Academic Requirements Research Articles

Multidisciplinary Laser Facility Driven by New-Generation High-Repetition Laser

For many years, high-power laser technology has been divided between industrial applications, which prioritize higher average powers and repetition rates, and academic research, which focuses on achieving higher peak powers and ultrashort pulse durations. The introduction of Yb-doped crystals in laser technology has paved the way for a new generation of laser sources that bridge the gap between industrial and academic requirements, combining high average power with ultrashort pulse capabilities. These advancements enable the integration of compact, adaptable front-end stages, making such lasers versatile for scientific applications. In Lisbon, the Laboratory of Intense Lasers leverages this technology with a system that combines commercial and custom-built front-end stages to enhance operational flexibility. In this paper, we present the current status of this facility and outline upcoming upgrades. We also showcase applications enabled by these high-power laser sources, including semiconductor studies, bi-photonics, and time-resolved spectroscopy.

Skills Required of Academics to Use Digital Technologies in Open Distance Learning Institutions

AbstractIn this paper, we discuss the skills required for academics to effectively utilize digital technologies within open distance learning institutions in South Africa. The growing prevalence of activities within these institutions has led to shifts in academic skill requirements, particularly as academics increasingly work remotely from home or in distant areas. Core academic responsibilities such as teaching and learning, research, academic citizenship, and community engagement have undergone various transformations. Drawing from the practical experiences and insights of the authors, who have extensive backgrounds in open distance learning, it becomes evident that many academics encounter challenges in adapting to and adopting digital technologies for their work. We utilized both quantitative and qualitative research methods in this study. We found out that key skills of adaptability in workplace learning, proficiency in innovative technologies, development of new module strategies, and effective time management are fundamental for academics working in open distance learning institutions. Various digital tools such as learning management systems, iPads, computers, audio/video conferencing, multimedia, online learning platforms, web-based management systems, webinars, and applications like Microsoft Teams, Zoom, and WhatsApp are prevalently used, with emerging technologies like Augmented Reality, Artificial Intelligence, and machine learning gaining influence. These technologies have significantly enhanced teaching, research, and social networking within academic contexts. The study recommends the importance of reskilling among academics to ensure proficiency in utilizing contemporary digital tools for improved service delivery.

Effect of Directed Pre-Veterinary Career Education on Applicant Confidence and Perception of the Profession.

Elective undergraduate courses are offered at the University of Georgia and the University of Florida that explore veterinary careers, offer guidance on being a successful veterinary school applicant, and expose students to the reality of the profession through guest speakers. Students (N = 276) from both universities responded to a survey offered at the first and last class period over the course of five semesters. Using 100-point Likert scales, students were asked to gauge their opinion of and interest in the profession and demonstrate their confidence in various aspects of building a successful application. Data were analyzed as a randomized complete block design with survey completion time as the fixed effect. After completing the course, students showed decreased (p < .01) interest in becoming a veterinarian and a reduced (p = .01) opinion of the profession. Despite these decreases, student perception ratings remained in the positive range in both categories. Student opinions of financial commitment, veterinarian mental health, and diversity did not change (p > .20) after taking the course, though ratings in these categories were neutral to somewhat negative. The post survey revealed students demonstrated more confidence in applying to veterinary school (p < .01), including understanding academic requirements, identifying ideal references, composing a statement of purpose, and gaining veterinary experience (p < .01). The survey demonstrated the benefits of a career exploration class for pre-veterinary students by increasing applicant confidence and showed that challenges facing the profession may influence the applicant pool.

Validation of the Emotions&amp;Care App: A Mobile Application for Supporting Mental Health of College Students

College students have experienced an increment in mental health issues due to the COVID-19 pandemic. When students start college, their mental health can be affected by emotional, social, or academic requirements. It is essential to provide tools for supporting the mental health of this population. In this paper, we present the validation of the Emotions&amp;Care app, a mobile application for supporting the mental health of college students. Emotions&amp;Care follows a user-centered design and provides mental health screening and monitoring. We used gamification techniques to motivate the sustained use of the app. Emotions&amp;Care also allows mental health specialists to monitor college students’ mental health by tracking daily notes and emotions and by controlling appointments. We validated Emotions&amp;Care with eleven college students and four mental health specialists. Our results indicate that Emotions&amp;Care has the potential to provide college students with mental health screening and monitoring; however, several design issues should be addressed to ensure its extended-term use.

Graduate Students Views in Using Search Engines for Thesis Writing

Search engine market found that Google held a prominent position as the preferred search engine among graduate students. As these students heavily depend on search engines to meet their academic requirements, enjoying advantages such as convenient search outcomes and increased confidence in utilizing web search engines for their thesis writing. This qualitative-descriptive research describes the behavioral intentions of graduate students in using search engines in their thesis writing. The study utilized semi-structured written interview to gather data through google forms and delivered using messenger application to the informants who were purposively selected using purposeful sampling. The information gathered was then analyzed through thematic Analysis. The findings revealed that there are three (3) themes that emerge from the results, namely: Behaviors, Factors, Outcomes, and five (5) meaningful categories, namely: Stress free, Open Mindedness, Transitioning, Peer Influence, and Performance output. The study shows that their use of current technology helped graduate school students by maximizing the use of search engines in their skills in thesis writing.

Factors Influencing the Quality of Undergraduate Students' Degree Projects: From Student and Supervisor Perspectives.

Degree projects are part of most professional study programmes and correspond to professional and academic requirements. Therefore, this study aimed to investigate factors that influence the quality of student degree projects from a supervisor and student perspective. Semi-structured interviews were performed with eight supervisors from the study programme in dentistry at Karolinska Institutet. The interviews were transcribed. The first part was summarised and described, and the second part was analysed thematically. Also, a questionnaire was completed by 45 students in their 7th and 9th semesters of the study programme. Student responses were summarised and described. The main findings indicate a convergence of expectations and perspectives between supervisors and students regarding the factors that influence the quality of the degree project. They emphasise the importance of realistic expectations, feasibility and adherence to academic standards for a high-quality outcome. Effective supervision involves the supervisor being readily available, responsive to student inquiries and supportive in time-management. Conversely, students are expected to demonstrate motivation, engagement and increasing autonomy. Additionally, both agree that the project should be engaging, relevant to the supervisor's expertise and the student's interests, contribute to personal and academic growth and ideally result in a publication. Taken together, supervisors and students share grounds for the degree project work, which is an important condition for ensuring a qualitatively sound degree project. Sharing expectations and perspectives in the beginning and having a continuously open dialogue concerning this issue during the degree project work benefits a sustainable collaboration and ensures quality.

The Need for Integrating Cloud-Based Project Management Tools in IT Curricula: Insights from Sri Lanka’s Software Industry

Cloud-based project management software is heavily used in the software development industry, with cloud computing advancements. As such software usage is becoming popular in the industry, empirical evidence suggests that investigating the efficient integration of cloud-based project management software into Information Technology degree programmes is crucial in bridging the gap between university education and industry requirements. Therefore, this mixed-method study was carried out in Sri Lanka, where the software development industry is a significant player in the service sector. To analyse the current uptake of such software, 102 firms were given a closed-ended questionnaire. The fact that 93% of respondents are using these tools and that they specified that their use is crucial for project success suggests that they should be integrated into the academic curricula of IT degrees. Thirteen interviews were also done with industry professionals. The thematic analysis showed that professionals who had studied using cloud-based project management software in their degrees found it easier to adopt them in the workplace than those who had not, suggesting the need for integrating them into academic curricula. Effective integration strategies included offering cloud-based project management tools as practical components required for use in projects, industry-led workshops, and online courses as assignments. These results can help higher education establishments improve their curricula, including the latest industry practices, to bridge the gap between academic and industry requirements.

Navigating Course-Sequencing Decisions and Community College Pathways for Historically Underserved Student Populations

ABSTRACT Course sequencing in higher education refers to the structured order of courses required for progressing toward a certificate or degree. Community college students, particularly those from historically underserved backgrounds, face a variety of challenges associated with meeting academic requirements and completing their degree. In this study, we draw from semi-structured interviews with 80 historically underserved students and 9 advisors from a high-enrollment community college to explore how historically underserved students and their advisors consider and implement course-sequencing strategies when building students’ academic schedules. Taken together, our emergent themes revealed that (1) historically underserved community college students were concerned primarily with fulfilling degree audit requirements, (2) the importance and difficulty of navigating the first semester of college, (3) the role and influence of non-curricular barriers to students’ academic success, and (4) the challenges and opportunities associated with taking online courses. Our findings suggest a potential need for institutional policies or requirements designed to ensure historically underserved students meet with their advisors at set intervals and receive evidence-based advising recommendations related to appropriate ordering and combinations of courses given their academic progress, degree program, and individual goals.

Factors associated with retakes in health Professions Courses: A case study of Five selected Universities in Sub-Saharan Africa.

Background Academic examination retakes are significant challenges in health professions education. With rigorous clinical assessments, limited training resources and high-stakes examinations, students struggle to meet academic requirements which cab result in retakes. This study aimed to assess the proportion of medical and nursing students with retakes across five Sub-Saharan African universities and to explore factors contributing to the retakes. Methods This was a cross-sectional quantitative study. The study involved 764 medical and nursing clinical students from five universities across Sub Saharan Africa: Busitema University (Uganda), Mzuzu University (Malawi), University of Ibadan (Nigeria), Kwame Nkrumah University of Science and Technology (Ghana), and the University of Zambia. Data was analyzed using descriptive statistics and logistic regression to identify factors associated with retakes. Results Overall, the proportion of students who had ever had a retake in clinical assessments was 12.6%. Factors associated with retakes are age with students aged 25 and above showed a higher likelihood of failing compared to their younger counterparts (OR: 2.45, 95% CI: 1.06-5.64, P = 0.036) and gender with Male students more likely to get retakes compared to their female counterparts (OR: 1.91, 95% CI: 1.21-3.00, P = 0.005) at univariate, although this association was not statistically significant in multivariate analysis. OSCE was the most frequent examination format associated with retakes, accounting for 47.7% ( P < 0.001). Conclusions The present study brings to light the proportion of students who experienced retakes and the factors associated with retakes among health professions students in Sub-Saharan Africa. This highlights the need for institutional interventions targeting at-risk populations: older and male students, and those with assessment problems related to the different modes of assessing clinical skills. Amelioration of these factors through appropriate support systems could minimize the proportion of students having to retake modules and create a more supportive academic environment. Further research might focus on exploring the proportion of students experiencing retakes in each country and thus determine factors that could contribute to high stakes towards retakes for each country so as to develop country specific solution and improved clinical skills assessment.

Evaluating the implementations of big data analytics in academic libraries: a structural equation model-based approach

PurposeThe rapid evolution of technological infrastructure and analytical capabilities has facilitated the integration of big data analytics (BDA) across various sectors. This study aims to investigate the suitability of implementing BDA within academic libraries, addressing the demanding need for effective data utilization in contemporary educational environments.Design/methodology/approachThe research is grounded in five critical components: data-driven culture, organizational infrastructure, employee responsibilities, management capabilities and the successful deployment of technology for BDA. An extensive literature review led to the development of a Likert scale-based questionnaire distributed on social media to collect data from university librarians in Pakistan. The authors were able to collect the data from 211 librarians. Descriptive statistics were employed to analyze the variables, while confirmatory factor analysis (CFA) was conducted using the AMOS to validate the research model.FindingsThe findings from the measurement model reveal significant positive correlations among all five components, underscoring their collective importance in facilitating the implementation of BDA. This formation is essential for addressing the evolving needs and academic requirements of users in the context of big data in a digital environment.Research limitations/implicationsThe study acknowledges limitations about its focus on a single country’s perspective, which may affect the generalizability of the findings regarding the implementation process of BDA in academic libraries.Originality/valueThis research contributes to the existing body of knowledge by highlighting the practices and capabilities of librarians in the era of big data as well as the requisite organizational infrastructure for the effective implementation of analytics in academic libraries.

Instrumental Competence Development of Internship Students in English Translation and Interpreting Department

This study explores the development of instrumental competence among students of the English Translation and Interpreting Department at Sakarya University during their internships. Instrumental competence, defined as the ability to effectively use technological tools in translation processes, plays a crucial role in modern translation education. The research specifically examines how fourth-year students' proficiency in Computer-Assisted Translation (CAT) tools, machine translation systems, and digital resources evolves throughout their mandatory internships. Additionally, the study assesses students' perceptions of their academic preparation and how well university courses equip them to meet the technological demands of the translation industry. Using a qualitative research design, semi-structured interviews were conducted with 15 students who completed internships in translation companies. The findings highlight that internships significantly enhance students' instrumental competence, particularly in using CAT tools and other digital resources. However, gaps were identified in the curriculum, particularly in offering practical experiences with advanced translation technologies. Recommendations are provided for improving translation education to better bridge the gap between academic learning and professional technological requirements. The study underscores the importance of internships in advancing instrumental competence, suggesting that hands-on experience with industry-standard tools is essential for students' success in the field, ensuring they are adequately prepared for real-world challenges.

Professional Identity in Speech-Language Pathology Students

Purpose: Professional identity (PI) serves to aid preprofessionals by contributing to a sense of purpose as students pursue their academic requirements. The importance of PI has been explored across other allied health fields including nursing, social work, and medicine. However, this topic has not been thoroughly investigated in communication sciences and disorders (CSD), and there is limited information on perceptions of PI among CSD students. Method: The current study is a secondary analysis of existing data. An adapted version of the PI Five-Factor Scale was administered via an anonymous online survey. Student participants self-reported perceptions of PI and perceived program support. Differences on the factors were tested using t tests and analysis of variance to explore differences between groups. Results: Significant differences were found between monolingual and multilingual students, with monolingual English-speaking students reporting higher perceptions of PI. There were no significant differences in PI between genders, racial groups, or first-generation students versus students of parents with varying educational backgrounds. Participant responses skewed toward a positive PI. Similar results were found for participants' perceptions of program support for PI across the five factors. Conclusions: PI has been extensively explored in allied health fields, but the topic has not been explored in speech-language pathology. Study findings can be used to help better serve students, particularly those from underrepresented groups. These data can support the recruitment and retention of culturally and linguistically diverse students with goals to increase the diversity of the pipeline of future professionals.

Language Learning Motivation in Post-Secondary Courses: English, German, Spanish, Japanese, and Multilingualism

This study explores the motivational profiles of students enrolled in language courses at the post-secondary level, emphasizing the role of the ideal multilingual self. A sample of 280 learners across English, German, Spanish, and Japanese courses participated in the research. Drawing from the L2 Motivational Self System framework and integrating the concept of the ideal multilingual self, the study utilized a questionnaire to investigate the sources of language learning motivation. The findings revealed English and German as the predominant language choices, primarily influenced by external factors such as academic requirements and societal expectations. In contrast, learners engaged in less commonly taught languages, particularly Japanese, demonstrated heightened intrinsic motivation and a more explicit ideal multilingual self-concept. This trend highlights the significance of multilingualism in shaping learners' motivational profiles, with learners of less commonly taught languages expressing a stronger inclination towards linguistic versatility and proficiency. Moreover, the study revealed a positive correlation between speaking multiple languages and the aspiration for multilingualism, suggesting that learners with multilingual backgrounds are more inclined toward embracing linguistic diversity. These findings contribute to understanding the dynamic relationship between language choice, motivational factors, and the ideal multilingual self-concept in the context of post-secondary language education.

INPUTS AND OUTPUTS OF HIGHER EDUCATION: A READING OF THE ALGERIAN HIGHER EDUCATION SYSTEM IN THE LIGHT OF THE KNOWLEDGE INDEX

Objective: The purpose of this research is to assess and understand the condition and difficulties facing the education system, in Algeria in light of the knowledge economy, with particular focus on the alignment between university outputs and labor market demands. Theoretical Framework: The study is based on the concept of the knowledge based economy model which underscores the pressing requirement for institutions to adjust to progress and changing economic landscapes. It examines the relationship between higher education outcomes and economic development in developing nations. Method: The study employs an analytical approach to evaluate Algeria's higher education system, examining public spending patterns, graduate employment rates, and the alignment between academic programs and market needs. Results and Discussion: The results indicate that with rises, in funding, for public education and enhancements educational inputs, Algeria faces persistent challenges: (1) high unemployment rates among university graduates, (2) misalignment between academic training and industry requirements, and (3) limited focus on entrepreneurship and innovation in university curricula. Research Implications: The study recommends strategic reforms including: (1) reorienting universities toward entrepreneurship education, (2) strengthening research and innovation capabilities, and (3) developing learning environments that foster creativity and practical skills. These changes aim to shift from a purely employment-focused model to one that emphasizes job creation. Originality/Value: In this study a thorough examination of the education system, in Algeria is presented within the framework of the knowledge economy., offering evidence-based recommendations for transforming universities from institutions that prepare job seekers to centers that create job creators, thereby contributing to sustainable economic development.

Educational Objectives and Student Management Methods in International High Schools in China

Much attention has been given to the challenges and complexities of international education in China. However, there are a lot of areas that have not been fully explored, especially regarding achieving the right blend of globalization and traditional education. This paper examines the development of international high school education in China the changes in educational models, the unique features of international curricula, and the effects of recent policy changes. In the study, it is also found that seemingly beneficial attempts at global citizenship and critical thinking provided by international education introduce a high level of stress originating from conflicting academic requirements and inflexible educational frameworks. Considering the results obtained, the following recommendations have been formulated to improve the situation regarding the development of international education in China. These include balancing intrinsic and extrinsic motivation for the students, strengthening their mental health and academic support services, reducing workload for students, and ensuring more time for students. If these challenges are addressed, China can equip students to fit the world that is shifting towards globalization.

Application of the Contemporary Psychometrics for Assessing Economic Literacy

Currently, new skills and various types of "new literacies" relevant to the modern world are becoming issues of growing importance. One of them is economic literacy; however, there are only few assessment instruments that fulfil the academic requirements for its assessment among university students. One of such internationally established instruments is the Test of Understanding in College Economics (TUCE), which is a popular tool in empirical studies of economic literacy in many countries around the world. Despite its advantages, the currently available version of the TUCE designed for American colleges back in 2006, is prone to cheating and provides limited opportunities for formative feedback. The purpose of this paper is to present the Updated Test of Understanding in College Economics (U-TUCE). In developing the U-TUCE, we utilized the capabilities of contemporary psychometrics, which offer sufficient advances in overcoming all limitations of the original TUCE mentioned before. First, we present a revised theoretical framework of the U-TUCE, highlighting that the test measures different types of mastery of economic literacy. Second, we describe the approaches used for modifying the TUCE items and developing new items. A half of the original test items have been replaced or redesigned to reflect the economic context that has changed since 2006. Third, we utilize the logic of automatic item generation algorithms to increaseg the level of test protection against cheating. We made all changes in such a way as to maintain comparability with the previous versions of the TUCE test if necessary. Finally, the use of the Item Response Theory (IRT) is paired up with that of Cognitive Diagnostic Modeling (CDM) to ensure the quality of the U-TUCE and enhance its formative value. We show that IRT can be used to estimate the construct as a whole (which is of interest to researchers, administrators, and policy makers), while CDM provides information relating to each of the construct components, which are of interest to educational practitioners and students themselves. The results of the data analyses show that the test can be used for both purposes simultaneously.

Oral interpretation skills among English-majored graduates: A case of those from a university in Vietnam

It is undoubtedly believed that the ability to deliver effective presentations in English is not merely an academic requirement but also a vital skill for success in the professional world. Students who excel in delivering presentations often demonstrate higher levels of critical thinking, research ability, and overall academic achievement. Unfortunately, delivering presentations in English poses a significant challenge for many students, particulary those in non-native English-speaking countries like Viet Nam. Via a mixed-methods approach, the current study investigates the oral consecutive interpretation skills of English-majored graduates from Thu Dau Mot University (TDMU), finding out the challenges faced by these students in oral interpretation, focusing on four key stages: listening and understanding, notetaking, decoding notes, and expressing and reformulating. In the quantitative process, 150 graduates completed a survey questionnaire, providing broad data for statistical analysis. The qualitative process involved direct observations and semistructured interviews with 10 graduates. The observations in real-world settings utilized a structured checklist to assess four critical phases of consecutive interpretation: listening and understanding, note-taking, decoding notes, and reformulating and expressing. Key findings indicate that graduates face significant challenges in each phase. In the listening and understanding phase, difficulties include maintaining focus and comprehending complex content. Note-taking challenges involve developing effective techniques and balancing listening with writing. The note-decoding phase reveals issues with accurately reconstructing messages under time pressure. In the reformulating and expressing phase, graduates struggle with delivering fluent and coherent interpretations, especially under stress. The study highlights the importance of cognitive and memory skills, effective notetaking, stress management, and public speaking abilities in successful interpretation. This research underscores the need for a practical approach to interpreter training that addresses both technical and psychological aspects.

Scaffolding Deliberations

Developing student engagement online necessitates creating a specifically designed online site to foster interaction alongside regularly structured academic requirements. By creating this deliberative opportunity, students share and discuss varied perspectives on current and controversial issues. Using data from a spring 2023 collaboration course across the two geographically dispersed universities in New York and Texas, student engagement forms were assessed for their academic educational outcomes. Significant findings revealed that students challenged and clarified their varied perspectives across the institutions. In addition, their interaction and engagement resulted in greater satisfaction with their course work while lessening their learner isolation during our social distancing protocols.

Value Added Courses in the Colleges of Nagaland: An Exploratory Study

Value added courses are additional educational programs or modules that are designed to complement the core curriculum of a degree program. These courses aim to provide students with extra skills, knowledge, and experiences that go beyond the traditional academic requirements. Value added courses are intended to enhance students’ overall learning experience, make them more competitive in the job market and better prepare them for the challenges of the professional world. These skill sets beyond the degree that one possesses will make an individual more desirable to secure a job and at the same time sustain the job and face challenges along the way and therefore considering this need, the NEP 2020 made a visionary step to introduce. The significance of such skills is slowly sprouting in the society and with the changing job market where the shift is towards industry and entrepreneurship and not only inclined towards white collar jobs, acquiring certain skill set is the call of the hour. Besides, the preferences of such skills in the career perspective, we cannot deny the significance of the skills and experience that make individuals good human beings capable of rational thought and action, possessing compassion, empathy, resilience, courage with sound ethical values as envisaged by National Education Policy 2020 and therefore giving priority towards such courses should be of utmost importance. This paper highlights the importance of Value-Added Courses in the higher educational institutions and examines the status of Value-added Courses in the colleges of Nagaland and also identifies challenges faced by the teachers using the interview method on 25 college teachers involved in imparting the course papers. Findings with regard to challenges revealed, there is a lack of clarity in the allocation of value-added courses to different departments, resulting in confusion, also availability of relevant textbooks of the value-added course papers and so on. Collaboration among teachers and feedback mechanisms to gather input from students were recommended as suggestive measures for further improvement

Estimating Students' Academic Success in the Preclinical Stage of Undergraduate Medical Education Using the Admission Test Approach.

Medical schools face substantial challenges in objectively selecting the best applicants, and the admission process can impact medical students' academic performance. This study aimed to estimate the students' academic success in the preclinical stage of undergraduate medical education using admission tests. This cross-sectional study was conducted on 1,193 students' records from the 2014 to 2019 cohorts. The students' admission data comprised the cohort, sex, admission track, psychological test, and academic tests. The academic success was based on the student's end-year academic evaluation. Data were analyzed using contingency and Kendall's tau b tests with IBM® SPSS® Statistics version 16.0 for Windows. Most of the 1,193 preclinical medical students' records included in the study were females (68.1%), from the regular admission track (78.5%), from the considered psychology test category (52.8%), and had an academic admission test of less than or equal to the median. (51.6%). Most students (89.7%) met all the academic requirements to pass the end-year evaluation. The bivariate analyses showed significant correlations between academic success and cohort (p<0.001), psychology test (p=0.005), and academic test (p<0.001). The analyses showed no significant correlation between academic success and sex (p=0.324), and admission track (p=0.128). This study indicated that cohort and psychology tests could estimate the student's academic success at the preclinical stage of undergraduate medical education. The admission criteria related to the academic tests during the admission process should be re-evaluated, so that the academic tests could select the best students among the applicants.