Academic Profession Research Articles

Push and pull factors affecting in leaving academia

This paper presents the findings of the push and pull factors that cause professionals to leave academia. Previous research has mostly focused on academic professionals’ intent to leave their current organisations and largely neglected occupational turnover, that is, the cases where faculty abandon an academic career. The study included 40 semi-structured interviews and a national survey (N = 410) conducted in 2017. The interviewees consisted of three groups: previous faculty members who left academia, members of universities’ upper management (deans, vice-rectors and HR managers) and upper managers and HR managers of public and private organisations employing previous academic faculty members. The survey was sent to all scholars who had left academia in Finland during 2010–2015. The qualitative empirical analysis suggests that most of the internal push factors that caused the academic professionals to leave were inversed external pull factors that lured them away from academia. However, it also hints that in many cases, certain individual factors seem to mediate the two. In practice this means that individual factors, such as lack of interest in research and/or teaching and unwillingness to compete in some positions, also contribute to the decision to leave academia.

How ‘co’ can you go? A qualitative inquiry on the key principles of co-creative research and their enactment in real-life practices

ABSTRACT This paper aims to gain a better understanding of co-creative research key principles and their enactment in real-life practices. The study is based on interviews and a focus group with academic researchers and professionals (n = 16) involved in eight co-creative research projects funded by the Brussels Regional Institute for Research and Innovation (Innoviris). The study demonstrates the tension between respondents’ understanding of the key principles of co-creative research (e.g. a transformative aim, considering the community as actors, shared ownership, valuing experiential knowledge) and the power issues they face related to a ‘project-funding’ and ‘academic research’ logic when enacting those principles in real-life practices. This paper concludes that although dealing with power relations is inherent in co-creative research, power imbalances should be questioned on the level of (1) the linear, limited and inflexible nature of ‘project-funding’ logics and (2) the exclusive character of research methods, settings and institutions in ‘academic research’ logics. Finally, introducing a political and emancipatory dimension in co-creative research can contribute to reducing the gap between principles and their enactment in real-life practices.

Deep Learning: Institutions of Beauty in the Age of Algorithmic Reproduction

Why does one begin an academic paper with a rhetorical question? It is a technique I have noticed in the papers of first-year students, often used in an attempt to denote authority. The technique performs confidence, yet its lack of commitment renders its tone uncertain and amateurish. The piece can feel more like a brainstorm than a finished product, and instead of reading like a question the writer is asking us, it reads like they are questioning themselves. The thought process is something to be hidden in the humanities; rarely in an English essay prompt does the phrase ‘show your working’ appear. Instead, we perform the illusion that the work appeared out of thin air, that the thought process and the finished product are one and the same. While we know that this is not the reality of writing, we perform it nonetheless because in literary criticism the grade of an essay reflects the end product regardless of the process. The question that opens this essay, of course, has an answer: we demand that amateurs perform the end result of professional training, but students then imitate what they believe academic professionalism should sound like. But if and when students realise that they will be rewarded for merely generating a finished product, then how does the university dissuade them from simply doing so—bypassing the process for the product—when it results in academic, and economic, validation? When AI can reliably produce professional sounding papers better than an amateur writer can, then the currency of knowledge, if knowledge is in fact a currency, will become completely decentralised.

A comprehensive program in academic health professions to enhance faculty recruitment, mentoring, productivity, and retention: The case of RCSI's StAR program

Top faculty talent recruitment, mentoring, productivity, and retention are paramount for organizational success among institutions of higher learning. Programs would do well to treat these various aspects of faculty management/development as inextricably linked to one another, rather than viewing recruitment or retention in a vacuum. The Strategic Academic Recruitment (StAR) program at the Royal College of Surgeons in Ireland (RCSI) University of Medicine and Health Sciences in Dublin was founded to bear these things, along with best practices in faculty development, in mind to enhance organizational effectiveness. This paper provides some background, description, and outcomes of the program thus far, revealing positive trends in scholarly productivity, teaching, program faculty commitment, and the development of future leaders for the institution, even while further evaluation and continued quality improvement for the StAR initiative are called for. It is hoped that the details provided here can be helpful for other academic organizations as they consider any of various initiatives aimed to attract high-quality labor capital, position those faculty for success, and enhance organizational effectiveness and reputation.

Preface: Workshop on matter, astrophysics, gravitation, ions and cosmology—MAGIC23

AbstractWe outline our experience in organizing the first edition of the Workshop on Matter, Astrophysics, Gravitation, Ions and Cosmology, held in virtual and in‐person format, denominated MAGIC23, held from 6 to 10 March, 2023, in Praia do Rosa, Santa Catarina, Brazil. The event aimed to bring together leading academic scientists, professors, students, and research scholars for exchanging experiences and discuss the most recent innovations, trends, practical challenges, and experimental and theoretical solutions adopted in the investigation fields within the scope of the meeting. The workshop offered to the participants a platform for scientific and academic projects, partnerships, and presentation of high‐quality research contributions describing original and unpublished results on topics related to matter, astrophysics, gravitation, ions, and cosmology.

Exploring the Impact of Artificial Intelligence Tools in Engineering Pedagogy: A Qualitative Survey of Academic Experiences

Abstract: Artificial Intelligence (AI) is revolutionizing the landscape of Engineering Education, albeit with limited empirical qualitative assessment of its potential and perceived benefits or challenges. This paper investigates the integration and experiences of academic professionals with AI tools in their pedagogical practices. The study employs a comprehensive survey asking specific questions relating to the familiarity, motivation, usage, training, benefits, challenges, ethical considerations, and future implications of AI tools like ChatGPT, Google Bard, and Microsoft Bing. The results illustrate a broad understanding and adoption of AI tools, and their instrumental role in enhancing educational methods and pedagogical approaches. However, the findings also highlight the need for adequate training and ethical guidelines for responsible AI use. Additionally, perceived challenges are revealed, underscoring the importance of addressing them to harness AI's full potential in education. Overall, this research contributes to the understanding of AI's value in education from an academic standpoint, outlining its role, advantages, challenges, and future expectations. This study is essential in the ongoing discourse of AI in education, and it can inform the development of training, policies, and strategies for effective and responsible AI integration in the future of engineering education.

Exploring the Impact of Artificial Intelligence Tools in Engineering Pedagogy: A Qualitative Survey of Academic Experiences

Abstract: Artificial Intelligence (AI) is revolutionizing the landscape of Engineering Education, albeit with limited empirical qualitative assessment of its potential and perceived benefits or challenges. This paper investigates the integration and experiences of academic professionals with AI tools in their pedagogical practices. The study employs a comprehensive survey asking specific questions relating to the familiarity, motivation, usage, training, benefits, challenges, ethical considerations, and future implications of AI tools like ChatGPT, Google Bard, and Microsoft Bing. The results illustrate a broad understanding and adoption of AI tools, and their instrumental role in enhancing educational methods and pedagogical approaches. However, the findings also highlight the need for adequate training and ethical guidelines for responsible AI use. Additionally, perceived challenges are revealed, underscoring the importance of addressing them to harness AI's full potential in education. Overall, this research contributes to the understanding of AI's value in education from an academic standpoint, outlining its role, advantages, challenges, and future expectations. This study is essential in the ongoing discourse of AI in education, and it can inform the development of training, policies, and strategies for effective and responsible AI integration in the future of engineering education.

Faculty Hiring: Exercising Professional Jurisdiction Over Epistemic Matters

ABSTRACT Faculty members are entrusted with great power to decide who deserves space within the academic profession. Given that the profession’s central mission is knowledge production, such decisions inevitably concern epistemic matters, and specifically, what constitutes legitimate knowledge. From this perspective, faculty hiring is not only a matter of inviting new scholars into the academy but an opportunity to welcome new, creative knowledge, or perhaps knowledge that unsettles what has been taken-for-granted. Through interviews with 33 research university professors, we explored how search committees approached epistemic matters throughout the hiring process. Our analysis surfaced three distinct approaches. Defensive committees acted as if their primary task was safeguarding their discipline and department from disruptive epistemic contributions. Inclusive committees foregrounded local community, especially students’ learning interests, and welcomed innovative even disruptive epistemic contributions. Conflictive committees displayed both tendencies, but ultimately favored scholars whose epistemic contributions would not disrupt the department or discipline. Across all three approaches, participants described how committees relied on conventions that generated both epistemic and demographic exclusion.

Structural analysis of lexical bundles in graduate students' research paper abstracts

Lexical bundles, as a recurrent sequence of words, are an important component of both spoken and written academic corpora, used both by professional academics and student writers in order to contribute to better structural organization, efficient communication, and well-established credibility. These expressions are formulaic and highly frequent, with rather clear discourse function and communicative purpose. The most frequently used structures of lexical bundles include NP-based, VP-based, and clause-based bundles. The aim of the paper is to explore the lexical bundles on a learner corpus of 448 abstracts written by non-native English speakers in English during their Masters studies. Structural analysis is performed in order to observe which structures students prefer and utilize while writing abstracts. The corpus was subdivided into two sub-corpora, depending on whether graduate students received any formal instruction on academic writing before publishing their abstracts, to explore whether instructions influence the use of lexical bundles with novice writers. The results offer the most common structures of lexical bundles that graduate students use, as well as the analysis of the types and diversity of lexical bundles used based on whether or not students had academic writing instructions.

Concrete matrix based on marble powder, waste glass sludge, and crumb rubber: pathways towards sustainable concrete

This research aims to develop a sustainable concrete matrix using industrial waste materials, including marble powder, waste glass sludge (WGS), and crumb rubber from tire waste. The mechanical properties of the newly designed concrete mix, such as compressive strength, split tensile strength, and flexural strength, were evaluated. The results showed improvements in compressive strength by 5%, split tensile strength by 4%, and flexural strength by 5%. Besides, a statistical two-way analysis of variance (ANOVA) with a threshold of less than 0.001 was used, and the residual error was found to be low (4.09), both in terms of lack of fit and pure error. This research proposes a new model to assess the sustainable performance of the newly developed concrete matrix. Data was collected from 21 academic professors and structural engineers, and hypotheses were tested using partial least squares structural equation modelling. The Design Expert software was deployed to check its hypothesis, and the Smart PLS software was deployed to measure data validation. The findings demonstrate that a sustainable concrete matrix positively influences sustainable performance. The proposed model offers valuable insights for decision-makers and engineering managers, highlighting the benefits of adopting sustainable materials to enhance overall sustainability performance. Incorporating marble powder, waste glass sludge, and crumb rubber was beneficial in terms of mechanical strengths and microstructure. Overall, this research contributes to the goal of reducing CO2 emissions in the cement industry and provides practical recommendations for incorporating sustainable materials in construction practices.

Legal status of young scientists in the Russian Federation

The subject. The article presents a comprehensive analysis of the legal status of young scientists in the Russian Federation, taking into account the needs of the Russian scientific society for the reproduction of the scientific knowledge.The purpose of the research is to confirm or to reject the hypothesis of the necessity of the specific legal status of the young scientists in Russian academic law.Methodology. The formal legal method, the method of comparative legal analysis and method of systemic approach were used in the article.The main results. The research proves that the modern Russian academic community is in need of the young scientists due to the aging of the community. According to statistics, the lack of social guarantees and the low prestige of the academic profession result in a low percentage of PhD graduates in the recent years. The study concludes that there is no systematic approach to the definition of the status of a young scientist in the current Russian law. Although attempts to formalize the legal status of the young scientists have been made, they have so far not led to significant results. The authors conclude that the current legislation governing the legal status of young scientists should be harmonised. Analysis of the current legislation on the legal status of young scientists also reveals a number of complex issues. Social guarantees for young scientists, presented in the form of social housing, affect only a small proportion of the scientific community, while there are no laws granting preferential loans for young scientific workers. The participation of young scientists in grant support competitions is complicated due to the lack of a unified approach. Specific problems are faced by female scientists. A partial solution to the problem of the low prestige of the profession for both scientific and pedagogic workers, according to the authors of the article, lies in the foundation of a unified federal system of guarantied wages for such workers.Conclusions. Researchers conclude that a consistent approach to the legal status of young scientists and social guarantees, according to such status, can ensure the stable growth of young people in the sphere of scientific activity. In order to enhance the prestige of the profession of scientist among young people and to prevent the lack of scientific and pedagogical workers, researchers consider it necessary to take a number of measures, such as legal enshrinement of the status of a young scientists, development of a system of social guarantees, search for a new ways to measure the scientific activity of employees, formation of a stable system of postgraduate studies and creation of comfortable working conditions for young scientists.

Determinants of factors affecting readiness of academic institutions to conduct knowledge translation in low- and middle-income countries.

Capacity building strategies have been used to improve uptake of knowledge translation (KT) activities among academic institutions, but little is known about their effectiveness, contextual responsiveness, and adaptability. Many of these strategies target individuals while few address institutional gaps. This research describes the determinants for conducting KT (or readiness to conduct such activities) at the institutional level across diverse LMIC contexts to inform the development of capacity building strategies. We conducted a survey to assess organizational readiness to conduct KT to public health researchers and practitioners from six academic institutions in Bangladesh, Ethiopia, DRC, India, Indonesia and Nigeria and members of a global knowledge-to-action working group. We assessed the frequency of barriers and facilitators to KT and their relationship to age, gender, country, and KT experience. We then performed logistic regression to identify determinants of five underlying factors demonstrated to influence KT readiness in LMICs (Institutional Climate, Organization Change Efficacy, Prioritization and Cosmopolitanism, Self-Efficacy and Financial Resource) along with their composite score, which represented an overall readiness score to conduct KT. A total of 111 responses were included in the final analysis. Participants represented 10 LMICs; a majority were 30-49 years old (57%) and most were male (53%). Most participants had professional foci in research (84%), teaching (62%), and project coordination (36%) and 59% indicated they had experience with KT. Common facilitators included motivated faculty (57%) and dedicated personnel (40%). Funding (60%), training (37%), and time (37%) were the most frequently reported barriers. In the adjusted model, age, gender, country, and professional focus were significantly associated with at least one factor. Prior experience with KT was significantly and positively (OR = 9.07; CI: 1.60-51.58; p < 0.05) associated with the overall KT readiness to conduct KT. Different KT readiness factors are relevant for younger (institutional climate) vs. older (self-efficacy) academic professionals, suggesting value in cross-generational collaborations. Leadership and gender were both relevant for organizational change efficacy indicating a need to engage leaders and promote women to influence organizational change. Institutions in different countries may be at different stages of change; readiness assessments can be used to systematically identify needs and develop targeted strategies.

The role of knowledge assets and corporate social responsibility in creating firm value

The purpose of this paper is to investigate how knowledge assets and corporate social responsibility jointly influence the market value of a firm. In the contemporary knowledge-driven economy, where competitive advantage is based on intangible and intellectual capital, this paper emphasizes the strategic significance of knowledge assets, open innovation, and sustainable development practices in creating and maximizing market value. By employing multiple regression analysis on panel data for ten financial years, the study examines the optimal composition of knowledge assets and the impact of CSR initiatives on firm value. Key findings highlight a crucial threshold leading to the peak of market value, approximately when knowledge assets account for about 36% of a firm’s total non-current assets. Further, this study demonstrates that maintaining a balance between internally developed knowledge assets and external acquisitions significantly enhances value, correlating with the cultivation of a capitalization ability. Finally, this paper shows that corporate social responsibility emerges as a substantial driver of generating firm value, suggesting that integrating these practices into corporate strategic decisions not only aligns with ethical goals but also enhances market valuation. The insights from this study offer valuable perspectives for both academic researchers and industry professionals, advocating for a well-balanced approach to corporate asset management and underscoring the strategic importance of incorporating corporate social responsibility.

The Changing Fortunes of the Economic Society of Australia over the Twentieth Century

As it nears its centenary in 2025, the Economic Society of Australia finds itself not as comfortably ensconced as its overseas counterparts. Established to promote economics education, the Society was, in its formative years, largely run by university economists and business identities. As a professional grouping, the Society appealed to economists from all walks of life and commanded that status until at least the 1980s. One of the challenges facing the Society was the readability of the Society’s flagship, the Economic Record, for its membership. Another challenge was whether the Society took a proportionate share of the large numbers studying economics at university. Today the internationalisation of the academic economics profession poses a significant challenge to the Society.

From Ivory Towers to Corporate Ladders: The Impact of Managerialism on Academic Profession

From Ivory Towers to Corporate Ladders: The Impact of Managerialism on Academic Profession

תרומת "ריפוי-בעיסוק" כמקצוע האם, ורמת אוריינות הבית לניצני אוריינות הילד: מחקר חלוץ השוואתי

Aims: Emergent literacy is a predictor of formal reading and writing and maternal education and profession can have a significant positive influence on these achievements. Within their daily work with young children many occupational therapists focus on emergent literacy. An additional factor promoting emergent literacy in the he home literacy environment (HLE). Given these two assumptions we examined whether the emergent literacy of children of mothers who are occupational therapists, who work with preschoolers is higher than of children, whose mothers have the same level of education, but work in a profession that is not therapeutic-educational. Furthermore, we asked whether HLE or maternal profession contribute more to children’s emergent literacy level? Method: Participants included 60 preschoolers aged 60-72 months and their mothers. Half of the mothers are occupational therapists, who work with preschoolers, and half have an academic profession not related to therapy or education. Mothers completed demographic and HLE questionnaires. Children were tested in letter writing, letter names, letter-sound connections, phonological-awareness, and word writing. Results: HLE and the emergent literacy level of children whose mothers are occupational therapists were significantly higher than those of children whose mothers work in other professions. Furthermore, mothers’ profession made a significant contribution to children’s emergent literacy, while the HLE level made no contribution at all. Conclusions: The study indicates the importance of occupational therapist mothers’ professional knowledge regarding their children’s emergent literacy, beyond academic education. It is suggested that parents who are not in this profession be guided on the importance of promoting literacy among preschoolers.

Presenting a Model for Developing Employee Commitment in Iranian Government Organizations

Objective: Employee commitment [participation and role performance] typically encompasses mechanisms or methods that allow employees and their representatives to intervene in organizational decision-making within the company and to implement joint decisions regarding company management, thereby supporting the employees' viewpoint. Intervention and participation can be either direct or indirect. Methodology: The current research aimed to present a model for developing employee commitment in Iranian government organizations. This study is of mixed-methods research type (qualitative and quantitative). In the qualitative phase, the Delphi method and research literature were used to identify concepts, dimensions, and components. In the quantitative phase, the model presented in the qualitative part was tested using a questionnaire tool and the Structural Equation Modeling (SEM) method with a Partial Least Squares (PLS) approach. The statistical population in the qualitative phase for Delphi analysis included managers and heads (10 individuals) and academic professors (10 individuals), all of whom were selected as the sample population. The statistical population in the quantitative phase comprised all employees of government organizations under the Deputy for Human Resource Development of the Presidency, with the Agricultural Bank considered as one of the government organizations and banks for the quantitative section's population. A multi-stage random sampling method was used to select an appropriate research sample. The population size was 16,130 individuals, with a sample size of 376 based on Morgan's table. Findings: According to Delphi results, a total of 39 components were ultimately approved, and the quantitative phase questionnaire was designed based on 42 components. Considering the quantitative section's results, the dimensions of selection and employment, employee communications, empowerment, performance management, and compensation management had impact coefficients of 0.852, 0.798, 0.778, 0.88, and 0.773, respectively, in relation to processes. Furthermore, the dimensions of organizational culture, organizational structure, the country's ICT infrastructure, strategy and organizational goals, and the level of acceptance and development of EHRM had impact coefficients of 0.683, 0.796, 0.831, 0.923, and 0.822, respectively. The impact coefficients for processes and infrastructures were 0.954 and 0.895, respectively, in relation to the development of employee commitment. Conclusion: Therefore, it can be concluded that the research model has a high capability in measuring the main variables of the research. Given the standard nature of the model, the software findings are reliable.

Factors Influencing Worker Safety in Grain Handling: An Advisory Panel Perspective

HighlightsFindings confirmed that out-of-condition grain is a primary causal factor in grain entrapment and engulfment.The advisory panel confirmed that grain quality has implications for grain dust explosions.Findings highlighted a lack of in-depth knowledge expected from an expert panel, specifically on aspects of protective grain quality traits.Abstract. Out-of-condition grain has been identified as a primary causal factor in grain entrapments and engulfments. The quality of grain also has implications for grain dust explosions. Limited research has examined exactly which elements of grain condition influence worker safety in grain handling. This research project aimed to establish an advisory panel to examine and provide input on how elements of grain condition relate to worker safety risks in grain handling. A purposeful sampling technique was used to obtain a sample of grain handling and storage experts to function in an advisory role for the project. A primary aim of this research was to understand the problem further, provide input on tested variables, and guide educational and dissemination efforts. As is true for qualitative methodologies, those selected as part of the targeted sample cannot be generalized to other experts in the field of grain handling. The final sample contained six industry representatives, five academic professionals, and two insurance/regulatory professionals. Participants interviewed had varied expertise with grain-based safety events. Of those interviewed, 23% of participants had personal experience, 54% had bystander or investigator experience, and 23% had training experience. Semi-structured interviews were conducted to further understand the problem, provide input on important elements in safe grain handling, and guide educational and dissemination efforts. Interviews were analyzed with a primary objective to identify elements of grain condition that play a role in the incidence of grain entrapment, grain engulfments, or grain dust explosions. NVivo 14 was used to conduct a thematic analysis, and four overall themes were identified, which included challenges to worker safety in the grain handling industry, areas where improved communication is needed, grain quality indicators that may play a role in safety incidents, and available mitigation strategies. The themes are the opinions of the advisory panel and may not reflect those of the entire grain handling industry. Keywords: Expert panel, Grain bin safety, Grain handling hazards, Grain quality.

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Aim/Purpose: This research explores the design and development of a gamified Massive Open Online Course (MOOC) aligned with the Self-Directed Learning (SDL) approach. The focus is addressing challenges to foster autonomous learning within the MOOC context. Background: MOOCs have emerged as a prominent platform for global education; however, they face ongoing challenges, particularly in their capacity to facilitate SDL effectively. Despite their popularity, there are gaps and limitations in existing MOOC designs that hinder the cultivation of autonomous learning. This research seeks to bridge these gaps and enhance MOOCs’ ability to support SDL through systematic design improvements and the strategic integration of gamification elements. Methodology: In this study, we adopt the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model as the foundational framework. It begins with the Analysis phase, which includes a comprehensive literature review and a questionnaire administered to 41 undergraduate students to gain insights into learner preferences. The Design phase follows, where we develop an innovative MOOC framework enriched with gamification elements. This framework is then implemented and tested during the Development and Implementation phases. Finally, during the Evaluation phase, field testing of this framework is conducted with a limited-scale participant group. Contribution: This research makes a substantial contribution to the academic field and profession by systematically addressing identified gaps and limitations in MOOC design. It delves into the crucial role of MOOCs within the self-learning environment, emphasizing their significance in catering to self-directed learners. Additionally, this research sheds light on the transformative impact of gamification on MOOCs. By showcasing how the ADDIE model can be effectively utilized, this research not only addresses existing challenges but also advocates for the optimization of MOOCs to better serve and empower self-directed learners. Findings: Our study has unveiled a transformational shift in MOOCs. Through the effective integration of gamification, we observed changes in learner engagement, motivation, and the cultivation of SDL behaviors. Participants experienced a substantial increase in their enthusiasm for learning, which led to improvements in their ability to take charge of their learning journeys. This was not merely a superficial enhancement but a profound shift that left participants consistently expressing heightened satisfaction and a deep sense of accomplishment. Recommendations for Practitioners: Our findings strongly advocate for the adoption of a systematic approach to MOOC design. Practitioners should consider leveraging the ADDIE instructional design model, as demonstrated in our study, to elevate MOOCs to new heights. By strategically incorporating gamification elements, MOOCs can become powerful tools for enhancing learner engagement and fostering autonomous learning. This transformation will not only benefit individual learners but also contribute to the broader landscape of online education. Recommendation for Researchers: Researchers should delve deeper into the realm of gamification within MOOCs. The potential for refining and optimizing specific gamification strategies, especially within the structured framework of the ADDIE model, is an area ripe for exploration. Additionally, there is a need for nuanced research that delves into tailoring MOOCs to cater to self-directed learners’ unique needs. By doing so, we can continue to drive the boundaries of knowledge in online education and offer more effective solutions to learners worldwide. Impact on Society: Our study transcends the confines of academic inquiry and holds implications for society. By harnessing the power of gamification within MOOCs, we can enhance online education. This means not only making education more accessible but also rendering it more engaging and effective on a global scale. Our findings have the potential to democratize learning, empower learners, and ultimately contribute to a more educated and skillful society. Future Research: Future investigations should embark on a journey to uncover the long-term effects of gamification in MOOCs. Moreover, exploring the scalability of these approaches and their influence on diverse learner populations is paramount. As we move forward, the focus should remain on refining and expanding our understanding of how gamification, within the structured context of the ADDIE instructional design model, can continually optimize the landscape of online education.

Identification and Prioritization of New Financial Provision Methods to Enhance Speed and Transparency in Financial Reporting Using the Analytic Network Process (ANP) Technique

Objective: The aim of this study was to identify and prioritize new financial provision methods to increase the speed and transparency of financial reporting in private banks in Iran. Method: The current research method is quantitative and survey-based. The study comprises two populations. The first population consists of 95 banking and economic managers, and the second population includes 30 academic professors with master's and doctoral degrees in accounting, financial management, and information technology. Due to the small size of the first population, census sampling was employed, and for the second population, judgmental sampling with 25 participants was used. Data were collected through a researcher-made questionnaire and a pairwise comparison questionnaire. Findings: The findings of the study revealed that all considered variables, including payment technology, financial management technology, money transfer/remittance technology, international money transfer technology, insurtech technology, lending and crowdfunding technology, and capital market technology, are effective in enhancing the speed and transparency of financial reporting. Moreover, the findings indicated that money transfer technology, insurtech technology, international money transfer technology, capital market technology, financial management technology, lending and crowdfunding technology, and payment technology, in order of importance, have the highest significance in increasing the speed and transparency of financial reporting. Conclusion: Financial system planners can focus on prioritizing new methods of financial provision to enhance the speed and transparency of financial reporting.