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The University of California, Davis, School of Medicine, Department of Dermatology, is recruiting for two academic dermatologists in the Clinical X series or Health Sciences Clinical Professor (HSCP) series at the Assistant, Associate, or Full Professor level based on experience and qualifications. These positions are for general medical dermatologists. Expectations of the Clinical X series are to engage in teaching, research, service, and clinical work, while expectations of the faculty in the HSCP series are primarily clinical and include teaching, service, and scholarly and/or creative activity.Additionally, based on the qualifications and experience a candidate may be considered for the departmental directorships.The appointments may be made up to 100%.

Purpose: The 5 + 1 Collaboration is an initiative where five teaching hospitals and a leading Melbourne university collaborate to promote and strengthen research, clinical practice in health social work, teaching, and collaboration. This collaboration fosters greater connection between academics, practitioners, and social work students. The 5 + 1 Collaboration provides a unique platform for the advancement of effective practice, practice-driven research, and student field education placements. Method: In a prospective study (2020 through 2021), employing the 5 + 1 model, at the time of the COVID-19 pandemic, over 100 frontline hospital social workers from five Melbourne hospitals participated in this study to determine, in detail, how the pandemic had affected their work. Results: This provided at a granular level, significant insights relating to the impact of the pandemic on the provision of social work services in the acute hospital setting. Additionally, during the study period, academic social work student placements were made at the five participating hospitals, with the students actively participating as part of the research team and providing feedback about their own experiences. Discussion: The study documented the challenges to hospital social work practice because of the pandemic, how hospital social workers rose to the challenges, and, importantly, adapted their practice and acquired new skills. This information may inform future hospital social work practice. The study also demonstrated that effective on-line student placements were possible, even in the setting of a pandemic. [ABSTRACT FROM AUTHOR]

Partnerships are understood to be one of the strategies for internationalisation of higher education institutions. In recent years, there has been a slight shift in trends, with diversifying partnerships among African universities and with countries that do not have colonial ties. These include the USA, Canada and Scandinavian countries, among others, labelled as North–South partnerships. With the scarcity of empirical research on the subject matter, the impetus of this study was to explore the rationales, benefits and success factors for North–South partnerships across higher education institutions as perceived by administrators and academics from one Northern country, Sweden, and one Southern country, Mozambique. The study applied a mixed methods approach eliciting the experiences of 77 people in the two countries who are engaged in some form of North–South partnerships. The results showed that North–South partnerships are motivated by four rationales: academic, economic, social-cultural and political, enhanced by the success factors, among which are communication, trust, participation in decision-making, mutual respect, and attainment of goals and resources. Collaborative advantages across these partnerships were noted but some practices could be more decolonised. [ABSTRACT FROM AUTHOR]

Extant literature has provided information about the conflict in Nigerian universities; however, there is a dearth of studies that specifically look into the causes and effects of conflict between academic staff and non-teaching staff. Against this backdrop, this study uses explanatory sequential mixed method design lenses to appraise the causes and effects of conflict between the two groups. Based on a population of 5487, comprising academic and non-teaching staff members of two selected universities in Nigeria, this study adopts a multistage sampling technique. In the first stage, Obafemi Awolowo University, Ile-Ife, and Olabisi Onabanjo University, Ago-Iwoye, were purposively selected from the strata of federal and state universities. The two universities have been experiencing conflict since their establishment. In the second stage, the Taro Yamane formula was used to obtain responses from 372 respondents. A proportion-to-size technique was utilised to prepare and administer questionnaires to respondents. Key informant interviews were also organised for 24 purposively selected interviewees. The interviewees included two executive members of the Academic Staff Union of Universities, two executive members of the Non-Academic Staff Union of Universities, four academic staff and four non-academic staff from each of the two universities. The quantitative data collected were analysed, using descriptive statistics, while the qualitative data gathered were subjected to a content analysis. The study revealed that factors like communication gap, poor human relations and differences in perception of duties are capable of causing conflict between the two groups. This conflict has adverse effects on the environments of the two universities. [ABSTRACT FROM AUTHOR]

Self‐care is proactive action that involves a repertoire of practices aimed at developing, maintaining and improving physical health and mental well‐being. Although there is a growing number of studies on mindfulness in a variety of academic fields, there is a dearth of studies that look at academics' mindful self‐care in relation to job insecurity and work passion in the higher education institutions. This study aims to examine how job insecurity is related to academic staff's work passion in Ethiopia. It also looks at the role of mindful self‐care in lessening the impact of job insecurity. A cross‐sectional study was carried out, and snowball sampling was used to collect data from a total of 251 academics, ranging in age from 23 to 66 years, who voluntarily consented to participate in the self‐report survey. Job insecurity was inversely related to passion for work and mindful self‐care. Mindful self‐care was a mediator in the link between job insecurity and passion for work. The study encourages workplace mental health professionals to consider the role of mindful self‐care in their psychological intervention programs aimed at minimizing job insecurity and increasing passion for work. Practitioner points: Passion for work predicts job insecurity in academic staff.Mindful self‐care can be a protective factor against perceived job insecurity.Mental health professionals may plan and offer mindful self‐care oriented interventions to boost work passion and reduce job insecurity in academic staff. [ABSTRACT FROM AUTHOR]

During 2019, we embarked on a fieldwork based on 18 semi-structured interviews with international scholars in the humanities and social sciences in Chilean universities to explore their experiences with knowledge. Drawing on theories of critique and neoliberalism, we analyzed their ambivalent and unsettling conjunction of attachments to neoliberal and critical knowledge formations. By developing the notion of regime of epistemic subjectification, we emphasized the affective intensities these experiences brought to bear amid the differential weight and interplay of neoliberalism and critique as ethico-epistemic modes of engagement. We argued that the dominant focus on neoliberal knowledge and entrepreneurial subjectivity, albeit intense, expansive, and seemingly omnipresent, must be complicated by exposing its ambivalent affective and somatic force, and recognizing the difference between critical academic products and the lived experience of critique. The latter was constituted in the outsides of the inside of the neoliberal knowledge regime. [ABSTRACT FROM AUTHOR]

A full academic career encompasses both successes and failures. The purpose of this study was to delve into academic successes and failures, going beyond the conventional focus on objective measures, such as performance, rankings, and funding. Through semi-structured interviews with twelve senior academics from seven countries, we explored personal definitions of success and failure and lessons learned from these experiences. Key findings reveal shifts in senior academics' perceptions of success and failure over time and provide a window into what matters to academics throughout their careers. Drawing on concepts from research on 'regret' and 'polarities', we identify 'core realms' of success and failure. We also propose a reconceptualisation of success and failure that goes beyond positioning these as binary opposites and present a more integrated, nuanced, and holistic view of what it means to lead a 'good academic life'. We provide pragmatic reflective prompts for institutions to consider in reimagining policies and practices to better support this vision. [ABSTRACT FROM AUTHOR]

In recent decades, a growing proportion of college students have experienced financial stress, resulting in unmet essential needs including food insecurity, housing instability, lack of healthcare access, and inadequate mental health treatment. Given that urban-based public universities constitute a substantial proportion of the US college student population, understanding how unmet needs affect academic achievement in this population is crucial for developing strategies that alleviate college failure and dropout. We examined the cumulative impact of unmet essential needs (scored from 0 to 4) on indicators of college attrition (dropout, leave of absence, risk of academic probation). The sample comprised a college population-representative sample of 1833 students attending one of three urban public colleges in the Bronx, NY. Employing adjusted multinomial and binomial logistic regression models, we assessed how total unmet essential needs predict any indicator of college attrition. Each unit increase in unmet need increased the odds of having any attrition indicator by 29% (p < 0.01). Students with two unmet needs had 43% greater odds (p < 0.01), students with three unmet needs had 57% greater odds (p < 0.01), and students with four unmet needs had 82% greater odds (p < 0.01) of having any attrition indicator compared to those without unmet needs. Findings revealed a modest dose–response relationship between the number of unmet needs and the likelihood of experiencing indicators of attrition, suggesting a cumulative impact of unmet needs on students' ability to persist to graduation. Designing interventions aimed at college students with multiple unmet essential needs, and addressing these needs holistically, may assist student retention and graduation. [ABSTRACT FROM AUTHOR]

We tested if distinct combinations of harmonious passion and obsessive passion for sport were associated with outcomes within sport, academics, and in one's life. We analysed data from the Student-athlete Well-being and Achievement Project (SWAP), a study in which intercollegiate student-athletes (N = 298) completed assessments of harmonious and obsessive passion at the start of a season, and assessments of performance, experiences, and satisfaction in sport, academics, and in life at the end of a season. Results showed that high harmonious passion combined with low obsessive passion (i.e., pure harmonious passion) was most often associated with the most adaptive outcomes, whereas high obsessive passion combined with low harmonious passion (i.e., pure obsessive passion) was associated with the least adaptive outcomes. These results build on previous research with recreational athletes [Schellenberg, B. J. I., Verner-Filion, J., Gaudreau, P., & Mbabaali, S. 2021. The two dimensions of passion for sport: A new look using a quadripartite approach. Journal of Sport & Exercise Psychology, 43(6), 459–476. https://doi.org/10.1123/jsep.2021-0048] by showing the benefits of pursuing competitive sport with high harmonious passion, especially pure harmonious passion. [ABSTRACT FROM AUTHOR]

Aim Background Methods Results Conclusion Implications for nursing and nursing policy The study aimed to determine the factors affecting psychological resilience, self‐efficacy and job satisfaction in nurse academics.Nurse academics follow an emotionally and mentally intense career path, along which they are required to balance many different roles and responsibilities, including teaching, research and guidance. However, in some cases, this equilibrium is disrupted and may cause functional disruptions; in achieving this balance, resilience, self‐efficacy and job satisfaction play important roles.The data of this cross‐sectional study were collected between January and April 2023, and 446 nurse academics were included in the study. The Descriptive Characteristics Information Form, Brief Psychological Resilience Scale (BPRS), General Self‐Efficacy Scale (GSES) and Job Satisfaction Scale (JSS) were used to collect the research data.We adhered to the STROBE checklist for reporting.A significant positive relationship was found between general self‐efficacy levels and psychological resilience and job satisfaction levels. There is a significant positive relationship between job satisfaction levels and age, total years of service, psychological resilience and general self‐efficacy levels. In addition, it has been noted that family relationships, friend relationships and academic title factors were effective on the nurse academics’ psychological resilience, self‐efficacy and job satisfaction levels.Managers can play an important role in increasing the psychological resilience, self‐efficacy and job satisfaction levels of nurse academics by developing strategies for these effective factors.Governments need to ensure that nurse academics have an appropriate career framework that enables them to balance the competing demands on their time and that they have adequate mentoring and support in the early stages of their careers to enable them to adapt to working life as a nurse academic. [ABSTRACT FROM AUTHOR]

This study sets out to detail the deceptive practice of including stock characters in the editorial boards of journals run by predatory publishers. Stock characters are defined by the author as those that currently (2023) appear 20 or more times on these editorial boards. Predatory publishers are in turn defined by the author as open access publishers in violation of three or more out of eight egregiously 'fatal' criteria such as identity theft and token (or no) peer review. Stock characters (and stolen academic names and affiliations in general) are included in editorial boards to give them an unwarranted appearance of quality and excellence. Ninety‐six of these stock characters were identified, with their numbers of board memberships ranging from 20 to 503 in the current year (2023). Some were cases of total identity theft, some partial identity theft, and some willing compliance. Academics in the latter category could also have records of publications with the predatory publishers in question. Universities typically warn staff and postgraduate students about the dangers of engaging with predatory publishers, but they can be unresponsive or otherwise negative when alerted to instances of such engagements involving their staff. [ABSTRACT FROM AUTHOR]

The objective of this study is to investigate diverse methods of enhancing learning in the field of accounting while bridging the gap between academic knowledge and the practical skills required by accounting professionals. The research employed a systematic literature review and utilized bibliometric analysis to assess enriching learning in accounting. Through methodological mapping, this research sheds light on emerging trends in the global adoption of new technologies, the integration of technology-enabled practices among accounting professionals, and the prevailing preferences influencing revisions to academic curricula in universities and colleges. Most studies emphasize the importance of integrating technology into accounting classrooms to enhance the learning experience. Beyond pinpointing the disparity between academic theories and practical accounting needs, this paper provides a robust framework for further research into enriching learning in accounting. The findings of this study hold significant implications for academia, higher education institutions, and policymakers. They underscore the importance of understanding enriching learning in accounting, as effective technology-enabled teaching and learning strategies play a pivotal role in equipping new graduates with the skills necessary to pursue their career goals and meet industry standards. [ABSTRACT FROM AUTHOR]

Copyright of Yıldırım Beyazıt Law Review (YBLR) is the property of Ankara Yildirim Beyazit University Law School 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.)

In recent decades, neoliberal ideology has increasingly shaped the systems of science and higher education in many countries worldwide and is often the cause of professional alienation of academics (e.g., Gachago et al., 2023). Deriving from Seeman's theory (1959; 1976) according to which social conditions create one or more dimensions of alienation and related behaviours, this paper examines whether and in what ways academics in Croatia may be alienated from their profession. Therefore, group interviews were conducted in five focus groups with a total of twenty-one academics (employers at 5 scientific/higher education institutions that participated in this research). Participants in the study have various associate, scientific, teaching, and scientific-teaching titles in the social, humanistic, and interdisciplinary fields of science. Research findings indicate the presence of different dimensions of professional alienation of Croatian academics (powerlessness, meaninglessness, normlessness, and selfestrangement) but it also provides insights into the positive aspects of working in the field of science and higher education. Participants often emphasized the link between the features of academic capitalism and dimensions of professional alienation of academics in the field of social sciences and humanities. The possible long-term consequences of these trends are discussed herein. [ABSTRACT FROM AUTHOR]

An engaged workforce is vital for higher education institutions to contribute positively to the developing world. The purpose of this study is to examine employee engagement and its significance for academic and administrative employees at the Durban University of Technology in the Province of KwaZulu-Natal in South Africa. The study opted for a quantitative research design to explore the role and importance of employee engagement. The target population consisted of 1,861 university employees at the selected university in South Africa, and 320 employee from different university units and positions were selected using simple random sampling without replacement. The results revealed that 80% of respondents exert high levels of physical energy, concentration, and dedication toward achieving institutional objectives. Additionally, the results showed a significant difference in the support employees get, with administrative staff receiving more support than academic staff members. The study concluded that university employees exhibit high levels of physical energy at work. In addition, the study found a significant and positive relationship between employees exhibiting high levels of physical energy at work and employees who find their work meaningful and experience inspiration.

Recent studies have focused on examining the impact of technostress (TS) on academics and students. However, there remains a paucity of studies examining the influence of TS on burnout among academics. This study aims to explore the influence of TS on academics' feelings of burnout and to examine the mitigating role of TS inhibitors on burnout among academics when using online learning technology. A web-based survey was designed and used to collect data from 115 academics in Malaysian universities. The data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The research findings reveal that academic burnout is significantly influenced by technology insecurity, technology invasion, and technology uncertainty. However, the impact of technology overload is only partially significant, while technology complexity does not exert a significant influence on academic burnout. Moderation tests reveal that literacy and involvement facilitation significantly moderate the relationship between technology uncertainty and insecurity, reducing burnout feelings. This study extends existing literature by providing empirical evidence to explain the relationship between TS and the academic burnout construct. Furthermore, it demonstrates the mitigating role of TS inhibitors on the burnout construct. Additionally, it offers potential strategies for alleviating burnout among academics, particularly in Malaysian university contexts. Doi: 10.28991/ESJ-2024-SIED1-012 Full Text: PDF

Since it was released on November 30, 2022, ChatGPT has offered numerous opportunities for higher education professors to improve their course offerings. However, not all information provided by the application is accurate. The application has been known to yield highly inaccurate information with high confidence. Yet, with that knowledge, ChatGPT can still save education practitioners hours of time and improve their courses, as well as help students with library research. By January, 2023, ChatGPT was the fastest growing consumer software application in history, with over 100 million users. Despite any misgivings, it is here to stay. This paper investigates how ChatGPT can be used help IS faculty more easily and effectively prepare and present their courses and discusses potential opportunities and threats from its use. Ways in which students may use the application for library research and feedback are also discussed. Generative AI in its current and evolving formats are proving helpful for students and faculty alike. [ABSTRACT FROM AUTHOR]

Abstract Background Extensive research has been conducted treating burnout as an independent variable and performance as a dependent variable to proffer possible solutions to burnout and job performance among academics. Despite this, the burnout crises persist and are exacerbated by the ongoing global proliferation of higher education. Acknowledging this, the current study explored whether performance may contribute to the emergence of burnout. Methods The study’s sample population comprised 689 academics from Jiangsu province, China. Key Performance Indicator (KPI) results served to measure performance. Psychological counselling and Burnout were calculated using mental health results garnered from the universities. Data was collected on respondents' demographic characteristics and work situations. The mean scores were 0.517 (SD = 0.5) for gender and 1.586 (SD = 1.103) for age. The relationship among performance, job burnout, and psychological counselling was analysed via a cross-sectional survey deploying grouped regression. Results Academics’ job performance was found to regulate their burnout (β = -0.058, P

Background: Extensive research has been conducted treating burnout as an independent variable and performance as a dependent variable to proffer possible solutions to burnout and job performance among academics. Despite this, the burnout crises persist and are exacerbated by the ongoing global proliferation of higher education. Acknowledging this, the current study explored whether performance may contribute to the emergence of burnout. Methods: The study's sample population comprised 689 academics from Jiangsu province, China. Key Performance Indicator (KPI) results served to measure performance. Psychological counselling and Burnout were calculated using mental health results garnered from the universities. Data was collected on respondents' demographic characteristics and work situations. The mean scores were 0.517 (SD = 0.5) for gender and 1.586 (SD = 1.103) for age. The relationship among performance, job burnout, and psychological counselling was analysed via a cross-sectional survey deploying grouped regression. Results: Academics' job performance was found to regulate their burnout (β = -0.058, P < 0.01). Higher performance of academics was significantly associated with lower job burnout and psychological counselling. Furthermore, psychological counselling significantly moderated job burnout (β = -0.012, P < 0.05) among academics without regulating their job performance. Conclusion: The paper supplements the discourse on job burnout and academic performance by suggesting a pre-counselling measure as a strategy to address the crises of burnout. The paper argued that the continued competence of employees should prevent burnout in Higher education and ensure better job performance. [ABSTRACT FROM AUTHOR]

AbstractThis paper explores institutional leaders’ perceptions of learning and teaching involved in facilitating and assessing Student Evaluations of Teaching (SET) survey instruments across Australian regional universities. It focuses on how they understand the function of SET, strategies used to mitigate bias, and potential residual harm. Through adopting a combination of inductive and deductive research processes and a thematic analysis through the ethical lens of nonmaleficence (first, do no harm), we report that leaders in learning and teaching perceive SET as a form of surveillance and Quality Assurance ‘performance’, recognise inherent biases inhabited in SET reports, and identify how these biases negatively impact academics through a lack of systematic harm mitigation strategies. The paper’s critical – and novel – contributions include an increased understanding of how SET inflicts harm towards women and other marginalised academic groups through systematic and authorised microaggressions and how SET contravenes universities’ duty of care to employees. It recommends an expansion of the principle of nonmaleficence beyond potential harm to research subjects, including those who undertake research or evaluation (such as academics), particularly if these impact them. [ABSTRACT FROM AUTHOR]

This article examines the effect of the inefficient allocation of academic individuals in the Israeli labour market in terms of mismatch between their fields of education and occupation – a phenomenon known as horizontal mismatch – on individual wage levels. The average annual income among horizontally mismatched academics was found to be significantly lower than the average annual income among horizontally matched academics. Therefore, one can see how significant the horizontal mismatch phenomenon is with respect to its effect on individuals' expected income throughout their career. [ABSTRACT FROM AUTHOR]

Theoretical work on objectified body consciousness, comprised of body surveillance and body shame, proposes several negative sequelae of holding an objectified view of the self (i.e., valuing the body primarily for its attractiveness to others). Few studies have examined associations between objectified body consciousness and academic beliefs and strategies among adolescent girls, especially girls of color. In the present study, we investigated a conceptual model whereby exposure to Eurocentric appearance norms through TV consumption is related to body surveillance and body shame which, in turn, are related to academic beliefs and strategies among a racially diverse sample of United States girls. Participants were 650 self-identified Asian American/Pacific Islander, Black, and White adolescent girls (M age = 15.45, SD age = 1.50). Higher Eurocentric appearance norms exposure was associated with higher body shame which, in turn, was associated with maladaptive academic beliefs and strategies for all three groups of girls. In contrast, higher Eurocentric appearance norms exposure was associated with higher body surveillance and just one academic belief, and in White girls only. Future work should continue to examine these associations among adolescent girls of color. In addition, we encourage educators to include body image content in media literacy curricula as a means of disrupting associations between Eurocentric appearance norms, body shame, and academic functioning. [ABSTRACT FROM AUTHOR]

We examined post-concussion symptom presentation, exercise, and sleep among pediatric athletes who sustained concussion during the school year vs. summer months. We evaluated athletes 6–18 years old within 21-days of concussion. They reported symptoms (Health and Behavior Inventory), with cognitive/somatic domain sub-scores calculated, and indicated if they had exercised or experienced sleep problems since injury. We grouped patients by injury season: summer months (June–August) vs. school year (September–May). 350 patients (14.4 ± 2.4 years old; 37% female; initial visit 8.8 ± 5.3 days post-concussion) were seen for care: 24% sustained a concussion during summer months, 76% during the school year. Lower cognitive (median = 7 [IQR = 1, 15] vs. 9.5 [4, 17]; p = 0.01), but not somatic (7 [2.5, 11] vs. 8 [4, 13]; p = 0.06), HBI scores were observed for patients injured during the summer. Groups were similar in proportion exercising (16% vs 17%) and endorsing sleep problems (29% vs 31%). After adjustments, sustaining a concussion during the summer predicted total (β=-3.43; 95%CI = −6.50, −0.36; p = 0.029) and cognitive (β = -2.29; 95%CI = −4.22, −0.36; p = 0.02), but not somatic (β=-1.46; 95%CI = −2.84, −0.08; p = 0.04), symptom severity. Pediatric patients with concussion may present with greater cognitive symptoms during the school year, compared to summer months. [ABSTRACT FROM AUTHOR]

Mathematics incorporates a broad range of skills, which includes basic early numeracy skills, such as subitizing and basic counting to more advanced secondary skills including mathematics calculation and reasoning. The aim of this review was to undertake a detailed investigation of the severity and pattern of early numeracy and secondary mathematics skills in people with epilepsy. Searches were guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Twenty adult studies and 67 child studies were included in this review. Overall, meta-analyses revealed significant moderate impairments across all mathematics outcomes in both adults (g= -0.676), and children (g= -0.593) with epilepsy. Deficits were also observed for specific mathematics outcomes. For adults, impairments were found for mathematics reasoning (g= -0.736). However, two studies found that mathematics calculation was not significantly impaired, and an insufficient number of studies examined early numeracy skills in adults. In children with epilepsy, significant impairments were observed for each mathematics outcome: early numeracy (g= -0.383), calculation (g= -0.762), and reasoning (g= -0.572). The gravity of impairments also differed according to the site of seizure focus for children and adults, suggesting that mathematics outcomes were differentially vulnerable to the location of seizure focus. [ABSTRACT FROM AUTHOR]

Academics are expected to craft their jobs to keep up with changes in the teaching environment. Improving academics' willingness to engage in job crafting presents a significant challenge in higher education. Based on the Broaden-and-Build Theory, this study examines the association between teaching emotions and job crafting, and the mediating effect of teaching efficacy. Three hundred and thirty-two Chinese academics reported their demographic information, teaching emotions, teaching efficacy, and job crafting via an online platform. After controlling for gender, age, academic rank, and discipline category, the results of the mediation model indicated positive relations between teaching emotions and job crafting. Teaching efficacy fully mediated the relations between negative teaching emotions and job crafting. These findings offer valuable insights for future research on academics' job crafting and provide practical recommendations for both university managers and academics. [ABSTRACT FROM AUTHOR]

Slouching (looking down while rounding the back) is the predominant postural position of people looking at cellphones and working on laptops. This position affects mood, breathing, visual awareness, and energy level. When students implemented posture awareness for 4 weeks and wore a posture feedback device for 3 weeks, they reported an increase in attention, confidence, concentration, and school performance. The wearable feedback device helped students identify situations that evoke slouching and implement changes to counter the slouching. One 22-year-old male student offered the following: "When I sit with good posture on my computer, I am significantly more engaged in what I'm doing. When I slouch on my computer I tend to procrastinate, go on my phone, and get distracted so it ends up taking much longer to do my work when my posture is bad.... I have ADHD and I struggle a lot with my mind wandering when I should be paying attention. Having good posture really helps me to lock in and focus." To enhance the well-being of all students, we recommend offering a 4-week self-practice module that incorporates wearable posture feedback. [ABSTRACT FROM AUTHOR]

Academics from South African Universities have recently been bound to possess digital skills for curriculum delivery due to the lessons learned from the COVID-19 era. Universities have implemented various interventions to enhance digital skills in academics, which include but are not limited to training workshops, organised webinars, and seminars. Irrespective of these interventions, some academics still lack the digital skills to deliver effective digital curricula. The primary aim of the research is to develop other methods to address the shortage of digital skills among scholars. This research is based on a three-year qualitative interpretive study carried out at a university in South Africa, exploring a scenario where academics share their experiences on utilising digital platforms for teaching and learning following the COVID-19 pandemic. Data was generated purposefully and conveniently by sampling thirty-two academics from the school of education. The methods used for data generation included e-reflective activities, Zoom group discussions, and semi-structured interviews conducted one-on-one via WhatsApp. After thematic analysis, findings show that academics' digital background becomes the barrier to having the necessary digital skills for digital curriculum delivery. Hence, most of them were driven by informal skills for social needs and personal digital skills for individual needs at the expense of formal digital skills for discipline needs. With universities in developing countries still becoming victims of student protests, natural disasters, and other challenges, alternatives are being sought to accommodate the transition from face-to-face to online or hybrid curriculum delivery modes. [ABSTRACT FROM AUTHOR]

In this study, the levels of knowledge, awareness, and acceptance of research misconduct were investigated among the Pharmacy academics and students in Malaysia. A cross-sectional study using an online questionnaire was carried out. A total of 393 pharmacy academics and students in Malaysia were involved. Perceived research misconduct, as defined in this study as the perception of any research misconduct performed or observed by the respondents at their institution, was captured and further analyzed. The data was analysed using PLS-SEM to assess the hypotheses which were formulated prior to the survey. The findings show that there is a statistically significant positive relationship between the awareness of terminologies regarding research misconduct and perceived research misconduct in the workplace of respondents. However, the acceptance of unethical practices in research demonstrates a negative correlation with perceived research misconduct. Knowledge and awareness regarding research misconduct have no statistically significant relationship with perceived research misconduct in this study. Both awareness of terminologies and acceptance of unethical practices explained a 10.8% variance in perceived research misconduct. Therefore, our study indicates that the awareness, knowledge, and acceptance of research misconduct might not be the main predictors of questionable conduct of research among pharmacy academics and students. Future study on the relationship between other factors which might contribute to research misconduct is highly recommended to investigate the significant contributing factors of irresponsible conduct of research among the Pharmacy academics and students in Malaysia. [ABSTRACT FROM AUTHOR]

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

The Australian higher education system has its origins in the "Oxbridge" model, and while traces of its Eurocentric heritage persist, the system has evolved through a blend of continuity and change. To grasp the trajectory of Australian higher education, it is essential to delve into its historical development and the pivotal events that have shaped its current form. This article explores significant milestones in the establishment of Australian higher education, all within the backdrop of Australia's history as a colonized nation transitioning to Federation in the 20th century. Embedded within this commentary is a recognition of the intricate challenges faced by academics within the realm of higher education. Historically, academia has remained an exclusive and elitist sphere, marked by imperial and patriarchal norms that have favored white, heterosexual men. These norms have perpetuated the perception of their superiority, consequently influencing how minority groups have navigated academia, both as students and academics. The institutionalization of political, economic, and symbolic ideologies has further exacerbated the obstacles encountered within academia. Therefore, it becomes paramount to consider the impact of the higher education system's operations on academics and how it has perpetuated the influence of colonialism and imperialism on the shaping of scientific knowledge and practices throughout history. [ABSTRACT FROM AUTHOR]

Engaging with interdisciplinary learning during higher education (HE) study can provide students with skills and modes of thinking informed by multiple worldviews. Opportunities for interdisciplinary learning in the English HE system are limited; associated primarily with postgraduate study or later undergraduate stages. This paper reports on an enhancement project that sought to engage first-year students with interdisciplinary learning. Drawing on data gathered from staff interviews, student focus groups and module enrolments, we examine drivers and barriers impacting on the planned curriculum transformation. Whilst drivers emerged from many directions (e.g. professional bodies, staff advocates), these were overwhelmed by the barriers – both administrative and ideological. Student responses were mixed. Some would have liked a wider choice of truly interdisciplinary modules, but it was clear many students did not understand the rationale for the modules and felt that they needed more support to participate. [ABSTRACT FROM AUTHOR]

The Millennium Development Goals (MDGs) were initiated as a new chapter in international development and contributed to the use of global goals and the setting of targets as a key tool for defining the international development agenda. Given this growing significance, little is known about how they affect key stakeholder policy preferences, and their wider implications on Universal Primary Education in Nigeria as the second goal (MDG2), which inadvertently neglects secondary and tertiary educations. Domesticating the MDGs and building on the loopholes identified by MDG 2, Sustainable Development Goals (SDGs) were introduced as a broader version of the MDGs. While Goal 2 of the MDGs focuses on achieving Universal Primary Education, Goal 4 of the SDGs addresses quality education across all levels of education. In this regard, this paper focuses on the relationship between the university system and the SDG4. Drawing on data from secondary sources, this paper argues that in order to ensure that the SDGs achieve a remarkable quantum leap in the area of education, the training and development of academics at Nigerian universities must be optimised and prioritised. Relying on the human capital theory, the paper opines that training academics in universities is one of the strategies towards realising Goal 4 of the SDGs. This is because university academics are the major determinants of the quality of academic activities that go on in universities, which are critical to the education system that is in turn a catalyst of development on a sustainable scale. [ABSTRACT FROM AUTHOR]

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This study is aimed at exploring the impact of artificial intelligence (AI) on academic research by conducting a focus group research strategy. The focus group consists of individuals who are actively involved in academic research and have experience working with AI technologies. The purpose of the focus group is to gather in-depth insights into how AI has influenced research methodologies, findings, and overall knowledge creation. The study will begin by identifying seven participants through purposive sampling, with an aim of recruiting a diverse group of individuals from various academic disciplines. Purposive sampling, also known as selective sampling, enhances the study's validity by ensuring that the sample consists of individuals with a high level of expertise in the subject matter. Seven is large enough to generate a diverse range of perspectives and experiences and small enough to ensure that every participating academic researcher has a chance to contribute to the conversation. The focus group is conducted using a Zoom video conferencing to gather academics from different institutions across the world. It also eliminates distance issue required for conducting an in-person session. This provides opportunity to cover a wide array research specialization representation. Data analysis is conducted using a thematic analysis approach, with a focus on identifying key themes and patterns that emerge from the data. The findings of this study contribute to a better understanding of the impact of AI on academic research and provide insights into the potential future direction of AI in academic research. While the study is aimed at providing practical recommendations for researchers who are interested in incorporating AI into their research practices, it also ignites the conversation on future incorporation of technologies into academic research activity. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) is a concept that has been a subfield of computer science since the 1950s. In recent years, with its growing development power, AI technologies have made significant progress and are now being used in many fields. Like in all areas, the use of AI technologies in academia has provided convenience to academics while also bringing ethical debates. In the literature part of the study, concepts such as AI, academia, academics and academic progress, ethics, ethical theories, academic ethics, and emotional states have been thoroughly examined and defined. In this study, starting from AI and scientific ethics, ethical issues arising from emotional states in academic research have been identified, and concrete solutions to these ethical issues have been proposed. The aim is to discuss the views of academics in order to determine what types of scientific ethical violations and prevention methods are involved. In this context, the semi-structured interview technique, which is one of the qualitative research methods, was preferred as the method. In the study, in-depth semi-structured interviews were conducted with 4 ethics experts and 4 psychology experts selected through snowball sampling technique. The data obtained through semi-structured in-depth interviews will be analyzed using content analysis. Within the context of the literature review and interviews: Ethics is based on the foundation of acting correctly. In this context, scientific ethics can be summarized as acting truthfully and honestly, not distorting data, and not trying to progress unfairly. The use of AI in academia is becoming increasingly widespread. From a positive perspective, this usage significantly contributes to making studies more practical. However, it can lead to problems such as unfair authorship, devaluation of human authorship, and incorrect data. The connection between academics' professional advancement goals and emotional states becomes prominent in this context. The potential of AI to facilitate progression can lead to unethical use. To prevent such situations, it is recommended to organize training sessions to increase professional awareness, internalize ethics personally, establish ethical committees specific to the field of AI, conduct more effective audits by academic publication and promotion committees, and implement specific regulations for AI. Finally, for future academic studies, it is suggested that the usage of AI in academic research be measured and evaluated by ethics experts. For psychologists, conducting surveys with academics to explore how they use AI in the context of their emotional states and professional advancement goals is recommended. [ABSTRACT FROM AUTHOR]

Introduction: Students need to acquire high level self-regulatory skills if they are to be successful within higher education, and academics need support in facilitating this. In this article we explore how the current research gap between knowledge of self-regulatory assessment and feedback (SRAF) practices, and academics’ professional training in it can be bridged. Methods: SRAF tools were used with academics to explore their understandings of and training needs in SRAF; central to this work was the development of a SRAF scale. We consider the value of such tools in supporting academics’ professional development needs in SRAF. The reliability and validity of the SRAF scale was tested using exploratory factor analyses (EFA). Results: Iterative EFA resulted in a 17 item support required SRAF scale (SR). Two underpinning factors: Creating the Conditions for SRAF, and Supporting Students’ SRAF Skills Development were identified. The reliability of the instrument supported its primary use as a tool to facilitate academics’ professional development in fostering students’ self-regulatory skills. Discussion: Our findings highlight the importance of supporting academics in developing strategies to maximize students’ metacognitive skills and motivation in assessment and feedback, contingent on effective assessment design. Such professional development needs to be mindful of individual and contextual factors impacting academics’ access to, and confidence and competence in, using SRAF in practice. This research is important in highlighting potential disconnects between where academics’ focus their attention in assessment, and what is known to have most impact on student learning success. The SRAF tools have considerable potential in supporting translation of theory into practice as part of sustained professional development for academics in higher education. [ABSTRACT FROM AUTHOR]

Domestic and family violence often results in women and children needing to find alternative safe housing and, on some occasions, this need to relocate may result in homelessness. Public housing and case management packages are scarce for women and children experiencing long-term homelessness caused by domestic and family violence. The research reported here led to the identification of criteria to enable the prioritisation of housing program resources to women and their children escaping domestic and family violence. A systematic search and scoping review were undertaken to identify social and wellbeing criteria to support intake assessment. The intake assessment criteria were then validated using a two-stage modified Delphi process with academic experts and domestic and family violence practitioner experts, expanding notions of "expert" in the use of the Delphi process. Differences between academic and practitioner expert contributions were identified. Specifically, the practitioner experts questioned the premise of the tool and identified the need for both temporal and geographic components to ensure the safety of the housing for the women and children. The innovative inclusion of expert practitioners in this study created buy-in and enabled social work practice expertise to inform the development of a DFV housing assessment tool. IMPLICATIONS There is a need for policymakers to gain practitioner buy-in when changing policies and practices. Engaging practitioners within the change processes may include seeking and acknowledging their expert input into the design and development of intake assessment criteria. There is a dearth of valid and reliable assessment tools in social work. While this article focuses on content validity, testing assessment tools for reliability is also required. There are methodological challenges to be overcome when there are finite service resources and small service user numbers. [ABSTRACT FROM AUTHOR]