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We measure the impact of two main signals of tertiary-level human capital accumulation, college quality and certification, on hiring in India. Using a correspondence experiment, we send 16,944 resumes to 1412 job postings for recent engineering graduates at small and medium firms. In precisely estimated results, we find that these employers do not respond to signals of tertiary education quality. Specifically, there is no impact on callbacks of having graduated from a mid-tier college ranked in the top 300 relative to an unranked college outside of the top 1000, despite significant government investment in college rankings. There is also no impact of scoring in the highest as opposed to the lowest quartile of a post-tertiary certification test that has been taken by millions of graduating students. There is evidence that women modestly benefit in the first stage of hiring in this market, with this effect concentrated in some regions.

Maximizing learning outcomes has always been an evolutionary process in the academe. New techniques, methods, and strategies have been employed to cater to the learning needs of students. One of the many ways not have not been utilized fully is incorporating aesthetic strategies in learning. This undertaking wanted to deeply understand the experiences of students who took Physical Education at the tertiary level through narrative inquiry. 38 purposely chosen second-year college students participated. Data were collected through in-depth interviews and validated using the triangulation method, which includes participant validation, expert validation, and literature reviews. Significant themes emerged after the thematic analysis: positive change, fun, a greater sense of appreciation, meaningful learning, and meaningful connections. This study has, therefore, concluded that aesthetic learning is effective in delivering courses not just in physical education but in all courses, at least in tertiary education. [ABSTRACT FROM AUTHOR]

The study explores insights into the phenomenon of Australian lecturers' lived experiences of teaching standalone critical thinking units within associate degree courses at one university in Victoria, Melbourne, Australia. The study makes an original contribution by focusing upon the experiences of teaching staff in Australian universities in relation to teaching critical thinking, particularly from a Heideggerian hermeneutic phenomenological and Gadamerian hermeneutic theoretical and conceptual framework. At present, there are no unified methods, frameworks, or models of teaching critical thinking in Australian higher education. This problem for lecturers is an important aspect of a university education that is not well understood. This is a global educational issue and is a matter of teaching and learning concern worldwide in tertiary education (e.g. United States of America, New Zealand, Canada, and the UK). Although, several studies have been conducted on teaching critical thinking from the perspective of university lecturers. There is limited research that focus on teaching staff in Australian universities' experience with teaching critical thinking that has used Heidegger's hermeneutic phenomenology and Gadamer's hermeneutic circle, interpretive approach in gathering data. Using interviews, data is conducted with three first-year undergraduate Australian university Ph.D. lecturers. During the analysis of the empirical data, three themes were significant in revealing the key findings: (a) Dwelling; (b) Sorge, and (c) Concern. The comprehensive understanding of the results was that the challenges university lecturers faced in developing students to thinking critically provided new pedagogical curriculum insights for the teaching and learning of a standalone critical thinking unit within the associate degree course. [ABSTRACT FROM AUTHOR]

Presently there are approximately 50 million ballroom dancers in China, and over 100 tertiary institutions offering bachelor's degrees majoring in ballroom dance. It was this context and the growth of tertiary ballroom dance education and the prosperity of ballroom dance competition in China that prompted this research question: What are tertiary teachers' meanings of competition in tertiary ballroom dance education in China? In contextualising the study in China, the history of tertiary ballroom dance education and ecology of ballroom dance competition was outlined. Related to this were the various pedagogical approaches valued within Chinese educational institutions and ballroom dance contexts. A qualitative methodology was utilised in answering the research question. This study found that ballroom dance competition culture informed tertiary teachers' pedagogy, students' learning, and curriculum setting. This study posits that as ballroom dance continues to grow in China, tertiary ballroom dance education in China will require a more finely balanced approach to the role of competition within the curriculum, pedagogical approaches and assessment. [ABSTRACT FROM AUTHOR]

Since the inception of the "Woman, Life, Freedom" revolution in September 2022, following the tragic death of Mahsa Amini, universities in Iran have been at the forefront of resistance. In response, the government has attempted to silence opposition by exerting control over universities and engaging in waves of arrests and imprisonments. The latest round of attacks extended beyond students and targeted any academic who protected students from violent attacks by the regime or has criticised the state for the draconian policies they have coerced on the tertiary education sector. This study delves into the historical and institutional roots of the oppressive mechanisms employed by the Islamic Republic in Iranian universities, since the 1979 revolution and the subsequent Islamisation project. Through this lens, we analyze how the regime legitimizes its practices, enforces misogynistic policies in tertiary education, and coerces universities into submission. We argue that Iranian universities have come to resemble prisons, with academics fearing for their job security and the expression of their opinions, while regime-connected individuals monopolize opportunities such as research grants and travel prospects. Our aim is to raise awareness within the international academic community about the oppressive, misogynistic, and corrupt system that governs Iran's tertiary education sector. [ABSTRACT FROM AUTHOR]

Recent studies have evaluated the use of social media as learning aids in tertiary education. Emerging research in this area has focused primarily on non-quantitative approaches to student social media engagement. However, quantitative engagement outcomes may be extracted from student posts, comments, likes, and views. The goal of the present review was to provide a research-informed taxonomy of quantitative and behavior-based metrics of student social media engagement. We selected 75 empirical studies comprising a pooled sample of 11,605 tertiary education students. Included studies used social media for educational purposes and reported student social media engagement outcomes (source databases: PsycInfo and ERIC). We used independent raters and stringent interrater agreement and data extraction processes to mitigate bias during the screening of references. Over half of the studies (52%, n = 39) utilized ad hoc interviews and surveys to estimate student social media engagement, whereas thirty-three studies (44%) used some form of quantitative analysis of engagement. Based on this literature, we present a selection of count-based, time-based, and text-analysis metrics. The proposed taxonomy of engagement metrics resulting provides the methodological basis for the analysis of social media behavior in educational settings, particularly, for human operant and behavioral education studies. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

The current study investigated the relationship between research self-efficacy, perceived research training environment and research productivity among 174 doctoral students enrolled in counselling programmes in universities across the United States. Results indicated that students' research self-efficacy was positively correlated with their research productivity, and research training environment was also positively related to their research productivity. Moreover, students' perceived research training environment was found to moderate the relationship between research self-efficacy and research productivity. Implications for programme faculty and doctoral research training are discussed. [ABSTRACT FROM AUTHOR]

Reading Lists Systems are widely used in tertiary education as a pedagogical tool and for tracking copyrighted material. This paper explores academics' experiences with reading lists and in particular the use of reading lists notes feature. A mixed-methods approach was employed in which we first conducted interviews with academics about their experience with reading lists. We identified the need for streamlining the workflow of the reading lists set-up, improved usability of the interfaces, and better synchronization with other teaching support systems. Next, we performed a log analysis of the use of the notes feature throughout one academic year. The results of our log analysis were that the note feature is under-utilized by academics. We recommend improving the systems' usability by re-engineering the user workflows and to better integrate notes feature into academic teaching. [ABSTRACT FROM AUTHOR]

Financial, environmental, and socio-cultural challenges affect the mental health and wellbeing of those working and living on-farm. Education programs can help in improving mental health and overall wellbeing, but most of these programs are offered to established farmers in a face-to-face format, leading to a gap in offerings to many subgroups, including young agricultural entrants. To address these gaps, this paper assesses the value of an online mental health and resilience education program for young agricultural entrants. An explanatory sequential mixed methods approach was applied. Firstly, a quantitative survey was conducted with 172 first year agricultural tertiary students, aged 18–20, to assess the knowledge and skills gained due to program participation. Regressions and propensity score matching were used to determine the effect of program participation. Subsequently, seven interviews were conducted with program participants to provide insights into their experiences of the program. Thematic coding was applied to analyze the qualitative data. Findings from the quantitative survey show a significant increase in mental health knowledge and skills amongst program participants compared to participants in the control group. The qualitative interviews show the ability to work through the material in their own time and space, creates a safe environment for online students. Other mechanisms contributing to learning are using “normal language”, a peer voice in communicating wellbeing, and building on learnings in previous education. This paper addresses a gap in literature by being the first study to evaluate online mental health education for agricultural tertiary students. It provides educators and other program designers with valuable information for future program design to support the wellbeing of young agricultural workers. [ABSTRACT FROM AUTHOR]

This study analyses the higher education admission results of Hungarian ethnic minority students in Hungary originating from Central and Eastern European countries (Serbia, Croatia, Slovenia, Slovakia, Ukraine, and Romania) by secondary education background (national system vs. foreign system) and school-leaving qualification background (advanced and intermediate levels in Hungary and their native country). Students (n = 759) take (or have taken) part in undivided (5-year) and bachelor (3-year) programs at universities in Hungary and, for historical reasons, live as ethnic minorities in their home countries in the Carpathian Basin. There are significant differences in the number of students according to their secondary education background. Of the admitted students, 83.7% graduated from a national system secondary school and 16.3% from a foreign system secondary school before entering higher education. Using a Mann–Whitney U-test, we confirmed that the admission scores of students from the national secondary education system are significantly different from the scores of students who graduated from a foreign secondary education system (p < 0.001). The results of the Jonckheere–Terpstra test demonstrated that students with advanced-level exam results performed significantly better than those who entered higher education with intermediate-level or native country examination results (p < 0.001). However, there is no detectable difference (p > 0.05) between students who graduate at the intermediate level and students who graduate with a native country certificate. A regression model, based on the median admission scores, exhibited a trend of improving results for foreign students. The R2 quadratic determination coefficient is 0.705. This study provides insights into the educational pathways and decisions of Hungarian students residing abroad, underlining the influence of the national context and public education systems on their educational trajectories. [ABSTRACT FROM AUTHOR]

The contemporary context of Australian social work education creates opportunities for social work educators to reimagine curriculum design and delivery. We propose that design thinking offers one means of broadening approaches to social work teaching in creative and innovative ways. With a focus on the application of knowledge to industry 'problems' and 'person-centered' solutions, design thinking may complement the social justice values of social work and help advance the social change mandate of the profession. In educational settings, it may encourage students to engage more actively in processes of knowledge translation and in the identification of person-centered solutions to social problems. Yet there is very little literature on the application of design thinking in the social sciences and even less specifically relevant to teaching social work. Our paper reports on an international scoping review (n = 73) of existing approaches to teaching design thinking in higher education settings and considers their potential application to creative and innovative social work curriculum. This research contributes to understandings of the potential of design thinking for critical social work education in a changing higher education context. [ABSTRACT FROM AUTHOR]

Student wellbeing is a key concern for those delivering tertiary education. Tertiary providers such as universities use a range of techniques to support student wellbeing through times of stress. This article reports on one finding from a mixed methods study at two New Zealand universities that explored how students enrolled in agricultural courses saw and managed their wellbeing. The findings demonstrated that students reflected an optimism bias regarding managing their own stress believing most stressful situations would resolve without the need to involve support services. Their intent was that university support services were only to be used in times of mental health crisis. Consequently, students reported that they would not engage with support and education around managing their wellbeing but did find value in learning about how to support others through times of crisis. These findings contribute to knowledge about tertiary students' attitudes to stress and support services. They have implications for those delivering wellbeing services at tertiary institutions in terms of how best to tailor and deliver services for students experiencing stress. [ABSTRACT FROM AUTHOR]

Prevalence of mental health problems among university students is high. Exercise can benefit mental health and universities could provide suitable settings for delivering exercise referral schemes (ERS). This study examined factors influencing exercise engagement among participants of a university-based ERS for mental health. Semi-structured interviews captured the experiences of university students (n = 7) experiencing mental health difficulties who had participated in a university-based ERS. Instructors participated in a focus group to further assess the factors influencing exercise engagement. Data was analysed using reflexive thematic analysis. Twelve themes were constructed and organised using the COM-B model which describes the interaction between Capability, Opportunity and Motivation to generate a particular behaviour. The Behaviour in this study is considered exercise. Themes were categorised in the following way: Capability (experience and knowledge, anxiety, skills, and physical fitness and health), Opportunity (accessibility, time, social support, and subjective norm), and Motivation (planning and routine, goal-setting, benefits of exercising, and enjoyment). Practitioners implementing university-based exercise referral schemes to support mental health may consider these learnings to help support the capability, opportunity and motivation of students to engage and remain engaged in exercise. Further research is recommended to assess feasibility of similar programmes in other universities or settings.

Abstract Background Early- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia. Objectives Determine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace. Methods 114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey. Results Whilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways. Conclusion Early- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce.

The purpose of the study is to explore the potential of integrating Instagram in university-level English for Specific Academic Purposes (ESAP) courses, focusing on Business English for Advanced Students. Using a mixed-methods approach, it combines qualitative data from observing the completion of Instagram-based assignments and subsequent semi-structured group interviews with quantitative data from a five-point Likert scale questionnaire distributed to the students who participated in the study. The research sample consisted of twenty-six undergraduate students from the Faculty of Commerce at the University of Economics in Bratislava, Slovakia, who completed four Instagram-based tasks related to communication, international marketing, promoting Slovakia, and success, which were linked to topics covered in the course during the winter semester of the academic year 2020/2021. The findings show that Instagram can be used effectively in ESAP courses mainly due to its popularity, visual appeal of posts, and, most importantly, as a platform that serves as a powerful marketing tool. The results indicate that the implementation of Instagram activities was positively perceived by most students, with high levels of agreement regarding the relevance, engagement, and creativity of the tasks. The study highlights the potential benefits of using Instagram in ESAP, providing insights into effective language learning through authentic, business-related tasks. Ultimately, integrating Instagram into ESAP can enable students to develop the language skills and competencies needed in real business contexts.

Intercultural education fosters respect, understanding, and solidarity, empowering individuals to become social agents in today’s culturally diverse world. The paper presents a 10-week case study involving 24 students enrolled in humanities disciplines. It explored students’ views on intercultural education, their progress in attitudes, knowledge, and skills related to intercultural competence, and effective instructional modes for intercultural education. Data collected using a questionnaire reveal that students value intercultural education for fostering understanding, appreciation of cultures, and intercultural dialogue. Effective instructional modes include active teaching methods. Challenges in overcoming well-established beliefs and a limited willingness to acquire new knowledge suggest that developing intercultural competence also depends on factors beyond education.

The concept of learning styles proposing the alignment of teaching methods and individual learning styles to enhance learning outcomes has gained popularity among English language teachers. However, numerous studies have debunked the concept by exposing weaknesses in the instruments used to measure learning styles and the underlying hypothesis. Therefore, there is a need for more research focusing on the merits and demerits of implementing learning styles theory in EFL classroom instruction. This study is presented to provide empirical understanding into the issue by presenting the latest research findings and providing recommendations for EFL teachers. To achieve this aim, the researchers conduct a literature review by collecting data from various document references and theories supporting the research. The literature was collected from journal articles published in the last five years, from 2018 to 2023. Based on the review, some studies confirmed that tailoring teaching methods to individual learning styles contributed to improved learning outcomes for EFL students. Conversely, other research has shown no significant or consistent correlation between teaching-specific learning styles and students' achievement. To address this disparity, the present study suggested that foreign language teachers maximize teaching-learning by considering several factors rather than one, such as teaching strategy, students' interpersonal orientations, knowledge, students' background, and interests. Teachers can balance instructional approaches, methods, and activities and apply various teaching strategies to reach all learners.

This article reports an English language needs analysis of Colombian Social Science master’s students. Information from faculty interviews, course syllabi, and student surveys shows that students need English to access and update their disciplinary knowledge through research articles and book chapters to successfully participate in class activities in Spanish, for which low English proficiency and lack of graduate reading skills can be an obstacle. These findings inspired the creation of Reading Research Articles in the Social Sciences course and confirmed the importance of source variety, triangulation, and addressing needs when identified. Methodological and practical contributions are discussed, emphasizing syllabi as key information sources not considered in other needs analyses.

This paper develops a model to map out embodied movement as a stratified semiotic mode, that is, a conventionalized set of resources for meaning making. The model describes movement structure as a system that realizes specific meanings activated by contexts of situation. The model establishes an explicit link between contextual meanings and textual patterning by theorizing connections between genre, metafunction, and structure. Drawing upon an empirical study of one teacher’s embodied movement in the classroom, this paper maps out movement structure as distinct choices and reveals how movement, gaze and speech function rhythmically to construe information prominence and information boundaries at different levels of discourse organization, which further contributes to coherence and periodicity for the information flow and semantic flow in the lesson. Additionally, the paper reveals that the synthesis of different modes can enact semantic convergence and divergence to aggregate knowledge in pedagogic contexts. The analysis contributes to a systematic understanding of the types of meaning that embodied movement can realize and of the ways in which they are realized together with speech and gaze. The intertwined nature of movement structures, meanings and contexts also indicates that pedagogy is an embodied and situated construction. [ABSTRACT FROM AUTHOR]

Background: Early- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia. Objectives: Determine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace. Methods: 114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey. Results: Whilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways. Conclusion: Early- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Developing the capacity of the health system, and the practitioners within it, to provide quality gender responsive care to men and boys remains critical to advancing men's health, and reducing health inequities amongst men. The aim for this study was to undertake a formative evaluation of Australian university health curricula for men's health content and scope the opportunities for future enhancement. METHODS: A two-stage evaluation first involved a review of online course information for a sample of medicine (n = 10), nursing (n = 10), pharmacy (n = 10), clinical psychology (n = 10), social work (n = 12) and public health (n = 15) university curricula for men's health and gender content and opportunities for curricula enhancement. Secondly, university staff completed a survey on the coverage of men's health in their course(s), and receptivity, barriers and facilitators to curricula enhancement. RESULTS: The curricula review found no dedicated men's health courses, and men's health was referenced in the information for 10 of 1246 courses (0.8%) in 8 of 67 curricula. Gender was rarely referenced in course information, particularly for the disciplines of medicine, nursing, pharmacy, and clinical psychology. There was an average of 16 enhancement opportunities per curricula with 40% relating to communicating and engaging with men within healthcare. Seventy staff from 25 universities and all target disciplines validated the curricula review findings of limited dedicated men's health content. Eighty-three percent were receptive to curricula enhancement, facilitated by content integration into existing courses. CONCLUSION: This review provides clear evidence that there are gaps, opportunities, and educator receptiveness for improving and implementing content regarding men's health education and gender responsive care in Australian university health curricula. [ABSTRACT FROM AUTHOR]

Hybrid learning is a common learning mode in the post Covid-19 era. In a hybrid learning context, some students attend a lecture in person, while others join virtually from home. University students face several challenges when they learn in this context. Providing adequate scaffolds can help these students learn more effectively in hybrid lessons. However, a literature review revealed that scaffolds were designed based on the existing studies or teachers' conceptualization of scaffolding. Need analysis for scaffolding, especially in a hybrid learning context, is under-researched. This action research aimed to investigate the challenges faced by postgraduate students and the types of scaffolds they needed during hybrid learning. This research involved 78 postgraduate students from a private higher education institution in Selangor, Malaysia. The participants completed an online questionnaire comprising six closed-ended and four open-ended questions. Descriptive data was used to present the data for the close-ended questions. The qualitative data was coded and categorized into themes. The quantitative results showed that the students only faced a few challenges regarding the course content, teaching methods, assessment, learning resources, and personal issues. However, the qualitative data revealed that the students did face various challenges during hybrid lessons. They needed both fixed and adaptive scaffolds to support their learning. Based on the results from the baseline study, the researchers designed synergistic scaffolds, which consist of fixed and adaptive scaffolds to support student learning. The practical implications of designing synergistic scaffolds to support hybrid learning are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of ROL Sport Sciences / ROL Spor Bilimleri Dergisi is the property of Journal of ROL Sport Sciences / ROL Spor Bilimleri Dergisi 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.)

Higher education institutions have a key role in forming the specialists of the future. In fulfilling their role there is need for transformational leadership, culture of excellence, and academic leadership development. The purpose of this study is to investigate the link between transformational leadership, shaping a culture of educational excellence, and leadership development, as perceived by tertiary education leaders in the UAE. The qualitative approach is of focus groups, using semi-structured questions, with leaders in academia. The main finding is that in the initial stages of an organization life cycle, leadership development precedes transformational leadership and a culture of excellence. In later stages, leadership development is a mediator of transformational leadership and a culture of excellence. In the mature stages of organization life cycle, the three elements engage in an ongoing spiral and synergistic process. [ABSTRACT FROM AUTHOR]

The paper presents a longitudinal mixed methods study investigating tertiary humanity students' dropout considerations, utilizing Tinto's institutional departure model as theoretical background. The research question is: How do students' dropout considerations take form and evolve throughout tertiary education? Methodically we have collected half-yearly register and survey data from 2,781 tertiary humanities students matriculating in 2017--2019. Additionally, we have conducted half-yearly interviews with 14 focus students that had high dropout considerations in the first survey round. Quantitative analysis of all humanity students and qualitative analysis of three case students are presented and discussed. The complementary analysis provides an in-depth understanding of the complex interplay between individual characteristics and institutional factors in shaping different students' dropout considerations and decisions in tertiary education. We find that there is a stable share of students with low, medium, and high dropout considerations throughout time. However, although we find stable shares, we identify primary movements from high dropout considerations towards dropout, and from low dropout considerations towards completion, we also find considerable secondary movement (i.e., from low dropout considerations towards dropout). As is also confirmed in the qualitative analyses, there are significant fluctuations in some students' dropout considerations. Dropout considerations are thus malleable and do not necessarily accumulate linearly over time to dropout. Individual students' dropout considerations change repeatedly in interaction with their experiences, their expectations for the future as well as with current challenges in meeting academic and personal requirements. Challenges are often about a lack of alignment between expectations and experiences and how well students and the study programs' norms and values match. We find students who seek to improve this match through personal transformations and others who try to change their study program. In both regards successfully improving the match seems to be a profitable strategy to prevent dropout. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education 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 study analyses the scientific literature publications from 2015 to 2022 on collaborative learning published in the reputable database Scopus. The study uses the recommended preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol to conduct a systematic analysis of the literature. A total of 664 relevant journal articles were included following the PRISMA framework. The study examined trends in journal article publications, the field of study in which the collaborative learning approach is applied, the participants used as study subjects, and the first authors' country of affiliation. The review highlights a significant growth in the amount of educational research that utilizes collaborative learning approaches. Researchers paid more attention to studies that focused on tertiary education settings, next on elementary school environments and a few studies examined collaborative learning within the context of the workplace. Based on the International Standard Classification of Education (ISCED) fields of study, many of the collaborative learning studies conducted over the recent four years (2019–2022) were aimed at enhancing students’ performance in multidisciplinary settings, followed by computing and physical sciences. The results indicate a considerable rise in technologyenhanced collaborative learning practices [ABSTRACT FROM AUTHOR]

Blended Synchronous Learning (BSL) refers to when students located in physical classrooms learn together with peers who attend remotely, via networked digital technologies. The Covid-19 pandemic, along with ambitions to increase flexibility in learning delivery mode for students, has led to the increased implementation of BSL in tertiary education. The current evidence-base around BSL provides important principles for its use, but relatively little research has examined the experiences of teaching staff in depth. This article uses a self-study methodology to explore educators' experiences of BSL implementation in a post-graduate Initial Teacher Education course in Australia. Six teaching staff, all co-researchers for the study, contributed reflective data, and engaged in analysis and interpretation of the data via structured critical friendships. Insights related to four key themes were derived from the analysis: institutional and pedagogical factors; educator wellbeing, self-efficacy and professional identity; staffing support; and collegial professional learning. The implementation of BSL, while aligned with existing recommendations, produced significant challenges for educators in relation to institutional support and training, pedagogical practices, operation of BSL technologies, professional identity and self-efficacy. Cognitive overload was a prominent feature of the BSL teaching experience. On the whole, while drawing on existing skills and teaching experience, educators held significant concerns with the overall quality of student learning in BSL—especially for remote students. Training, practice, technical and co-teaching support, as well as collegial relationships, were important mediators of educator experience. The findings suggest that the implementation of BSL requires substantial investment in staffing, training, skill development, and opportunities for authentic, meaningful practice and prototyping. The findings also affirm the value of timely, organisationally supported and collaborative professional learning as part of BSL implementation. [ABSTRACT FROM AUTHOR]

The current study examines the conceptual foundations and drivers of relationship marketing ideologies and their marketing applications in the tertiary education sector. Towards these objectives, a series of semi-structured interviews have been conducted among students of leading tertiary education institutions in New Zealand. Results of the study suggest that education providers' (EPs) service-oriented behaviours, trust, commitment and their infrastructure enhance student satisfaction and loyalty in tertiary educational institutions. The study suggests that higher education providers (HEPs) should commit themselves to customer-centric service-oriented tactics and actions, and must earn customers' trust and build loyalty from their marketing practices. Based on the research findings, a conceptual model of relationship marketing in higher education is proposed. The current study contributes to marketing theory by reviewing and summarizing the key drivers of relationship marketing and discussing their applications in the formal tertiary education sector. The study also provides suggestions to tertiary education marketers in terms of priorities for developing and maintaining profitable customer relationships in this changing world and offers an agenda for future research. [ABSTRACT FROM AUTHOR]

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects a significant number of medical students worldwide. It is poorly recognised by educators, and therefore inadequately accommodated for in educational strategies. In order to investigate this further, a literature review and pilot survey were conducted. Health educators employed by The University of Newcastle, Australia, completed a short online survey, which focused on their understanding of, and ability to recognise and adapt teaching strategies for students with ADHD. The results of the survey informed the development of a resource that provided evidence-based strategies for supporting the learning of tertiary students with ADHD. In addition, the results of this pilot study may form the basis for further research in this domain. Given the prevalence and potential impact of ADHD on higher education, it is important to gain deeper insight into how medical educators can best engage and support students with ADHD. This knowledge may potentially reduce the negative impacts of this neurodiversity on students and support their learning and well-being throughout their medical career. Ultimately this may help doctors to achieve their full potential, especially in clinical decision-making. [ABSTRACT FROM AUTHOR]

Characterized as the generation most comfortable with technology and social media, Generation Z (Gen-Z), people born from the mid to late 1990s into the early 2010s, are the most recent entrants to the workforce and to date their attitudes to the labor market have been under researched. This study aims to address this and to this end we gathered a corpus of Gen-Z Chemical Engineering students in the Canary Islands (Spain) and used a questionnaire to interrogate their attitudes and perceptions towards continuing education, their employability and future job prospects. An educational system that best prepares students for current market needs not only benefits industry but also students' perception of their own employability. The motivation for this work then, lies in the extensive research identifying a potential gap between graduates' skills set and the requirements of various industries. Our findings underscore the significance of fostering students' soft skills, an aspect of education poorly addressed by traditional teaching methods. Additionally, our data indicates that good social networks significantly improve students' resilience and increase levels of optimism concerning their future career opportunities. These findings have far-reaching implications for the development of educational strategies and recruitment approaches that will more effectively integrate graduates into the evolving workforce. [ABSTRACT FROM AUTHOR]

AIMS: Assessment of skin biophysical parameters in a South African nursing populationmay provide insight in long-termchanges in their skin condition in a practical setting. This study aimed to investigate changes in skin barrier function parameters over a period of 2 years, in nursing students completing their tertiary education. METHODS: Transepidermal water loss, stratum corneum (SC) hydration, and skin surface pH were measured in female nursing students (63 white, 42 Black African) three times a year and repeated for 2 years. Linear mixed models and Bonferroni post hoc tests were performed to test changes over time in skin barrier function parameters. RESULTS: Transepidermal water loss and SC hydration significantly (p < .001) decreased over 2 years in first-year students, whereas only specific differenceswere established for senior students. Skin surface pH significantly (p < .001) varied over the 2 yearswith significant increases (p < .031) in thewintermonths. The only significant difference (p < .001) between white and Black African students was established in skin surface pH. CONCLUSION: This study demonstrated the variability of skin barrier function parameters, specifically seasonal variation in skin surface pH. This study also revealed possible long-term changes in skin condition through the recovery of the SC in a practical setting. [ABSTRACT FROM AUTHOR]

The rapid emergence of Generative Artificial Intelligence (Generative AI) has fundamentally transformed the educational landscape, presenting both profound opportunities and significant challenges. As a powerful and evolving digital creature, generative AI requires a literacy (GenAI literacy) that goes beyond mere basic understanding, requiring a comprehensive approach that integrates theoretical knowledge, practical skills, and deep critical reflection. This paper argues that GenAI literacy is crucial for surviving the complexities of human-machine interaction and properly leveraging this technology, especially in educational settings. The proposed 3wAI Framework—encompassing the dimensions of Know What, Know How, and Know Why—provides a structured yet adaptable model for cultivating GenAI literacy. Know What focuses on the foundational knowledge of AI, including its definitions, capacities, and decision-making processes. Know How emphasizes the practical application of AI, guiding users in leveraging AI to solve problems, innovate, and drive positive societal change. Know Why addresses the critical ethical and philosophical considerations, urging users to prioritize responsible AI use, advocate for equity and social justice, and critically assess the implications of AI technologies. [ABSTRACT FROM AUTHOR]

Copyright of Slavistična Revija is the property of Slavisticno Drustvo Slovenije 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.)

Tertiary education in Nigeria is in crisis that requires urgent attention. The reason for this crisis is the failure to appreciate and come to terms with the fact that education is fundamental to national development. Thus, stakeholders in education have come to a consensus that there is a need to save the tertiary education sector from imminent collapse. Hence, the need to reimagine the tertiary education sector by setting the conditions whereby it can perform at its best and compete globally. This paper on reimagining tertiary education: Issues, challenges and solutions have as its main thrust: the meaning of tertiary education, the historical development of tertiary education, the goals of tertiary education, the importance of tertiary education, the needs of tertiary education in Nigeria, issues confronting tertiary education, challenges and possible solutions to issues and challenges of tertiary education in Nigeria. These sub-headings provided the direction for this paper. [ABSTRACT FROM AUTHOR]

This study was guided by the intersectionality theory, originally developed by Kimberlé Crenshaw. According to Crenshaw, the theory assumes that people have multiple biological, social and cultural identity markers that intersect, resulting in experiences of privilege or disadvantage, inclusion or discrimination. However, the theory maintains that marginalized individuals are not homogeneous and they experience discrimination and inclusion in different ways. The intersectionality theory also recognizes power dynamics and how structural, political and representational domains, intersect and produce complex patterns of discrimination, inequality and disadvantage. Ultimately, the intersectionality theory asserts that effective activism and social change require recognizing and addressing the intersections of various forms of oppression, and advocating for justice across multiple fronts. This exposes discrimination and exclusion that would have otherwise gone unnoticed, also giving voice to the disadvantaged and excluded. The study adopted a qualitative approach, an exploratory case study design, and an advocacy/participatory philosophical lens. Twenty-seven purposively sampled participants took part in the study. They included 12 undergraduates from two private Ugandan universities, 13 government and non-governmental organization (NGO) officials, two officials from public and private universities, all involved in refugee higher education. Data was collected through a literature review, in-depth interviews with key informants and students, and a students' focus group discussion. The study established that higher education access for South Sudanese refugees in Uganda involves multiple intersectional prohibitive and also supportive factors. The study therefore recommends that through situational analysis and needs assessment, Uganda develops clear objectives, activities and outcomes in the Education Response Plan, to establish the divergent supportive and prohibitive factors and cater for the various refugee student needs. The study also designed the refugee access and resilience (RARE) model to assist in the aforementioned regard. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas 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.)

Using quantitative approach, this paper investigates whether parental involvement play any role in improving students’ academic performance at the tertiary levels in the Ghanaian context utilizing primary data and a standard statistical method known as ordinary least squares regression. A total sample of 613 students from Kwame Nkrumah University of Science and Technology (KNUST) was used for the analysis. With regard to the variable measurement, academic performance is measured using the students’ cumulative weighted average. Again, this paper uses three measures for parental involvement – parents visiting their wards on university campus, calling them to check up on them regularly and encouraging them to perform better in academics. The results reveal that there is a significant positive relationship between the measures of parental involvement and students’ academic performance. Specifically, parents visiting their wards regularly, encouraging them and calling to check up improve academic performance by 0.005, 0.061 and 0.046 respectively. A significant negative relationship between age and academic performance is also revealed. There is also a significant positive relationship between belonging to a group and academic performance. The implication of the findings is that parents should as a matter of importance pay attention to their role by visiting, calling and encouraging their wards while they are on university campus. Doing these has the potential to improve the academic performance of their wards as revealed in this paper.

The Russian invasion of Ukraine led to major changes in the Slavic academic world, both in terms of international scientific cooperation and in teaching. This article is a survey-based analysis of the curricular changes within Russian-studies courses offered by Polish universities following the Russian invasion of Ukraine on 24 February 2022. It will examine how teaching-process coordinators have managed to introduce necessary changes to ensure the continuity of Russian philology as a major, both undergraduate and postgraduate courses, what amendments are still expected, and what direction of Russian studies can be anticipated in the foreseeable future.