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Communication to the lay audience is a critical skill in academia. To equip students with this skill, we developed a new workshop and assessment. Postgraduate students attended a 1.5-hour workshop taught by a communication expert to develop communication skills and deliver engaging presentations. They were then asked to develop a 10-minute podcast to present their research dissertation (including background, aims, methods, analysis, preliminary findings, challenges, and importance) to a non-academic audience. Feedback from 15 postgraduate students and reflections from four staff members were gathered and examined. Our results show that both the workshop and podcasts improved students' confidence in science communication, but some adjustments were suggested. Staff reflections were in line with students' feedback highlighting that the assessment was effective in teaching the importance of communicating their research in an accessible way. Overall, podcasts can be used as an alternative assessment tool to teach science communication. [ABSTRACT FROM AUTHOR]

While research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives on what is meaningful in higher education to inform the design of authentic and transformative learning experiences. Focus groups were conducted to gain insights into students' most meaningful learning experiences across four postgraduate business subjects. We conducted a thematic analysis of the student data by inductively coding the transcripts and comments. Students derived the most value from learning experiences that incorporated real-world connections, social encounters, or productive challenges. We also found that students' discussions of meaningfulness were relatively superficial, suggesting that postgraduate students may not be primed to consider meaningfulness in relation to their learning. We thus problematise the term meaningful and conclude by proposing 'learning highs' as a new tentative conceptual frame for future research identifying learning situations in which meaningful experiences occur. [ABSTRACT FROM AUTHOR]

Emotional empathy, mindfulness, and subjective well-being are essential to understanding human behavior and mental health among students. However, more research is needed to investigate how these constructs interplay within academic contexts. This study explored the hierarchical relationships between emotional empathy, mindfulness, and subjective well-being. The Multidimensional Emotional Empathy Scale (MDEES), The Kentucky Inventory of Mindfulness Skills (KIMS), and the Subjective Well-Being Scale (WeBs) were administered with a sample of postgraduate professional diplomas in teaching students attending Al Ain University in Abu Dhabi campus and Al Ain campus (n = 1545). The results showed that emotional empathy (positive sharing, suffering, feeling for others, and emotional contagion) positively affects physical and eudaimonic well-being. A negative correlation was found between financial and social well-being and other components of emotional empathy, such as emotional attention and responsive crying. Mindfulness significantly improves emotional empathy in components like describing, accepting without judgment, and observing. This study revealed that some components of mindfulness, such as observing and acting with awareness, decrease emotional empathy, such as suffering and feeling for others. Acting with the awareness component in mindfulness decreases positive sharing, responsive crying, and emotional contagion. Future research could explore these relationships further and examine potential cultural differences. [ABSTRACT FROM AUTHOR]

Writing is a far-reaching element which requires the efficient use of linguistic structures and rhetorical patterns for a more advanced writing proficiency. Similarly, producing academically acceptable papers might be challenging and frustrating for postgraduate students. In this respect, it can be a notably opportune time for L2 writing scholars and practitioners to illuminate the greater importance of the accurate use of academic writing norms and conventions for more effective academic papers. Therefore, this study aimed to investigate postgraduate students’ perceptions regarding the impacts of academic writing instruction on the use of academic writing norms and conventions as well as their difficulties in the use of academic writing conventions when they write a research paper. This study adopted qualitative research design with a semi-structured interview format and textual analysis. A small-scale exploratory approach was adopted to help researcher to gain exploratory insights and determine key themes regarding the participants’ view, experiences and suggestions. The participants consisted of postgraduate students in English Language Teaching department at a state university. A 14-week course was delivered to teach the accurate use of academic writing conventions. The students were asked to write a summary of an article chosen by the instructor at the beginning and end of the semester. After the instruction, data were obtained by interviewing the participants. The analysis of summaries written before and after the instruction was used to support the interview findings. The results revealed that the participants benefitted from the academic writing instruction in terms of using the academic norms and conventions in their research papers. They generally had positive attitudes toward receiving instruction focusing on academic writing norms and conventions. Based on the findings, it can be suggested that the postgraduate students have difficulties in academic writing; therefore, they need to receive comprehensive instruction, particularly to learn how to use academic writing conventions in their own disciplines.

Students in fast-track postgraduate programmes face unique challenges, including intense academic pressure, role management difficulties, and high expectations for research output. This study, using the Self-Determination Theory (SDT) framework, specifically investigated good practices of supervisory strategies to improve postgraduate student well-being and academic performance in such accelerated programs. We collected data through online Focus Group Discussions (FGDs) with 264 supervisors from various academic fields and then analysed the data using thematic analysis. We incorporated expert review, FGDs facilitator guidance, and rigorous data validation processes to ensure trustworthiness. The findings reveal several critical challenges students face, including academic, self-management, relationship, financial, and program-related difficulties, highlighting areas where enhanced supervisory support is crucial. Furthermore, we found that supervisors assist students by providing essential academic information, offering structured guidance, and fostering a supportive environment. These findings can guide improved supervision strategies in a postgraduate fast-track programme.

Abstract Background Electronic learning is the process of remote teaching and learning through the use of electronic media. There is a dearth of research on the factors influencing e-learning acceptance in Ethiopia using the modified technology acceptance model (TAM). Previous research appears to have overlooked the mediating impact of factors on e-learning acceptability Therefore, the present study aimed to assess the acceptance of e-learning and its associated factors among postgraduate medical and health science students by applying TAM at first-generation universities in the Amhara region. Methods This institutional-based cross-sectional study was conducted from March 15 to April 20, 2023, at Amhara First Generation University, Ethiopia. A total of 659 students participated in the study. A self-administered questionnaire in the Amharic language was used to collect the data. SEM analysis was employed to test the proposed model and the relationships among factors using SPSS version 25 and AMOS version 26. Results The proportion of postgraduate students who agreed to use e-learning was 60.7%, 95% CI (56.9–64.4). SEM analysis revealed that perceived ease of use (β = 0.210, p

Background: Electronic learning is the process of remote teaching and learning through the use of electronic media. There is a dearth of research on the factors influencing e-learning acceptance in Ethiopia using the modified technology acceptance model (TAM). Previous research appears to have overlooked the mediating impact of factors on e-learning acceptability Therefore, the present study aimed to assess the acceptance of e-learning and its associated factors among postgraduate medical and health science students by applying TAM at first-generation universities in the Amhara region. Methods: This institutional-based cross-sectional study was conducted from March 15 to April 20, 2023, at Amhara First Generation University, Ethiopia. A total of 659 students participated in the study. A self-administered questionnaire in the Amharic language was used to collect the data. SEM analysis was employed to test the proposed model and the relationships among factors using SPSS version 25 and AMOS version 26. Results: The proportion of postgraduate students who agreed to use e-learning was 60.7%, 95% CI (56.9–64.4). SEM analysis revealed that perceived ease of use (β = 0.210, p < 0.001), attitude (β = 0.377, p < 0.001) and perceived usefulness (β = 0.330, p < 0.001) had positive direct relationships with acceptance of e-learning. Perceived usefulness (β = 0.131, p < 0.001), and perceived ease of use (β = 0.029, p < 0.01) significantly mediate the relationship between self-efficacy, and acceptance of e-learning. Accessibility had a positive indirect effect on acceptance of e-learning through perceived ease of use (β = 0.040, p < 0.01). Facilitating condition had a positive indirect on acceptance of e-learning through perceived ease of use (β = 0.070, p < 0.01), and perceived usefulness (β = 0.084, p < 0.001). Conclusion and recommendation: Overall, the proportion of postgraduate students who accepted e-learning is promising. Perceived ease of use perceived usefulness, and attitude had positive direct effects on the acceptance of e-learning. Facilitating conditions and self-efficacy had positive indirect effects on the acceptance of e-learning. Thus, implementers need to prioritize enhancing the provision of devices, students' skills, and knowledge of e-learning by providing continuous support to improve students' acceptance of the use of e-learning. [ABSTRACT FROM AUTHOR]

Case teaching can not only consolidate the existing professional basic knowledge, but also cultivate students’ ability to discover problems, analyze and solve problems, and innovation capability, which is an important teaching mode for cultivating high-level application-oriented professional degree postgraduates. However, in recent years, it has rarely been applied in the postgraduate education of resource utilization and plant protection field in agricultural science in China. We has explored and practiced the improvement of teaching methods in the construction of a high-quality course on comprehensive prevention and control of plant pests, in order to provide reference for the teaching of case analysis courses in related professional courses for postgraduate students. [ABSTRACT FROM AUTHOR]

The study aimed to analyze the study approach of the postgraduate students across various semesters of studies. Longitudinal survey design was adopted to conduct this study. The participants of study were enrolled in Education degree program in university (Pakistan). There were two cohorts of students who participated in this study with 12 students in cohort-1 and 10 students in cohort-2. Approaches and Study Skills Inventory for Students (ASSISTshort version with 52 items) was used to collect data from students at three different times i.e., first time at the start of the second (coursework) semester, second time at end of second semester (development of research proposal stage) and third time during the dissertation stage. Similarly, the data were analyzed using descriptive and inferential statistical techniques. The study results reported that the students used deep and strategic approach to study more than surface approach to study however, the percentage of using the surface approach was also quite high. It was also found that there was no gender wise difference in the surface, deep and strategic approaches of both cohorts of the research study. It is recommended to provide the students with guidance and facilitation for shifting their study approach from surface to deep approach. [ABSTRACT FROM AUTHOR]

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

The prominent role accorded to social media in the academic community for research, teaching and learning revolves around its significance among users. Social media offers a platform for individuals to engage with and share perceptions relating to different disciplines. This current research was conducted to investigate the level of awareness and frequency of social media technology use among postgraduate students of Library and Information Science in Nigerian universities. The descriptive survey design was used for the study. Structured questionnaires were used to collect data from 919 library and information science (LIS) postgraduate students in the universities. In all, 742 copies out of the 919 distributed were returned and found usable, thereby making the return rate to be 81%. Data collected were analysed using mean and standard deviation. The study revealed that the LIS postgraduate students frequently use social media such as Wikipedia (x=3.94>3.50), Instagram (x=3.86>3.50), Facebook (x=3.85>3.50), Zoom (x̄=3.78>3.50), LinkedIn (x=3.69>3.50), YouTube (x̄=3.54>3.50), Twitter (x=3.52>3.50). The study established that students use social media tools for their personal, professional and research activities. The study also found that the level of awareness and use of social media by the students was high. The study recommended that the use of social media should be incorporated into the LIS curriculum including training sessions for the students on how to use the media effectively. [ABSTRACT FROM AUTHOR]

This study delves into the acceptance of generative artificial intelligence (GenAI) for English language learning among Chinese postgraduate students, examining how individual, social, and technological factors influence this process. Utilizing an extended technology acceptance model, the research collected data from 497 students via a survey, analyzed through partial least square‐structural equation modeling. Key findings underscore personal innovativeness, subjective norms, and trust as significant predictors of GenAI adoption, with an intricate interplay between perceived ease of use and usefulness affecting behavioral intentions. The insights offer theoretical and practical implications for enhancing GenAI's educational integration, emphasizing the importance of fostering innovation, peer influence, trust, and support infrastructure. This contribution enriches the understanding of GenAI's educational potential, particularly in non‐native English contexts, paving the way for further exploration in this evolving domain. [ABSTRACT FROM AUTHOR]

Students in fast-track postgraduate programmes face unique challenges, including intense academic pressure, role management difficulties, and high expectations for research output. This study, using the Self- Determination Theory (SDT) framework, specifically investigated good practices of supervisory strategies to improve postgraduate student well-being and academic performance in such accelerated programs. We collected data through online Focus Group Discussions (FGDs) with 264 supervisors from various academic fields and then analysed the data using thematic analysis. We incorporated expert review, FGDs facilitator guidance, and rigorous data validation processes to ensure trustworthiness. The findings reveal several critical challenges students face, including academic, self-management, relationship, financial, and program-related difficulties, highlighting areas where enhanced supervisory support is crucial. Furthermore, we found that supervisors assist students by providing essential academic information, offering structured guidance, and fostering a supportive environment. These findings can guide improved supervision strategies in a postgraduate fast-track programme. [ABSTRACT FROM AUTHOR]

The objective of the article is to determine the effectiveness of PBL to develop the mathematical competencies of postgraduate students. The methodology used was quantitative with a correlational scope. The study participants were a total of 29 postgraduate students in administration. The instrument used was the questionnaire to obtain information on the effectiveness of PBL. The data were organized with the SPSS 25 statistical program that allowed us to calculate: descriptive statistics such as the mean (M) and standard deviation (SD), the Shapiro-Wilks test and Pearson correlations (r) with a level of significance (p) of 0.05. The main results are: The significant direct associations were greater satisfaction regarding the use of technology (r = 0.789, p = 0.00); with their academic performance (r = 0.854, p = 0.00); promote collaborative work (r = 0.811, p = 0.00); encourage mathematical learning (r= 0.791, p = 0.00); analyze and discuss the contents through problems (r = 0.825, p =0.00). [ABSTRACT FROM AUTHOR]

Postgraduate study is both challenging and demanding. Additionally, for teachers who study part time while employed full time, there are additional professional demands. So why would they enrol in postgraduate study? Utilising expectancy-value theory, the motivations of 27 experienced teachers for undertaking and completing a masters degree were explored. In using this theory, it appears that teachers' expectancy of value beliefs and expectancy of success beliefs were evident prior to, and throughout, their academic journey. However, the four different components of task value altered over this journey. How these motivational sources presented themselves and changed over time are discussed. The findings from this research have the potential to assist those working in Higher Education to better understand the motivational forces that drive students to return to study, particularly when they have demanding professional roles within a workplace, and how they can be supported to ensure successful completion. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing 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.)

Learning environments are among the many postgraduate educational aspects impacted by the Covid-19 pandemic. During this time, colleges and universities had to implement emergency remote teaching (ERT) to continue and keep their faculty, staff and students safe. From this context, this study's general objective was to analyze postgraduate students' perceptions regarding the learning environments experienced during the ERT from the Covid-19 pandemic. Thus, the research was conducted through a nationwide survey of 734 postgraduate students from different courses. Through descriptive statistics, we identified that, although there are difficulties, there is a general student perception that their spaces used during ERT were adequate to their needs. In addition to students responding relatively well to the restrictions imposed by social distancing, both psychologically and socially, the technological environment was important for good achievement in teaching and learning activities. [ABSTRACT FROM AUTHOR]

This study aims to assess the digital literacy skills of postgraduate students at B.R.A. Bihar University, Muzaffarpur, Bihar, in response to the growing importance of digital competencies in academic and professional contexts. Data were collected through a structured questionnaire designed to assess key dimensions of digital literacy. A total of 120 questionnaire distributed to a sample of postgraduate students across various disciplines, out of which 107 responded. Once the data were collected, statistical analyses were conducted using SPSS and MS-Excel. The results presented in suitable tabular forms and charts, facilitating fair and comprehensive conclusions drawn from this study. The study found that smartphones are the primary device used for academic activities by 58.44% of respondents, while only 26.44% use computers or laptops regularly. This shift towards mobile learning may impact the depth of engagement with academic content. A significant contradiction exists between respondents' high search engine proficiency (95.21%) and their low ability to critically evaluate online sources (36.26%). Moreover, while many (45.26%) feel confident in their digital skills, a significant minority (8.25%) lacks confidence. This research contributes to the existing literature on digital literacy by providing specific insights into the context of B.R.A. Bihar University, a region that has received limited attention in this field. [ABSTRACT FROM AUTHOR]

This study assessed the research knowledge of postgraduate students across various disciplines at Kakatiya University, Telangana State, India, using a descriptive survey method. A total of 120 students were sampled from commerce, science, and humanities & social sciences, employing a stratified simple random sampling technique. A self-constructed Research Knowledge Test (RKT), covering key areas such as research methods, research tools, sampling techniques, and data processing, was utilized in this study. Descriptive statistics and ANOVA analyses were employed to analyze the data. The findings revealed that postgraduate students possessed a moderate level of research knowledge, with significant differences noted across disciplines. These results underscored the necessity for targeted training programs to enhance research competencies, particularly in areas identified as weaknesses. Recommendations for future educational practices were proposed to foster a more understanding of research principles essential for academic success. [ABSTRACT FROM AUTHOR]

Securing employment is a primary objective for many individuals, particularly among the youth, after completing their education. Nevertheless, with the growing number of graduates, organizations seek additional qualities beyond academic qualifications. In this regard, soft skills have gained prominence in the contemporary workforce as they facilitate achievement in the workplace, and are a pivotal component of academic and professional triumph. Therefore, the goal of this study was to ascertain how soft skills can improve postgraduate employability at Taif University. The significance of the findings can be seen in investigating the nature of the connection between soft skills and improving employability for postgraduate students at Taif University may also be helpful to universities in creating their plans to enhance and develop students' abilities to find employment. Both qualitative and quantitative data were analyzed using descriptive statistics, and the questionnaire's validity and dependability were confirmed. The study found that postgraduate students possess a notable level of networking abilities, anger-management skills, and understanding of employability. These individuals also exhibit a moderate degree of proficiency in negotiating and engaging in self-promotion. Furthermore, the study established a direct and statistically significant correlation between soft skills and employability. As such, the research recommended an expansion of soft skills development initiatives for postgraduate students to enhance their self-sufficiency and equip them with appropriate soft skills that align with the demands of the labor market. [ABSTRACT FROM AUTHOR]

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

Objectives Learning clinical sciences is challenging for medical students and requires a wide range of knowledge and skills in the clinical environment. There are several ways to learn, and choosing the best can be very effective in a student's learning success. Therefore; in this study, the learning styles of postgraduate students at Shahid Beheshti Dental School were evaluated. Methods The study was performed on 92 postgraduate students at Shahid Beheshti Dental School. The data analysis tool was the VARK questionnaire, and the data obtained were analyzed using descriptive tests. The learning styles among the gender and age groups were comprised using Chi-square (Exact test) at p<0.05. Results Among the mentioned learning methods, the kinesthetic method had the highest frequency, followed by the auditory and visual methods. Auditory-reading-writing- kinesthetic and visual-reading-writing were the least common. Moreover, there was no significant difference between the distribution of learning styles among men and women (p = 0.67) and different age groups (p = 0.7). Conclusion According to the results obtained from this study on the superiority of kinesthetic learning style among postgraduate dental students, it seems necessary for the educational system's officials and managers to plan appropriately for this group of learners' learning conditions to improve the quality of education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Soochow University Educational Science Edition is the property of Soochow University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This cross-sectional study investigates the factors influencing writing self-efficacy among EFL postgraduate students in Indonesia. It employs a quantitative analysis facilitated through partial least squares-structural equation modeling (PLS-SEM). The study engaged 150 master’s and doctoral EFL students as participants, examining the variables of writing enjoyment, research literacy, and teacher clarity and teacher immediacy in feedback, in relation to writing self-efficacy. The findings revealed that research literacy significantly improves writing self-efficacy, particularly among doctoral students. This demonstrates the crucial role of research literacy in building students’ confidence in their writing abilities. Furthermore, writing enjoyment was found to be a key factor in enhancing writing self-efficacy, especially for master’s students. This pinpoints the necessity to nurture joy in the writing process. Teacher clarity was found to be essential for enhancing research literacy, whereas teacher immediacy had a lesser impact. This suggests a reduced reliance on teacher guidance during postgraduate studies. The study highlights the critical roles of research literacy and enjoyment in developing writing self-efficacy and illuminates the nuanced role of pedagogical strategies. These insights are valuable for educational institutions and policy-makers in strengthening the EFL postgraduate learning environment. The differences observed between master’s and doctoral students call for further research to develop educational practices tailored to the different needs of these academic stages.

In the context of an abrupt shift to online learning, particularly during the COVID-19 pandemic, this study examines the efficacy of Emergency Remote Teaching (ERT) and derives important insights from this transformation. The research investigated ERT's application at Arabian Gulf University (AGU), especially within its College of Graduate Studies (CGS). Employing a mixed-methods approach, blending quantitative and qualitative techniques through two specifically designed questionnaires, the study gathered input from 98% of CGS students and 96% of faculty members. The analysis centered on using platforms such as Zoom and Moodle, integrating diverse teaching strategies, and overall satisfaction with ERT. The findings indicate a gradual increase in satisfaction levels with ERT among students and faculty, reaching its zenith towards the study period’s conclusion. Importantly, these satisfaction levels did not vary significantly based on gender or academic qualification. The outcomes suggest that given AGU's heterogeneous student body, ERT can effectively replace traditional teaching methods in both crisis situations and regular conditions. Nonetheless, the paper underscores AGU's need to develop precise guidelines and policies for an effective blended learning approach. The implications of this study extend broadly, offering valuable insights for global universities that primarily employ traditional teaching techniques. It contributes to the conversation regarding higher education institutions’ capacity to adapt to ERT, highlighting both the challenges and opportunities in contexts where, traditionally, only in-person taught degrees are prevalent.

Globally, higher education institutions, specifically universities are expecting postgraduate (PG) students to conduct research to resolve existing challenges in their field and come out with new innovations. The COVID-19 pandemic affected these expectations. This was a concern to the researcher. A phenomenological qualitative study explored and described research-related challenges encountered by University of South Africa (Unisa) PG students while conducting research during COVID-19. Twenty-two Masters and Doctoral students pursuing health-related postgraduate research at Unisa were purposefully recruited and interviewed individually by using Microsoft Teams. Tesch’s inductive and descriptive coding technique was used for data analysis. Four participants were excluded during analysis due to poor sound quality during recording. Findings revealed one theme being a challenge encountered by PG students during the course of their studies with five sub-themes which originated from administrative, academic and internet connectivity issues. Findings suggest strengthening existing student support related to research by revising existing university research policies with consideration of future unforeseen circumstances. University management to consult university students’ representative in that regard, to hear their voices. Furthermore, the university to strengthen consultation with national and international networks in order to their share and get other resolutions related to network challenges. This might shed light to other higher education institutions.

Background: Food insecurity (FI) is a public health issue which is receiving increasing attention in many countries. In responding to sustainable development goals, achieving food security is of essential importance. This study aims to demonstrate the level of food insecurity among postgraduate students at Jerash University/Jordan, discuss the most important factors associated with it, and show its relation to the student's academic performance. Methods: A random sample of 126 postgraduate students has been interviewed in this cross-sectional study. The level of FI for the study sample was determined using the 10-item US Adult Household Food Security Scale Module (HFSSM). The association between students’ characteristics and their food security (FS) level was analyzed through chi-square test and a multivariate regression method. Results: The results of the study revealed that 67% had marginal or fragile food security level, 25% were highly food secure, and 8% of the sample suffered from food insecurity. The results showed that the association between food security and students' gender and age was insignificant (P > 0.05). As for the rest of the associated characteristics, there was a significant relationship between the students' food security and their marital status, family size, stable-income work, and their monthly income. Conclusion: A percentage of postgraduate students suffer from food insecurity, which is an important obstacle to their academic progress. Moreover, the level of food security is related to the student's marital status, family size, job with stable income, and the amount of monthly income.

Abstract Background Vascular pathologies of the head and neck are rare but can present as musculoskeletal problems. The International Federation of Orthopedic Manipulative Physical Therapists (IFOMPT) Cervical Framework (Framework) aims to assist evidence-based clinical reasoning for safe assessment and management of the cervical spine considering potential for vascular pathology. Clinical reasoning is critical to physiotherapy, and developing high-level clinical reasoning is a priority for postgraduate (post-licensure) educational programs. Objective To explore the influence of the Framework on clinical reasoning processes in postgraduate physiotherapy students. Methods Qualitative case study design using think aloud methodology and interpretive description, informed by COnsolidated criteria for REporting Qualitative research. Participants were postgraduate musculoskeletal physiotherapy students who learned about the Framework through standardized delivery. Two cervical spine cases explored clinical reasoning processes. Coding and analysis of transcripts were guided by Elstein’s diagnostic reasoning components and the Postgraduate Musculoskeletal Physiotherapy Practice model. Data were analyzed using thematic analysis (inductive and deductive) for individuals and then across participants, enabling analysis of key steps in clinical reasoning processes and use of the Framework. Trustworthiness was enhanced with multiple strategies (e.g., second researcher challenged codes). Results For all participants (n = 8), the Framework supported clinical reasoning using primarily hypothetico-deductive processes. It informed vascular hypothesis generation in the patient history and testing the vascular hypothesis through patient history questions and selection of physical examination tests, to inform clarity and support for diagnosis and management. Most participant’s clinical reasoning processes were characterized by high-level features (e.g., prioritization), however there was a continuum of proficiency. Clinical reasoning processes were informed by deep knowledge of the Framework integrated with a breadth of wider knowledge and supported by a range of personal characteristics (e.g., reflection). Conclusions Findings support use of the Framework as an educational resource in postgraduate physiotherapy programs to inform clinical reasoning processes for safe and effective assessment and management of cervical spine presentations considering potential for vascular pathology. Individualized approaches may be required to support students, owing to a continuum of clinical reasoning proficiency. Future research is required to explore use of the Framework to inform clinical reasoning processes in learners at different levels.

Online journals are considered beneficial to researchers across the globe, however, research into awareness and use of online journals has been largely overshadowed by the whole gamut of electronic resources such as e-books, e-theses, and other electronic materials. Previous research in Nigeria has dwelt largely on the entirety of electronic resources, this study, specifically looked at online journals as a single component amongst other electronic resources. The objective of this study is to determine the awareness and use of online journals among postgraduate students in Nigeria. The survey revealed a mixed picture in terms of awareness and use of Open Access (OA) online journals and subscription based online journals. Among other findings, the study found that use is still a major challenge, which is rooted in a lack of awareness. This article contributes to the growing body of literature on the potentials of online journals (OA and subscription based), for the developing world in two ways: it provides information about online journals adoption in Nigeria, where little research has been done thus far, and it provides information about the practices of postgraduate students in public universities, a population area where little research has been done. [ABSTRACT FROM AUTHOR]

This study explores the determinants of postgraduate students' awareness and utilization of educational research paradigms and approaches at a public university in Tanzania. Employing a survey design, we analyzed data from administered closed-ended questionnaires to academic staff and students. The research identified key factors influencing students' engagement with educational research paradigms, including educational background, access to resources, supervisory practices, and institutional culture. Findings revealed that there is no single factor that determines postgraduate students' awareness and utilization of educational research paradigms and approaches in universities. Rather, there are multitude of factors ranging from students’ background and interests, the influence of the supervisors and the institution, nature of research topics, the teaching of research methods, and peer influence. The study underscores the need for enhanced curriculum design and supervisory support to improve paradigm-specific knowledge and application. Implications for curriculum development and pedagogical practices are discussed to foster a more comprehensive and effective research environment.

There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases "competency" and "employability" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has brought insecurities and uncertainties related to the future of university students, impacting their life projects, especially academic and professional projects. A descriptive, cross-sectional, exploratory study was carried out based on an epidemiological survey of the mental health conditions of a university community during the COVID-19 pandemic. This specific study focused on the perception of undergraduate and graduate students about the prospects for the post-pandemic future. A questionnaire adapted from Fiocruz, already used in previous studies on this topic, was used and was self-administered using the Google Forms platform. 652 responses from undergraduate and graduate students were analyzed regarding the following open question: "If you wish, write about your expectations for the post-pandemic future". Simple descriptive statistics were used for sociodemographic data, using JAMOVI software version 1.8. For qualitative data, the software Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRaMuTeQ) was used in two types of analysis: Descending Hierarchical Classification (DHC) and Similarity Analysis. The results obtained presented five classes, related to themes such as expectations regarding a) the future (pessimism and optimism); b) recovery of economic, personal, and social conditions; c) return to in-person teaching, aspects related to project execution and remote teaching; d) contingencies for overcoming the pandemic; e) uncertainties, feelings and attitudes regarding employment, career, income, and professional prospects. It can be noted that the COVID-19 pandemic has brought a scenario of uncertainty, lack of perspectives, and concern about the future among university students, increasing the conditions of psychosocial vulnerability for this category [ABSTRACT FROM AUTHOR]

Enrolment in master’s programmes, especially online ones, has increased exponentially in recent years. This article analyses the relationship that several sociodemographic and academic variables have with motivational components, self-regulation, study approaches, and competence development in online university postgraduate students. The following self-report questionnaires were used: the Motivated Strategies for Learning Questionnaire (MSLQ), the Self-Regulated Learning Processes Inventory (IPAA), and the Study Processes Inventory (IPE), as well as an ad hoc questionnaire relating to competence development. We found statistically significant differences in all the variables studied. The number of hours spent studying turned out to be significant in learning strategies linked to a deep approach. The factors analysed influence motivation, self-regulation, and competence development associated with the programme, and that the students participating in the study approach this process from a deep learning approach. [ABSTRACT FROM AUTHOR]

The primary objective of science postgraduate education is to foster students' capacity for creative thinking and problem‐solving, particularly in the context of scientific research quality. In order to achieve this goal, the "7E" teaching mood has been implemented in the cell biology course for postgraduate students to promote student‐centered active inquiry learning instead of breaking away from traditional indoctrination‐based teaching methods. This study demonstrates that the implementation of the "7E" teaching mode, through content programming, process design, and effect evaluation, effectively meets the needs of the majority of students, fosters their interest in learning, enhances their performance in comprehensive questioning, and enhances their innovative abilities in scientific research. Consequently, this research offers a theoretical framework and practical foundation for the development of the "7E" teaching mode in postgraduate courses, aiming to cultivate highly skilled scientific professionals. [ABSTRACT FROM AUTHOR]

The study aimed to determine the levels of both statistical thinking and self-research competence, the relationship between them, and identify differences in the level of statistical thinking among postgraduate students at the College of Education, King Khalid University, according to the variables (gender, specialization, and academic stage). Also to determine the degree of relative contribution of statistical thinking and its sub-dimensions in predicting self-research competence. The descriptive approach and a stratified sample have been used. The sample consisted of 309 postgraduate students. The study used the statistical thinking scale, and the self-research competence scale (prepared by Author). The results showed that: (a) the level of statistical thinking among students was Moderate, while the level of self-research competence among the students was high. (b) There was a statistically significant positive correlation at the significance level (0.01) between self-research competence, and statistical thinking. (c) There are statistically significant differences between the average scores of students at the level of statistical thinking related to the variables of specialization and academic stage. (d) The possibility of the relative contribution of statistical thinking in predicting Self-Research Competence has been found, where statistical thinking explains (86.8%) of the variance in the level of SelfResearch Competence. [ABSTRACT FROM AUTHOR]

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Rubric-referenced assessments have been postulated to have both benefits and drawbacks on student learning outcomes. The ambiguity regarding the influence of rubrics on Malaysian postgraduate students' learning experience persists. Thus, in this study, a case study qualitative approach was adopted to explore postgraduate students' perception towards the role and influence of assessment rubrics in their learning experience. Criterion purposeful sampling was employed to select five postgraduate students and the Activity Theory was adopted as the theoretical foundation of the study. Data were collected via focus group discussion and were analysed using content analysis. The findings revealed that the explicit criteria in rubrics provided postgraduate students with clarity on the instructor's expectations, enabling them to set specific academic goals and approach their tasks purposefully. This eventually reduced their anxiety and increased their motivation and confidence in completing the assignments. Nevertheless, one student expressed that the preset criteria could limit learner's creativity and voice. The study also found that students perceived rubrics to have a positive influence on their learning strategies and knowledge gained. The students used rubrics as a tool to facilitate academic goal setting and self-assess their learning progress. Consequently, their knowledge retention and academic achievement improved. The findings imply that rubric-reference assessments should be contemplated by tertiary-level educational stakeholders. However, a well-designed rubric needs to be followed by sound implementation. Ongoing communication is key both between the instructors and between instructors and students to develop a shared understanding of the rubric. [ABSTRACT FROM AUTHOR]

This article discusses a study that examined the knowledge, attitudes, and practices of postgraduate students and doctors regarding pharmacovigilance at a tertiary care hospital. The study found that while overall knowledge and attitude towards pharmacovigilance were good, the level of practice was poor, with only 36.4% of participants reporting that they had never reported an adverse drug reaction. Postgraduate students had a better level of knowledge and attitude compared to doctors. The study emphasizes the need for increased awareness and education on pharmacovigilance among healthcare professionals, particularly in terms of reporting adverse drug reactions. However, the study has limitations, such as a small sample size and potential selection bias. Overall, the findings underscore the importance of pharmacovigilance in healthcare practice and the need for strategies to ensure the safe and effective use of medications. [Extracted from the article]

This study examined the role of supervisors in supporting postgraduate students from the students’ perspective. Through interviews with postgraduate students at two universities, the research aimed to understand how students perceive and experience guidance from their supervisors. The factors examined included meeting frequency, feedback, and guidance received by students from supervisors. The analysis identified strengths in supervisory support in these areas, as well as areas needing improvement. Results indicated quality feedback and regular communication had the greatest positive impact. However, many students desired more hands-on help with methodology and writing. The study recommends supervisor training programs focused on writing guidance and supervision skills. By implementing such programs, universities can enable supervisors to provide optimal student support, thereby improving experiences and outcomes. This research provides key insights into strengthening student-supervisor relationships