Journal of Applied Research in Higher Education最新文献

{"title":"Improving students’ academic integrity through academic integrity training (AIT) program in higher education","authors":"Zulmi Ramdani, Yonathan Natanael, Andrian Liem, Anton Abdulbasah Kamil, Deni Hadiana, Jaka Warsihna","doi":"10.1108/jarhe-07-2024-0329","DOIUrl":"https://doi.org/10.1108/jarhe-07-2024-0329","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The study examines the effectiveness of an academic integrity training program called Academic Integrity Training (AIT) in improving students’ academic integrity among final-year students.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research design used was one group pretest and posttest (<em>n</em> = 40) students in research proposal courses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Analysis with stacking and racking analysis showed a change in the distribution of the Logit Value Person (LVP) and Logit Value Item (LVI) values on the side of the subjects and items used for this study. Testing with a paired sample <em>t</em>-test yielded a value of <em>t</em> = −3.059 and a significance (<em>p</em>) = 0.004, indicating that there was a significant increase in LVP at the pre-test (M = 2.52 &amp; SD = 1.56) and post-test (M = 3.33 &amp; SD = 2.09) in the subject of the study.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study results concluded that this academic integrity training program can improve students' academic integrity and is designed and implemented with the right personal approach to suppress academic dishonesty, especially the problem of plagiarism among graduate students submitting thesis proposals.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Academic dishonesty has been a major problem in higher education over the last two decades. Various strategies have been attempted to address the condition, but no program has been found to directly address the problem on the personal order or individuals who do so.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"41 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267456","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":"Adapting accounting education to evolving business paradigm-an Indian perspective","authors":"Abhishek Nanjundaswamy, M.S. Divyashree, Neethu Suraj, Abhinandan Kulal, Habeeb Ur Rahiman, Rashmi Kodikal","doi":"10.1108/jarhe-04-2024-0202","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0202","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the need for an accounting curriculum to evolve in response to the changing business landscape. Specifically, this study aims to explore the relationship between various market forces, the shifting dynamics of business, and the importance of adapting accounting education to these changes.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study is a combination of both quantitative and qualitative research. A structured questionnaire was administered to 320 professionals to gather data, and the study employed descriptive analysis, one-sample <em>t</em>-tests, and structured equation modeling to analyze the relationship between the variables.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings reveal a strong correlation between business transformation and the imperative to adapt accounting education. This study emphasizes the significance of modifying accounting curricula to align with the current market trends. Furthermore, this study addresses the pressing concern of sustainability and the triple bottom line (TBL), advocating specialized education in sustainability accounting programs.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Despite its contributions, this study acknowledges a limitation in its focus solely on the perceptions of professionals and academicians regarding the impact of business transformation on accounting education, without directly examining the prevailing accounting education system. Future research should address this limitation by undertaking a qualitative exploration of the actual accounting education landscape and market requirements.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The implications of the study span the theoretical, regulatory, environmental, and social domains, stressing the need for educational institutions, regulatory bodies, and industry to collaborate in shaping competent and future-ready accounting professionals. A systematic approach would validate and extend the findings of this study, providing deeper insights into the transformative processes necessary to enhance accounting education in response to evolving business landscapes and environmental dynamics.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The outcome of the study assists educational institutions and regulatory bodies in framing policies to adapt accounting education to the evolving business landscape by updating the accounting curriculum as per the changes in the market forces to make graduates relevant and competent.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"68 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220747","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":"Second language writing anxiety and ChatGPT adoption as an automated writing evaluation tool","authors":"Zhifang Liu","doi":"10.1108/jarhe-06-2024-0260","DOIUrl":"https://doi.org/10.1108/jarhe-06-2024-0260","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the relationship between the writing anxiety experienced by English second language learners and their intention to employ ChatGPT for their academic writing as an automated writing evaluation tool. This research integrates writing anxiety as an additional variable to understand how much writing anxiety affects the perceived usefulness of ChatGPT as an automated writing evaluation tool, perceived ease of use of ChatGPT, and attitude towards using ChatGPT as an automated writing evaluation tool for their academic writing with the technology acceptance model (TAM) as a theoretical framework.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This is a cross-sectional study, with SEM PLS to analysis data collected from 639 undergraduate students.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This study found that writing anxiety significantly affects perceived ease of use of ChatGPT as an automated writing evaluation tool, and attitude towards using ChatGPT. Altogether they both influence students’ intention to use the ChatGPT as an automated writing evaluation tool.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the understanding of students intention to use ChatGPT as an automated writing evaluation tool when they suffer from writing anxiety.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"30 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227287","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":"Remote learning and exploring the factors affecting students' adoption of behavioral intentions toward conference applications","authors":"K.D.V. Prasad, Shivoham Singh, Ved Srinivas","doi":"10.1108/jarhe-04-2024-0189","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0189","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The authors investigated whether remote learning and its associated factors affect students’ adoption of Zoom, Microsoft Teams, Blue Jeans and other conference applications.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;The study used a quantitative design; data were collected by surveying B-school students in Hyderabad using a questionnaire prepared adopting the validated scales. About 33 items were used to measure nine reflective constructs: remote learning, performance expectancy, adoption behavioral intention, institutional support, ecological acceptance, habit formation, hedonic motivation, attitude towards conference apps and social influence. The exploratory and confirmatory factor analyses were carried out, and hypotheses were tested using IBM SPSS and AMOS version 28.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;A 61% variance in students’ adoption behavioral intentions and a 37% variance in students’ attitude towards conference apps are accounted for by remote learning, performance expectancy, institutional support, ecological acceptance, habit formation, hedonic motivation and social influence. The exogenous constructs of institutional support, environmental acceptance, habit formation and social influence are statistically significant and influence students’ adoption and behavioral intentions toward conference applications. The attitude towards conference apps fully mediated the relationship between students’ adoption behavioral intentions and performance expectancy. However, the constructs of environmental concern, social influence and habit formation are partially mediated. This study provides empirical evidence that attitude towards conference apps, environmental acceptance, performance expectancy, institutional support, habit formation and social influence are the key predictors of remote learning and students’ adoption of and conference applications.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This study was limited to the B-schools of Hyderabad city, an Indian metro. To encourage students to adopt remote learning through conference apps, academicians should appropriately illustrate the idea of remote learning. To enable students to learn while on the go, educational institutions should offer intuitive applications with enhanced reading layouts. Second, since internet access is required for remote learning, this study is crucial for service providers. To make it simpler to obtain educational resources, the internet should be more widely accessible. Third, since technology is linked to remote learning, this type of study is essential for the education sector since devices need to be developed.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The pandemic has caused restructuring of the educational system, necessitating new strategies for distance and virtual learning for teachers. In the future, teachers will adopt techniques centered aro","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"44 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220748","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":"Locus of control, academic procrastination and academic performance amongst university students: moderating role of parental involvement","authors":"Regina Bahl, Shubhangi Gupta, Kamini Tanwar, Zubair Khan, Irfan Ahmad Hakak, Faseeh Amin","doi":"10.1108/jarhe-04-2024-0181","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0181","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Academic procrastination, characterized by the act of postponing the completion of an assignment, is a prevalent behaviour observed among students worldwide and has significant consequences for academic achievement. This study investigates the influence of academic procrastination on academic achievement in university students. This study also determines the mediating effect of locus of control and the moderating effect of parental involvement on the relationship between academic procrastination and academic achievement.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This work utilized a cross-sectional and causal research design. The study used a survey in English to obtain responses from university students within the Northern Indian Region. The study received 539 responses from participants and 507 were used after data cleaning. This study used structural equation modelling using AMOS 25.0 for hypothesis testing.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The regression analysis using structural equation modelling showed that the external locus of control leads to academic procrastination, whereas the internal locus of control negatively affects academic procrastination. In addition, academic procrastination negatively influences academic achievement, emphasizing procrastination’s adverse effects on students’ performance. Moreover, academic procrastination mediates and parental involvement moderates the association between locus of control and academic achievement.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The present study investigated a unique conceptual framework involving locus of control, parental involvement, academic procrastination and academic accomplishment. The study makes an essential contribution to educational psychology and also enhances earlier theoretical frameworks concerning antecedents of academic accomplishments in university students.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"320 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227273","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 systematic review of the Metaverse in formal education","authors":"Chao Shi, Jung Yeon Park","doi":"10.1108/jarhe-04-2024-0162","DOIUrl":"https://doi.org/10.1108/jarhe-04-2024-0162","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In light of the burgeoning interest in the Metaverse within educational contexts, this study provides a comprehensive review to address the knowledge gap prevalent among K-12 and higher education teachers and educators. The increasing integration of the Metaverse into classroom settings necessitates a systematic exploration of its impact on subject-specific pedagogy, assessment methods, research methodologies and overall learning outcomes.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research design involves a systematic review of 34 selected studies published between 2009 and 2023. The inclusion criteria prioritize investigations into Metaverse applications in classroom teaching, with a focus on subject disciplines, pedagogical approaches, measurement metrics and research methodologies. The selected studies undergo a detailed analysis and synthesis to extract meaningful patterns and trends.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The analysis reveals a predominant concentration on higher education, encompassing both science, technology, engineering, and mathematics (STEM) and non-STEM disciplines. However, few studies adopt comprehensive experimental designs. This suggests a gap in the methodological rigor of current research on Metaverse integration in education. While the Metaverse's impact on higher education is evident, the study underscores the need for more robust experimental designs and comprehensive research methodologies.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The limited exploration of students' experiences with the Metaverse in educational settings highlights a nascent research area that warrants further investigation. Future research should prioritize measuring students' perceptions and performance through indicators such as test grades to enhance our understanding of the Metaverse's efficacy in educational contexts.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study aims to offer insights into the current state of Metaverse integration in education and identify areas for further research and development.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"57 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220749","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":"An examination of COVID-19’s impact on student learning: a self-determination theory perspective","authors":"Holly Hapke, Anita Lee-Post, Tereza Dean, Kun Huang","doi":"10.1108/jarhe-03-2024-0124","DOIUrl":"https://doi.org/10.1108/jarhe-03-2024-0124","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>We propose and test a theoretically grounded structural model of our postulation, providing insights into how students’ COVID experiences affect their general learning experiences, specific learning experiences and specific class performance post-COVID.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Numerous studies have reported how COVID-19 has impacted student learning in higher education during the pandemic from Spring 2020 to Fall 2021. Students were found to be disengaged, unmotivated, isolated, anxious, having difficulty with emergency remote teaching (ERT) and dealing with financial, physical and/or mental health issues. Against this backdrop, we conduct our own investigation to ascertain what the lasting impacts of COVID-19 are on student learning using a survey instrument. Specifically, we postulate that the academic and social disruptions of COVID-19 affected students’ social connectedness and mental well-being, which in turn, affected their affective and cognitive learning outcomes. We used structural equation modeling to validate a structural model grounded in self-determination theory that capatures the complex relationships between genaral and specfiic COVID-19 impact factors on student learning as seven hypotheses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>All seven of our hypotheses are supported suggesting that both class-specific factors and broader general factors beyond the classroom affect student's satisfaction with and learning in the class, as postulated in our structural model.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>We advance the work of self-determination theory by conceptualizing and modeling the roles that all three self-determination needs play in investigating COVID-19's impact on learning. Overall, our study confirms the value of considering affective factors such as anxiety and satisfaction in learning research.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"8 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220801","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":"Cheating and plagiarism in higher education: a systematic literature review from a global perspective, 2016–2024","authors":"Md Sozon, Wei Fong Pok, Bee Chuan Sia, Omar Hamdan Mohammad Alkharabsheh","doi":"10.1108/jarhe-12-2023-0558","DOIUrl":"https://doi.org/10.1108/jarhe-12-2023-0558","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examined the causes of cheating and plagiarism in higher education from a global perspective and developed strategies for reducing these behaviours.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis reporting guidelines to select 26 research articles published between 2016 and 2024.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Cheating and plagiarism are caused by laziness, time constraints, lack of confidence, difficult exams, excessive assignments, fear of poor grades, and motivation to achieve higher grades. However, students are often unaware of the effects these behaviours can have on their academic and professional careers. Therefore, in addition to regularly updating academic honour codes following national laws and regulations, higher education institutions need to introduce training programmes and workshops to raise students’ awareness of the negative consequences of cheating and plagiarism, enhance their writing skills, and promote positive attitudes.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The study findings may assist policymakers and stakeholders in higher education institutions in deciding whether to implement academic integrity education programmes and modify honour codes following government laws and regulations. Additionally, this study contributes to the existing literature on cheating and plagiarism and will help higher education institutions address the root causes of these behaviours.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes valuable insights to the literature on cheating and plagiarism.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220499","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":"“This is not my forte”: examining the impact of cultural dimensions, teacher support, and self-efficacy on university student learned helplessness","authors":"Hang Thanh Pham, Minh Ngoc Do","doi":"10.1108/jarhe-01-2024-0050","DOIUrl":"https://doi.org/10.1108/jarhe-01-2024-0050","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>University students often encounter academic challenges and setbacks, which can impact their beliefs about their capabilities, leading to a phenomenon known as learned helplessness. This study explores the antecedents of learned helplessness through the interaction between teacher support, self-efficacy, and cultural dimensions such as power distance, uncertainty avoidance, and masculinity.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Drawing from constructivism, the authors empirically examined a conceptual model utilizing structural equation modeling (SEM). A total of 268 university students completed a self-survey on learned helplessness via a Google Form.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study shows that LH is influenced by personal attributes, perceived support, and cultural context. Higher self-efficacy is linked to lower LH scores, while teacher support indirectly affects LH through self-efficacy. Power distance and uncertainty avoidance also directly impact LH. Additionally, cultural influences indirectly affect LH through perceived support and self-efficacy. However, the hypothesized connections between masculinity and LH were not supported.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study advances LH literature by exploring it among university students using a multidimensional, constructivist approach, providing valuable insights for educational authorities. We illuminate how individual, social, and cultural factors influence LH, underscoring the serial mediation between self-efficacy and perceived teacher support. Existing literature frequently overlooks the intricate interplay among cultural dimensions and other factors, limiting the formulation of comprehensive solutions. Our research breaks new ground in quantitative LH examination within education, delving into Hofstede’s cultural dimensions and suggesting strategies to mitigate uncertainty and power distance for student well-being and success.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"172 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220501","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":"Doctoral students’ perceptions of the English language proficiency completion criteria in Iran: making a case for English for General Academic Purposes (EGAP)","authors":"Fateme Chahkandi","doi":"10.1108/jarhe-02-2024-0094","DOIUrl":"https://doi.org/10.1108/jarhe-02-2024-0094","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study set out to investigate PhD students’ perceptions of the criteria for showcasing English proficiency as part of the requirements for completing PhD programs in Iranian universities. The criteria included The Ministry of Science, Research, and Technology (MSRT) test, an English for Academic Purposes (EAP) program, achieving the minimum score on the English section of the doctoral entrance exam, and gaining approval from supervisors regarding students’ proficiency.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Qualitative data were collected by conducting interviews with 19 PhD students as well as a corpus of 325 students’ commentaries posted on an online forum. The data were then analyzed using the constant comparison method (Creswell, 2013).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Students held mixed feelings in relation to the new completion requirements and in particular, the MSRT test. However, they advocated egalitarian, objective, and need-responsive measures, which were better mirrored in the EAP program.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings were discussed with reference to the predictive validity, authenticity, and construct relevance of the MSRT test and the EAP program. Despite the absence of quantitative data on the comparability of high-stakes tests and the EAP program, the study offers implications for testing agencies, academic institutions, and tertiary students.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>A multitude of PhD students and candidates are affected by the results of the new policy. Accordingly, gaining a better understanding of students’ perceptions may assist policymakers in reconsidering their policies, if necessary.</p><!--/ Abstract__block -->","PeriodicalId":45508,"journal":{"name":"Journal of Applied Research in Higher Education","volume":"61 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227475","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}