Academic Quality Research Articles

The impact of being named the top party school on peer rankings and the academic profile of a university

ABSTRACT We explore how being named the top party school by the Princeton Review affects the U.S. News and World Report ranking, the peer ranking of an academic institution, and the academic profile of the university. We find that ‘winning’ the title of top party school lowers both the overall ranking and the peer ranking at the school. Additionally, the academic quality of students enrolling at the institution decreases. Our results suggest that the publicity of being named the top party school enhances a school’s undesirable reputation, as measured by lowered rankings, and influences student enrolment decisions, particularly (and negatively) among top academic performing students.

Rising Stars in Dermatology: Analysis of Lead Authorship Roles in the Published Literature

Introduction: The quality and progression of dermatologic research is significantly impacted by the contribution of first authors at different stages of their careers. Our study examines the association between first-author academic degree, financial sponsorship, and evidence quality published in three highly read journals from October 2013 to October 2023. Methods: Data collection was conducted using REDCap, and statistical analyses were performed with Welch’s t-tests and chi-squared tests. Results: A significant shift in first-author education levels was observed pre- and post-2018, with an increase in pre-doctoral (bachelor’s or master’s degree) compared to post-doctoral (MD or PhD) first authors (9.6% vs. 15.5%, p=0.04), indicating a trend of early-career researchers assuming lead roles in original investigations. Additionally, citation frequency did not differ between pre- and post-doctoral first authors (p=0.26), suggesting comparable research impact. However, post-doctoral first authors had a higher proportion of financial sponsorships (48% vs. 41%, p=0.014) and a higher quality of evidence based on study design (31.4% vs. 13.7%, p<0.001). Discussion:The disparity in financial sponsorship and evidence quality highlights an opportunity for enhanced support of pre-doctoral early career researchers through mentorship programs and financial grants to potentially improve meaningful research productivity in dermatology.

Examining Leadership Styles in Academic Leaders: A Case Study of a University in Bogotá, Colombia

Leadership in institutions of higher education (HEIs) is important for the academic environment, educational quality, and student success. This research explored the leadership strategies implemented by a HEI in Bogotá, Colombia. A sample of 162 participants was surveyed, made up of collaborators and teachers of the institution. The results reveal that the leaders simultaneously adopt transactional and transformational leadership behaviors. This combination of leadership styles has characteristics that are directly related to the role of managers in the university institution. Understanding these dynamics can lead to improving educational practices, optimizing operational and academic management, and facilitating the interpretation of behaviors.

The relationship of emotional intelligence to burnout and related factors in healthcare profession students

BackgroundHigh prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula. ObjectivesTo explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables. DesignCross-sectional survey study. SettingsData was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey. Participants147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP). MethodsParticipants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale. ResultsA large negative correlation was noted between emotional intelligence and burnout (r = −0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence. ConclusionsThese findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

Exploring Indonesian EFL students’ lexical diversity and its correlation with academic vocabulary use in an online academic writing environment

This paper reports on a quasi-experimental study designed to explore the relationship between lexical diversity and academic vocabulary use among Indonesian EFL university students engaging in online academic writing discussions and assignments. The study analysed 11,624 tokens and 5437 types collected from students' contributions in online discussions and academic writing assignments. Findings revealed that the level of lexical diversity among the students was significantly varied depending on the text length and the total amount of data. It was found most students were indicated to possess average ESL level of academic writing with a D value ranging from 50 to 70 while some others indicated a high level of adult ESL with developed academic text in the range between 70 and 80 D level. Moreover, it was also found that the degree of lexical diversity was not affected by the writing topic familiarity or students' academic year. Findings revealed a statistically significant negative correlation between measures of lexical diversity and academic vocabulary use. Contrary to expectations, while a diversified vocabulary generally correlates positively with student writing performance, this relationship reverses in contexts emphasizing the academic quality of writing. These results highlight the complex dynamics of lexical usage in academic writing and suggest that mere lexical diversity does not always equate to higher academic writing quality. This study contributes to a critical understanding of how lexical diversity functions in digital academic environments and offers implications for English language teaching practices in higher education settings.

Improving k-nearest neighbor performance using permutation feature importance to predict student success in study

The timely graduation of students is a critical indicator of academic quality assessment. Therefore, universities should use effective predictive systems to identify earlier potential lateness of graduation. This study aimed to improve the K-nearest neighbor (K-NN) algorithm’s ability to predict student on-time graduation. It evaluated K-NN algorithm performance with and without the permutation feature importance (PFI) technique, using a dataset of 460 student graduation records from 2014 to 2017. The training data was oversampled, adjusting the ratio of minority class samples from 13% to 100% of the majority class samples. The result shows that integrating PFI into the K-NN model improved K-NN performance by 10 iterations of the PFI process, N-shuffle varying from 10 to 100 for each iteration, and a minority class sample ratio of 25%. The accuracy score improved from 90.22% to 92.39%, precision from 50.00% to 62.50%, F1-score from 52.63% to 58.82%, while recall remained consistent at 55.56%. The PFI analysis showed that achievement index for the 1st semester or IPS 1 had the least impact on the model. The study suggested using a comprehensive approach to determine the n-shuffle of PFI based on the number of test data for a more accurate feature contribution pattern.

Faculty perspectives on accreditation, academic freedom and quality learning in private higher education institutes: empirical evidence

Purpose This study aims to investigate the effects of standardization, accreditation process on academic freedom and quality learning in higher education institutes (HEIs). In addition, this study explores the mediating effects of academic freedom between standardization, accreditation and learning. Design/methodology/approach To attain the objective, the study uses the theory of self-determination as its theoretical underpinning. The smart PLS-SEM technique is applied for analyzing data. Findings The results indicate that the accreditation process has a significant negative influence on faculty academic freedom and quality of learning in the sampled HEIs. There is also a significant mediating effect of academic freedom. Research limitations/implications There are a few limitations in this study. First, the study considers the faculty members only as respondents. Second, this study only considers the faculty members of private universities as respondents. In the future, public HEIs could also be included in similar studies. Finally, this research has been done in the context of a developing country. Practical implications The findings of the study have pervasive implications for the authorities in HEIs. The authorities of HEIs might capitalize on this evidence in formulating the appropriate policy for their HEIs. Social implications As the accreditation process weakens academic freedom and quality learning, accreditation should not be viewed as an institutional development and quality assurance tool. Rather, accreditation ought to allow for amplifying faculty voices, empowering faculty and protecting their rights. Originality/value Quantitative analysis on the subject addressed in the current study is scarce. Therefore, this research can be considered valuable for stakeholders of HEIs.

Striving for Quality Higher Education: The Quandaries of Academic Planning and Quality Assurance Directorate at the University for Development Studies

The study examined the quandaries of the Directorate of Academic Planning and Quality Assurance (DAPQA) of the University for Development Studies. The study adopted a mixed research approach using purposive sampling to select two staff members from the Directorate and fourteen DAPQA representatives from all the various schools and faculties in the university. The researchers personally administered the questionnaires and conducted the interviews. Descriptive statistics and frequencies were employed to analyze the quantitative data, while the qualitative data were transcribed and coded for easy identification. The study revealed that the directorate is faced with poor cooperation from the university's academic and non-academic staff. It also came to light that there were inadequate personnel and limited office space and funds to carry out their activities. The study, therefore, recommends recruiting qualified staff and continuing workshops for existing staff of the university to appreciate the role of DAPQA and the need to avail themselves whenever needed. Again, university management should organize in-service training for the staff of DAPQA and provide enough office space and funds to carry out its activities.

Systematic Review to Improve Management Skills in Pedagogical Leadership

The present review addresses how educational leaders can improve their managerial skills to address current challenges in the field of education. Current research 18 that met strict inclusion and exclusion criteria was identified through a comprehensive review of all articles published for the period 2020 and 2024 in databases such as Scopus, Scielo, ScienceDirect, and Web of Science. The results show that the management of educational institutions and the effectiveness of pedagogical leaders can be profoundly changed by implementing educational programs that incorporate managerial skills. Numerous studies delineate the importance of continuous professional development, institutional support, and effective resource allocation, while pointing out the demographic and cultural elements that impact educational leadership. To increase academic achievement and educational quality by strengthening managerial competencies, it is necessary to improve pedagogical leadership. This can be achieved by developing managerial and emotional skills, providing institutional support and ongoing training, and taking into account the cultural and demographic environment.

Implementing work-based assessments in a level 7 data analytics digital degree apprenticeship: challenges and lessons for HEIs

This paper explores the incorporation of work-based learning in the Digital and Technology Solutions Specialist (DTSS) Master’s degree apprenticeship programme in a London-based Higher Education Institution. Specifically, innovative work-based assessments are introduced aiming at utilising workplace resources while meeting academic requirements. Challenges highlighted include balancing academic requirements and business needs as well as supporting learners, employers and academic staff in embracing and implementing the work-based nature of the assessments without compromising academic standards and quality of learning. Lessons are drawn for higher education institutions that consider introducing similar programmes.

Impact of modern technological methods of knowledge management and total quality management on the performance of educational colleges faculty: A case of Jordan

This research investigates the impact of modern technological methods of knowledge management (KM) and total quality management (TQM) on the performance of faculty members in educational colleges in Jordan. Drawing on a survey conducted with 306 faculty members, the study examines the influence of technology on teaching methodologies and academic quality within the Jordanian higher education context. The study utilizes the Technology Acceptance Model (TAM) to back up the modern technological methods of knowledge management (KM) and total quality management (TQM) models. The findings reveal a generally positive perception among respondents regarding the beneficial effects of modern technological tools on teaching effectiveness, collaboration, and innovation. Additionally, technology-enhanced TQM practices were found to contribute to improvements in curriculum design, student engagement, and administrative processes. Regression and correlation analyses support significant relationships between technology-enabled KM and TQM practices and faculty performance, highlighting the transformative role of technology in shaping the future of higher education in Jordan. Recommendations are provided for educational institutions to enhance the integration of technology and foster a culture of innovation and continuous improvement among faculty members.

Improving Educational Quality: The Leadership Role of Private Islamic College Leaders

The present study examines the leadership responsibilities undertaken by leaders inside private Islamic universities. The present study was directed by a singular research issue, specifically focusing on the leadership role of leaders inside private Islamic religious universities in their efforts to enhance the quality of education. The present investigation is characterised as a qualitative study employing a case study design. The study was conducted at the Nahdlatul Wathan Islamic College (STAI NW) in Samawa, Sumbawa Besar Regency, located in the province of West Nusa Tenggara. Data gathering strategies encompass several methods such as interviews, observation, and documenting. In the interim, the process of data analysis was conducted utilising a series of established techniques, namely data reduction, data display, data condensation, and conclusion drawing/verification. This study demonstrates that in order to enhance the educational standards, the chairman of STAI NW Samawa undertakes various primary responsibilities, including: 1) managerial duties; 2) Developing academic quality and sustainability; 3) Fostering campus entrepreneurship; 4) providing motivation; and 5) optimising the allocation of responsibilities among lecturers and staff members. The findings of this research have the potential to enhance the significance of leadership within the framework of private Islamic religious universities.

Exploring the Impact of Internationalization on Academic Quality and Cultural Exchange in Higher Education Institutions

Exploring the Impact of Internationalization on Academic Quality and Cultural Exchange in Higher Education Institutions

Research on the Impact of China's 'Double-Reduction' Policy on Urban and Rural Education

The Chinese government has implemented several education reform policies in recent years, including the 'Double-Reduction' policy. This policy aims to reduce the academic burden on students and the excessive competition from out-of-school training organizations. However, the disparity between urban and rural education in China has been a highly controversial topic, and the implementation of the 'Double-Reduction' policy has brought about different impacts on students in different regions. This paper provides an in-depth analysis of the impact of the 'Double-Reduction' policy on different regions and populations, and explores the current challenges of China's education reform from four perspectives: academic pressures, educational resources, educational quality, and students' opportunities for future development. Achieving equity in education through the 'Double-Reduction' policy requires comprehensive consideration of the urban-rural education gap, and increased investment in and support for rural education resources while reducing the schoolwork burden on students. The implementation of the policy and the fulfilment of educational equity are ensured under a monitoring and evaluation mechanism.

The Role of HRM Functions in the Sustainable Performance of Pakistani Private Schools: A Post-Pandemic Status Quo Analysis

The following quantitative study assess the role of HRM functions to drive the sustainable performance within the Pakistani private schools in the post-pandemic context. The COVID-19 pandemic has been able to fundamentally disrupt the educational decorum worldwide, forcing the schools to possibly adapt towards unprecedented issues. In this study, we investigate the ways in which HRM operations—including hiring and selection, training and development, performance reviews, and staff retention—have bolstered Pakistani private schools' resilience and long-term viability. Data was gathered from a representative sample of HR staff members, teachers, and administrators at private schools using a survey-based methodology. The association between HRM practices and sustainable school performance was determined by statistically analyzing the data with an emphasis on academic quality, staff well-being, and operational continuity. The findings of the study reveal that effective HRM practices have played an important role to mitigate the negative influences of the pandemic, specifically through the strategic workforce planning, employee engagement, and professional development. Schools which adapted towards a proactive HRM approach exhibiting higher employee retention levels, rectified academic outcomes and job satisfaction in comparison to those with relatively less structured HR functions. The study presents that investment within the strong HRM functions is important to assure the sustainable performance of the educational institutions for the future crises. The research in consideration provides actionable insights related to the policymakers and school administrators to strengthen the HRM frameworks to increase the long-term viability of the private educational institutions in Pakistan.

Decoding South African lecturers’ frustrations with neoliberal governance approaches

Corporate norms and values, characterised by an enterprise ethos, became the new parameters that defined the academic environment. Academics are increasingly becoming concerned about the commodification of higher education and its impact on academic quality and the standards of quality graduates. The voices of South African academics and their experiences within the neoliberal university governance remain underexplored in the current literature. This study aimed to enhance understanding and contribute to knowledge by exploring lecturers’ experiences within a corporatised academic work environment. This study took place across public and private higher education institutions in South Africa. A cross-sectional, qualitative, interpretative phenomenological research design was employed. Data was collected by means of semi-structured interviews with a diverse sample of 20 lecturers. The data analysis followed the principles of interpretative phenomenological analysis. The findings of the study identified three key areas that triggered feelings of frustration with management: (1) participants experienced a lack of management’s understanding of governing academic work environments, (2) an erosion of their collegial culture, and (3) a lack of transparent communication.Contribution: A key contribution of this study, which set it apart from other studies, was lecturers’ perceptions that their professional identity, collegiality, autonomy, and academic freedom were in crisis.

Investigating The Relationship Between Sleep Quality, Adherence to Proper Sleep Hygiene Practices, And Academic Performance Among Students.

In this correlational study, the relationship between sleep quality, sleep hygiene, and academic performance among individuals aged 17- 24 years was investigated (200) utilizing correlation. Descriptive statistics showed normal distributions for Academic Performance, Sleep Quality, and Sleep Hygiene scores. Spearman’s rho correlation analyses showed a weak negative correlation between Academic Performance and Sleep Quality (ρ = -0.184, p = 0.009), proposing that higher Sleep Quality is related to slightly lower Academic Performance. Contrarily, no significant correlation was discovered between Academic Performance and Sleep Hygiene (ρ = -0.060, p = 0.393), suggesting that sleep hygiene practices alone do not affect academic outcomes. A moderate positive correlation was seen between Sleep Quality and Sleep Hygiene (ρ = 0.484, p &lt; 0.001), underscoring that good sleep hygiene led to higher Sleep Quality. These results emphasize the complex nature of the relation between sleep-related factors and academic performance, proposing the influence of multifaceted variables beyond sleep on academic outcomes. The study suggests comprehensive approaches combine various factors to optimize both academic performance and overall well-being. Future research should explore additional variables and employ longitudinal designs to elucidate causality and refine interventions aimed at advancement of sleep and academic performance.

Seeking opportunity or socio-economic status? Housing and school choice in Sweden

Residential choices and school choices are intimately connected in school systems where school admission relies on proximity rules. In countries with universal school choice systems, however, it remains an open question whether families’ residential mobility is tied to the choice of their children’s school, and with what consequences. Using administrative data on all children approaching primary-school age in Sweden, we study to what extent families’ financial and socio-economic background affects mobility between neighbourhoods and the characteristics of schools chosen by moving families. Our findings show that families do utilise the housing market as an instrument for school choice over the year preceding their firstborn child starting school. However, while families who move do ‘climb the social ladder’ by moving to neighbourhoods with more households of higher socio-economic status, their chosen schools do not appear to be of higher academic quality compared to those their children would otherwise have attended.

Age-Matched Comparative Analysis of Binocular Vision Anomalies among Children with Dyslexia in Northern Nigeria.

Background: Dyslexia, a neurodevelopmental disorder affecting reading skills, poses significant challenges to children's academic performance and quality of life. Despite its rising prevalence and adverse effects, understanding of its relationship with vision anomalies remains limited, particularly in low-resource settings like Nigeria. This study aims to assess the prevalence of binocular vision anomalies (BVAs) among children with and without dyslexia in Kano, Nigeria. Methods: This is a hospital-based, cross-sectional, matched-paired, controlled study conducted at the Aminu Kano Teaching Hospital (AKTH) Eye Clinic in Northern Nigeria. The study included school children who visited the AKTH Eye Clinic from January 2018 to December 2022. Visual acuity tests, external eye examinations and accommodative, binocular vision and oculomotor skills tests were conducted. Descriptive statistics, independent t-tests, Mann-Whitney U tests and Fisher's exact tests were conducted, with a significance level set at p < 0.05. Results: Forty-four children aged 12 ± 2 years participated. Children with dyslexia reported higher rates of visual symptoms than those without dyslexia, Blurring vision, visual distortion and eye strain were the most prevalent (p < 0.05) BV symptoms. Accommodative insufficiency), was the most common visual abnormality, and was significantly higher in children with dyslexia than those without dyslexia (45.5% vs. 18.2%). However, other visual anomalies showed no significant difference between groups. There was a high prevalence of binocular vision anomalies in both groups. Binocular test findings showed dyslexic children had significantly lower distance positive fusional vergence recovery values (p = 0.005). All cases of convergence insufficiency alone were found in the non-dyslexic group. Conclusions: The study found that children with dyslexia residing in Northern Nigeria demonstrated higher rates of visual symptoms, more accommodative insufficiency and lower distance positive fusional vergence recovery values compared to their non-dyslexic counterparts.

Factors influencing nursing student satisfaction in aged care placements: An Australian cross-sectional study

AimThis study aimed to investigate factors influencing nursing students’ satisfaction with aged care placements. BackgroundProviding positive clinical experiences in aged care is crucial for students to learn safe, quality care and to foster a sustainable workforce. DesignCross-sectional study MethodsNursing students in nursing degrees participated in the national placement evaluation survey. A total of 2378 responses were extracted from the national clinical placement evaluation survey in 2023. Using multinomial logistic regression, demographics, academic, placement characteristics and placement education quality (clinical environment and learning support) were investigated in relation to three different levels of students' overall satisfaction (low, moderate, high). ResultsStudents reported overall satisfaction with their clinical placement, with a mean score of 7.9 (SD=2.1) on a 10-point scale. While most students agreed that they had achieved their learning objectives (90.0 %), they reported limited opportunities to interact with the multidisciplinary team (80.0 %). Further, students reported a relatively negative experience with staff, such as willingness to work with students (78.9 %) and being positive role models (78.9 %). Comparing the low satisfaction group to the moderate satisfaction group, male gender, identifying as an indigenous student and higher academic years increased the odds of being ‘least satisfied’, whereas international students, whose first language was not English and those with higher perceived placement education quality scores had lower odds of low satisfaction group membership. Conversely, compared with the moderate satisfaction group, those with the highest satisfaction with their clinical placement had a greater odds of being older, an international student and having higher scores in placement quality for the clinical environment and learning support. This model predicted 58.7 % of students' overall satisfaction. ConclusionsPositive learning experiences in aged care may promote the importance of practice in this area to new graduates. Despite students’ overall positive satisfaction with aged care placements, it is clear there are areas to address: a need to develop a structured approach to enhance aged care clinical experiences, progressive development of learning objectives, enhancing student career preparation and increasing participation in interprofessional collaboration may be useful approaches.