Social sciences & humanities open最新文献

{"title":"The role of educational management in enhancing innovation and problem-solving competencies for students towards global competitiveness: A literature review","authors":"Berkat ,&nbsp;Setinawati ,&nbsp;Basrowi","doi":"10.1016/j.ssaho.2025.101280","DOIUrl":"10.1016/j.ssaho.2025.101280","url":null,"abstract":"<div><div>This research analyzes the contribution of Educational Management in Enhancing Innovation and Problem-Solving Competencies for Students towards Global Competitiveness. The research questions are: 1) What are the main obstacles faced by educational management in efforts to enhance innovation and problem-solving competencies for students in the era of globalization? 2) How can the use of technology in education be optimized by educational management to facilitate the development of innovation and problem-solving competencies for students? Additionally, 3) What are the effective educational management strategies for creating a stimulating learning environment that supports the development of innovative and problem-solving skills for students? This study involves a literature analysis from 2016 to 2023, by searching various academic journals, conference papers, and reliable sources. The research is conducted through different stages, starting with identifying specific and relevant research topics and understanding the background and objectives of the research comprehensively. Data analysis employs qualitative content analysis. Findings indicate that to enhance students' innovation and problem-solving competencies, educational management needs to address existing barriers, optimize the use of technology, and implement effective learning strategies. Educational management needs to adopt a holistic and sustainable approach by involving efficient resource mapping and allocation, advocating for more responsive educational policies, building an organizational culture that supports innovation, and investing in necessary educational technology infrastructure. Optimizing the use of technology involves ensuring equal and equitable access to technology infrastructure for all students and teachers. Designing a curriculum that is relevant and focused on critical, creative, and problem-solving skills. The findings suggest that further research is needed to investigate methodologies in formulating better educational policies and practices.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101280"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring advance care planning discourses in scottish dementia policies: A critical discourse analysis","authors":"Tharin Phenwan ,&nbsp;Judith Sixsmith ,&nbsp;Linda McSwiggan ,&nbsp;Deans Buchanan","doi":"10.1016/j.ssaho.2025.101302","DOIUrl":"10.1016/j.ssaho.2025.101302","url":null,"abstract":"<div><div>Advance Care Planning (ACP) is a continuous process that enables individuals to discuss and document their preferences for future care in the event of terminal illness or incapacitation. In Scotland, the creation of ACPs is encouraged and integrated into current dementia policies as a means of safeguarding the human rights of people living with dementia (PwD). However, the uptake of ACP amongst PwD remains low, potentially due to PwD's fluctuating mental capacity and symptoms of forgetfulness. Moreover, the ACP process, which is typically aimed at healthcare professionals (HCPs), may not be suitable for PwD due to the lack of appropriate support they might need to fully engage with the ACP process which includes meaningful conversations, documentation and regular review.</div><div>This study employed Fairclough's Critical Discourse Analysis to explore how the discourses in Scottish dementia policies influence the initiation and revision of ACP for PwD. It examined how the voices of PwD, family carers, and HCPs shaped dementia policies regarding the initiation and revision of ACP.</div><div>Three discourses were identified: Shifting Agencies, Formulaic Rightness, and Visibility and Voices. The analysis revealed that dementia policies inadequately supported the initiation and revision of ACPs for PwD. This is attributed to the responsibility for initiating ACPs being variously ascribed to different stakeholders, creating ambiguity regarding process ownership. The ACP process is presented in policy as formulaic, ignoring the nuances of PwD's circumstances. The input and participation of PwD, family carers, and HCPs in policy related to ACPs was less visible, thus calling into question the legitimacy of those policies.</div><div>In light of these findings, the person(s) responsible for supporting the ACPprocess with and for PwD should be made explicit. The notion of ACP revision, which aims to reflect PwD's changing needs, warrants greater emphasis within these dementia policies.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101302"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating a thriving agricultural sector: Unveiling the drivers of farmer participation in agricultural development interventions in Ghana","authors":"Magdalene Aidoo ,&nbsp;Stephen Prah ,&nbsp;Irene Serwaa Asante ,&nbsp;Charles Kwame Sackey ,&nbsp;Bright Owusu Asante","doi":"10.1016/j.ssaho.2025.101297","DOIUrl":"10.1016/j.ssaho.2025.101297","url":null,"abstract":"<div><div>Participation in agricultural development interventions has not been encouraging among smallholder farmers in developing countries. However, agricultural productivity has been low and characterized by a lack of access to improved production technologies and agricultural services. Using a random sample of 477 maize farmers, this paper examines the drivers of participation in an integrated delivery model of the smallholder inclusive productivity and market access (SIPMA) interventions in the Bono East region of Ghana. We utilized three models – binary probit, multivariate probit and generalized Poisson to achieve the objectives of this paper. Our results showed that socioeconomic (education, maize farming experience, farm plots, and land ownership) and institutional (extension contact, FBO membership, and innovative platform membership) factors played a significant role in the decision and number of SIPMA interventions farmer participated in. We found that socioeconomic characteristics had diminutive influence on participating in multiple SIPMA interventions, whereas institutional factors had major effect in participating in multiple SIPMA interventions. Strategies for increasing participation in agricultural programmes such as the SIPMA interventions for enhancing productivity, income, and food security of farmers should target experienced and educated farmers who already belong to innovation platforms or farmer groups, having extension contact, and own their farmlands.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101297"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived organisational injustices and academic staff turnover intentions in Ghanaian technical universities","authors":"Esmond Naalu Kuuyelleh ,&nbsp;Emmanuel Akanpaadgi ,&nbsp;Gilbert Ansoglenang","doi":"10.1016/j.ssaho.2025.101278","DOIUrl":"10.1016/j.ssaho.2025.101278","url":null,"abstract":"<div><div>The main purpose of the study was to explore perceived organisational injustice among academic staff and its implication on turnover intentions in technical universities in Ghana. A multi-case study research strategy involving four technical universities. The purposive sampling approach was used to collect data from 45 participants serving in various capacities in the four technical universities. The study found procedural, distributive, and interactional injustice in the four technical universities. Specifically, these forms of organisational injustice were associated with managerial and leadership styles, lack of transparency in decision-making, allocation of unmerited opportunities, nepotism, and favouritism. The study provides valuable insights for policymakers and university administrators to consider when implementing reforms and policies aimed at enhancing fairness and equity within education management. The findings have multifaceted policy implications for the government and management of universities in Ghana.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101278"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bibliometric mapping of data science in education: Trends, benefits, challenges, and future directions","authors":"Muhammad Aizri Fadillah ,&nbsp;Syafrijon ,&nbsp;Sulandari ,&nbsp;Febry Azmiana Siregar ,&nbsp;Usmeldi","doi":"10.1016/j.ssaho.2025.101600","DOIUrl":"10.1016/j.ssaho.2025.101600","url":null,"abstract":"<div><div>In the digital era, Data Science (DS) plays a crucial role in enhancing education through data-driven decision-making, personalized learning, and curriculum development, yet its broader impact remains underexplored. This study employs bibliometric mapping using VOSviewer software to uncover research trends, thematic clusters, and the global landscape of DS in education. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a Scopus database-based search identified 551 publications related to DS in education. The results show significant growth in publications since 2014, reflecting increased awareness and investment in DS for improving education quality. The United States leads in contributions, accounting for 45.92 % of the total documents, followed by the United Kingdom (6.53 %) and India (6.35 %). Co-occurrence analysis reveals three main clusters: DS approaches, student interactions with learning, and data analysis techniques. This study identifies key research trends and challenges, including limited infrastructure, skills gaps among educators, and privacy concerns, while addressing gaps in the literature regarding the long-term impact and contextualization of DS in education. The findings indicate DS's impact on curriculum innovation, personalized learning, and data-driven decision-making. These insights not only offer a comprehensive understanding of the current state of DS in education but also provide actionable recommendations for researchers, educators, and policymakers to enhance DS integration and address existing challenges through a multidisciplinary approach.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101600"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083789","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":"Assessing pricing, distribution, and warehousing strategies in influencing consumer demand and purchase decisions: Evidence from Indonesia","authors":"Ika Pratiwi ,&nbsp;Roosganda Elizabeth ,&nbsp;Fatari ,&nbsp;Basrowi ,&nbsp;Uli Wildan Nuryanto","doi":"10.1016/j.ssaho.2025.101688","DOIUrl":"10.1016/j.ssaho.2025.101688","url":null,"abstract":"<div><div>This study investigates the relationships between pricing, distribution, warehousing strategies, consumer demand, and purchase decisions in Indonesia. This study employs a quantitative methodology, including data collected from 160 respondents from 60 companies across various sectors, and explores how these strategies impact consumer demand and purchase decisions. The findings reveal that pricing strategy significantly influences consumer demand and purchase decisions, emphasizing the need for companies to align pricing strategies with market conditions and consumer preferences. Distribution strategy directly affects purchase decisions but not consumer demand, indicating the importance of targeted distribution efforts to drive purchase choices. Warehousing strategy is critical, significantly affecting consumer demand and purchase decisions. Efficient warehousing practices not only ensure product availability but also shape consumer demand. Consumer demand acts as a mediator between pricing strategy and purchase decisions, as well as between warehousing strategy and purchase decisions. It highlights the potential for companies to optimize the impact of these strategies through consumer demand as an intermediary step.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"12 ","pages":"Article 101688"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306181","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":"Young women's health behaviours in context: a qualitative longitudinal study in the Bukhali trial","authors":"Catherine E. Draper ,&nbsp;Molebogeng Motlhatlhedi ,&nbsp;Sonja Klingberg ,&nbsp;Khuthala Mabetha ,&nbsp;Larske Soepnel ,&nbsp;Michelle Pentecost ,&nbsp;Nokuthula Nkosi ,&nbsp;Gugulethu Mabena ,&nbsp;Mary Barker ,&nbsp;Stephen J. Lye ,&nbsp;Shane A. Norris ,&nbsp;Susie Weller","doi":"10.1016/j.ssaho.2025.101622","DOIUrl":"10.1016/j.ssaho.2025.101622","url":null,"abstract":"<div><div>The <em>Bukhali</em> trial is being implemented with young women (18–28 years) in Soweto, South Africa. A qualitative longitudinal study was conducted to explore <em>Bukhali</em> trial participants' perceptions of health and their health behaviours over time and in the context of their life circumstances. This article reports an interpretation of interview data from a sub-sample of 11 of 35 participants who participated in four interviews conducted over 12 months. A longitudinal case analysis approach was applied, and four themes were developed: life circumstances, perceptions of health, health behaviours and changes, and experiences of the trial. Participants experienced largely challenging life circumstances characterised by instability and lack of security in terms of employment and education. Their health and health behaviour trajectories also lacked stability and were fragile. Data were also interpreted through the lens of a concept previously explored in Soweto and introduced in the final interview: <em>ukuphumelela</em> (‘flourishing’). This concept was useful for understanding the dominance of external or structural (versus internal or personal) factors and social dynamics influencing the health behaviour and life trajectories of participants, particularly in terms of success in the face of difficulty. Participants' experiences of the trial highlighted the critical role of support provided by, and trust established with, trial staff. This qualitative longitudinal approach provides unique perspectives on participants' experiences of the <em>Bukhali</em> trial over time, the importance of contextualising health behaviour change, and the instability impacting the participants, outcomes and implementation of <em>Bukhali</em> in Soweto.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"12 ","pages":"Article 101622"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144314423","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":"Examining factors influencing enrolment intention in Islamic higher education in Indonesia, does Islamic senior high school matter?","authors":"Ahmad Juhaidi,&nbsp;Analisa Fitria,&nbsp;Noor Hidayati,&nbsp;Rinda Azmi Saputri","doi":"10.1016/j.ssaho.2024.101243","DOIUrl":"10.1016/j.ssaho.2024.101243","url":null,"abstract":"<div><div>In order to attract potential students, both mainstream non-religious/general higher education (GHE) and Islamic higher education (IHE) institutions have employed efficient promotional techniques due to their competitive nature. This study examines the effects of gender, family socioeconomic background, type of school, university promotion, brand awareness (BA), and brand trust (BT) on enrolment intention (EI). This study is a quantitative survey design to examine correlational causality between variables. We employed Partial Least Squares-Structural Equation Modelling (PLS-SEM) for data analysis. We selected 502 students for this study using convenience techniques and snowball sampling. This study finds that while promotional efforts have a limited impact on enrolment intention, brand awareness significantly influences both brand trust and enrolment intention. Furthermore, BA significantly influences EI, both directly and indirectly, through BT as a mediator. Additionally, the influence of promotions, type of schools, and other exogenous variables is negligible. The study recommends that IHE administrators and marketing managers enhance the quality and implement long-term, comprehensive, and sustainable promotional mix strategies and other marketing mix components.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101243"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the impact of five teaching strategies on the academic performance of senior high school students in financial accounting: A case study in Wa","authors":"Mahasus Abubakari Kassim ,&nbsp;Samuel Marfo ,&nbsp;Karim Abu","doi":"10.1016/j.ssaho.2024.101259","DOIUrl":"10.1016/j.ssaho.2024.101259","url":null,"abstract":"<div><div>This study compared the effects of case studies, group projects, role-playing, technology integration, and cooperative learning strategies on the academic performance of Senior High School students in Financial Accounting in Wa, Upper West Region of Ghana. The research was motivated by the persistently low academic performance of students in Financial Accounting in the region. Five research questions and one hypothesis were formulated and tested at a 0.05 significance level. A quasi-experimental design was adopted, incorporating pre-tests, post-tests, and control groups. Over three weeks, lesson plans employing case studies, group projects, role-playing, technology integration, and cooperative learning strategies were implemented in the experimental group, while the control group received traditional instruction. The study was grounded in Social Constructivist Learning Theory and Situated Learning Theory. The study population comprised 324 Financial Accounting students from three Senior High Schools. Using Yamane's sample size determination formula and a simple random sampling method, 200 participants were initially recruited to account for potential attrition. A total of 190 participants completed the study, ensuring the representativeness and validity of the findings. The research instruments included the Financial Accounting Achievement Test (reliability coefficient of 0.77, assessed using the Kuder-Richardson Formula 20) and the Financial Accounting Teaching Toolkit. Analysis of Variance (ANOVA) was used to test the hypothesis. The findings revealed that case studies, role-playing, technology integration, and cooperative learning significantly improved students' academic performance in Financial Accounting. Based on these results, it is recommended that teachers and educational institutions prioritize these strategies in Financial Accounting instruction. Professional development workshops and ongoing training programs should focus on equipping teachers with the tools and techniques for effective implementation.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101259"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Constructing collective learning","authors":"Femke Nijland ,&nbsp;Marjan Vermeulen","doi":"10.1016/j.ssaho.2024.101260","DOIUrl":"10.1016/j.ssaho.2024.101260","url":null,"abstract":"<div><div>Professional Learning Communities (PLCs) in education are intended to promote both individual and collective learning; however, collective learning does not always materialize. This study aimed to deepen our understanding of the processes that shape collective learning, by focusing on a cognitive perspective on collective learning thus complementing the more commonly used social perspective on collective learning in PLCs. This cognitive perspective consisted of collective learning as the interplay between the psychological mechanisms of self-categorization, collective attention, common knowledge, and collective identity. Using a qualitative case study approach, that involved interviewing all eleven members of two newly formed multidisciplinary PLCs, experiences with constructing collective learning were collected. A combinatory inductive and deductive analysis was performed, which confirmed the foundational mechanisms of collective learning as defined by the cognitive perspective. In addition, a fifth mechanism<em>, social equivalence</em>, was distinguished, which offers further insight into the interaction between self-categorization and collective attention during the early stages of PLC functioning. Social equivalence refers to the process through which members of PLCs attribute constructed similarities—such as shared values and norms—to their peers at an abstract level. These similarities not necessarily have a basis in reality, but they serve to foster connectivity, facilitating collective learning relationships with unfamiliar individuals.</div></div>","PeriodicalId":74826,"journal":{"name":"Social sciences & humanities open","volume":"11 ","pages":"Article 101260"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}