Academic Professional Development Research Articles

Service-learning: An Empirically Driven and Transformational Pedagogy to Develop Psychologically Literate Citizens for Contemporary Challenges

Service-learning can produce timely paradigmatic shifts in the psychology curriculum and in teaching practices. This innovative pedagogy enhances students’ academic learning, personal growth, civic development, and professional development. Service-learning pedagogy also has the potential of enhancing students’ understanding of, and commitment to, “glocal” (global-local) issues as expressed in the United Nations’ Sustainable Development Goals. Service-learning is defined and proffered to transform the undergraduate psychology curriculum by engaging the department faculty to align course outcomes and scaffold community-engaged activities from the introductory to capstone courses. This transformation is illustrated with a major contemporary challenge: climate change.

Doctoral Student Parents During the COVID-19 Pandemic: How Did They Fare?

The challenges faced by parenting during doctoral education are widely acknowledged. When the COVID-19 pandemic struck universities in the United States in March 2020, doctoral student parents, like other working parents, faced the new challenge of managing workloads without access to childcare, schools, or other supports for balancing work and family opportunities. And yet, many parents persevered through these seemingly impossible circumstances. This paper describes a survey of doctoral students (N = 483) about the ways in which the first 18 months of the pandemic impacted their academic work and professional development opportunities, identifying the institutional supports available to them during this time. Differences between parents of dependent minor children and non-parents were explored, with no differences found except in dissertation delays, where non-parenting students were more likely to experience delays. Further, many students did not have access to supports and fewer used them, although parents were more likely to access supports than non-parents. Implications for understanding the impact on doctoral education are identified and discussed, including the need to reconsider parenting as a barrier to academic success in doctoral education.

The Role of Teacher’s Feedback on Students’ English Language Learning Outcomes at College of Nursing Bhakkar: Descriptive Cross-Sectional Study

Feedback in English language learning can help teachers to provide more meaningful feedback that can help students to achieve their learning objectives. Therefore, the study was carried out to examine the role of teacher feedback on students’ English language learning outcomes. Objective: To assess the role of teacher feedback on nursing students’ English Language learning outcomes at the College of Nursing, Bhakkar, Pakistan. Methods: A cross-sectional study designed to achieve the aims of the study. Duration of study was from January 2024 till March 2024. A total of undergraduate nursing students 150 samples were recruited from Nursing College, Bhakkar using a universal sampling technique. Data were collected with the help of an adapted questionnaire which consisted of two sections. In one section 7 items were related to teacher feedback and 8 items were related to student learning outcome. SPSS version 24.0 was used for data entry and data analysis. Descriptive and inferential statistics were applied to study variables. Results: The study results showed a significant positive role of teacher feedback on nursing student English language learning outcomes. 84.7% of participants strongly agreed that it is beneficial for teachers to underline their mistakes. Similarly, 80.7% acknowledged that teacher feedback aided in their comprehension of their strengths and weaknesses in English Conclusions: Teacher feedback is imperative for academic success and professional development. Teacher feedback great impact on nursing students’ English language learning.

Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education.

Students need to acquire high level self-regulatory skills if they are to be successful within higher education, and academics need support in facilitating this. In this article we explore how the current research gap between knowledge of self-regulatory assessment and feedback (SRAF) practices, and academics' professional training in it can be bridged. SRAF tools were used with academics to explore their understandings of and training needs in SRAF; central to this work was the development of a SRAF scale. We consider the value of such tools in supporting academics' professional development needs in SRAF. The reliability and validity of the SRAF scale was tested using exploratory factor analyses (EFA). Iterative EFA resulted in a 17 item support required SRAF scale (SR). Two underpinning factors: Creating the Conditions for SRAF, and Supporting Students' SRAF Skills Development were identified. The reliability of the instrument supported its primary use as a tool to facilitate academics' professional development in fostering students' self-regulatory skills. Our findings highlight the importance of supporting academics in developing strategies to maximize students' metacognitive skills and motivation in assessment and feedback, contingent on effective assessment design. Such professional development needs to be mindful of individual and contextual factors impacting academics' access to, and confidence and competence in, using SRAF in practice. This research is important in highlighting potential disconnects between where academics' focus their attention in assessment, and what is known to have most impact on student learning success. The SRAF tools have considerable potential in supporting translation of theory into practice as part of sustained professional development for academics in higher education.

Mentorship and Professional Development of Young Academic Staff in Some Selected Universities in North-West, Nigeria

This study sought to examine the relationship between mentorship and professional development of young academics staff in selected universities in Northwest, Nigeria. Using a quantitative approach, the study employed descriptive correlational design. The sample size of 185 respondents was used, which was selected using purposive sampling technique. The objectives were: to determine the level of mentorship; to determine the level of professional development of young academics; to examine the relationship between mentorship and professional development of young academics staff; and to examine the influence of mentorship on professional development of young academics in the selected universities. Data was collected using a questionnaire which validity and reliability were confirmed through computation of content validity index (CVI) and Cronbach Alpha test which were found to be 0.79 and 0.85 respectively. The quantitative data was analysed using mean, Pearson’s linear correlation coefficient and multiple regression analysis. The results revealed that the level of mentorship in the selected universities is good; the level of professional development is also good; the association between mentorship and professional development is positively significant; and mentorship is a significant predictor of professional development of young academic staff. The study concludes that professional development of young academics can be enhanced through mentor-mentee relationship. The study recommends among others, university managements should invest into mentoring programmes as a strategic priority for the development of quality human resource and capacity building needed for the achievement of their vision and mission.

Learner engagement with instructor‐generated video

AbstractEffective video resources are assumed to promote learner engagement, but the extent to which this occurs is unclear. This study examines learners' engagement with instructor‐generated video. It contributes an analytical synthesis of qualitative and quantitative data that provides the basis for investigating the extent to which, and how, learners engage with video resources provided in their courses. Specifically, three dimensions of learner engagement with video are studied: behavioural, cognitive and affective. The study contributes to educational technology research by identifying distinctive patterns of learner control over the use of video which diverges from instructors' assumptions. It shows the complex and nuanced features of cognitive and affective engagement. Videos can have positive effects, but inappropriate use of technical features results in learner disengagement. This study contributes a novel use of signalling theory, suggesting the importance of instructor signals concerning relevance, focus and utility as a feature of video generation, as a prerequisite of cognitive engagement. A research and theory development agenda is developed, locating video‐based learning in student contexts as a basis for explaining both engagement and disengagement with video technology affordances. Practitioner notesWhat is already known about this topic Higher education tutors are increasingly expected to generate video content as a feature of their course delivery. Although effective video resources are assumed to promote learner engagement, the extent to which this occurs is unclear. Video technology affordances rarely feature in academic professional development programmes leaving tutors ill‐equipped to understand how and in what ways students engage with video resources as a part of their courses. What this paper adds A novel use of signalling theory to explain different patterns of learner engagement and disengagement. Learner agency and control results in video technology affordances being fitted and ‘flexed’ around factors that instructors rarely consider in the video generation process. A new model to describe factors that affect student engagement with instructor‐generated video. Implications for practice and/or policy Raise awareness for instructors about patterns of student engagement with video technology affordances that affect learning experience and outcomes. Implement professional development programmes to equip instructors to design and generate video content that takes account of patterns of behavioural, cognitive and affective engagement and signals relevance, focus and utility. Develop clear policies regarding technical features of video generation to avoid learner disengagement.

Assessment of faculty development programs in African Medical Schools: A systematic review

Background: Faculty development is a critical component of medical education, playing a pivotal role in enhancing the quality of teaching, research, and clinical practice. In the context of African medical schools, where unique challenges exist, the effectiveness of faculty development programs becomes crucial. This systematic review aims to evaluate and analyze the existing literature on faculty development programs (FDPs) implemented in African medical schools. Aim: The primary focus was to assess the effectiveness, impact, and key characteristics of these programs in enhancing the teaching, research, and professional development of faculty members. Method: A comprehensive search strategy was employed to identify relevant studies published in peer-reviewed journals, conference proceedings, and grey literature databases. Inclusion criteria encompassed articles reporting on faculty development initiatives within medical schools across the African continent. The search was not restricted by publication date, ensuring a broad scope of evidence. The initial search yielded a substantial number of studies, and after screening for eligibility, a final set of articles was included in the systematic review. The identified faculty development programs varied in their structure, duration, and focus areas, encompassing pedagogical training, research capacity building, and leadership development. The outcomes assessed included changes in teaching methodologies, research productivity, and overall job satisfaction among faculty members. Conclusions: This review suggests that there is need to invest in faculty development program, create a better learning policy, by implementing these strategies, the quality of teaching, research, and clinical practice will be improved In African medical schools.

Updates and Challenges in the Professional Development of Faculty Members: A Case Study at Okmin University

This article explores updates and challenges in the development of the teaching profession, focusing on a case study at Okmin University. Emphasis is placed on updates in teaching methods, educational technology, and modern academic demands. The study delves into the positive impacts of innovations in teaching, including technology integration, and curriculum adjustments to cater to the needs of contemporary students. Additionally, the updates encompass professional development strategies for educators through training and interdisciplinary collaboration. Simultaneously, the article highlights the challenges faced by faculty members, such as increasing workloads, demanding research expectations, and adaptation to the changing dynamics of the educational environment. Discussion on institutional support and policies that facilitate faculty development is also a critical focus in addressing these challenges. In conclusion, the evolution of the teaching profession must be accompanied by strategies to overcome challenges, enabling educators to contribute maximally to shaping a high-quality next generation while supporting the sustainability of their professional development.

Applying Neutrosophic Chi-Square Test and Social Structures to Analyze Gender Parity

This paper examines the disparities in job opportunities and social prosperity based on gender within Peruvian universities, particularly focusing on the Universidad Peruana Los Andes during 2021-2022. Utilizing Neutrosophic Social Structures and the Neutrosophic 2-tuples Technique, we statistically analyze the entrenched biases that categorize careers by gender, contributing to power imbalances and unequal employment rates between men and women. By modeling student data through intervals or neutrosophic numbers as per Smarandache's theory, we address the unique engagement of each student with their academic environment. Neutrosophic contingency tables are employed to present this data, and a neutrosophic chi-square test is applied to examine the correlation between students' gender and their major fields of study, which include Administrative and Accounting Sciences, Health Sciences, Law and Political Sciences, Engineering Sciences, and Pedagogical Sciences. This neutrosophic approach allows for a nuanced understanding of the indeterminate and complex nature of social phenomena, providing a clearer insight into gender parity in academic professional development.

The Impact of Academic Supervision and Professional Competence on the Performance of Teachers of Private Islamic Junior High School Teachers In West Jakarta

This study aims to determine the effect of academic supervision and professional competence on teacher performance in Private Islamic Junior High Schools in West Jakarta. This research uses a quantitative approach with survey methods and path analysis techniques. The population of this study was 223 teachers working in private Islamic junior high schools in Kalideres and Cengkareng sub-districts, with a sample of 69 teachers selected with the Slovin formula. The data collection technique used is a questionnaire distributed through Google Forms. The results showed that academic supervision and professional competence directly affect teacher performance. Academic supervision also directly affects the professional competence of teachers. This research advises principals and teachers to improve performance through academic supervision activities and professional competency development.

Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education

PurposeScholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that include different pedagogical approaches could be used to enhance the professional development of academics. To address this knowledge gap, this article examines how an institutionalized multilevel mentoring program could be used to enhance the professional development of early-career academics and academics in designated groups in a South African university.Design/methodology/approachThe data for the study were gathered from 18 mentees and 2 program administrators using semi-structured interviews. The data gathered were assessed by way of thematic analysis that involved a detailed process of identifying, analyzing, organizing, describing and reporting the themes that were developed from the data set.FindingsThe findings revealed that when mentees participate in different mentoring and professional development activities that are structured based on different pedagogies, they can engage in higher-order thinking processes and develop multidisciplinary experiences within an expanded professional learning community. Enabled by the situated learning setting, mentees can negotiate the meaning of their professional practice within a professional community and comprehend the nuanced pedagogical approaches including scaffolding learning used by mentors to shape their career trajectory and guide them to secure promotions.Originality/valueThe current study contributes to the scholarly discourse on situated learning by showing that mentoring could be planned and implemented as a pedagogical endeavor with diverse learning activities and structured as a form of professional development program within a professional community.

Fatores que afetam o sucesso profissional de enfermeiros que atuam na área de tecnologia de reprodução assistida

Objective: to examine the relationship between career success and work environment of nurses who practice in assisted reproductive technology and to identify factors that affect career success. Method: a cross-sectional study conducted in 53 fertility centres in 26 provinces in mainland China. Data were collected using a demographic data questionnaire, a specialised nursing competence questionnaire, the Career-Success Scale, and the Nursing Work Environment Scale. Descriptive and inferential statistics were applied. Results: 597 assisted reproductive technology nurses participated in our survey, and 555 valid questionnaires were collected. Theoverall mean scores for career success and work environment were 3.75 [standard deviation (SD) = 1.01] and 3.42 (SD = 0.77) respectively. There was a strong positive correlation between career success and work environment (r = 0.742, p < 0.01). Multiple regression showed that attending academic conferences, psychological care, professional development, support and care, salary, and welfare were significant factors that influence career success. Conclusion: attending academic conferences, psychological care, and work environment are positively related to career success. Administrators should consider ways to address these factors.

Factors that affect career success of nurses who practice in assisted reproductive technology.

to examine the relationship between career success and work environment of nurses who practice in assisted reproductive technology and to identify factors that affect career success. a cross-sectional study conducted in 53 fertility centres in 26provinces in mainland China. Data were collected using a demographic data questionnaire, a specialised nursing competence questionnaire, the Career-Success Scale, and the Nursing WorkEnvironment Scale. Descriptive and inferential statistics were applied. 597assisted reproductive technology nurses participated in our survey, and 555 valid questionnaires were collected. Theoverall mean scores for career success and work environment were 3.75[standard deviation (SD) = 1.01] and 3.42(SD = 0.77) respectively. There was a strong positive correlation between career success and work environment (r = 0.742, p < 0.01). Multiple regression showed that attending academic conferences, psychological care, professional development, support and care, salary, and welfare were significant factors that influence career success. attending academic conferences, psychological care, and work environment are positively related to career success. Administrators should consider ways to address these factors.

Effect of fear of missing out on learning burnout in medical students: a moderated mediation.

Learning burnout has a significant negative impact on students' academic performance and professional development, which has been exacerbated by the growing trend of problematic smartphone use, such as smartphone addiction, among young people. Recently, the literature on excessive social media use has revealed a critical role of fear of missing out. Objective The purpose of this study was to examine how fear of missing out affects smartphone addiction and its subsequent effect on learning burnout in college students. In Study 1, 352 medical students were recruited to complete a cross-sectional survey. In Study 2, 2,948 college students were recruited to complete a cross-sectional survey. Further in Study 3, 30 medical students were recruited into a mindfulness-based intervention program. Study 1 preliminarily confirmed that fear of missing out was positively correlated with learning burnout. Study 2 then revealed a moderated mediation model showing that fear of missing out may increase smartphone addiction, which in turn affects their sleep quality and finally leads to learning burnout. This chain mediation model was moderated by the participants' level of mindfulness. To confirm the promoting role of mindfulness, Study 3 further confirmed that mindfulness training indeed can improve smartphone addiction and reduce learning burnout in medical students. Theoretical and practical contributions were discussed, highlighting the effects of fear of missing out on smartphone addiction and a moderating role of mindfulness training.

Online connections: Designing virtual seminars for academic knowledge transfer

Research seminars are a crucial aspect of academic careers and professional development, especially in the field of tourism and hospitality scholarship. The COVID-19 pandemic forced researchers into isolation and resulted in the cancellation of face-to-face academic seminars, conferences, and events. To continue academic knowledge transfer and research collaborations, an online seminar series called Iso-CHATS was created. The design of Iso-CHATS was theoretically informed by the Elaboration Likelihood Model (ELM), a framework focusing on maximising the uptake of messages through communication. The series became very popular and extended to a 2-year period throughout 2020 and 2021, attracting over 400 participants from 15 countries. This paper reports on the design of Iso-CHATS through the application of the ELM for academic knowledge transfer. The leaders of Iso-CHATS prioritised four factors for enhancing the uptake of messages: information quality, source credibility, interaction, and accessibility. This research challenges existing conceptions of the ELM, showing how messages are received and understood by participants in an online seminar environment. This study is important because it highlights how to design research events to enhance knowledge transfer outcomes and support wellbeing through collegial online connections.

Rethinking support for university teachers in the context of decolonising higher education: The role of academic developers

The diverse histories of each of the three formerly different higher education institutions that became NorthWest University (NWU) continue to encourage academic developers to think strategically on effective ways to offer responsive academic development support to the students and academic staff. Tasked with a mandate to render academic development support to academic staff, postgraduate, and undergraduate students to achieve equity (not equality) of outcomes, NWU's Faculty Teaching and Learning Support (FTLS) directorate continues to rethink its strategy and approach in fulfilling its mandate long after the merging of the three historically different institutions on 1 January 2004. The directorate understands that there are common, fundamental, and core student academic development and support, and academic professional development needs across the three campuses that should be aligned, yet our engagement has shown repeatedly that such support is always situational and, inadvertently, contextual. Drawing on New Literacy Studies as theoretical lens to advance its argument, this paper used the literature review method to present the rationale for a restructured FTLS work strategy at NWU to respond better to demands for supporting the academic project in the context of decolonising higher education.

Internationalization of Higher Education, University Quality Service, and International Students’ Loyalty in Malaysia

This quantitative study examines the effects of internationalization practices on university quality service and students’ loyalty as perceived by international students in Malaysian public universities. A total of 1,575 international students from 10 different public universities in Malaysia and from different home countries participated in this study. Stratified sampling was used to select the international students by dividing the population into continents. Data were collected using questionnaires and analyzed using SmartPLS Structural Equation Model (PLS-SEM). The findings of PLS-SEM confirmed the effect of internationalization of higher education practice and university quality service on international student loyalty in Malaysia. It was also found the effect of internationalization of higher education practice on university quality service. The research reported here adds to the growing body of knowledge on foreign student satisfaction and perceptions of quality, internationalization of education, and student mobility. It also helps provide some insights for the education industry in Malaysia and beyond in their effort to gain global recognition in the field of academic teaching, research, and professional development.

Enhancing journal reputation and academic socialization: Review feedback matters beyond its gatekeeping function

AbstractWithin the large body of literature on the peer review system for academic journals, there has been limited exploration of the latent functions of review feedback beyond its gatekeeping role. To address this gap, we conducted in‐depth, semi‐structured interviews with 20 Chinese university academics specializing in educational studies. By applying the conceptual frameworks of organizational reputation and academic socialization, we investigated the multifaceted functions of review feedback. Our findings suggest that timely, specific, and constructive feedback are highly valued by Chinese university academics, and journals that provide such review feedback are perceived to possess a higher reputation and are more likely to attract high‐quality submissions. Additionally, Chinese academics see the process of review and revision as a means of professional development since specific and constructive review feedback can lead them to deeper thinking and improve their knowledge of academic norms in their community. Therefore, we emphasize the importance of effective review feedback considering its function of fostering the socialization and professional development of academics while promoting the prosperity of the academic community as a whole.

The Effects of the ÇABA Multi-Purpose Early Childhood Education (ÇABAÇAM) Model on the Academic Achievement, Personal and Professional Development of Preschool Teacher Trainees

The Effects of the ÇABA Multi-Purpose Early Childhood Education (ÇABAÇAM) Model on the Academic Achievement, Personal and Professional Development of Preschool Teacher Trainees

Study on the impact of artificial intelligence tools in the development of university classes at the school of communication of the Universidad Nacional José Faustino Sánchez Carrión

Technological progress has led to the development of computational elements applicable in various spheres of human activity. Artificial Intelligence (AI) stands out, whose growth is transforming, among other aspects, how students experience the educational process. In this context, this study aims to evaluate the impact of the use of AI tools in university classes of students at the Academic Professional School of Communication Sciences of the Universidad Nacional José Faustino Sánchez Carrión (Lima, Peru). Following a quantitative approach with experimental scope, three working days focused on the use of three AI tools applied to the subjects of Journalistic Writing, Advertising Writing and Audiovisual Communication. Eighty-four students from the fifth, seventh and ninth cycles of studies at the aforementioned school participated. The results indicate that students value the relevance of AI tools in their academic training and professional development. However, difficulties related to internet connectivity for optimal performance of AI platforms and full utilization of their benefits are highlighted. The study concludes by emphasizing the need for more spaces for the dissemination and socialization of experiences on the potential of AI, with a view to expanding and connecting the university academic community.