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Mastery of the art of crafting online reviews and responses is essential as a valuable additional tool for enhancing learners' English proficiency in specialised contexts. This study aims to: 1) Examine the formality levels in crafting reviews and responses; 2) Explore face-threatening acts utilised in reviews and politeness strategies employed in responses; and 3) Uncover moves and steps in composing reviews and responses. Data was collected from the Top 25 Hotels in the World in 2022 according to Tripadvisor.com. Six distinct corpora were formed, comprising positive, negative, and mixed reviews, along with corresponding responses, resulting in 87,973 tokens. Findings show reviewers leaned towards casual language (85.87%), while respondents used a consultative style (82.67%) in their responses. The shift from casual to consultative occurred most frequently (70.67%). For politeness, admiration (73.07%) and expressions of complaints/reprimands (64.53%) were common in reviews. In responses, strategies like offering, promising, or giving gifts (72.00%) and apologising and begging for forgiveness (50.40%) were prevalent. Reviews used three moves and ten steps, while responses employed six moves and 16 steps. These insights can be integrated into ESP classrooms to enhance review and response writing skills effectively.

Academic motivation enables students to face challenges in their studies and is important for student performance. Academic self-concept refers to students' perceptions of their competencies and ability to learn. The goal of the study was to evaluate academic motivation and self-concept of undergraduate optometry students. We used a mixed methods research design involving a self-administered questionnaire and follow-up semi-structured interviews. Saturated sampling was used to recruit participants. Data were analysed using descriptive and inferential statistics and thematic content analysis. The sample consisted of 166 participants aged between 18 and 24 years with more females (n = 121) and fourth year students (n = 64). The mean score for extrinsic motivation (4.91 ± 1.42) was larger than the mean scores for intrinsic motivation (4.24 ± 1.48) and amotivation (1.58 ± 1.02). There was no difference in the mean scores for motivation between the different levels of study (p = 0.122) or gender groups (p = 0.100). The mean scores for academic confidence and academic effort were 4.45 ± 0.38 and 4.51 ± 0.69, respectively. The main factors that influenced student motivation were online learning, prospect of graduation, financial independence and support systems. Optometry students have positive perceptions of their academic capabilities and competence, and are motivated to engage in their studies. Students' motivation was influenced by external factors such as higher salaries, prestigious jobs, affluent lifestyle and recognition. Optometry lecturers and curriculum developers should consider academic motivation and self-concept when interacting with students for optimal student well-being. Contribution: This article focusses on academic motivation and self-concept of undergraduate students that may be of interest because of the ongoing corona virus disease 2019 (COVID-19) pandemic and the changes students have experienced for teaching and learning activities. Students must remain motivated to achieve their academic goals. Thus, this study can assist students to better understand how motivation affects their learning and what factors affect their motivation. Information from the study can also inform parents, lecturers and administrators on how to optimally support student growth and development as well as create learning environments better suited to the needs of students.

A political discourse would comprise terminology related to economic development, social welfare, national identity, international relations, and security. The purpose of this study was to determine the function of political discourse and study its role as a mass media that shapes public opinion, and to prove through discourse that political terminology plays a key role in shaping the country's image. Through a qualitative analysis of speeches, official documents, media coverage, and public statements, a dialectical approach was adopted to enhance understanding of the role of language in shaping perceptions of nations in the contemporary global context. The data mainly comprised secondary data, speeches of political leaders, official documents and media reports. Political archives, media reports and newspaper editorials also supplemented the data about Kazakhstan and its historical evolution. The research findings identified patterns, trends, and differences in the portrayal of a country's image and the strategies used to promote or defend it. It also found the nuanced interplay between political terminology, discourse, and the construction of a country's image. The findings would contribute to a deeper understanding of the role of language in shaping perceptions of nations in the contemporary global context.

The academic benchmarking process is broadly employed by private secondary education providers and educational stakeholders in Tanzania to examine the benefits and drawbacks of service delivery. The study explored the use of academic benchmarking in providing quality education in Tanzanian secondary schools. Employing a cross-sectional research design, data were collected from 188 participants and subsequently analysed both descriptively and thematically. The study found that the academic benchmarking process plays a significant role in ensuring the provision of quality education through internal assessment, comparisons, and the adoption of best practices from benchmarked schools. Further, the findings reveal that six types of academic benchmarking are utilized in Tanzanian secondary schools. According to the study, proper academic benchmarking in secondary schools will improve educational results among secondary school graduates. Furthermore, academic benchmarking in secondary schools affects school rankings, which reflect a school's potential to do well at the end of national examinations. The study concludes that academic benchmarking enhances the provision of quality education by influencing future performance and commitments to work on secondary schools' goals, vision, and mission. Moreover, the study provides both theoretical and practical insight to the understanding of the necessity of academic benchmarking in secondary schools.

Scholars' engagement with digital social networks is complex, warranting a comprehensive understanding of their use and participation. Current research has not yet grasped the motivators, gratification, and challenges that academics encounter across multiple digital social networks. With this in mind, this study surveyed scholars who purposely participate in digital social networks for professional endeavors. The theoretical frameworks guiding this research are the Uses and Gratification framework and the networked participatory scholarship conceptualization. A total of 307 higher education scholars completed an electronic survey with closed and open-ended questions. Data analysis included descriptive statistics and a team-coding approach for qualitative data. The results of this investigation highlight specific motivators for using digital social networks to support the scholar's teaching, research, and professional development. The results of this investigation suggest that scholars are constantly navigating challenges and trading them off against the benefits. The results of this investigation also helped determine the imagined audiences that scholars perceive as potential spectators when using digital social networks for their scholarly efforts. The results illustrate the many reasons provided by scholars, which aligned with the self-presentation and impression management theory.

This research investigated the relationship between school principals' toxic leadership behaviors and teachers' perceptions of organizational gossip using the relational screening model. The sample consisted of 276 teachers selected through a simple random sampling method from public schools in Sakarya province. The Toxic Leadership Scale and Organizational Gossip Perceptions Scale served as data collection tools. Data analysis revealed that teachers' perceptions of toxic leadership and organizational gossip did not statistically differ based on gender or professional seniority. However, perceptions varied according to the school type in which they worked. The study found a positive relationship between teachers' perceptions of school principals' toxic leadership behaviors and levels of organizational gossip. Toxic leadership is a significant predictor of organizational gossip. The findings underscore the need for more research on the relationship between toxic leadership and organizational gossip, emphasizing the importance of reinforcing these results with qualitative studies.

Teacher education programs at small liberal arts colleges and universities are among the most vulnerable to decreased enrollment, yet they are uniquely positioned to provide well-rounded future teachers and educational leaders for a democratic society. To inform recruitment efforts, this study examined students' perceptions of teaching careers and their motivations to study education at one small, highly selective liberal arts university. Findings suggest students perceive the teaching profession as honorable but lacking prestige. Their decisions to study education were impacted by personal desires, institutional structures, and professional structures. Findings offer insights into improvements that small college and university teacher education programs can make to attract and retain future teachers and develop thriving, innovative programs.

Education plays a pivotal role in fostering human capital across various domains such as science, politics, and the economy, thereby significantly affecting economic growth. Turkey (Türkiye) stands as a prominent destination for international students seeking continued higher education, yet it faces challenges and opportunities, according to prior research. Responding to these dynamics, this study constructs a research model by integrating social identity theory and contingency theory. With a deductive approach and quantitative techniques for data analysis, our research aims to explore the antecedents of institutional reputation in the Turkish higher education landscape. The population of the study is international students (N = 200,000 and n = 250) who are studying at different public higher education institutions in Türkiye. The data have been analyzed using the Smart PLS 4 program. This investigation hypothesizes that informational influence, online learning quality, perceived value, perceived service quality, and an institution's image exert positive and significant effects on institution reputation. However, our empirical findings challenge one of these assumptions, revealing insufficient evidence to support the assertion that online learning quality significantly influences institution image. Consequently, our study adds to the scholarly discourse by contributing empirical insights into the phenomenon within the context of Turkish higher education institutions.

Attracting prospective students could be difficult and expensive. Candidates, when choosing a future school for their studies, consider a great number of factors. Information from official university websites does not suffice to persuade. Word of mouth plays a significant role, among others. The aim of this paper is to present findings about important factors influencing the overall satisfaction of current students with university life as well as their willingness to share positive references. The study took place in the Czech Republic with students attending business schools at universities. Primary data was collected via an online questionnaire with students with bachelor's, master's, and doctorate degrees (n = 274) and in-depth interviews (n = 10). Data was processed with regression analysis and Spearman's correlation coefficient. The main findings suggest that there is a close positive correlation between students' satisfaction and the willingness to recommend the university. The quality of student life and the reputation of the school were identified as the most important factors influencing this satisfaction and willingness to recommend.

Understanding teachers' expectations of university social responsibility (USR) is imperative for formulating effective human resources strategies within higher education institutions (HEIs). This study delves into teacher perceptions of USR within the context of higher education institutions (HEIs) in emerging countries, examining how these perceptions influence teacher satisfaction. The mediating roles of HEIs' reputation and image in shaping this relationship are also explored. Data were collected from 140 teachers across 15 Vietnamese universities. The research model underwent evaluation through structural equation modeling (SEM) utilizing the Partial Least Squares path modeling. The results affirm a positive influence of teachers' perceived USR on their satisfaction with universities. Notably, both HEIs' reputation and image serve as mediating factors in this relationship. Regarding the specific USR constructs, the findings highlight that teachers' overall perception of USRs is constructed based on their engagement with educational, environmental research, and partnership responsibilities within HEIs. This study underscores the importance of cultivating a positive reputation and image when integrating USR into the governance strategies of higher education institutions.

Black African students are increasingly choosing the United States as their preferred destination, and many choose to study at predominantly White institutions (PWIs). The purpose of this qualitative study was to investigate reasons that may influence their identification and commitment to those PWIs. We interviewed 20 sub-Saharan Africans at two predominantly White Southeastern universities. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to which Black African students are identified and committed to their university of choice. Furthermore, the study also found that prestige does not appear to influence Sub-Saharan African students' identification and commitment to a school in the United States, but race has mixed effects depending on how it gets interpreted by students. These findings suggest implications for research and practice for student affairs professionals to better serve and retain their international populations.

This case study uses the theory of academic capitalism (TAC) to explore how a public university known primarily for undergraduate education is incorporating market-oriented practices and structures, and how those changes could impact its curriculum and enrollment profile. Through initiatives to establish an engineering college, expand graduate education, and expand international student recruitment, the university's initiatives bring it closer to its research-oriented sister institution, one with a much different curriculum and enrollment profile. The findings extend the scope of TAC beyond the limited set of institutional types and issues explored in most existing research. The findings also provide insight for policymakers and higher education administrators into how public institutions oriented toward undergraduate education may change in the face of declining state financing and increasing reliance on tuition revenue.

Background/purpose: While the existing literature explores the internalization of higher education, a significant gap remains in comprehending the motivations behind international students choosing Portuguese higher education. This study aims to address this gap by examining the motivations of a specific group within Portuguese universities: international students from Portuguese-speaking African countries. Materials/methods: The study was conducted with a qualitative approach using data obtained from biographical interviews with African Portuguese-speaking international students. The collected data were then analyzed according to content analysis. Results: The findings demonstrate that the students' motivations for studying at Portuguese higher education institutions varied. Their reasons include the international reputation of Portugal, the quality of its education, upon recommendation from family members, the Portuguese language, lower tuition fees compared to their home institutions, cultural proximity, scholarship opportunities, and the perception of Portugal as a safe country. Conclusion: Through an examination of the motivation of students from Portuguese-speaking African countries pursuing higher education in Portugal, this study provides fresh perspective on the existing literature concerning international student mobility. Opting to study in Portugal is seen as a chance for African students to access quality higher education and to obtain an academic degree with significant recognition in the country of origin, with anticipated positive impacts on the personal, social, and professional aspects of their lives.

The digitization of academic practices has transformed how research output is shared and discussed, with academic social network sites (ASNS) like Academia.edu and ResearchGate emerging as pivotal platforms. However, their uptake and implications in contexts like Latin America still need to be explored. This study examines the emerging tensions related to using ASNS (Academia.edu and ResearchGate). As such, it offers a qualitative data analysis from 28 interviews with Chilean university researchers. It focuses on three emerging and overlapping tensions: the quantification of research via altmetrics, reputation building, and self-promotion. The findings underscore that altmetrics--despite providing a broader view of research impact--can mirror and perpetuate the problematic aspects of academic capitalism. Digital reputation, tied to high scores, conflicts with more qualitative aspects. The observed ambivalence towards self-promotion exposes a tension between the traditional scientific ethos and academic capitalism. Ultimately, this research unveils the multifaceted implications and paradoxes introduced by these platforms in the Chilean academic milieu.

The aim of this study is to explore the relationship between student engagement, brand image, student satisfaction and loyalty. Furthermore, the study intends to explore the mediating role of student satisfaction in the relationship between engagement and loyalty as well as brand image and loyalty in the context of higher education. A representative sample of 296 students from the three best private universities in Dhaka has been gathered in order to test the hypotheses. The study demonstrates that brand image has a favorable impact on student satisfaction while student engagement has no influence on student satisfaction. The results show that loyalty is heavily influenced by the student satisfaction construct. When there is no mediation between student engagement and loyalty, a complete mediation is recognized when student satisfaction is a mediator between brand image and student loyalty. The study also reveals that there is a negative correlation between student engagement and satisfaction. The results of the research definitely improve brand perception which keeps students engaged to their higher education.

Understanding the factors that influence students' results in hybrid learning environments is becoming increasingly important in today's educational environment. The goal of this research is to examine factors that influence students' academic performance as well as their level of participation in blended learning environments. A comprehensive study was conducted with 330 interested participants from the prestigious government polytechnics of the state of Karnataka in order to achieve this goal. Our data acquisition approach relied on the administration of a meticulously crafted survey questionnaire. The conceptual framework underpinning this study seamlessly integrates Transactional Distance Theory (TDT) principles with valuable insights derived from prior research. The Welch test and one-way ANOVA (Analysis of Variance) are two statistical approaches that we used selectively to reinforce our research which produced surprising results. These findings underscore the pivotal role played by certain specific factors. The geographical location of learners and the medium through which they pursue their studies have emerged as critical determinants significantly influencing academic performance. Aspects like the frequency of login activities and active engagement in forum discussions have been found to exert a positive influence on learners' academic performance. In contrast, the duration of sleep did not show a significant impact on performance. These insights bear tangible implications for teachers and policymakers who are dedicated to the enhancement of the quality of BL programs with the ultimate goal of enriching the overall educational experience.

Our study uses a qualitative comparative analysis method in order to assess the impact of national accreditation schemes and also other relevant features of the higher education systems of 20 OECD countries on quality of the higher education sector measured by world rankings of national higher education systems. The analysis shows that higher education systems with accreditation system focused mainly on inputs, lacking involvement of professionals in the accreditation process, having a single body granting accreditation for the respective type of institution or degree, not having English as an official language, and not allowing public universities to charge tuition fees do worse in the higher education system rankings.

Research article publication is often considered a critical indicator of academic institutions' success and productivity. It improves the institution's reputation, attracts talented students and faculty members, and increases the institution's chances of receiving funding opportunities from different funding agencies. This paper provides a reliable and sustainable methodology for improving the quality and quantity of research article publications for engineering institutions in India. The various tools, techniques, and initiatives that promote research culture and improve its outcome in terms of research papers are also discussed. A case study of Pimpri Chinchwad College of Engineering (PCCOE), Pune, India, depicts how predictive, prescriptive, descriptive, and diagnostic data analytics approaches help to identify the barriers in the research article publications in academic institutions and provides the ways to overcome them. It also helps to set the publication targets and develop the path to perceive the targets. The outcomes and effectiveness of the case study are discussed using the papers published in Scopus, Web of Science, and Google Scholar databases. The challenges, opportunities, and recommendations are also provided for the smooth and effective implementation of the developed methodologies.

This paper examines the mechanisms through which higher education institutions (HEIs) explore, focusing on organizational status and institutional logic. We hypothesize that the exploration mechanisms differ depending on the public and private sectors. Revisiting middle-status conformity, we assert that the U-shaped relationship is stronger for private HEIs than public HEIs, as private HEIs are more concerned about status. We also argue that the congruence of institutional logics between HEIs and their funding partners foster exploration based on the sense of security. In contrast, when HEIs receive funding from partners with incongruent logics, they explore less because of their tendency to avoid additional uncertainty. We empirically test our hypotheses using data on US HEIs between 2014 and 2020. Our results demonstrate that a U-shaped relationship between status and exploration is stronger for private HEIs. Moreover, non-market funding providers, whose institutional logic congruent with public HEIs yet incongruent with private HEIs, increase the exploration of public HEIs and decrease the exploration of private HEIs. By integrating theories on organizational learning, status, and institutional theory, our study contributes to a nuanced understanding of the differences between public and private HEIs with respect to exploration.

This article adopts the perspective of Sen's capability approach to examine elite athletes' environment and their capability to plan and prepare a career transition out of sport. Interviews were conducted with 14 elite athletes in Canada and results from the thematic analysis reveal that discrepancies exist in the athletes' environment. Three types of environments emerged from the findings: enabling, restricting, or hindering athletes' capabilities to plan and prepare their transition out of sport to a career they value. The difficulties reside more specifically in the possibilities they have to prepare an education path of their choice while being part of the national team. The results highlight that even though support from family and teammates is essential, it is not sufficient, as the support of coaching staff was shown to be crucial. The role of Game Plan advisors varies according to athletes' type of environment and underline the importance of going beyond their role of individual counseling in certain types of environments.

In this discussion, we argue for those who are literacy educators to reframe gossip as a dialogic, feminist act in their teaching and interpretation of gossip as framed in the literature they teach in secondary English language arts (ELA) classrooms. Reframing gossip as a feminist act invites meaning-makers to view those conversations and generative dialogues discursively gendered in deficit ways (or gossip) as proactive, productive, and powerful tools of connection between and within societies and communities. We share how we centered and created through a critical feminist lens, an ELA curriculum that supports gossip as a literary tool that drives narratives in plot formation, as well as a means to enhance characters' positions, personalities, allies, and enemies within a story. Most importantly, we use gossip as an analytical tool to reframe and promote gender equity, guiding preservice teachers and adolescents in critical analysis of the innumerable ways systems and institutions of power and privilege -- such as race, ethnicity, religion, and sexuality -- intersect in the fight for gender equality. First, we will discuss our guiding theoretical framework of critical feminist pedagogy to examine the ELA curriculum. Next, we share how the development of a curricular unit on reframing gossip in literature unfolded organically through a monthly Saturday workshop called "Writing Us In: Developing Critical Literacy Curriculum for ELA Classrooms." Then, we showcase how one preservice ELA teacher applied the critical feminist lenses examined within the workshop space to develop a linked text set and subsequent ELA curricular unit with the aims of her future students to critically analyze, from a feminist lens, how gossip is portrayed in society and how it is framed in literature. We end with a discussion of how our spotlight student reflects on this project and her key takeaways.

The allocation of financial resources in higher education has always been a hot topic of concern in academia and society. The measurement and evaluation of the allocation efficiency of higher education financial resources from the perspective of 'Double first-class' construction is the most important initiative to improve the quality of higher education development and promote the construction of a community with a shared future for mankind. The author constructs a resource allocation efficiency evaluation index system, including two input factors: basic expenditure and project expenditure, and four primary indicators: personnel cultivation, scientific research, international repercussions and social contribution, in addition, ten secondary culture results, results Awarded, education of students abroad, achievement transformation, etc., are considered as output factors. The three-stage Global Super Slacks-Based Measure (SBM) model is applied to accurately measure and scientifically evaluate the allocation efficiency of financial resources in China's higher education. Results show that: first, the true efficiency level can be revealed by eliminating the influence of external environmental factors and random noise. Only 2.82% of universities are located on the effective frontier, indicating that there is significant room for improvement in universities' financial resource allocation capacity and fund utilization efficiency. Second, influenced by factors such as external dependence, R&D intensity, industrial structure and fiscal decentralization, the financial resources allocation efficiency is significantly overestimated, many universities rely heavily on external policy environments for financial resource allocation, and the support from the external environment for efficiency improvement in a few universities still needs to be strengthened. The third, promoting the classification evaluation of universities can meet the needs of 'Double first-class' construction and guarantee the development of university characteristics and diversification. The research shows that first-class universities, comprehensive universities, eastern universities have relatively mature management capabilities, and first-class universities, comprehensive universities and central universities are the most suitable for operation scale; while first-class disciplines, liberal arts universities and western universities have the most significant improvement in the efficiency. Additionally, in view of the research questions and empirical analysis results, this paper also discusses the construction of evaluation index system, the impact of environmental factors and efficiency measurement, classification evaluation, and the effectiveness and promotion of the three-stage Global Super-SBM model, presenting the supporting literature, the uniqueness of this study and the areas for further research. Finally, conclusions are summarized, and suggestions are proposed to provide theoretical guidance and methodological references for dynamic adjustments in the allocation of resources in the new round of 'Double first-class' construction and the strategic planning of higher education resource allocation.

Science and Engineering education are jewels of higher education. In India, among the pioneers of premium technical institutes, the Indian Institutes of Technology (IITs) are structurally designed to deliver global knowledge capital with a state-of-the-art curriculum and rigorous standards. Their capability to positively impact the global scale is visible, yet they are internally challenged. The constant interplay of inclusion and exclusion impacts the progress and performance of students. The study specifically examines the role of the social identity of caste in generating accessibility and mobility barriers in IITs. Although the affirmative action policy serves as a gateway for marginalised identities like Dalits, IITs ecosystem preserves the privileges of upper castes. Through IIT Delhi fieldwork, an attempt has been made to check how the gaps in affirmative action policies result in the exclusion of the marginalised in higher education. Educational mobility is restricted for Dalits students who battle against the indifference and caste hegemony of IIT Delhi. The study contests the idea of merit and castelessness in IIT Delhi by contextualising cultural capital with caste discrimination in India. It displays a contrast between the theory and practice of inclusion in higher education. The findings are useful for tracing subtle or indirect forms of discrimination operating in IIT Delhi that contradict the Indian constitution democratic ethos of equality and social justice. The findings will assist public policy and professional institutes of higher education to devise an inclusive strategy beyond government-sponsored affirmative action for sustainable education development.

The Western-style internationalisation of Russian universities, which guided the evolution of the country's higher education sector for over three decades, has been challenged by Western sanctions following the 2022 Russian 'Special military operation in Ukraine'. The authors show through the prism of constructivist theory how the norm on the internationalisation of higher education characterised by the strive for Westernised world-class universities was adopted and then came to unravel in Russia. A qualitative case study based on 42 expert interviews and an analysis of political discourse and legal documents reveals how the key features of the internationalisation of Russian universities are being challenged. The authors contribute to the expert literature the notion of 'norm reversal', defined as the process whereby an institutionalised and internalised international norm is 'cancelled' in a specific country. The paper shows that the reversal in Russian higher education, which was initially 'circumstantial' is becoming 'intentional', with legal documents being drawn up to accelerate and claim ownership of it.

This study explores the mechanisms that underlie the effect of school marketing strategies on parents' perceived school attractiveness, particularly emphasizing the mediating role of parents' perceptions of being welcomed in urban schools. Additionally, we investigated how schools' marketing strategies work differently among parents with different value orientations toward schooling. Structural Equation Modeling and Cluster Analysis Data were applied to analyze 510 questionnaires collected from parents. Two experiential marketing strategies, namely, one-way disseminating materials and interactive social networking, impacted parents' perceived attractiveness of schools differently with the feeling of being welcomed mediating the relationship between parents and schools. Additionally, parents' value orientations toward schooling could be classified into three profiles. The results suggest that schools should consider parents' needs and preferences concerning their children's schooling and employ appropriate marketing strategies to engage different types of parents. To facilitate this outcome, individualized interaction is necessary to accommodate the diverse needs of parents. The overall structural equation model validates the mechanism of experiential marketing in influencing parental perceptions, and the cluster analysis underscores the need to explore the complex relationship between parents' educational priorities and their interpretation of marketing strategies.

Purpose: The purpose of this study was to examine the occurrence of preservice literacy coursework in a sample of graduate speech-language pathology programs in the United States and to investigate the relationship between the likelihood that programs offered literacy coursework and (a) geographical region, (b) Carnegie Classification of research activity, and (c) U.S. News & World Report ranking. Method: Course offerings were analyzed from a sample of 50 accredited speech-language pathology graduate programs that were selected through stratified random sampling using the strata of U.S. geographical regions and the Carnegie Classification of research activity. Results: Only 28% (n = 14) of the programs in the sample offered a course dedicated to literacy, 42% (n = 22) offered a course that embedded literacy content, and 14% (n = 7) offered both a course dedicated to literacy and a course that embedded literacy content. Descriptions of courses dedicated to literacy were at least 60% more likely to specifically reference training in literacy assessment or intervention than the descriptions of courses that embedded literacy content. Region, Carnegie Classification, and U.S. News & World Report ranking did not significantly predict the likelihood of programs offering literacy courses. Conclusion: This study corroborates surveys of speech-language pathologists regarding their preservice literacy training and reveals the continued need to increase preservice coursework focused on literacy in speech-language pathology graduate programs, ideally through courses that are dedicated to literacy and address both literacy assessment and treatment.

To explore scientific mobility patterns, we leverage a rich bibliometric dataset on Taiwanese academia. We investigate the movement and productivity of 21,051 highly active researchers who published while affiliated with Taiwanese higher education institutions based on 30 years' worth of publication and affiliation records from 1991 to 2020. The analysis shows evidence of brain drain in Taiwan since the 2010s, with the U.S. the top destination for researchers moving from Taiwan (as well as the largest source of inbound researchers). China comes a close second to the U.S. as the top destination for outbound scholars. Studying how Taiwan's universities recruited talent after the country adopted the 2005 excellence initiative, we discover that the numbers of scholars recruited by World Class Universities (WCUs) and non-WCUs surprisingly converge with WCUs exhibiting a dramatic decrease in new recruits. Our evidence uncovers that inbound scholars, after their move, are more productive than non-mobile colleagues; however, this effect declines over time. We discuss implications for the study of excellence initiatives, their (un)intended consequences, and mechanisms of talent circulation that greatly impact research production and research university development.

Massive Open Online Courses (MOOCs) can be considered an important tool for professionals to reskill and upskill as well as a cost-efficient way to stay relevant. However, evidence-based research is still needed to identify why specific categories of people, especially professionals, take paid MOOCs. The paper aims to analyze the factors that influence IT working Professionals to adopt paid MOOCs using the UTAUT 2 model. Based on a survey conducted on 250 respondents, the study uses multiple regression to understand the significance of factors affecting the intention to adopt paid MOOCs. A multigroup analysis was also done to understand the differences among different age groups and genders. The results establish that social influence, facilitating conditions, brand credibility and price value are significant in the adoption of MOOCs. Performance expectancy, effort expectancy, and curiosity were found to be insignificant. Based on the research findings, the implication of the study and future scope for research have been suggested.

Despite social changes and the opening up of all professions to men and women, society continues to adhere to many stereotypes, and many professions are still considered to be feminine or masculine. In addition to gendered representations of occupations, there are also social representations linked to the social prestige associated with a profession. These two elements shape the study and professional choices of individuals. Based on this observation, the aim of this article is twofold: I study individuals' perceptions of various professions and I analyse the influence of theses perceptions on their choice of orientation. I use a questionnaire administered to secondary school pupils and students. The results obtained show a differentiated influence of stereotypes on career plans. It also appears that individuals tend to underrate the professions they consider 'feminine'.

Amid concerns about creating internationally recognized world-class universities in China, this study aims to explore the factors that influence the selection of two prestigious universities in China, namely Tsinghua and Beida, by high school students. In light of concerns surrounding the establishment of globally renowned universities in China, this study applies Simon's Bounded Rationality Theory (Q J Econ 69(1):99-118, https://doi.org/10.2307/1884852, 1957, Models of bounded rationality, MIT Press, Cambridge, 1982) to examine the decision-making tendencies of students when faced with limited information. The study analyzes survey data collected from 10 senior high schools in Henan province. Our findings reveal that students lack clarity regarding Chinese universities and majors. Students' misconceptions about Tsinghua and Beida are linked to insufficient information and socially entrenched images of these two universities. Students' social environment may subtly influence their choice between Tsinghua and Beida, with different socioeconomic backgrounds resulting in varying expectations. Additionally, we identified enrollment strategies that impact high school students' choices. The study provides policy implications for Chinese elite universities and suggests that universities can enhance enrollment strategies by effectively promoting their institutions.

Research on scientific careers finds a mover's advantage. International migration correlates with increased visibility and productivity. However, if scientists who move internationally, on average, enter into more prestigious employments than they came from, extant research may overestimate the direct performance gains associated with international moves. Building on insights from the sociology of science and studies of international researcher mobility, we examine how changes in employment prestige shape international movers' performance returns to mobility. We follow a cohort of 167,014 European scientists to identify individuals that move to the USA and pair these migrants to non-mobile scientists with identical home institutions, research fields, and genders, giving a final sample of 3978 researchers. Using a difference-in-differences design, we show a substantial increase in the publishing rates and scientific impact of transatlantic migrants, compared to non-mobile scientists. However, most of the movers' mobility-related boost in citation and journal impact is attributable to changes in employment prestige. In contrast, we find limited effects of employment prestige on changes in migrants' publication rates. Overall, our study suggests large variations in the outcomes of transatlantic migration and reaffirms the citation-related "visibility advantage" tied to prestigious institutional locations.

This study assesses the technical efficiency of higher education institutions in terms of labor market outcomes for recent graduates, employing a comparative analysis of three distinct methodological approaches. Using a sample of recent graduates of Colombian universities who earned their degrees between 2007 and 2011, we estimated the institutions' efficiency scores through Data Envelopment Analysis (DEA), the Free Disposal Hull (FDH) model, and Cazals et al. (Journal of Econometrics 106:1-25, 2002) order-m estimator. Our results reveal that the estimation technique affects the results when super-efficient decision-making units are present, with the order-m technique demonstrating superiority over DEA and FDH. However, in the absence of super-efficient institutions, the efficiency rankings obtained from all three methodologies exhibit consistency. This paper contributes to the literature by highlighting the importance of methodological selection in evaluating the labor market performance efficiency of higher education institutions when recent graduates' perspective is adopted.

China has actively internationalized its doctoral education by funding students to study abroad via the China Scholarship Council. Nevertheless, little is known about the scholarship recipients' perceptions of their study sojourn, especially those on short-term exchange programs. Based on 100 visiting doctoral students' study reports, the study employed a sentiment analysis and was guided by the ecological system theory to untangle how this cohort affectively evaluated academic and non-academic dimensions of the study sojourn as a multi-layered ecological system. Via a computer-based SKEP analysis, the study contributes new objective insights regarding the perceived nature of an overseas sojourn, which is predominantly positive. In particular, it reveals positive perceptions regarding the funder and institutional prestige, indicating that the recipients' increasing national pride may be harnessed as a soft pulling force for nation-building. This paper ends by offering implications that may potentially benefit doctoral education in China and other countries.

It is critical to investigate the major factors that influence the perceived value and satisfaction of international students in Malaysia, as the country has seen a decrease in international students since 2017 and strives to become an international education hub. This research aims to: (1) ascertain the level of satisfaction experienced by international students attending private universities (PrUs) in the Klang Valley; (2) identify factors and present a model that measures their influence on the perceived value and satisfaction of international students; and (3) propose policy recommendations to key stakeholders. An empirical study was conducted using a quantitative research methodology via physical survey using structured questionnaires. A total of 502 surveys from international students were collected from twelve private universities in the Klang Valley. The partial least squares structural equation modelling technique was employed to assess the measurement and structural model in validating the study model. Based on the empirical findings, the external environment, image, academic and non-academic constructs positively influence perceived value, which affects satisfaction. Results also confirm that the post-behavioural intentions of satisfied international students are word-of-mouth recommendations and loyalty. The results provided new perspectives on attracting and retaining international students to study in Malaysia. Theoretical, policy and practical implications are discussed.

Establishing and maintaining a highly-trained pharmaceutical workforce is crucial for serving the healthcare needs of the population. Globally, various factors have been associated with the decision of students leaving high school to pursue an undergraduate degree in pharmacy, however, this topic has not yet been explored in Vietnam. To explore the motivations of first-year undergraduate pharmacy students to study pharmacy at university. A cross-sectional study was conducted on 428 first-year pharmacy students enrolled in undergraduate pharmacy programs from across all universities in Can Tho, Vietnam, including one public university (193 students) and two private universities (235 students), from November 2022 to February 2023. Exploratory factor analysis identified five underlying factors associated with the choice of students to study pharmacy, with internal consistency assessed using Cronbach's Alpha ([alpha]): personal factors ([alpha] = 0.86), career ([alpha] = 0.88), advice ([alpha] = 0.74), reputation ([alpha] = 0.84), and promotion ([alpha] = 0.76). Of these factors, personal factors had the greatest impact (mean = 4.13), while the least influential factor was promotion (mean = 2.92). Compared to public university students, private university students were more influenced by career (p = 0.019), advice (p = 0.002), and promotion (p < 0.001) when making the decision to study pharmacy. This study identifies the factors associated with the decision to pursue pharmacy education. These findings may be of interest to educational institutions addressing how they attract students and meet the workforce needs of the pharmaceutical industry and healthcare system.

The purpose of the study is to examine the relationship pattern between school administrators' virtuous leadership behaviors and organizational prestige of schools. In order to examine the relationship pattern between variables, relational survey model (predictive design) was preferred among quantitative research methods. The study group of the research consists of 489 teachers actively working in Maltepe, Kartal, Pendik and Tuzla districts in 2023. Personal information form, Virtuous Leadership Scale and Organizational Respectability Scale were used to collect the data. Pearson correlation and regression analyses were used to analyze the data. According to the findings of the study, according to teachers' perceptions, the level of virtuous leadership of school administrators is high and the level of respectability of schools is medium. There is a positive and moderately significant relationship between the virtuous leadership behaviors of school administrators and the organizational prestige of schools. It was determined that virtuous leadership has the ability to predict the organizational prestige of schools positively. This study has made theoretical contributions to the field by identifying the virtuous leadership of school administrators and the organizational prestige of schools and revealing the relationship pattern between these two variables. Considering the findings and results, inferences were made about the virtuous leadership behaviors of school administrators and the dignity of schools and suggestions were made for practitioners, decision makers and researchers.

This study analyzes Indonesian and Malaysian universities in order to evaluate the reality of higher education in both countries, uncover the dynamics and causes influencing higher education, and disclose the similarities and contrasts between the Indonesian and Malaysian systems. Birdy's comparative descriptive method was used. This research relies on trustworthy global rating websites, statistics from the Indonesian and Malaysian Ministries of Higher Education, high-quality publications, and authoritative news. Indonesian higher education is largely entirely supported by the government and tuition fees at private universities. Due to a lack of collaboration between universities and industry groups, Indonesian higher education lacks a connection between scientific research, technical education, and the job market. Unlike Malaysia, it stresses scientific research, community service, and labor market demands. The researchers hypothesized the following processes based on the comparator countries: Adopting a productive university focused on output application via instruction and advice. Community-government and private-sector connections using research to enhance firm products collaboration with a firm or group to provide services that benefit them in exchange for participation in higher education goals, payment of expenditures, and use of outcomes. Through cooperative education, businesses and institutions may train and prepare university students for the job market.

University rankings have a growing impact on how people view the academic excellence of higher education. The complicated relationship between rankings and academic excellence is explored in this essay along with how it may affect higher education policy and practice. The importance of rankings and their influence on institutional decision-making is highlighted in the introduction to the article. After that, it goes into detail about how to understand university rankings, going over their methodology, metrics, and influences. The subsequent sections focus on the link between rankings and academic quality, highlighting how rankings can both reflect and shape perceptions of quality. The limitations and challenges associated with rankings are also explored, including the simplification of academic quality, data accuracy, and interpretation, and the potential for distortions and unintended consequences. Alternative approaches to assessing academic quality beyond rankings are presented, emphasizing the importance of comprehensive evaluation frameworks that encompass diverse dimensions of excellence. This paper goes into more detail about how rankings affect institutions of higher learning, including how they affect institutional priorities and the necessity of mission-driven decision-making. Additionally, discussions of student opinions on rankings and academic standards highlight the significance of including students in the evaluation process. Exploring the difficulties and possibilities for policy and practice while concentrating on themes of equity, data transparency, and public opinion. The paper concludes by highlighting the need for a nuanced understanding of rankings and academic quality and the importance of adopting comprehensive approaches that prioritize student success, diversity, and institutional missions. By recognizing the limitations of rankings and embracing alternative assessment measures, policymakers and institutions can promote a more holistic and accurate assessment of academic quality in higher education.

This study shows findings of an investigation into the forms of institutionalizing academic rankings as accountability tools for Brazilian public universities. The absence of institutional conditions which allowed the rise of these league tables in other countries - competitive admission markets and incorporation into public policies - evinces the peculiarity of the Brazilian case. This study examines the institutionalization of academic rankings in Brazil by analyzing references to rankings in the Parliamentary Inquiry Commission on the Administration of São Paulo State Universities, which took place in the São Paulo State Assembly from April 24, 2019, to November 5, 2019. Document analysis was conducted on audios and transcriptions of all 20 Commission meetings and the final report published at the São Paulo State Official Journal. Our findings indicate the idea of ranking performances as evidence of academic quality and excellence, raising questions regarding the rankings and governance structures of universities. Academic rankings have become relevant references to form opinions at the São Paulo State Assembly, prompting universities to actively respond to rankings and holding them accountable for their results.