribution in improving the health and education of local communities. This research concludes that strong institutional support and active student participation are key factors in the success of CSR programs. suggestions are given to increase program effectiveness through increasing institutional support, developing programs based on community needs, expanding student participation, increasing capacity and competency, and implementing a sustainable monitoring and evaluation system. It is hoped that implementing these suggestions can strengthen the University of Flores CSR program and provide greater benefits for the local community. [ABSTRACT FROM AUTHOR]

The paper aims to investigate the legitimacy of the African Union by examining the socio‐demographic determinants of citizens' support of African integration. To do this, we use Rounds 4, 5, 6, and 8 of the Afrobarometer survey data corresponding to more than 110,000 respondents. Using logistics regressions, we find that individual characteristics such as living area, education, employment status, political membership, freedom, living conditions, and Living Poverty Index (LPI) are significantly related to the probability of supporting African integration. The findings are largely robust to dynamics of regional integration, the African Union, and Regional Economic Communities (RECs). Thus, since African citizens' trust in the unification could be considered a condition of legitimacy in the process, our results suggest that more efforts should be made to gain credibility, especially as it pertains to the benefits of African integration. [ABSTRACT FROM AUTHOR]

Despite concerted scholarly and managerial interests in sustainability, integrating the principle of sustainable development in small and medium-sized enterprises (SMEs) remains an elusive goal. This article examines the complex interdependent nature of three strategic orientations (entrepreneurial orientation, market orientation, and sustainability orientation) and two external environmental conditions (competitive intensity and institutional support) and how they may jointly affect SME's financial, social, and environmental goals (triple bottom line or TBL)—in a nonlinear, configurational way. In accordance with this broad objective, the authors utilize fuzzy-set qualitative comparative analysis (fsQCA) on a sample of 289 SMEs operating in a developing economy. This approach enables nuanced detection of the various ways in which causal conditions (i.e., strategic orientations) and contextual conditions (i.e., external environmental factors) together can lead to the presence and absence of TBL. The analyses reveal complex causality between TBL and its antecedent conditions that cannot be explained solely by isolated net effects. Specifically, for each TBL dimension, two distinctive configurations are found to be consistently sufficient, thereby providing important theoretical and managerial implications. [ABSTRACT FROM AUTHOR]

Background: Initiatives to reduce patient safety incidents (PSI) and support healthcare professionals who may experience psychological trauma as a result are becoming increasingly common. However, little is known about the quality of the support provided by Tshwane District Health Services. Therefore, it is necessary to assess their assistance for the second victims in order to evaluate their effectiveness. Methods: A cross-sectional study was conducted, and 319 healthcare professionals from six primary health care institutions were invited to participate in the study. The sociodemographic information, work experience, emotional support, familiarity with the concept of the ‘second victim’ and involvement with PSIs were collected. Results: The mean age was 39.8 years, ranging from 22 years to 66 years. The majority of participants were females (n = 249; 78.1%), nurses (n = 153; 49.2%), and those with 5–9 years of experience (n = 82; 25.8%). Most participants (n = 168; 52.7%) were aware of the possibilities of emotional support, while less than half (n = 142; 44.5%) were familiar with the term ‘second victim’. The cumulative incidence of adverse events in the institutions was 19.4%, and the majority of second victims (n = 39; 62.9%) emotionally felt the need to speak with someone about it, preferably outside of the workplace. Less than 5% of individuals received support that was initiated by existing structures at their workplace. Conclusion: Frameworks exist to assist second victims, although they are only known to some healthcare professionals. However, their current use in Tshwane health facilities is ineffective. After experiencing PSIs, second victims often rely on psychological assistance outside of the workplace. Contribution: Authorities need to determine the causes behind some healthcare professionals’ lack of awareness regarding the support framework for second victims, as well as their growing tendency to rely on psychologists outside of the workplace, and corrective measures should be implemented.