International Research in Higher Education最新文献

{"title":"Unveiling the Interests of Stakeholders in Institutional Accreditation","authors":"Saif S. Alsowaidi, Mazen O. Hasna","doi":"10.5430/irhe.v8n2p44","DOIUrl":"https://doi.org/10.5430/irhe.v8n2p44","url":null,"abstract":"Higher education institutions engage in both programmatic and institutional accreditation in order to improve the quality of their instruction, but there are many other drivers including enhancing their reputation and complying with government requirements or requests. In 2022, the government of Qatar established the National Committee for Qualifications and Academic Accreditation. As part of its mandate, the committee developed a set of accreditation standards that included one dedicated to meeting the expectations of stakeholders and making an impact. We argue that having this distinct standard helps institutions orient themselves to what they need to do to fulfil their missions while focusing on serving their stakeholders. The approach to institutional accreditation presented in this paper incorporates the cause-and-effect concept that is structured into the Balanced Scorecard (BSC) model. Although we do not attempt to empirically investigate this approach in this paper, we believe it contributes to the literature related to modelling stakeholders’ needs and expectations in order to enhance the value of accreditation. In addition, this paper presents some of the relationships that exist between an institution and its stakeholders, as well as some suggestions for how institutions may consider becoming compliant with this new standard.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"21 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chat GPT in Foreign Language Learning: A Short Experiment With Tourism Students","authors":"Laura Chagas","doi":"10.5430/irhe.v8n2p39","DOIUrl":"https://doi.org/10.5430/irhe.v8n2p39","url":null,"abstract":"ChatGPT presents significative potential as a versatile tool for foreign language learning, particularly for improving reading and writing skills, so in the context of higher education, it is important to find out how to take advantage of it, especially for argumentative writing, which involves a higher-order thinking skill.To explore the practicality and benefits of integrating ChatGPT into the pedagogical framework, a quantitative study was conducted involving 38 undergraduate Tourism students.The central focus of the investigation is to gauge their perceptions of ChatGPT as a supplementary tool for English language learning. This is assessed through their experiences engaging in discussions with the chatbot.The results of the study reveal that students not only find ChatGPT to be a valuable asset in their English language learning journey but also recommend its use within the classroom setting. The positive feedback underscores the potential of ChatGPT as an effective aid in language acquisition.Research shows that the use of Chat CPT can bring numerous advantages but requires careful consideration of ethical and academic principles, so a few suggestions are given in this context.Objective: to describe Tourism students’ perception on the use of AI for English language learning.Methods: online questionnaire (quantitative data)Results: Students were generally satisfied with the use of Chat GPT and recommend its use.Conclusions: Other studies regarding the use of chatbots for foreign language learning show similar results. Regarding ethical issues, educators should plan activities thoroughly and provide guidelines for students by also discussing the potential benefits and risks of Chat GPT.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"76 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Changing Landscape of Scholarly Publishing (in Finance) – An Author’s view","authors":"Manuel Tarrazo","doi":"10.5430/irhe.v8n2p6","DOIUrl":"https://doi.org/10.5430/irhe.v8n2p6","url":null,"abstract":"This note originated as part of the author’s regular research publishing activity. The author’s and colleagues’ experiences suggested broadening the usual examination of potential outlets. What we encountered was not “more of the same” from previous searches for outlets but very significant fundamental changes in the academic/scholarly publishing landscape. We first review the standard research process in the context of academic tenure and promotions. The we proceed to identify and enumerate potential publishing outlets, which we further classify into groups reflecting these critical differences meaningful for academic authors and their supervisors: nature of the outlet (for profit, not for profit; commercial, academic, and professional), open versus restricted access, peer-reviewing, and nature of the final article depository. What we consider the usual way to go about publishing shows many disruptions that do not benefit authors, such as major (commercial) publishers favoring a certain type of article and engaging in massive desk-rejection practices as well as less powerful publishers either closing down or imposing restrictions (words, reviewers), with serious unintended consequences. The traditional scholarly publishing model of requiring a given number of articles every x years may have become unsustainable, as it is extremely expensive and does not favor disinterested research. On the plus side, we find increasing publishing opportunities for authors, but these alternative opportunities might imply decisions that do not fit the traditional evaluation approach and might require innovative agreements between faculty and their academic supervisors.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139336747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional Identity for Nursing Students: Development and Enhancement in the Academy","authors":"Kara Rebecca De La Fosse","doi":"10.5430/irhe.v8n2p1","DOIUrl":"https://doi.org/10.5430/irhe.v8n2p1","url":null,"abstract":"Establishing a professional identity in nursing school proves challenging as imposter syndrome comes into the equation. There are defining moments when students feel like a “real nurse”, unique and individualized to the scholars. Incorporating nursing core values through interaction with cohort members, patients during clinical rotations and faculty contribute to students formulating nursing students’ professional identity (Pullen, 2021). Nursing faculty play an integral role in supporting students’ journey defining identity, academic success, and program completion. Developing professional identity in nursing school requires the examination of personal values, integrity, and experience attributed to formulating personal and professional identities.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Individual, Organizational Factors and Teacher Turnover Intentions Among Primary Schools, in Mbarara District","authors":"Mary Gyezaho, P. Baguma","doi":"10.5430/irhe.v8n1p21","DOIUrl":"https://doi.org/10.5430/irhe.v8n1p21","url":null,"abstract":"Background: There is high teacher turnover intentions in primary schools In Uganda. Aim: The study established the relationship between individual, organizational factors and teacher turnover intentions among primary schools in Mbarara district, Western Uganda. Methods: A cross-sectional study design where a sample size of 421 active and present on the 2012/2013 payroll primary school teachers in Mbarara district (N=1951 teachers) were enrolled between 1st April and 30th June 2013 using simple random sampling technique. Data was collected by Researcher and 2 trained research assistants using a self-administered semi-structured questionnaire between 1st April and 30th June, 2013 to obtain information on the individual and organizational characteristics. dependent variable; teacher turnover intention and independent variables; Categorical variables were summarized using frequencies, tabulations and percentages while for appropriate reporting, continuous variables were summarized using mean and median if the data was skewed. In measuring the strength of associations, binary logistic regression method was used to analyze the data and reported in Odds Ratio at a 95% Confidence Interval. At bivariate level, any independent Variable having a P-value of < 0.2 was considered for further analysis at multivariate level and only considered statistically significant with a P-value of <0.05 having been considered for confounding at 10%.Results: From the 421 respondents, individual factors which included owning a car (OR 3.992, p= 0.007) spouse’s occupation as business (OR 0.287, p=0.002) and having less than three children (OR 5.928, p=0.005) were statistically significantly associated with teacher turnover intentions. Among the organizational factors, the study found out that low job vulnerability (OR 0.437, p=0.001), absence of scholastic materials; textbooks (OR 3.224, p=0.001) and lack of involvement of teachers in extra-curricular activities; being a class teacher (OR 2.522, p=0.001), denied designing of timetable (OR 2.085, p=0.006) and extra lessons provided (OR 2.413, p=0.001) were noted to be statistically significant factors associated with teacher turnover intentions.Conclusions: Teachers with spouses involved in business and those who owned a car(s) were less likely to leave the teaching profession while Teachers having less than three children were more likely to quit the teaching profession soon than later. Extra-curricular activities not allocated to the teachers such as being a class head or designing a timetable and coaching increased teacher attrition intentions by more than twice their counterparts allocated these responsibilities. The absence of teaching materials especially textbooks within the primary schools increased teacher attrition intentions three folds while low vulnerability on the job decreased teacher attrition by more than twice.Recommendations: Extra responsibilities on merit should be assigned to teachers. Strengthening the a","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123134766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"All Scores Are Not Equal: Evaluating Score Reliability to Improve the Interpretation of Results From Tests of Intelligence in Clinical, Forensic, and School Settings","authors":"Gordon E. Taub","doi":"10.5430/irhe.v8n1p18","DOIUrl":"https://doi.org/10.5430/irhe.v8n1p18","url":null,"abstract":"Tests of intelligence are administered in clinical, forensic, and school settings. The score most practitioners are familiar with is the Full-Scale Intelligence Quotient (FSIQ). An individual’s FSIQ score is often used for program eligibility and is the most reliable score. In addition to the FSIQ, practitioners often evaluate an examinee’s performance on factor/composite scores. These scores may be used to evaluate an individual’s personal strengths and weaknesses but are less reliable than the FSIQ score. The least reliable scores on an intelligence test are the test’s scaled scores, which are derived from raw scores on individual subtests. It is important for clinicians and practitioners to be aware of the interpretation of scaled scores, but also of their relativly low reliability and higher variability when compared to the FSIQ and factor/composite scores. Because of their lower reliability and variability, clinicians are urged to use extreme caution when interpretating an examinee’s performance on an intelligence test at the scaled score level.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126103998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship Between Proactive Coping and Job Well-being in University Faculty","authors":"Zahra M Alsaadi, Othman H Ali, A. Fakhrou","doi":"10.5430/irhe.v8n1p1","DOIUrl":"https://doi.org/10.5430/irhe.v8n1p1","url":null,"abstract":"The present research aims to investigate the correlational relationship between proactive coping and job well-being in university professors as a function of gender, specialization, and academic title. To this end, a proactive coping scale was developed based on Greenglass’s theory (2002). Abu Baker and Ahmad’s (2020) job well-being scale was adopted to examine this dimension in university professors. Having confirmed the validity and reliability of both tools, we performed them on a sample consisting of 400 professors. Findings show the sample group enjoys proactive coping and job well-being, and there exists a positive relationship between proactive coping and job well-being in university professors. However, there is no relationship between proactive coping and job well-being as a function of gender, specialization, or academic title.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133374507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study of the Relationship Between the Weakening of the Social Mobility Function of Education and the Educational Equity in China","authors":"Yi Chen, Xuanting Wu","doi":"10.5430/irhe.v7n2p28","DOIUrl":"https://doi.org/10.5430/irhe.v7n2p28","url":null,"abstract":"The social mobility function of education refers to the function of education to cultivate and screen individuals so that individuals can adopt different positions and give full play to their talents after stepping into society. This function is of great significance to the stability and development of social structures, and educational equity is a significant factor affecting the extent to which it can be performed. Based on the current situation of the weakening of the social mobility function of education in China, this paper first reviews the specific manifestations of the current weakening of this function and points out that the “Matthew effect” is the root of the problem, and the classification of school education is the direct cause of the situation. At the same time, this paper explores the causes of the weakening of this function from the perspective of educational equity, proposes the two-sided impact of educational equity on the function of social mobility, and proposes discusses the “Matthew effect” in the aspect of educational inequality. Finally, this paper puts forward three suggestions for improving educational inequality, seeking to provide references for improving the current situation of educational inequality in the future and alleviating the weakening of the social mobility function of education.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130451658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparative Study on Problem-Based Learning Online/Offline Teaching Methods During the Covid-19 Epidemic -A Case Study of Undergraduate Periodontology Teaching","authors":"Zejian Li, Chunting Lu, Zhanyu Huang, Ting Zhong, Zhenggen Piao","doi":"10.5430/irhe.v7n2p46","DOIUrl":"https://doi.org/10.5430/irhe.v7n2p46","url":null,"abstract":"Objective: This article aimed to compare the education effectiveness of online/offline PBL teaching methods and provide new ideas for the improvement of PBL teaching mode in dental education. Methods: In the periodontology course, 124 stomatology students in the 2017 and 2018 grades at the College of Stomatology at Jinan University were randomly divided into two groups: online PBL teaching group and offline face-to-face PBL teaching group. The teacher issued the same cases and questions to the two groups of students and asked students to discuss problems in small groups, retrieve literature and solve problems. PowerPoint reports and defense were also needed. After the course, a questionnaire survey was adopted to evaluate the application effect of online and offline PBL teaching modes, and the results were analyzed through SPSS software.Results: Both groups of students were able to master their knowledge and improve their abilities well. However, Compared with the offline PBL teaching group, students in the online PBL teaching group showed higher satisfaction and better improvement of their literature retrieval ability and teamwork skills.Conclusion: Compared with the offline PBL teaching mode, the online PBL teaching method is a more effective teaching method to gain students recognition and help dental students develop their literature retrieval ability and teamwork skills and to gain student recognition.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123489701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploration and Evaluation of the Long-term Effects of Diverse Online Teaching Methods of Basic Clinical Courses in Clinical Medicine During the COVID-19 Pandemic","authors":"Dan Wang, Chunting Lu, Weifeng Feng, Jing Yang, Yuhong Wen, Biyao Su, Andong Fan, Pi‐bao Li, Si-min Huang, Shengming Liu, Jun-Jie Guo","doi":"10.5430/irhe.v7n2p7","DOIUrl":"https://doi.org/10.5430/irhe.v7n2p7","url":null,"abstract":"To explore and evaluate the long-term effects of diverse online teaching methods to minimize the negative influences of online teaching of basic courses in clinical medicine during the COVID-19 pandemic. Forty-nine students in grade 2017 majoring in clinical medicine (five-year program) were enrolled in this study (study group). They received online teaching of six basic clinical courses, including diagnostics, basic clinical skills, general surgery, medical imaging, and doctor‒patient communication, from March to July 2020. The study first introduced the process of online teaching, especially basic clinical skills such as history taking, physical examination, internal punctures, electrocardiography and so on. Then, they reviewed the schedules to reinforce these skills when the students returned to school. The final exam scores of four clinical courses, including internal medicine, surgery, obstetrics and gynaecology, and paediatrics, and the scores of graduation examinations were used to evaluate the long-term effects of online teaching. These scores were compared with students in grade 2014 who learned through offline teaching (control group). After graduation examinations, questionnaires were distributed to understand the influence of online teaching on learning clinical courses, internships and postgraduate entrance examinations. The results showed that the scores of internal medicine part I and surgery part II in the study group were higher than those in the control group, and the differences were statistically significant (P < 0.05). Differences were not statistically significant in scores of internal medicine part II, surgery part I, obstetrics and gynaecology, and paediatrics between the two groups (P > 0.05). Two students postponed graduation in grade 2017, so 47 students took part in the graduation examination. The scores for knotting, dressing change, and cardiopulmonary resuscitation in the study group were significantly lower than those in the control group (P < 0.05). For the three items internal punctures, four-step palpation in obstetrics, and assessment of children's growth and development, the scores in the study group were higher than those in the control group, and the differences were statistically significant (P <0.05). There were no statistically significant differences between these two groups in the three items of history taking, physical examination and disinfection (P > 0.05). All 47 participants in the study group completed the questionnaire survey, with a response rate of 100%. Twenty students thought that the online learning experience had a great influence on learning clinical courses such as internal medicine, surgery, obstetrics and gynaecology and paediatrics, whereas 27 students thought it had a slight influence. There were 23 students who thought online learning had a great influence and 24 students who thought it had a slight influence when attending the internship qualification examination. Thirteen students ","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122039404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}