Paths Unexpected, but Rewarding, during an Academic Journey

Starting on an academic journey can be a stressful and isolating experience. Although some universities have formal mentoring structures to facilitate this transition for new faculty, these structures do not always provide the variety of supports that may be needed to navigate the complexities of transitioning to the world of academia. As we (the authors of this paper) began our academic journeys, we found ourselves searching for support that was not available within our institutions. By drawing on previous connections and building new connections to peers at other universities, we created an informal peer mentoring structure that has continued to support us through the early years of our careers in academia. In this paper we share our stories of the challenges we faced as early career academics, discuss the ways this informal peer mentoring community provided support for us at the beginnings of our academic journeys, and offer advice for other early career academics seeking non-traditional forms of support along the academic career path.

This study provides a qualitative examination of the intersected impact of gender and marital status on Ph.D. success for both men and women in Morocco. Utilizing semi-structured interviews with 20 married doctoral students from both genders across three Moroccan universities, the research revealed a significant divergence in the lived experiences and Ph.D. success indicators of married men and women. Men were generally encouraged by gender expectations, which often served as a motivator in their academic journey, whereas women faced hurdles due to these expectations, as their academic roles often collided with traditional roles as wives and mothers. Both genders, however, reported struggles in maintaining work-life balance, with women experiencing more challenges due to social expectations and conventional gender roles. This research emphasized the importance of a strong support system and a conducive home environment for academic success. Cultural context significantly influenced the participants’ academic journey, stressing the need for societal change and redefinition of traditional gender roles. The findings suggest the need for institutional and societal efforts to establish a supportive infrastructure for all Ph.D. students, irrespective of their marital status or gender.

Students can benefit greatly from AI tools in many ways, I am writing this chapter so that students can know about different AI tools that are available in the market so they learn and know that how to use them in their academic journey. There are many AI tools are available in market for student aspects so their academic journey will go smoothly. In this Online world after the pandemic over students take help from internet this is the era of Artificial intelligence and Machine learning these tools help a student’s lot in their academic journey

An increasing number of Korean early study abroad (ESA) students are spending some of their K-12 school years in the U.S. to continue their schooling. This typical social and educational phenomenon in Korea has surged since 2000. This study aims to investigate Korean ESA adolescents’ life experiences in the U.S., focusing on motives for ESA and challenges they have experienced during their staying in the U.S. A case narrative inquiry was adopted as a research methodology to examine in-depth life experiences of four focal students. For the primary method of data collection, this study employed longitudinal observation, individual interviews, and written documents. Findings indicated that various components were entangled in complex ways for explaining the students’ decision-making such as escaping from competitive Korean educational situation, improving English language competence, following their parents’ academic journey, and getting better education. However, it might not be a path without risks. In our study, the Korean ESA adolescents have faced various challenges and even agonies. This research will provide authentic and practical information for educators and teachers to understand this emerging group of students.

Background: The theoretical framework utilised in the current study included Keyes’s mental health continuum, as well as the dimensions of emotional, psychological and social well-being.Aim: The aim of this study was to explore students experiences of flourishing and languishing during their first year at university.Methods: A nominal group technique was utilised in order to obtain data regarding the experiences of 22 first-year students and was thereafter analysed by means of thematic analysis.Results: Various dimensions of emotional, psychological and social well-being were highlighted as essential in experiencing either flourishing or languishing during students first year at university. Although students experienced both flourishing and languishing, it is evident that students are more vulnerable to languishing during the beginning of their university career. Facing the big unknown, being confronted with practical difficulties, finding academics overwhelming, experiencing social isolation and being a victim of crime were prominent. Students however, learn to flourish when they achieve academic mastery, experience personal growth and independence and secure a social support system.Conclusions: The first year is seen as fundamental to student success at university, therefore the promotion of mental health during this year can be valuable in ensuring flourishing experiences during students’ academic journey.

In today's competitive markets, companies must prioritize user needs to ensure the preference and recommendation of their products. This paper explores the evolution of product development from Raymond Loewy's era to modern times, emphasizing the crucial role of ergonomic factors for both end users and labor workers. Today, as we navigate highly competitive markets, the preference and recommendation of a company's products over competitors' offerings lie in the hands of discerning consumers. The journey from pioneers era to the present has witnessed a paradigm shift, where the development of materials, aesthetics, and, most critically, human factors, has become instrumental not only for end-users but also for the well-being of labor workers.Modern engineers face the challenge of considering not only customer desires but also essential human factors that impact product usability and overall user experience. Human factors, encompassing physiological, psychological, cognitive, and organizational aspects, have become pivotal in product design since the industrial era. Ergonomics and anthropometrics play a key role in physical product and workstation design, influencing comfort, safety, and long-term health. The importance of realize and connect with reality how software can not only simplify the task but also help to develop better models and prototypes considering design aspects and developing a systematical thinking is relevant for the activity developed at class and the one we discuss.This study emphasizes the significance of incorporating these factors into the design process, employing a human-centered design approach. Through the use of some Computer-Aided Design models requiring the adaptation of the team's measurements, this paper emphasizes the importance of bridging the gap between theoretical knowledge and practical application in mechatronic engineering education. By integrating anthropometric design activities in their undergraduate junior year, students can develop a deeper understanding of human factors, contributing to their preparedness for the dynamic challenges of the industry. This approach not only enhances students' academic journey but also fosters a systematic design mindset, prompting reflection on the 'why' of design creation alongside the 'how.'To validate the results, students filled-up an entry and an exit survey in a Likert-Scale. This survey focused on the understanding and empowerment of human factors in product design. Looking at the data we identified that while most students marked a higher empowerment in relation to the entry survey, some of them indicated a lower value possibly due to the fact that they realized that accounting for human factors is more complicated than what they originally thought. Academically, new generations of students would benefit from these practices where they would be able to connect with the principal requirements for product, service or system design that are in their immediate environment and from where they could obtain the principal insights assists by accurate software. Professionally, future professionals and the industry will complement each other to work together and make the better for the human needs in an industry that is constantly growing and that needs to consider every aspect of human life; therefore the use and development of anthropometric aspects would be consider as a medullar part of human centered design and how design and engineering converse in an universe where both are disciplines that can converge in and out a classroom. From exercises like the one presented here our graduates will be adept in the agile management of multidisciplinary projects, showcasing their versatility and capacity to navigate the complexities inherent in collaborative endeavors.

Academic procrastination has always posed a challenge in both offline and online learning environments. In order to mitigate delays in academic assignments, students need to adopt positive attitudes towards their academic life and actively regulate their learning process. Therefore, this study aimed to investigate the mediating role of self-regulated learning in the relationship between psychological capital and academic procrastination among college students. The study utilized the Academic Psychological Capital Questionnaire-12, the Motivated Strategies for Learning Questionnaire, and the Academic Procrastination Scale. The findings, based on a sample of 207 college students from Indonesia, revealed that self-regulated learning fully mediated the link between psychological capital and academic procrastination. Moreover, further analysis indicated that the method of learning could differentiate levels of academic procrastination, while no significant difference was observed based on gender. This study offers valuable insights to students, lecturers, and other stakeholders in the field of education, emphasizing the significance of psychological capital and self-regulated learning in students' academic journey.

IntroductionIntroduction: Research indicates that 2-8% of students exhibit ADHD symptoms, a condition impacting personal, social, and academic functionality (Kwon et al., 2018). A significant proportion encounter educational and socio-emotional challenges, often leading to academic disruptions; indeed, 11-21% of such students defer enrollment for two consecutive years (DuPaul et al., 2021). Studies have highlighted pronounced issues related to academic performance within this demographic (Henning et al., 2022). These findings emphasize the critical need for innovative interventions and a deeper understanding of ADHD’s impact on young adults in academic contexts.ObjectivesTo investigate challenges and evaluate supportive counseling approaches for students with Attention Deficit Hyperactivity Disorder (ADHD)”MethodsThis study utilized a qualitative approach, employing semi-structured interviews to understand the experiences and perspectives of university students with ADHD from across the country. The diverse sample comprised students from various academic disciplines and levels. Data were collected, ensuring participants’ comfort, and were analyzed using content analysis method, revealing insightful themes and patterns about ADHD’s impact in students’ quality of life and academic issues. The findings aim to contribute to a better understanding of ADHDResultsThe results of the study highlight the significant academic and organisational difficulties faced by participants with ADHD. Many struggled intensely to maintain concentration in class, with distractions causing significant attentional lapses and increased anxiety. Procrastination was a recurring problem, leading to last-minute submissions and increased stress. Forgetting to complete academic tasks, such as course registration, had a cumulative negative impact on participants’ academic journeys. These findings highlight the complex challenges faced by people with ADHD in educational settings, and the need for comprehensive interventions. Addressing these multifaceted issues goes beyond academic accommodations and requires inclusive learning environments, counselling, peer support, and specialised faculty training to create a supportive ecosystem conducive to the success of individuals with ADHD.ConclusionsThis study highlights the multifaceted challenges, notably in concentration and task management, faced by individuals, presumably with ADHD, within academic settings. The reported struggles emphasize the urgent need for specialized interventions and support structures, focused on fostering concentration, effective task management, and administrative diligence. The insights provided are instrumental, guiding future research and intervention strategies aimed at addressing the identified needs and fostering an inclusive and supportive learning environment.Disclosure of InterestNone Declared

Peter B Dews (1922–2012) passed away on 2 November in the Brigham and Women's Hospital a few steps from Harvard Medical School where he spent the majority of his career and where his intellectual and research efforts shaped the way in which the behavioral effects of drugs are studied. That short physical distance contrasts with the expanse of Dews' academic journey and his vast influence on the discipline of behavioral pharmacology. His experiments and writings touched on broad issues, but his most penetrating insights came in the study of behaviorally active drugs. Considered appropriately to be the principal founder of behavioral pharmacology, Dews is widely recognized as the single individual most responsible for the development of the discipline. He combined a rigorous assessment of the behavioral effects of drugs with a corresponding emphasis on principles of behavior analysis. He became a powerful advocate for understanding behavior as a dynamic expression of biology and of the need for biological scientists to have an understanding of behavior in objective and quantifiable terms. Peter Dews was born in the north of England, in Yorkshire, and received his medical degree from the University of Leeds in 1944 working under WH Bain. He left the Department of Pharmacology at Leeds to work with JH Burn at Oxford University and then went to Edinburgh where, with Sir Henry Gaddum, he studied the pharmacological effects of the antihistamine pyrilamine. In 1948 he moved to the United States under a research fellowship at Burroughs Wellcome in Tuckahoe, New York, where he conducted his first published study on the behavioral effects of drugs, using locomotor activity that he termed ‘voluntary behavior'. He subsequently accepted a Fellowship at the Mayo Foundation in the laboratory of Charles Code, and earned a PhD in Physiology (1951) from the University of Minnesota. When Professor Otto Krayer, Chair of Pharmacology at Harvard Medical School, gave a Mayo Foundation Lecture in 1952, he recruited Dews for a position as Instructor. When Dews arrived at Harvard in 1953, Krayer suggested that he call on BF Skinner in the Department of Psychology. Skinner had been promoting behavioral techniques to Krayer that he thought would be useful for pharmacologists interested in the behavioral effects of drugs. Dews met with Skinner and then with CB Ferster who provided a tour of the laboratory. This was a pivotal moment in directing Dews' research interests. Dews was impressed by the studies in Skinner's laboratory; the manner in which behavioral responses of pigeons were recorded cumulatively in real time resembled the kymograph recordings that were of enormous value to physiology and pharmacology. In a retrospective, Dews commented that ‘it was immediately apparent from the counters and cumulative records that behavioral phenomena were being studied in a way that was well suited for application to pharmacology'. Dews incorporated those techniques into his first studies with drugs and thereafter was committed to an experimental analysis of behavior and to the detailed analysis of the behavioral effects of drugs. Dews' publication, ‘Studies on Behavior', and subsequent articles represent significant landmarks that established the foundation as well as the guideposts for the emergence and growth of behavioral pharmacology. The influence of the schedule of reinforcement in determining the effects of pentobarbital was striking and led to a recurring emphasis on the importance of examining behavioral consequences in studying the behavioral effects of drugs. Dews had an exceptional sense for language and he addressed complex issues with a clarity of thought and expression. Dews viewed schedules as central principles that governed behavior and considered them to be as fundamental to behavior as osmosis is to physiology and evolution is to the selection and propagation of species. The emphasis on schedules of reinforcement weaves together many threads in the fabric of his work. The disciplines of both behavioral pharmacology and the experimental analysis of behavior are enduring testimonies to his spirited and profound contributions. Dews was appointed Stanley Cobb Professor of Psychiatry and Psychobiology in 1962. He was elected to the American Academy of Arts and Science and the Institute of Medicine. He served for 15 years as the director of educational activities for the International Brain Research Organization and was a founding member of ACNP. Peter B Dews is survived by his wife Grace; daughter Pamela Rentschler; sons, Kenneth, Alan, and Michael; a sister, Jean Hilditch, in England; nine grandchildren, and a great-grandchild.

This paper explores how principles derived from English as a lingua franca (ELF) research (e.g. accommodation, strategic competence) can provide insights into the speaking demands of group work in Anglophone EMI settings which includes native speakers as well as non-native speakers. The paper maps data gathered through interviews with first year undergraduate students against Mercer et al.’s (2017) oracy framework. It shows that students draw on a combination of linguistic, cognitive, physical and social & emotional skills, many of which align with ELF principles.However, current frameworks of support for speaking demands in HE (EAP and academic skills) lack focus on dialogic speaking, pay little heed to ELF findings and cater for native speakers and non-native speakers separately despite their needs being similar. The paper argues that a focus on ELF can contribute to the development of speaking support which sits at the centre of students’ academic journey and encourages better interactions between native and non-native speakers.

The widespread adoption of smartphones among students has raised intriguing questions about their potential influence on various aspects of development, including motor skills and emotional well-being. This research undertook a comprehensive investigation into these relationships, employing a mixed-methods approach encompassing surveys, interviews, and observational assessments. The findings revealed a complex interplay between smartphone use and motor skills. While certain aspects of motor development exhibited negative associations with prolonged smartphone usage, nuances emerged when considering the types of activities engaged in and the presence of parental guidance. These results underscore the significance of maintaining a balanced approach to technology use that encourages physical activity alongside screen time. In the realm of emotional well-being, this study unveiled a spectrum of effects associated with smartphone use. While some students reported experiencing stress, anxiety, and social comparison related to their digital interactions, others discovered solace in mindfulness apps and maintained positive social connections. These results underscore the need for comprehensive digital literacy programs to empower students with the skills to navigate the emotional landscape of the digital age adeptly. Furthermore, the research highlights the pivotal roles of parents and educators in guiding responsible smartphone use. Parents are instrumental in setting boundaries, fostering healthy technology habits, and promoting a harmonious equilibrium between virtual and real-world experiences. Educators, on the other hand, can harness the potential of smartphones for educational enrichment, leveraging interactive learning and digital resources to enhance students' academic journeys. In conclusion, this research elucidates the intricate relationship between smartphone use and students' motor skills and emotional well-being. Recognizing the dual nature of technology's impact, it emphasizes the importance of conscientious engagement with smartphones to maximize their advantages while mitigating potential risks. As we navigate the digital era, the insights from this study contribute to informed discussions, enabling educators, parents, and policymakers to craft strategies that harness the potential of smartphones as tools for empowerment and enrichment in the lives of students.

This chapter explores the personal account of Matusoka realising her feminist self over the course of her academic studies from undergraduate to PhD candidate. Matsuoka reflects on her academic and pedagogical experiences as an international student, which provoked many internal questions about her national identity, ethnic, and gendered self. She was born into a Japanese family living the United States and moved to Japan and then the United Kingdom during some of her most formative years. She charts her feelings of being an ‘outsider’, even when living in her native country of Japan. Using the concepts of vulnerability and precarity to explore and understand her identity as a feminist early career academic abroad, Matsuoka’s chapter reflects her personal and academic journey through the difficulties and opportunities she has faced in her quest to become a scholar in International Relations (IR). Moreover, Matsuoka explores the contested position of feminism in the discipline of IR and particularly how this inspired a self-interrogation regarding her own feminist awakening. This honest and highly personal account provides a fascinating display of one feminist international scholar’s journey through a myriad of academic and identity challenges.

AI is gaining recognition as a strategic tool in education, helping to reduce student workload and enhance learning. As technology rapidly evolves, institutions in the United Arab Emirates and the Kingdom of Saudi Arabia are actively integrating it into academic environments to better support students. As a result, it is crucial to examine its current impacts on students’ academic journey. This research aimed to examine the effect of sustainability awareness on academic aspects of higher education students in the GCC region. In other words, the focus remained on analyzing the effects of sustainability awareness on improving learning engagement, Perceptions of AI, and Educational Motivation among English language learners in the UAE and Kingdom of Saudi Arabia. Theoretically supported by Constructivist Learning Theory, data were gathered from 171 students using a random sampling technique from the selected institutions. Results show that sustainability awareness positively affects perceptions of AI in education, implying that students perceive AI as a useful tool for improving their understanding of sustainability. The effect of sustainability awareness on learning engagement remained significant, indicating that integrating sustainability topics into coursework improves students' interest and enhances their overall engagement in learning. Finally, the effect of sustainability awareness on educational motivation was also significant. This shows that sustainability-related learning promotes academic motivation, encouraging students to aim higher academically and giving them a stronger sense of purpose in education. Thus, it is concluded that institutions can improve this awareness by embedding sustainability-focused projects, reflective activities, and interactive tools within the curriculum. This approach not only reinforces the positive impact of AI in achieving sustainable development goals but also aligns with constructivist principles, where students actively connect new knowledge to real world issues, leading to the most constructive educational outcomes.

The role of academic writing in the development of academic literacy in university students has been considered in some depth in the literature. However, the view of lecturers as to the role and value of academic reading is notably less explored and warrants further exploration. Academic staff from a broad range of subject areas were invited to participate in a survey on the role and function of academic reading. Using an explorative approach, the study investigated academics’ views about reading behaviour with regards to the students’ academic journey, their own academic development, and its incorporation into their teaching. All comments were thematically analysed, resulting in a number of elicited themes and subthemes. The paper highlighted the key role of academics in the modelling, rewarding, and teaching of academic reading and discusses practical implications for Higher Education, particularly with regards to academic teaching and students’ skills development.

This qualitative study explores the reasons and challenges faced by former BSED English students who shifted to other programs. The study employed a case study approach, utilizing the Sharan Merriam technique and data triangulation method. Through Interviews with the seven former 1st-year BSED English students enrolled in the first semester, a thematic analysis was utilized to identify recurring patterns and themes. The study identifies reasons and challenges for students' shifting to other programs. The finding reveals that being inspired and influenced by others, as well as being curious about the program and the opportunity it offers, contribute to students’ reason to take up BSED English. Challenges encountered include difficulty with the topic and difficulty in speaking English. Students’ reasons for shifting are scholarship assistance and the difficulty of the major subject. The study concludes that these varying factors influenced the research participants to enroll in the BSED English program and shift to another program, indicating that it plays a significant role in students’ academic journey. This study gives insights into a crucial shift of students that has a significant implication for both students and the institution, as it holds an important role in students' career decision-making.