Academic Decisions Research Articles

Academic Advisors as Valuable Partners for Supporting Academic Integrity

Academic Integrity is a fundamental value in higher education. Due to the increased ease of access to all types of information through social media and the internet, the lines have become blurred on what is can be “borrowed” and used. Recent proliferation of contract cheating has only reinforced that integrity cannot be just the responsibility of the Dean’s Office or the Academic Integrity offices. Advisors and learning strategists who see students regularly, can ubiquitously play a valuable role in integrating academic honesty into their conversations and workshops. This can be achieved in collaborations with campus partners on campus wide programming, starting early with integrating the conversation about honesty in academic orientations for new students and parents, and when having difficult conversations about study success and academic decision-making.

Choices, Identities, Paths: Understanding College Studentss Academic Decisions

Curricular exploration is a fateful and internationally peculiar component of undergraduate academic life in the United States, yet the mechanisms through which college students consider and select courses have received only modest social-scientific attention. Insights from organizational theory, decision research, and social psychology can inform further inquiry. Drawing on preliminary empirical research involving a web-based course exploration and planning tool in use at a private U.S. research university, we develop a conceptual framework for studying college students’ academic choices as an important instance of decision making under conditions of uncertainty.

Carlos L. Ballaré.

Carlos L. Ballaré.

Investigation of the Factors That Influence Undergraduate Student Chemistry Course Selection

The introductory chemistry sequence is a common pathway for undergraduates pursuing science, technology, engineering, and math (STEM) and prehealth careers. Student’s academic decision-making has far-reaching consequences for their trajectory, including persistence in the major and ultimate career choice. This phenomenon was studied using a survey and focus group interviews, which were conducted to better understand the factors that influenced student choice. Results were analyzed using exploratory factor analysis, from which personal and institutional factors were identified. Using binary logistic regression, we found that students who placed importance on institutional factors (placement test results, discussion with advisor, academic plans, course load, and confidence in preparation) were more likely to comply with their placement recommendation, whereas students who placed importance on personal factors (family and financial concerns, advice from friends and family, rumors about the course, and nonaca...

Supporting academic decision making at higher educational institutions using machine learning-based algorithms

Decisions made by deans and university managers greatly impact the entire academic community as well as society as a whole. In this paper, we present survey results on which academic decisions they concern and the variables involved in them. Using machine learning algorithms, we predicted graduation rates in a real case study to support decision making. Real data from five undergraduate engineering programs at District University Francisco Jose de Caldas in Colombia illustrate our results. The comparison between support vector machine and artificial neural network is held using the confusion matrix and the receiver operating characteristic curve. The algorithm methods and architecture are presented.

Quality of Academic Work, College Life, and Work Environment in a Public State University in Mexico, from the Teacher’s Perception

This study has the objective to describe academic work quality and work environment of Autonomous University of Baja California South, in Mexico, from the teacher’s perspective. We used a quantitative, non-experimental, cross-sectional, descriptive method (Hernandez, Fernandez, & Baptista, 2014). We applied, electronically, a structured survey based on the change instruments and organizational environment designed by Kraut (1996). The analysis categories were academic work, work environment, college life, and decision making in the institution. The sample was non-probabilistic, of opportunity, obtaining the participation of 107 teachers of many campus located in the cities of La Paz, Cabo San Lucas, Loreto, Ciudad Insurgentes, and Guerrero Negro. The data analysis technique was descriptive, and processed in an electronic system corresponding to year 2013. The results showed a high commitment of teachers to values and principles of the Institutions (94.4%), strengthening their identity and belonging to the Institution.

Academic Decision Support System for Top Management

The ability to analyze and act on data is increasingly important to businesses, including in the education industry. Academic records of student of XYZ University which have been stored so far have not been used to generate some insights. XYZ University’s top-level management needs a tools to produce information from the records. The generated information is expected to support the decision-making process of top-level management. Effective business intelligence (BI) tools assist managers with decision making. BI tools provide decision-makers with the information that they need to make insightful decisions. Before starting the application development, analysis and design of the student academic records and the needs of Top-level management are done. The design stage produces a number of modeling that will be used to create the application. The final process of the development is an Academic Decision Support System application for XYZ University.

Improving Academic Decision-Making through Course Evaluation Technology

The objective of this study is to offer a broad understanding of how end of course evaluations can be used to improve the academic outcomes of a higher education institute. This paper presents the key findings from a study conducted using twenty-three academic degree-programs, regarding their use of end of course evaluation technology. Data was collected from an online survey instrument, in-depth interviews with academic administrators, and two case studies, one in the US and another in the UAE. The study reveals that while historically end of course evaluations were primarily used to gauge the performance of instructors in the classroom, there are several new trends in the use of end of course evaluations that can help higher education institutions improve academic assessment, teaching and learning, and academic administration decision making. Those trends include sectioning and categorization; questions standardization and benchmarking; alignment with key performance indicators and key learning outcomes; and grouping by course, program outcome, program, college, etc. in addition to those vertical structures, higher education institutions are vertically examining a specific question(s) across. End of course evaluations are now poised as an integral tool and a key health indicators of academic programs.

LAS VARIABLES SOCIO EMOCIONALES Y LOS INTERESES PROFESIONALES PARA LA ORIENTACIÓN ACADÉMICA

Abstract.EMOTIONAL PARTNER VARIABLES AND PROFESSIONAL INTERESTS FOR ACADEMIC ORIENTATIONProfessional interest can be understood as the inclination of the individual towards certain activities related to a profession. Fogliatto, Pérez, Olaz and Parodi (2003) define the professional interest as the patterns of tastes, indifference and aversions with respect to activities related to careers and occupations, being their valuation important because it allows to predict the total satisfaction that a person will experience in the performance Of an office. Professional interest is relevant to the professional orientation process because it acts as a reinforcer in the individual’s vocational behavior (Lobato, 2002). It is clear that academic decision-making is influenced by variables such as the professional interests of the individual and their way of thinking when facing reality and seeing the world and life (socio-emotional variables). The mental models (Hernández-Guanir, 2002, 2010), as an example of socio-emotional variables, are defined as habitual and peculiar strategies that each person shows in the way of channeling, reacting or interpreting situations of reality (Hernández-Guanir, 1991, 1997 and 2002, 2010). The objective of this research is twofold: on the one hand, to analyze the professional interests and socio-affective variables of a sample of ESO students, and on the other hand, to check if there is a relationship between the socio-emotional variables and the professional interests of the students Facing the academic orientation. For the investigation the test molds and the CIPSA test of professional interests were applied a sample of 200 students of the four courses of the stage of Compulsory Secondary Education of three different centers. The results indicate, among other things, which are the most chosen professional interests and most rejected by these students, and it is possible to observe relations between frames, dimensions and molds with professional interest factors, which confirms the initial hypothesis of interaction between Way of seeing the world and the life and professional interests of students. The models of hyper-analysis, attribution strategies and emotional dissociation can predict, through a multiple linear regression model, the number of choices made by students.Keywords: Academic and professional orientation, decision making process, professional interests, mental molds, Compulsory Secondary Education.Resumen.El interés profesional puede entenderse como la inclinación del individuo hacia ciertas actividades relacionadas con una profesión. Fogliatto, Pérez, Olaz y Parodi (2003) definen el interés profesional como los patrones de gustos, indiferencias y aversiones respecto a actividades relacionadas con carreras y ocupaciones, siendo su valoración importante porque permite prever el total de satisfacción que una persona experimentará en el desempeño de un oficio. El interés profesional es relevante para el proceso de orientación profesional porque actúa como reforzante en la conducta vocacional del individuo (Lobato, 2002). Es evidente que la toma de decisiones académicas se ve influida por variables tales como los intereses profesionales del individuo y su forma de pensar a la hora de enfrentarse a la realidad y ver el mundo y la vida (variables socio emocionales). Los moldes mentales (Hernández-Guanir, 2002, 2010), como ejemplo de variables socioemocionales, se definen como estrategias habituales y peculiares que cada persona muestra en el modo de encauzar, de reaccionar o de interpretar situaciones de la realidad (Hernández-Guanir, 1991, 1997 y 2002, 2010). El objetivo de esta investigación es doble: por una parte, analizar los intereses profesionales y las variables socio-afectivas de una muestra de estudiantes de la ESO, y de otro lado, comprobar si existe relación entre las variables socioemocionales y los intereses profesionales del alumnado de cara a la orientación académica. Para la investigación se aplicó el test moldes y el test CIPSA de intereses profesionales una muestra de 200 estudiantes de los cuatro cursos de la etapa de Educación Secundaria Obligatoria de tres centros diferentes. Los resultados indican, entre otras cosas, cuáles son los intereses profesionales más elegidos y más rechazados por estos estudiantes, y se pueden observar relaciones entre encuadres, dimensiones y moldes con los factores de intereses profesionales, lo que confirma la hipótesis inicial de interacción entre la forma de ver el mundo y la vida y los intereses profesionales de los estudiantes. Los moldes de hiperanálisis, atribución estrategias y de disociación emocional pueden predecir, a través de un modelo de regresión lineal múltiple, el número de elecciones realizadas por el alumnado.Palabras clave: Orientación académica y profesional, proceso de toma de decisiones, intereses profesionales, moldes mentales, Educación Secundaria Obligatoria.

Biometría dactilar: una nueva alternativa de controlar efectivamente la asistencia a clases


 Objetivo: implementación de una alternativa de control de asistencia a clases, mediante biometría dactilar en la Fundación Universitaria UNINPAHU. Metodología: mediante aplicación de encuestas y percepción a los estudiantes se obtuvieron datos relevantes y de acuerdo con estos se efectúo un análisis y diagnóstico que mostró la necesidad de utilizar tecnología para evolucionar de los formatos en papel al registro de la asistencia por medio de la huella dactilar. Resultados: se identificó, diseñó y desarrolló una aplicación de software para llevar el control por medio de biometría, lo que evidenció una optimización del proceso, disminución del uso de papel, centralización de los datos y la disponibilidad de la información en línea, para apoyar la toma de decisiones administrativas y académicas. Conclusiones: la investigación determinó la percepción de los estudiantes de la Universidad sobre el proceso de asistencia a clase y la importancia de cambiar a otras metodologías, que reduzcan los costos del uso de papelería, percepciones que se consideraron en la presente investigación y condujeron al producto final.

Communication apprehension and students’ educational choices

PurposeThe literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on educational efforts and suggests that (via the perceived desirability of certain professions) it could affect vocational choices. The purpose of this paper is to investigate the link between CA and the vocational choice of secondary education students.Design/methodology/approachData were obtained from two sources: a self-administered questionnaire to measure the students’ CA levels and their academic preferences, and the vocational counsellors’ advice for these students.FindingsThe results confirm the existence of a link between CA and both students’ vocational choices and counsellors’ advice. In general terms, apprehensive students tend to choose vocational education, whereas students with lower levels prefer university for further education. Focussing on the later, more apprehensive students tend to choose science degrees, which are perceived as requiring lower levels of communication skills.Research limitations/implicationsLimitations include the use of a convenience sample in only a country.Practical implicationsApprehensive students could be avoiding a path, with all the implications for their professional future, because it is perceived as frightening due to the apparent communication level required. As the literature note the links between CA and communication self-efficacy allows the development of educational interventions resulting in a reduction of CA.Originality/valueThe scarce early literature has paid attention to occupational and educational choices in higher and further education, but there is no research focussing on the link between CA and pre-university academic decisions.

Does econometric methodology matter to rank universities? An analysis of Italian higher education system

In recent years more and more numerous are the rankings published in newspapers or technical reports available, covering many aspects of higher education, but in many cases with very conflicting results between them, due to the fact that universities' performances depend on the set of variables considered and on the methods of analysis employed. This study measures the efficiency of Italian higher education using both parametric and non-parametric techniques and uses the results to provide guidance to university managers and policymakers regarding the most appropriate method for their needs. The findings reveal that, on average and among the macro-areas of the country, the level of efficiency does not change significantly among estimation approaches, which produce different rankings, instead. This may have important implications as rankings have a strong impact on academic decision-making and behaviour, on the structure of the institutions and also on students and graduates recruiters.

Analysis of Latent Group Subtypes according to Academic Autonomy and Career Decision-Making Autonomy of High School Students

Analysis of Latent Group Subtypes according to Academic Autonomy and Career Decision-Making Autonomy of High School Students

The Role of Supportive Others in Academic Decisions; Differences in Construction Management Students by Gender

ABSTRACTThis study examines the influence of supportive others on male and female undergraduate construction management (CM) students’ academic decisions. Specifically, we measured perceived levels of influence by inspiration/modeling (IM) and support/guidance (SG) and compared these with construction education domain-level self-efficacy (CESE) and motivation (CEM) to pursue CM education. Students (n = 587) in CM programs at three Midwest universities participated in this quantitative study. Results showed that students who report higher IM and SG have significantly (p < .001) higher CESE and CEM toward construction education and vice versa. Students with a mentor or role model working in the construction industry reported significantly (p < .001) higher levels of IM compared with students whose mentor or role model does not work in the construction industry. Data were stratified by gender and the results showed that female students’ self-efficacy and motivation had stronger correlations with inspiration/modeling than with support/guidance from supportive others; the opposite was true among male students. This article suggests that recruitment efforts for construction education programs should utilize persons working in the construction industry and be tailored to male or female students. Study limitations and areas of further research are discussed.

Content Analysis of Research on Department Chairs: Has the Knowledge Base Changed with the Role? (Appendix)

Sweeping changes in the structures and functions of higher and post-secondary education have occurred in the past 10 years. Scholars have estimated that department chairs make more than 80% of departmental academic decisions that impact a wide array of stakeholders. This content analysis study synthesized relevant empirical research published between 1990-2016 (N=308) to investigate the knowledge base on department chair/head roles. Findings included a wide range of academic disciplines, research methodologies, and reporting styles, however, there was little uniformity in how findings were presented and which standards of verification were used. Overall, a small proportion of publications directly addressed department chairs, and findings clustered into three groups: leadership characteristics, professional characteristics and preparation, and institutional types.

Effects of Prerequisite Learning of College or University Students Majoring in Cosmetology on Satisfaction with Academic Major and Career Decision-making

Effects of Prerequisite Learning of College or University Students Majoring in Cosmetology on Satisfaction with Academic Major and Career Decision-making

An analysis of the use of Pharmacy Curriculum Outcomes Assessment (PCOA) scores within one professional program

ObjectiveThe Pharmacy Curriculum Outcomes Assessment (PCOA) is a recent assessment requirement for US pharmacy professional programs. This study analyses PCOA scores for uses described in the 2016 Standards with data from one professional program. MethodsPCOA data were analyzed for two consecutive classes (n=215) of pharmacy students at the end of their didactic curriculum to explore relationships among PCOA scores, grade point average (GPA), and North American Pharmacist Licensure Examination (NAPLEX) scores utilizing regression analyses. ResultsDecisions about student learning based on PCOA scores and GPA indicated remediation would have been prescribed for approximately 7% of students. In comparison, NAPLEX scores revealed a 1% failure rate among the study sample. Relationships between PCOA scores and GPA (r=0.47) and NAPLEX (r=0.51) were moderate to large, respectively. GPA explained a larger portion of unique variance (14%) than PCOA (8%) in NAPLEX scores. ConclusionsIn this sample of students, academic decisions would have varied depending upon the learning assessment, which is consistent with a moderate correlation between GPA and PCOA scores. Although PCOA scores correlate with GPA and NAPLEX, PCOA scores explained a smaller portion of unique variance in NAPLEX scores than GPA. The ongoing establishment of validity evidence of PCOA scores is important for meaningful interpretation of scores for the intended uses.

Lessons in University Continuing Education: A 25-Year Perspective

This article examines the enrollment patterns of a continuing education institution over 25 years of its history. The institution is an auxiliary unit of a major state university system with the mission of providing postgraduate professional training to nonmatriculated students. Our study illustrates that both the quantity and the quality of academic offerings impact enrollment patterns in a continuing education unit such as the one considered here. Using historical data, we validate this correlation in three disciplines in which courses are offered. In addition to studying the factors influencing enrollments, we reviewed the institution's recent financial performance. For the period of transitioning from financial distress to stability, we document major leadership decisions and offer lessons of best practices to schools in similar situations. This study suggests several management principles that have been shown to be effective in turning around an organization and offers a deeper understanding of how academic affairs decisions influence the performance of a continuing education institution.

Correlations among the corporate finance decision, governance and financial performance in emerging market value: The study in Indian context

The research paper investigated on the financial decision, corporate governance and financial performance in emerging market value, such as in the Indian Context. In spite of the significant published work on investigations into corporate finance decision and Practices, Corporate governance and financial performance, none have comprehensive research in the context of emerging market value in India. Without a doubt most of the pragmatic research the above mention topic has been conducted in developed market such as the USA and UK. The practical evidence shows that the way corporate boards make the decision is not always in tune of with academic decision procedures and theories. The main aim of the present research paper is to study whether theories are associated with the behaviors of financial manager in the terms their practices in the context of Indian emerging market value. The study is based on the survey condected to collect and to analyze data on corporate financial decision, corporate governance, financial performance, associated with the capital budgeting techniques to capital structure, cost of capital, and dividend policy. The study adopted the methodology to investigate the research from the perspective financial manager toward concerns for the sustainable business practices when making the corporate financial decision. The study was conducted in the context of Indian emerging market, through the structured and semi structured questionnaires from the listed companies of NSE in the region of Hyderabad, Bangalore, Chennai, Mumbai and Delhi. The findings of the research have significant implications for both academics and practitioners in the Indian context. It may provide insights on corporate governance in companies in India.

Mass Communication Sciences in The Maghreb: A Hybrid Identity for An Evolving Discipline

Throughout the world, mass communication sciences had faced many difficulties to impose itself in the academic and administrative spheres as a new, entirely independent discipline. Even nowadays, certain fierce opponents still refuse to admit that it is a discipline, claiming that it is only a field. Indeed the discipline is now established and well recognized in the major countries of the world, but it did not undertake the same path in all parts of the world. This article discusses the issue of Mass Communication Sciences’ state in Maghreb. It focuses on the historical, political, academic and administrative considerations which influenced its progress in three countries, namely: Algeria, Tunisia and Morocco. The purpose is to identify the influences that marked the advent and development of the discipline in the region. The study found out that Mass Communication Sciences in the Maghreb suffered from the lack of visibility on its identity; this is essentially due to the name given to the discipline ‘Information and Communication Sciences’, inherited from the French administration as the former colonizing or protective state of the three countries. The study also highlights the ambiguity which accompanied the establishment of a discipline that first emerged from the reduced ‘journalism’ appellation, and finds itself secondly considered as a simple branch of Political Sciences, which poses the question of its legitimacy in academic decision makers’ minds. Finally, the study underlines the impact of the absence of professional associations able to defend the interests of the discipline and to represent it within the different administrative or academic decision levels, either in the three single countries or at a regional level.