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5 pages, 183 KiB

Open AccessEditorial

Editorial for the Special Issue “Higher Education Research: Challenges and Practices”

by Maria José Sá and Sandro Serpa

Educ. Sci. 2024, 14(11), 1258; https://doi.org/10.3390/educsci14111258 - 18 Nov 2024

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Abstract

The link between higher education and research is paramount in the current academic landscape [...] Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

Research

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23 pages, 420 KiB

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Building a Sustainable Future: Investigating the Role and Contributions of Higher Education Institutions Instructors in Promoting Social Sustainability—Empirical Evidence from Ethiopia

by Mestawot Beyene Tafese, Erika Kopp and Habte Tadesse Likassa

Educ. Sci. 2024, 14(11), 1195; https://doi.org/10.3390/educsci14111195 - 31 Oct 2024

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Abstract

The need for social sustainability through education is greater than ever. Despite numerous studies on this topic, there is still a gap in the research on the role and contribution of public higher education instructors in social sustainability. To address this, the researchers [...] Read more.

The need for social sustainability through education is greater than ever. Despite numerous studies on this topic, there is still a gap in the research on the role and contribution of public higher education instructors in social sustainability. To address this, the researchers of this study conducted a study on the contributions of instructors in public higher education to social sustainability in Ethiopia. The study aimed to provide evidence for policy briefs and guide public universities. A quantitative method was employed, and the reliability of the structured questionnaire was tested using Cronbach’s alpha. The data were analyzed by descriptive and inferential statistics. The findings revealed that 62.9% of instructors contributed to social sustainability, with significant predictors identified at 5%. Research and applied university instructors were 3.36 and 2.20 times more likely, respectively, to contribute compared to comprehensive universities. Furthermore, the results indicated that females were 0.64 times less likely to participate compared to males. Instructors who were optimistic about research implementation were 4.9 times more likely to engage, and those indicating “probably yes” were 18.5 times more likely as compared to the reference category. Educators involved in multiple roles were 0.13 times less likely to contribute than those focused solely on teaching. Ethiopia’s Ministry of Education and university leaders should support female teachers and master’s-level faculty at applied and comprehensive universities. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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19 pages, 310 KiB

Open AccessArticle

Norwegian Public Health Nursing Students’ Experiences with the Transition from Classroom to Online Lectures: Benefits and Challenges

by Bente Sparboe-Nilsen, Victoria Telle Hjellset, Milada Cvancarova Hagen and Lisbeth Valla

Educ. Sci. 2024, 14(11), 1185; https://doi.org/10.3390/educsci14111185 - 29 Oct 2024

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Abstract

The integration of technology in higher education increased online courses available to students, although traditional face-to-face interaction remains dominant. The COVID-19 pandemic forced a rapid transition to emergency remote teaching (ERT), impacting public health nursing (PHN) education in Norway, which primarily consists of [...] Read more.

The integration of technology in higher education increased online courses available to students, although traditional face-to-face interaction remains dominant. The COVID-19 pandemic forced a rapid transition to emergency remote teaching (ERT), impacting public health nursing (PHN) education in Norway, which primarily consists of adult learners. The impact of the transition to online-only lectures on these students remains largely unexplored. The aim of this study is to examine how Norwegian PHN students experienced the transition from traditional classroom lectures to online-only lectures during the global pandemic. It also identifies the self-reported advantages and challenges associated with online-only lectures and whether this transition affected their perceived learning outcome. A cross-sectional sample of public health nursing (PHN) students (n = 275) participated in a survey in from May to November 2020. The questionnaire was specifically developed for this study and covers student motivation, perceived benefits and challenges of transitioning to online lectures, peer collaboration, and self-assessed learning outcomes. It was distributed to the PHN students via their respective education’s LMS system. Most PHN students managed the technical aspects of the abrupt transition to online-only lectures effectively. They reported high digital competence, found the transition relatively easy, and remained motivated to continue their studies. Despite these positives, students reported a reduction in learning outcomes compared to classroom lectures. Challenges included the missing face-to-face interaction with peers, difficulties in managing childcare, and issues with structuring their studies. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

34 pages, 38847 KiB

Open AccessArticle

An Innovative STEAM-Based Method for Teaching Cycloidal Curves in Engineering Higher Education

by Szilvia Szilágyi, Attila Körei and Ingrida Vaičiulyté

Educ. Sci. 2024, 14(10), 1087; https://doi.org/10.3390/educsci14101087 - 5 Oct 2024

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Abstract

Robotics offers innovative possibilities at all levels of education, which should be considered when planning the teaching process for certain engineering mathematics topics in higher education. This paper introduces a new teaching–learning technique that utilizes STEAM-based methods to explore cycloidal curves for Computer [...] Read more.

Robotics offers innovative possibilities at all levels of education, which should be considered when planning the teaching process for certain engineering mathematics topics in higher education. This paper introduces a new teaching–learning technique that utilizes STEAM-based methods to explore cycloidal curves for Computer Science Engineering BSc students. Traditional frontal teaching has been enhanced with methods addressing the generational needs of students, including problem-based learning, STEAM integration, and project-based learning. We developed a methodological model that merges traditional teaching advantages with practical modern approaches suitable for Generation Z. The four-stage model for learning cycloidal curves employs various didactical approaches, utilizing different learning techniques at each stage to create an engaging and effective learning experience. A vital component of this model is the use of Desmos dynamic geometry software to create animations alongside educational robotics to aid visualization. We conducted quantitative studies with 98 first-year Computer Science Engineering students using a quasi-experimental research design to evaluate the new teaching technique’s effectiveness. Results from the Mann–Whitney U test indicated that the experimental group significantly outperformed the control group. Additionally, the Kruskal–Wallis test confirmed that the four-stage model for learning cycloidal curves enhances learning achievement for all students, regardless of their prior knowledge. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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14 pages, 1490 KiB

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Modelling Student Retention in Tutorial Classes with Uncertainty—A Bayesian Approach to Predicting Attendance-Based Retention

by Eli Nimy and Moeketsi Mosia

Educ. Sci. 2024, 14(8), 830; https://doi.org/10.3390/educsci14080830 - 30 Jul 2024

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Abstract

A Bayesian additive regression tree (BART) is a recent statistical method that blends ensemble learning with nonparametric regression. BART is constructed using a Bayesian approach, which provides the benefit of model-based prediction uncertainty, enhancing the reliability of predictions. This study proposes the development [...] Read more.

A Bayesian additive regression tree (BART) is a recent statistical method that blends ensemble learning with nonparametric regression. BART is constructed using a Bayesian approach, which provides the benefit of model-based prediction uncertainty, enhancing the reliability of predictions. This study proposes the development of a BART model with a binomial likelihood to predict the percentage of students retained in tutorial classes using attendance data sourced from a South African university database. The data consist of tutorial dates and encoded (anonymized) student numbers, which play a crucial role in deriving retention variables such as cohort age, active students, and retention rates. The proposed model is evaluated and benchmarked against the random forest regressor (RFR). The proposed BART model reported an average of 20% higher predictive performance compared to RFR across six error metrics, achieving an R-squared score of 0.9414. Furthermore, the study demonstrates the utility of the highest density interval (HDI) provided by the BART model, which can help in determining the best- and worst-case scenarios for student retention rate estimates. The significance of this study extends to multiple stakeholders within the educational sector. Educational institutions, administrators, and policymakers can benefit from this study by gaining insights into how future tutorship programme student retention rates can be predicted using predictive models. Furthermore, the foresight provided by the predicted student retention rates can aid in strategic resource allocation, facilitating more informed planning and budgeting for tutorship programmes. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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18 pages, 1124 KiB

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Upward Bound Program Supports Success of Low-Income and/or First-Generation College Students at a STEM-Focused HSI

by Brooklin Hensley, Theresa Apodaca and Megha Khandelwal

Educ. Sci. 2024, 14(8), 828; https://doi.org/10.3390/educsci14080828 - 30 Jul 2024

Viewed by 1362

Abstract

A deeper understanding of low-income and first-generation college student experiences is essential to advancing diversity and equity in higher education. Due to a significant gap in college enrollment and graduation rates for low-income and first-generation college students, specifically after COVID-19, it is important [...] Read more.

A deeper understanding of low-income and first-generation college student experiences is essential to advancing diversity and equity in higher education. Due to a significant gap in college enrollment and graduation rates for low-income and first-generation college students, specifically after COVID-19, it is important to identify factors affecting their success. The Upward Bound Math and Science (UBMS) Program at New Mexico Tech (NMT) supports high school students who are either first-generation college students and/or from low-income families to prepare them with the skills and motivation necessary to complete high school and enter and succeed in a program of postsecondary education. These students face unique challenges during their time at college. To identify the factors that affect the success of these students, we surveyed several of our UBMS program participants who chose to attend NMT after completing high school. All participants said support from UBMS staff was critical when starting college at NMT. Participants also mention building a support system with their fellow UBMS alumni to deal with the struggles that being at STEM-focused institutions brings. This study also resulted in several suggestions for faculty and staff members to improve academic outcomes for all students. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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21 pages, 312 KiB

Open AccessArticle

Academic Self-Realization of Researchers in Higher Education: Phenomenological Research-Based Evidence

by Marius Daugela and Vilma Zydziunaite

Educ. Sci. 2024, 14(8), 823; https://doi.org/10.3390/educsci14080823 - 27 Jul 2024

Cited by 1 | Viewed by 1539

Abstract

In the dynamic context of higher education, the academic self-realization of a researcher is significant not only for the growth of the dedicated researcher but also for the well-being of the entire academic community. The purpose of this study was to reveal the [...] Read more.

In the dynamic context of higher education, the academic self-realization of a researcher is significant not only for the growth of the dedicated researcher but also for the well-being of the entire academic community. The purpose of this study was to reveal the academic self-realization experience of researchers in higher education and answer the research question: “What does academic self-realization mean for the researcher in higher education?” This study used a phenomenological-hermeneutic approach, which allowed researchers to delve into the academic self-realization experience of researchers in higher education. The study was conducted from November 2022 to December 2023 and represents the social sciences and the science of education. Individuals who have obtained a PhD, work as lecturers and/or researchers in Lithuanian universities, participate in the training of doctoral students, and who obtained bachelor’s, master’s, or doctoral degrees in more than one field of science took part in this study. This means that these researchers represent scientific multidisciplinarity. The research participants were from Lithuania and the United Kingdom. A total sample of seventeen researchers participated in the study. This article presents results from semi-structured interviews with six researchers, where the theme of “academic self-realization” emerged. The study results showed that the academic self-realization of the researcher in higher education is a process through which the researcher finds, develops, and represents personal interests and talents in the university’s academic community, thereby contributing to the personal, scientific, and academic development of this community. The conducted research reveals the complexity of the academic self-realization of researchers, which includes a significant integration of academic and personal components. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

12 pages, 258 KiB

Open AccessArticle

Digital Transformation and Teaching Innovation in Higher Education: A Case Study

by Jessica Paños-Castro, Oihane Korres, Ignasi Iriondo and Josep Petchamé

Educ. Sci. 2024, 14(8), 820; https://doi.org/10.3390/educsci14080820 - 26 Jul 2024

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Abstract

The digital maturity of universities has been a key element in coping with the forced situation brought about by COVID-19 and in subsequent years. This research paper presents a case study of a private Spanish university that aims to analyze the challenges and [...] Read more.

The digital maturity of universities has been a key element in coping with the forced situation brought about by COVID-19 and in subsequent years. This research paper presents a case study of a private Spanish university that aims to analyze the challenges and opportunities that have arisen after the pandemic in terms of resource management and training for teaching innovation and digitization. The nature of this study is qualitative, in which nine interviews were conducted with managers from different faculties and those responsible for Information and Communication Technologies. After analyzing the data with Atlas.ti, four categories were established (technological resources and devices, challenges, opportunities, and others). The study concludes by discussing the commitment to online training, the popularization of videoconferencing tools for teaching sessions, meetings, or synchronous tutorials, and the acceleration of digital transformation, among others. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

33 pages, 1790 KiB

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Enhancing Technology-Focused Entrepreneurship in Higher Education Institutions Ecosystem: Implementing Innovation Models in International Projects

by Maria Rosienkiewicz, Joanna Helman, Mariusz Cholewa, Mateusz Molasy, Anna Górecka, Dan Kohen-Vacs, Michael Winokur, Sofia Amador Nelke, Avraham Levi, José Francisco Gómez-González, Maxime Bourgain, Athith Sagar, Giovanni Berselli and Arriel Benis

Educ. Sci. 2024, 14(7), 797; https://doi.org/10.3390/educsci14070797 - 22 Jul 2024

Cited by 2 | Viewed by 2555

Abstract

Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, [...] Read more.

Innovation models are key to fostering technology-focused entrepreneurship in higher education institutions (HEIs). These models create dynamic environments that encourage collaboration, creativity, and problem-solving skills among students and faculty. HEIs face several challenges in fostering entrepreneurship, including allocating sufficient financial and human resources, integrating entrepreneurship education across disciplines, and managing intellectual property. Overcoming these challenges requires HEIs to cultivate an entrepreneurial culture and establish strong partnerships with industry stakeholders. To achieve these goals, HEIs must adopt successful innovation models proven to work. This article presents an international case study highlighting such models and the factors contributing to their success. This study explores the implementation and impact of innovation models, specifically IDEATION and DEETECHTIVE, within HEIs to foster technology-focused entrepreneurship. By implementing numerous actions focusing on online education integration and the Quintuple Helix Innovation Model, these models support shifting engineering students’ mindsets toward entrepreneurship. This research highlights the importance of academia–industry collaboration, international partnerships, and the integration of entrepreneurship education in technology-focused disciplines. This study presents two models. The first, IDEATION, focuses on open innovation and sharing economy aspects. This model underwent rigorous testing and refinement, evolving into the second model, DEETECHTIVE, which is more comprehensive and deep tech-focused. These models have been validated as effective frameworks for fostering entrepreneurship and innovation within HEIs. This study’s findings underscore the potential of these models to enhance innovation capacity, foster an entrepreneurial culture, and create ecosystems rich in creativity and advancement. Practical implications include the establishment of open innovation-oriented structures and mechanisms, the development of specialized curriculum components, and the creation of enhanced collaboration platforms. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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17 pages, 274 KiB

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The Possible Impact of Department Teaching Culture on Teaching Styles of New Teachers: A Case Study of a Swedish University Department Focused on Engineering Education

by Younes Mohammadi, Peter Vinnervik and Davood Khodadad

Educ. Sci. 2024, 14(6), 631; https://doi.org/10.3390/educsci14060631 - 12 Jun 2024

Viewed by 867

Abstract

Understanding the influence of teaching culture (tradition) within academic departments is crucial for new teachers navigating the complex landscape of higher education. This paper investigates the possible impact of the department’s teaching culture on the pedagogical approaches of new teachers, forming their teaching [...] Read more.

Understanding the influence of teaching culture (tradition) within academic departments is crucial for new teachers navigating the complex landscape of higher education. This paper investigates the possible impact of the department’s teaching culture on the pedagogical approaches of new teachers, forming their teaching style, concentrating on insights gathered from interviews with experienced colleagues in a Swedish university department with a focus on engineering education. By exploring the department’s teaching traditions and identifying potential challenges faced by new teachers, this study offers valuable insights into enhancing teaching styles and fostering student engagement. Drawing upon both experiential knowledge and insights from pedagogic literature and courses, the authors provide practical strategies to overcome obstacles and promote operative teaching practices. Ultimately, the outcomes of this study aim to empower new teachers to create enriching learning environments that promote student motivation, engagement, and overall academic success, aligning with the findings of existing literature on pedagogy and student learning outcomes. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

14 pages, 244 KiB

Open AccessArticle

A Generic Multilevel Structure for Educational Escape Rooms

by Pedro Juan Roig, Salvador Alcaraz, Katja Gilly, Cristina Bernad and Carlos Juiz

Educ. Sci. 2024, 14(5), 488; https://doi.org/10.3390/educsci14050488 - 2 May 2024

Cited by 1 | Viewed by 1096

Abstract

The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a [...] Read more.

The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a design was applied for assessment in a course within the STEM area. Furthermore, a project-based learning activity was also added to complement that assessment. The results obtained expose an increase in both academic performance and success rate, where the percentage rises in both cases go in line to the literature. Additionally, a high level of engagement was measured during those active learning activities, which is reported to lead to better performance and improved learning. Hence, this high engagement seems to be the primary source of the increments experienced. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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18 pages, 1581 KiB

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Enhancing Competency-Based Education in Instrumental Analysis: A Novel Approach Using High-Performance Liquid Chromatography for Real-World Problem Solving

by Mercedes Vázquez-Espinosa, Pau Sancho-Galán, Ana V. González-de-Peredo, José Luis P. Calle, Ana Ruiz-Rodríguez, Gerardo Fernández Barbero and Marta Ferreiro-González

Educ. Sci. 2024, 14(5), 461; https://doi.org/10.3390/educsci14050461 - 25 Apr 2024

Viewed by 1363

Abstract

Curricula related to instrumental analysis aim for competency-based education to promote the development of teaching strategies that encourage students to successfully tackle the problem-solving and tasks inherent to their profession. However, this endeavor is constrained by the complexity of equipment and the lack [...] Read more.

Curricula related to instrumental analysis aim for competency-based education to promote the development of teaching strategies that encourage students to successfully tackle the problem-solving and tasks inherent to their profession. However, this endeavor is constrained by the complexity of equipment and the lack of time in laboratory classes. The objective of this work is to present an alternative high-performance liquid chromatography (HPLC) practice that adapts the desired competencies to a shorter and more effective timeframe. It seeks more active participation from the student and contextualizes chromatographic analysis within a real-world problem that encompasses the entire analytical process, from sample to final result. In this scenario, the student receives a solid sample of spicy paprika from a supermarket and must report the level of spiciness in terms of the total amount of capsaicinoids. To achieve this, they must first apply different experimental conditions for extracting the analytes of interest (varying temperatures and solvents) and selecting the most optimal condition. This practice is designed for short sessions, specifically conducted in two 2.5 h laboratory sessions, and has been implemented in the subject “Advanced Techniques in Instrumental Analysis (ATIA)” in the fourth year of the Degree in Biotechnology at the University of Cadiz. The results obtained demonstrated a significant increase in student motivation and an improvement in the acquisition of skills; 100% of the students achieved a grade higher than seven in the final evaluation of their learning process. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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16 pages, 3608 KiB

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Students’ Epistemological Framings When Solving an Area Problem of a Degenerate Triangle: The Influence of Presence and Absence of a Drawing

by Estela Juárez-Ruiz and Josip Sliško

Educ. Sci. 2024, 14(3), 224; https://doi.org/10.3390/educsci14030224 - 22 Feb 2024

Viewed by 919

Abstract

This study explores the epistemological framings of undergraduate students when solving an area problem of a degenerate triangle, without or with a triangle drawing. Through mixed research with a triangulation design, the resolution processes and responses of students were analyzed. The aim was [...] Read more.

This study explores the epistemological framings of undergraduate students when solving an area problem of a degenerate triangle, without or with a triangle drawing. Through mixed research with a triangulation design, the resolution processes and responses of students were analyzed. The aim was to analyze how students’ epistemological framing changes during the problem-solving process depending on whether the task contains the drawing of the triangle or not. Quantitative results show significant differences between students who solve the problem without a triangle drawing and those who do. Qualitative results evidence that students who solved the problem with the drawing established an initial epistemological framing that contained an “obvious fact”: the non-zero area of the triangle. They hardly modified this epistemological framing during the solving process, forcing the response to be a positive number. In contrast, students who solved the problem without the drawing easily modified their initial epistemological framing by observing that the area of the triangle was zero. Students’ perceptions of the level of difficulty of the problem are discussed, too. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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14 pages, 681 KiB

Open AccessArticle

Research Performance: A View of Research Self-Efficacy, Interest, and Gender

by Irit Sasson and Shirley Miedijensky

Educ. Sci. 2023, 13(12), 1166; https://doi.org/10.3390/educsci13121166 - 21 Nov 2023

Cited by 2 | Viewed by 1796

Abstract

There is great interest in promoting research in academic institutions and a need to understand the various factors influencing it. The main goals of this study are to investigate the factors that predict academic research outcomes and how gender and research authority (RA) [...] Read more.

There is great interest in promoting research in academic institutions and a need to understand the various factors influencing it. The main goals of this study are to investigate the factors that predict academic research outcomes and how gender and research authority (RA) support programs affect the relationship between research self-efficacy and research interest. The participants included 143 faculty members who completed a questionnaire, 19 of whom were interviewed. The results indicate that the faculty members’ research interests and the RA’s support significantly predicted academic research outcomes. A positive and significant correlation was found between research self-efficacy and research interest. Gender and RA support were found to significantly moderate this relationship. Research self-efficacy had almost no effect on research interest among female faculty members and among faculty members who had received support from the research authority. In contrast, among male faculty members and among those who did not receive support from the research authority, the higher the research self-efficacy, the higher the research interest. An analysis of faculty members’ perceptions points to four factors that can advance research outcomes: support from the RA, mentoring, collaboration among researchers, and allotting time for research. Understanding the moderating role of gender is important to reveal the underlying mechanism of a gender gap in research interest and consequently in academic performance, considering the increased recognition that universities worldwide are male dominated and that women are underrepresented in senior positions in academia. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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19 pages, 327 KiB

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“A Common Danger Unites”: Reflecting on Lecturers’ Higher Education Experiences during the COVID-19 Pandemic Using an Ethnographic Fictional Analysis

by Gerald Griggs and Helen J. Heaviside

Educ. Sci. 2023, 13(11), 1085; https://doi.org/10.3390/educsci13111085 - 27 Oct 2023

Viewed by 1247

Abstract

The sudden transition of Higher Education (HE) from predominately face-to-face to online delivery during the COVID-19 pandemic lockdowns placed many lecturers in unfamiliar situations. This study aimed to explore and represent the experiences of lecturers working in HE during this time. We used [...] Read more.

The sudden transition of Higher Education (HE) from predominately face-to-face to online delivery during the COVID-19 pandemic lockdowns placed many lecturers in unfamiliar situations. This study aimed to explore and represent the experiences of lecturers working in HE during this time. We used a storytelling approach to represent an amalgamation of experiences collated from lecturers. Data were collected using (i) a focus group interview, (ii) reflections on our experiences, and (iii) experiences alluded to by academics via online blogs. The data were presented using an ethnographic fiction. Salient experiences detailed throughout the ethnographic fiction include (i) challenges building a community between colleagues, academics, and students; (ii) concerns regarding the capacity of institutions and staff to deliver online; (iii) a lack of synergy between the expectations of staff to fulfil duties and the reality of being able to do so in time; (iv) the challenges of engaging students; (v) concerns regarding the accessibility of online learning for a diverse body of students; and (vi) challenges with work–life balance. The ethnographic fiction provides a voice for HE lecturers who candidly shared their experiences of working during the pandemic. Stakeholders are encouraged to develop their own interpretations of the story and apply these to policy and practice. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

12 pages, 267 KiB

Open AccessArticle

Health and Well-Being in Higher Education: Student Perception of an Australian University

by Nazlee Siddiqui, Hazel Maxwell and Maria Agaliotis

Educ. Sci. 2023, 13(10), 1046; https://doi.org/10.3390/educsci13101046 - 18 Oct 2023

Viewed by 2394

Abstract

The health and well-being of university students is a priority agenda, given the need to advance health in the university system and the United Nations Sustainability Development Goal regarding quality and inclusive education. However, current literature lacks adequate insights regarding health and well-being [...] Read more.

The health and well-being of university students is a priority agenda, given the need to advance health in the university system and the United Nations Sustainability Development Goal regarding quality and inclusive education. However, current literature lacks adequate insights regarding health and well-being considerations. This study investigated students’ perceptions concerning how university students experience health and well-being. The study is underpinned using the biopsychosocial model of health and was conducted via a cross-sectional student survey with quantitative and open-ended questions at an Australian university in 2021. A hierarchical regression model with 625 respondents indicated health and well-being are significantly influenced by mental (t-value = 15.7, p < 0.001), physical (t-value = 9.48, p < 0.001), university learning (t-value = 5.16, p < 0.001), and economic (t-value = 4.78, p < 0.001) domains regardless of the demographic and study characteristics of students. Students’ perception of their health and well-being varied according to student age, the college of study, and whether they were an international student. Both the quantitative and qualitative findings supported that the mental, physical, university learning, and economic domains of students’ health and well-being are interdependent. There is a case for a proactive, continuous, inclusive, and holistic health and well-being approach to support student success in higher education. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

21 pages, 1036 KiB

Open AccessArticle

Does Mentoring Directly Improve Students’ Research Skills? Examining the Role of Information Literacy and Competency Development

by Anesito Cutillas, Eingilbert Benolirao, Johannes Camasura, Rodolfo Golbin, Jr., Kafferine Yamagishi and Lanndon Ocampo

Educ. Sci. 2023, 13(7), 694; https://doi.org/10.3390/educsci13070694 - 8 Jul 2023

Cited by 7 | Viewed by 8784

Abstract

This work proposes a structural model highlighting the research skills of undergraduate students. Due to the stages in their research project implementation, mentoring students becomes a crucial initiative in higher education institutions. Despite substantial progress in the literature linking mentoring and skills development, [...] Read more.

This work proposes a structural model highlighting the research skills of undergraduate students. Due to the stages in their research project implementation, mentoring students becomes a crucial initiative in higher education institutions. Despite substantial progress in the literature linking mentoring and skills development, there is a lack of greater emphasis on research skills, especially for undergraduate students facing research work for the first time. Consequently, the direct relation between mentoring and research skills may not be straightforward. Thus, driven by social learning theory, the proposed model highlights the mediating effects of information literacy constructs and competency development on the relationship between mentoring and research skills. An empirical study of 539 participants via Partial Least Squares–Structural Equation Modeling supports six of the seven hypothesized paths. Three major theoretical contributions arise from the findings. Firstly, mentoring improves information-seeking skills and information-sharing behaviors and facilitates students’ competency development due to the technical knowledge transfer from the faculty mentor to student mentees. Secondly, information literacy constructs and competency development promote research skills, emphasizing that students with those behaviors and capacities will achieve enhanced research skills. Finally, our findings suggest that mentoring does not directly translate to improved research skills; instead, information-seeking and sharing behaviors and competency development fully mediate such a link. Thus, mentors must shape these behaviors for mentoring to develop students’ research skills. Theoretical and practical insights are outlined from these findings for university leadership to inform the design of mentoring initiatives for undergraduate students. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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16 pages, 288 KiB

Open AccessArticle

Agon—Are Military Officers Educated for Modern Society?

by Leif Inge Magnussen, Ole Boe and Glenn-Egil Torgersen

Educ. Sci. 2023, 13(5), 497; https://doi.org/10.3390/educsci13050497 - 15 May 2023

Viewed by 1790

Abstract

The research question in this article concerns how a competitive environment affects the learner’s (officer cadet’s) personal leadership development and their relationship to their team and with future civilian foundations. More specifically, what are the possible learning effects of the ‘hidden’ curriculum? This [...] Read more.

The research question in this article concerns how a competitive environment affects the learner’s (officer cadet’s) personal leadership development and their relationship to their team and with future civilian foundations. More specifically, what are the possible learning effects of the ‘hidden’ curriculum? This article investigates how more than 250 years of leadership education provides new army officers with new skills and how this environment may affect the cadets’ leadership training. The article builds on ethnographic data gathered during the three-year education programme in most of the relevant practical locations and contexts. Data were collected using both interviews and a questionnaire. Regarding trust in their learning environment, cadets reported a mean score of 2.83 on a 1 (low trust) to 5 (high trust) Likert scale, underpinning interview data regarding the lack of trust in the Norwegian Military Academy (NMA) and in their fellow cadets. Cadets also pointed out that competition hindered their learning (mean = 2.50). These findings are interpreted in relation to possible negative effects stemming from internal competition and the evaluation system as a whole. The overall output of this system is a zero-sum game, and thus affects evaluative practices and learning processes. This study is of relevance to higher education officers responsible for designing learning environments. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

14 pages, 337 KiB

Open AccessArticle

Mentoring and Research Self-Efficacy of Doctoral Students: A Psychometric Approach

by Juan Antonio Amador-Campos, Maribel Peró-Cebollero, Maria Feliu-Torruella, Alba Pérez-González, Cristina Cañete-Massé, Adolfo José Jarne-Esparcia, Xavier Triadó-Ivern and Joan Guàrdia-Olmos

Educ. Sci. 2023, 13(4), 358; https://doi.org/10.3390/educsci13040358 - 30 Mar 2023

Cited by 3 | Viewed by 2938

Abstract

Effective mentoring is an integral component of the doctoral dissertation process. This study aimed to determine the psychometric properties of two questionnaires developed to assess research self-efficacy and the mentoring/supervision process. The sample comprised 1265 doctorate students (mean age = 32.36 years; standard [...] Read more.

Effective mentoring is an integral component of the doctoral dissertation process. This study aimed to determine the psychometric properties of two questionnaires developed to assess research self-efficacy and the mentoring/supervision process. The sample comprised 1265 doctorate students (mean age = 32.36 years; standard deviation = 8.20). Items in both questionnaires had adequate discrimination indexes and principal component analysis supported the unifactorial structure of each questionnaire, with adequate percentages of explained variance (47.5% and 60%, respectively). Reliability was good or excellent: α = 0.71 and α = 0.94. In the research self-efficacy questionnaire, there was a significant interaction between gender and year of doctoral studies. Men had higher scores in the first, second and third years of their doctoral studies than women, but this ranking was reversed for the fourth and fifth years. In the mentoring/supervision questionnaire, PhD students in their first year had a higher score than those in the third, fourth and fifth years, and students in the second year had a higher score than those in the fifth year. Understanding students’ perception of their research self-efficacy and the mentoring process is of great importance given the relationship between the mentoring process and students’ academic performance and personal well-being. Full article

(This article belongs to the Special Issue Higher Education Research: Challenges and Practices)

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