Academic Participation Research Articles

Advancing inclusive practices in higher education: possibilities and limitations of a social justice professional development course

ABSTRACT Research on widening the participation of historically underrepresented university students tends to focus on student preparation and the structural adjustments needed to attract and retain them. Few studies have examined how to prepare university staff for the diversity of students that comes with such widening participation programmes. This paper contributes to this gap by discussing the impact that a professional development course on practising inclusion in higher education had on academic and professional staff participants’ understanding of equitable and inclusive practices. Using interview data, we found that participants developed a more nuanced and sensitive practice and greater confidence to act for change as they acquired new skills and knowledge associated with social inclusion practices, reflected on their professional identity changes, and gained critical insights into their roles. These findings support the need for this type of professional development to prepare all higher education staff to genuinely support university students from underrepresented groups. They also highlight the need for these professional development offerings to foster greater reflexivity about taken-for-granted assumptions, a deeper understanding of structural power and inequity in higher education, and higher education staff members’ capacity to enact change within these structures.

MoTE: Desarrollo de una Herramienta Informática para el Monitoreo del Compromiso Estudiantil

Student engagement in learning is crucial for academic achievement, motivation, and active participation. However, measuring and accounting for student engagement, both in face-to-face and online sessions, remains a challenge for educators. Existing methods, such as self-reports, interviews, and even real-time eye tracking tools, lack a multidimensional engagement approach (i.e., cognitive, affective, and behavioral). In response, this article presents the development of MoTE, a real-time tool for monitoring student engagement. Following a Design-Based Research methodology, we detail the phases of identification of indicators and visualizations to meet the needs of teachers and students, culminating with the proposal of the architecture, and the implementation of an initial prototype. It ends with the evaluation with 146 students in face-to-face and online contexts, providing valuable information on the indicators, dashboards, and functionalities to design an effective tool for monitoring student engagement. This work not only proposes an innovative approach to assessing engagement but also opens avenues for future research and practical applications in education.

Epistemic Caring: An Ethical Approach for the Co-Constitution of Knowledge in Participatory Research Practice

ABSTRACT Inspired by interviews conducted with scientists who primarily use participatory research forms, the article develops the concept of epistemic caring as a proposal for a participatory research practice that is sensitive for epistemological difference and the associated consequences. Based on the observation that participatory research has so far hardly been able to produce an equal co-constitution of knowledge, the article points out epistemological pitfalls that exist in it and analyses two specific concepts as examples of the risk of problematic epistemological and hegemonic tendencies sneaking into this kind of research practice with harmful consequences for the non-academic participants, that is: empowerment and participation/co-production. Following the recent debate on care in the Environmental Humanities and Karen Barad’s methodological thoughts on diffraction, the article reconceptualizes participatory research as a matter of care consisting of multiple care relations in order to be able to grasp the complex epistemic entaglements and intra-dependencies contained within it. Conceiving these relationships between academic and non-academic participants as an ecology of care themself helps to understand that they are fundamentally precarious and transformative and thus inherently ethical.

Amplifying Student E-Learning Impact on Academic Performance in Higher Education

Current research investigates the impact of students' E-Learning Attitudes (ELA), Digital Readiness (DR), and Academic Engagement (AE) on their academic performance in higher education. A survey in the form of an online questionnaire was administered to students through the networks established by the research teams. These networks encompassed academic staff from diverse Malaysian private as well as public universities. These academic staff were directed to share the survey link with their undergraduate students through WhatsApp or email. Two hundred eighty-six (286) valid surveys were collected from students at six public and private university campuses in Malaysia that offer courses and have used E-learning for at least one semester as part of COVID-19. In contrast to previous debates and studies, the outcomes of employing structural equation modeling through PLS 4.0 revealed a positive and noteworthy influence of E-learning platforms on students' academic performance. These findings hold broader implications for policymakers in higher education, researchers as well as educators, particularly in terms of considering the potential incorporation of social media tools within higher education, especially in developing nations. This research suggests that educational institutions that embrace change by aligning the goals of both students and instructors to establish a constructive and encouraging online learning atmosphere. This will foster active academic participation and enhance students' academic achievements.

Construction Education through Virtual Reality: A Game-based Approach for Interior Architecture Students

This study investigates a novel method of instructing interior architecture students on building specifics pertaining to walls by utilizing the combination of virtual reality (VR) and game-based learning. The creation and application of a virtual reality game called "VR ConstructED," which aims to improve knowledge of wall construction methods, materials, and design consequences, is the study's focus. This project intends to improve students' understanding of wall-related construction elements and their applicability in real-world circumstances by utilizing the immersive and interactive properties of virtual reality technology in conjunction with gamification methods. Through a case study involving academic staff and students at Bahçeşehir University, the efficacy of this pedagogical strategy will be assessed. Using a mixed-methods approach, the study collects quantitative data from surveys and qualitative data from semi-structured interviews. These questionnaires will evaluate the academic performance, contentment, and VR game participation of the students. The main goal is to clarify the advantages and difficulties of using virtual VR to teach construction features, such walls, so that curriculum designers and teachers may make informed decisions. Additionally, by illustrating how gamification and the integration of VR technology may greatly improve student engagement and academic achievement, this study hopes to contribute to the larger area of design education. The results of this study are anticipated to add to the body of knowledge in architectural education and stimulate more research into specific VR applications for design pedagogy.

谈判: Mega-games as Catalysts for Deep Experiential Learning in Higher Education

The study deepens into the transformative potential of mega-games as an innovative educational tool, offering profound and enriching learning experiences across diverse educational landscapes. Mega-games represent a fusion of various elements, including role-play, social interaction, simulations, rule-based systems, economic dynamics, political scenarios, and decision-making processes, all woven into an immersive narrative fabric. Through experiential learning, these games provide a unique platform for students to engage deeply with complex subject matter. This research centres on the application of mega-games within the context of sixth-semester students pursuing a degree in International Business at the Mexico State Campus of Tecnológico de Monterrey. Specifically, the study focuses on the simulation exercise titled 谈判 Tánpàn, which aims to immerse students in negotiation scenarios regarding the final price of a digital device manufactured in China. Drawing upon foundational principles outlined in Jesse Schell's book on game design, the exercise is meticulously designed to emulate real-world negotiation dynamics. The integration of game design principles, coupled with positive student feedback, underscores the efficacy of mega-games as potent educational instruments. Through rigorous analysis, the study unveils the profound impact of experiential learning on students' comprehension and application of negotiation techniques. By simulating authentic real-world scenarios, students are empowered to develop critical problem-solving acumen, hone their analytical thinking prowess, and refine their decision-making aptitude. Moreover, the immersive nature of mega-games fosters a dynamic learning environment that transcends traditional pedagogical approaches, fostering a holistic understanding of intricate subject matter. The success of the 谈判 Tánpàn simulation exercise serves as a testament to the potential of mega-games to revolutionize educational paradigms. It signals a burgeoning opportunity to expand the horizons of mega-games across various academic disciplines and participant cohorts. This study advocates for the widespread integration of mega-games as educational resources within Higher Education, championing their capacity to engender profound learning experiences and cultivate essential skills, heralding a new era of dynamic, immersive, and effective educational methodologies in diverse educational settings.

Feasibility of Intraoperative 3-Dimensional Speckle-Tracking Echocardiography in Patients Undergoing Surgical Aortic Valve Replacement: A Prospective Observational Pilot Study

To assess the feasibility of intraoperative 3-dimensional speckle-tracking-based myocardial deformation analysis for evaluation of twist, torsion, and strain using speckle tracking, and to investigate the immediate changes in these parameters after aortic valve replacement. Prospective observational study SETTING: Single-center study at a tertiary academic cardiac center PARTICIPANTS: Forty-nine patients undergoing minimally invasive surgical aortic valve replacement INTERVENTIONS: Acquisition of full-volume images of the left ventricle after induction of anesthesia and at the end of surgery using transesophageal echocardiography (TEE), and analysis of the datasets using 3D speckle-tracking-based myocardial deformation analysis (Tomtec Arena). Of the 49 complete volume datasets, 30 (61%) had quality sufficient for speckle tracking. No significant differences were observed between the examinations in terms of ejection fraction (EF) (p = 0.177), global longitudinal strain (GLS) (p = 0.276), circumferential strain (CS) (p = 0.238), twist (p = 0.970), or torsion (p = 0.417). 3D speckle-tracking-based myocardial deformation analysis from intraoperative TEE datasets is feasible in >60% of patients with aortic valve stenosis. There were no statistically significant differences in GLS, CS, twist, or torsion between the intraoperative examinations.

Do conference-journal articles receive more citations? A case study in physics

Conference-journal articles, which are expanded versions of conference proceedings papers, play an essential role in disseminating scientific knowledge but remain understudied. In the context of increasingly stringent research evaluation systems, this study focuses on conference-journal articles, examining the effectiveness of journals in selecting conference-derived publications. We also explore the factors influencing the citations of conference-journal articles. Here, we focused on Physics, analyzing 59,329 conference-journal articles published between 2012 and 2020, matched with general journal articles and conference proceedings papers based on the conference and journal. Results show that conference-journal articles receive significantly more citations than conference proceedings papers but fewer than general journal articles. Conference-journal articles in special issues receive fewer citations than those in regular issues. A U-shaped pattern emerges between the duration from the conference convening to the journal publication and the citation. We also found that conferences with sponsorship and those held in OECD member countries are more likely to produce highly cited conference-journal articles. Additionally, results indicate that conferences held in the USA, Japan, France, China, and Poland produce the most conference-journal articles, with articles from conferences in the USA, Japan, and France receiving relatively high citation counts. In contrast, articles from conferences held in China and Poland receive relatively low citation counts. This research provides valuable insights for academic conference committees, journal managers, and conference participants.

Empowering Moroccan University Students Through Extracurricular Involvement in Collegiate Clubs: A Longitudinal Study

Extracurricular clubs stand out as transformative and accommodating hubs in the academic experience of university students, thereby offering opportunities for personal growth, community building, and effective academic engagement. This research investigates the profound influence of academic club participation on Moroccan university students, with a specific focus on experiences within clubs such as the Bookworms and Public Speaking Clubs at Ibn Zohr University. Employing a qualitative longitudinal approach, including qualitative case studies and longitudinal analysis, the research reveals three main themes: empowerment through inclusivity, increased academic engagement and excellence, and a sense of agency and achievement. Findings indicate that club participation fosters a sense of belonging, enhances academic motivation, and develops essential soft skills, leadership orientations and community engagement. The study calls for institutional support and integration of clubs into the curriculum to promote educational research and practice within Moroccan universities.

Leveraging ChatGPT for Sustainability: A Framework for SMEs to Align with UN Sustainable Development Goals and tackle sustainable development challenges

Abstract The United Nations Sustainable Development Goals (SDGs) outline a global agenda for sustainable development, but need more detailed implementation guidelines for businesses, particularly Small and Medium Enterprises (SMEs). Given their limited resources, SMEs face significant challenges in adopting sustainability practices aligned with the SDGs. This study explores the potential of ChatGPT, a large language model, to assist SMEs in overcoming these challenges. The research introduces a ChatGPT-aided framework through a novel methodological approach to help SMEs develop sustainability roadmaps, engage stakeholders, and identify key sustainability goals, risks, opportunities, and Key Process Indicators (KPIs). The case study of an SME in the electronic measurement equipment industry is used to validate the framework. The findings, corroborated by a Focus Group with the participation of academics and SME top managers, demonstrate the framework’s potential to enhance SME sustainability practices, contributing to academic discourse and offering practical insights that will inform and empower industry stakeholders. Furthermore, several actions are presented to respond to concerns about the accuracy and reliability of AI-generated recommendations. Finally, future research should seek to validate the proposed framework across a broader range of industries and SME contexts and assess this methodology’s application with organisations other than SMEs.

Swipe Left on Sexual Harassment: Understanding and Addressing Technology-Facilitated Sexual Violence on Dating Apps.

Dating violence is a pervasive issue that has become increasingly complex to address as technologies mediating interpersonal connections become more widely utilized. The incidence and ways in which violence manifests through digital media are not fully understood. This study aimed to better understand the relationship between geolocational dating apps like Tinder, Bumble, and Grindr and technology-facilitated sexual violence (TFSV) among university students. An anonymous survey was electronically administered to a convenience sample of 1,000 undergraduates at a large private university in the southeastern United States. Participants indicated their dating app usage and the frequency of specific TFSV experiences they had encountered. Chi-square tests were conducted to identify relationships between demographic characteristics and experiences of TFSV. Multivariate logistic regression was conducted to predict TFSV based on respondent characteristics. A total of 910 respondents completed the survey, with more than half (54%) of respondents reporting some type of TFSV while using dating apps. Women and non-heterosexual students experience significantly more TFSV than male and heterosexual students. While participants' academic year (first-year through senior) and participation in extracurricular activities were not associated with TFSV, dating app selection was a significant predictor of the likelihood to report TFSV, with Grindr users being significantly more likely to report. Major Implications Due to the near-ubiquitous use of dating apps in this population, interventions to address campus social norms, comprehensive sexuality education, and consent education, and improved regulation of TFSV by technology companies should be implemented- especially for cisgender, heterosexual women, and gender and sexual minorities.

EDI in academic–policy engagement: lived experience of university based knowledge brokers and marginalised academics

Background: Discourse surrounding Equality, Diversity and Inclusion (EDI) has received significant attention within the UK academy and knowledge brokerage contexts, and more recently within academic–policy engagement spaces (Walker et al, 2019a; Fawcett, 2021; GOV.UK, 2021; Morris et al, 2021). Key players in this space identify the need for diversifying academic participation, as well as diversifying knowledges (GOV.UK, 2021; UK Parliament, 2018; UKRI, 2023). However, conceptual and practical insight on embedding EDI principles (and what they mean in this context) within academic–policy engagement processes is missing. Aims and objectives: Underpinned by feminist and decolonial epistemological concepts, this article addresses this gap by outlining strategies, and surfacing ways in which EDI within academic–policy engagement is experienced, conceptualised, understood and considered. Methods: Two parallel qualitative studies, with a total of 20 semi-structured narrative and realist interviews conducted with marginalised researchers (n=10, Study A) and university based knowledge brokers (n=10, Study B), and a rapid literature review. The analysis used a narrative and thematic framework. Findings and discussion: We found a want for EDI to go beyond just diversity of people and representation, towards fostering foundational principles of epistemic justice, equitable access, value-driven engagement and plurality. Academics and knowledge brokers reported both negative and positive experiences within this space that related to known EDI issues. We conclude that EDI cannot be standardised across higher education contexts, and emphasise the need for holistic, relational and plural approaches to EDI across academic–policy engagement systems through a value-led, equitable and ethical lens.

Perceived impact of English medium instruction on transnational graduates in Türkiye: Insights from a mixed-methods study

This study explores the experiences and perceptions of transnational graduates from English medium instruction (EMI) programs at a Turkish higher education institution. A mixed-methods approach employing descriptive statistics and content analysis investigates how graduates perceive the impact of EMI on their content knowledge, English proficiency, career advancement, international exposure, and academic participation. Drawing on self-reported data, the study found that EMI programs contributed to professional development, facilitated career opportunities, and improved English language proficiency, particularly in technical vocabulary. Participants also reported feeling confident in their field-specific competencies and had better engagement with international communities and developments. Qualitative findings highlighted communication challenges experienced by transnational graduates when engaging with residents of their host communities. The study indicates the long-term outcomes of EMI programs for transnational graduates in today's interconnected and diverse professional landscape.

"I've got yer back": A community art and anatomy project.

This article describes a community collaborative project, "I've got yer back," that utilized the craft of needle felting to raise awareness and develop understanding of the anatomy of the human spine. The project took place in 2023 and engaged with participants from across the United Kingdom and abroad and its completion was timed to coincide with National Back Health Awareness week in October 2023. We describe the process of creating a vertebra using needle felt and examine how the particularities of the process and the use of the sense of touch helped participants notice and understand the complex form of the human vertebra. We consider how the project encompassed creative processes of hands-on learning to enhance knowledge about this aspect of human anatomy. We discuss how the project evolved to include public and academic participation in a shared goal and argue for the effectiveness of seemingly simple and straightforward art or craft workshops in teaching relatively complex science. The article includes detailed feedback from participants who reflect on the process of learning through making and how it went on to affect individuals in very different, and sometimes very personal, ways.

The main factors of schoolchildren agency: empirical analysis

The article is devoted to schoolchildren agency, understood as the ability to make decisions and proactively act in various contexts and spheres of public and personal life, supporting or transforming social environment. The focus of the study is aimed at examining interrelationships between the level of schoolchildren agency and factors related to the family environment, as well as academic performance and participation in extracurricular activities. The data were obtained by surveying 4,603 schoolchildren from 4th to 8th grade of schools in Yaroslavl. Another data source was a survey of 1,910 parents whose children attend extracurricular activities, as part of the Monitoring of education markets and organizations (http://memo.hse.ru/en/), from 8 federal districts of the Russian Federation in 2022. The level of agency was assessed using a specially developed methodology that takes into account the child’s activity in different areas (family or relationships with peers). It has been established that the socio-economic status of a family, primarily the parental level of education, is poorly related to the agency level, whereas older age and higher academic performance of schoolchildren demonstrate a slightly stronger positive relationship. The gender factor as a whole is not significant, however, boys display somewhat both higher and lower agency levels, while girls are characterized by average indicators. A strong positive relationship has been revealed between the level of schoolchildren agency and their participation in extracurricular activities most pronounced for classes in specialized organizations outside of school. The strongest relationship with the agency level is demonstrated by sports, art, social activities, technology and crafts.

CASALE MONFERRATO REMEDIATION: ASBESTOS POLLUTION AND SAFETY MEASURES TO PROTECT WORKERS AND ENVIRONMENT

Asbestos is considered one of the most harmful occupational carcinogens causing more than 100,000 deaths per year and exposure to airborne asbestos fibers is held responsible for half of the deaths from occupational cancer (caused by mesothelioma, asbestos-related cancer and asbestosis). Because of this, this substance is now banned in 52 Countries, including Italy, which prohibited the extraction, and marketing of asbestos in 1992. Many areas have therefore been identified in this European Country as highly contaminated by asbestos. Among them also the area of Monferrato, which includes the Municipality of Casale Monferrato and 46 neighboring municipalities. The Eternit asbestos cement plant, located in the municipality of Casale, caused the contamination. The aim of this paper is to describe the complex remediation activities conducted in this wide area, located in northern Italy, highlighting the main phases and the most important issues during the remediation execution; moreover the purpose is to recall the appropriate prevention and protection measures to adopt to prevent new asbestos exposures and to emphasize their importance. This study can serve as an important reference for the academic participants involved in this field at European or international level.

Committed to Success: A Structured Mentoring Program for Clinically Oriented Physicians

ObjectiveTo examine impacts of a structured mentorship committee program on academic promotion and participant perceptions because impacts of formal mentorship programs for clinical faculty are unknown. Participants and MethodsThis prospective cohort study at a Midwestern Veterans Affairs tertiary care system from December 17, 2019 to December 31, 2022 included clinical track faculty in the Medicine Service below the rank of Clinical Associate Professor. Mentoring meetings (mentee, committee chair, and mentors) were generally held twice annually. All participants were surveyed after each meeting (response rate: 100%). ResultsAll 23 of 23 (100%) eligible faculty were enrolled as mentees, and 49 distinct meetings occurred. Three (13%) mentees were promoted, and the remaining 20 (87%) continued in the program. Mean scores (SD), scaled 1 (strongly disagree) to 5 (strongly agree), for mentors and mentees were 4.71 (0.51) and 4.80 (0.54) for “effective use of my time”; 4.58 (0.64) and 4.37 (0.49) for “appropriate progress since last meeting”; 4.52 (0.66) and 4.31 (0.64) for “program increased my work satisfaction”; and 4.07 (0.96) and 3.75 (0.92) for “program reduced my work burnout,” respectively. ConclusionClinically oriented physicians viewed the program positively. It appeared to help junior faculty get promoted and led to improved work satisfaction and reduced burnout.

Serum Levels of Bupivacaine After Bilateral Ultrasound-Guided Deep Parasternal Intercostal Plane Block in Cardiac Surgery with Median Sternotomy

To evaluate systemic levels of bupivacaine after bilateral ultrasound-guided deep parasternal intercostal plan (PIP) block in cardiac surgical patients undergoing median sternotomy. Prospective, observational study SETTING: Single institution; academic university hospital PARTICIPANTS: Twenty-eight adult patients undergoing cardiac surgery with median sternotomy received a PIP block with 2.5 mg/kg bupivacaine with or without dexamethasone and dexmedetomidine. Arterial blood samples were analyzed for total serum bupivacaine concentration at 5, 15, 30, 45, 60, 90, 120, and 150 minutes after placement of PIP. Local anesthetic volume, local anesthetic adjuncts, time to extubation, postoperative pain scores, and opioid consumption were recorded. The mean peak bupivacaine concentration was 0.60 ± 0.62 µg/mL, and the mean time to maximum concentration (Tmax) was 16.92 ± 12.97 minutes. Two patients (7.1%) had a concentration >2.0 µg/mL within 15 minutes of block placement. The mean Tmax of bupivacaine was significantly greater in patients who did not receive additives compared to those patients who did (22.86 ± 14.77 minutes v 10.0 ± 5.22 minutes; p = .004). The times to extubation and postoperative pain were not improved with additives. Bilateral PIP placed at the end of cardiac surgery resulted in low systemic bupivacaine levels. The inclusion of additives shortened Tmax without improving outcome.

THE IMPACT OF SEXUAL VIOLENCE ON FEMALES’ ACADEMIC PERFORMANCE AT TERTIARY LEVEL

This study examines the pervasive issue of sexual violence (SV) experienced by millions of women globally, with a focus on its profound impact on the academic performance of female university students. Through 10 in-depth interviews with survivors in Islamabad's public universities, data was collected using an online questionnaire. Drawing on feminist theory, the research underscores the societal construct of gender inequality affecting women's lives. Major themes identified include challenges in concentration, emotional distress from abuse, reporting difficulties, the need for university counseling, and the importance of institutional policies. Respondents expressed how SV hindered educational focus and caused discomfort, fear, absenteeism, and reduced academic participation. Recommendations stress the necessity for qualified counselors and proactive university policies to create a secure learning environment, emphasizing the crucial role of educational institutions in preventing and addressing sexual violence.

Decision Support System for Selection of An Excellent-Students at Faculty Level in University of X Based on GAP Methods

The aim of this study is to develop a Decision Support System (DSS) for the selection of an excellent-students in one of the faculties of X University using the gap analysis method (GAP). It was used to identify differences between students' expectations of selection criteria and students' actual performance. A survey was conducted on 31 students to obtain the necessary data. The result of this study revealed a gap between students' expectations and performance regarding academic grades and participation in student organizations. The result before implementation GAP with profile matching there were 29 accurate with two inaccurate data (93.54%). After implemented, there were 30 accurate and one was inaccurate at 96.78%. The DSS used GAP is a relevant solution to reduce errors and more objective.