Academic Term Research Articles

When digitalization meets sustainability: exploring interactions within a manufacturing firm

PurposeThis study explores if and how manufacturing firms can achieve an effective interaction between digitalization and sustainability (in economic, social and environmental terms). The main aim of the study is to understand the extent and nature of the interaction between digitalization and sustainability processes and how business firms manage this interaction.Design/methodology/approachA qualitative, in-depth, single case study approach is adopted, drawing upon the Actors-Resources-Activities (ARA) framework proposed by IMP studies. The case of Beta – a manufacturer in the mechatronic sector – is longitudinally analyzed via data collected from sustainability reports and interviews.FindingsBeyond unveiling the main challenges and intervening factors to accomplish digital-sustainable interaction, the study highlights the need for firms to strategically plan and integrate digital and sustainable initiatives to foster such symbiotic interaction, emphasizing the role of activities, actors and resources in achieving a cohesive digital-sustainable journey.Originality/valueThe originality of the research relies upon the longitudinal perspective on the interaction between digitalization and sustainability and the adoption of an IMP-based approach referring to the ARA framework, which finally lead to novel contributions in both academic and managerial terms.

An Online Alumni Tracer System for the Graduates of Cavite State University

Technology implementation can be seen in a variety of professional disciplines, industries, and even the average home. Different sorts of technology are now being used to improve efficiency, increase output, and bring answers to present concerns and problems. Graduates is one of the important supports in the development of a university. Graduates have a role to assist universities in developing the university into the community through collaboration in academic terms. Employability of graduates is one of the indicators being assessed by Higher Education Institutions (HEIs) to find out whether the quality of education they provide is suitable to the needs of the industry. The researchers developed an Online Alumni Tracer System for the Graduates of Cavite State University Imus Campus to allow the university to trace the CvSU-Imus alumni employment status, work alignment, and job whereabouts. The web-based application system can be used as a tool in finding out important information about them and it aims to track the professional development of graduates with regards to the relevance of their skills and training acquired from the university. The information in return can help the administration determine the improvement that they need to do with the existing curriculum. It can also generate comprehensive reports which are necessary for planning, program implementation and any decision-making purposes. The Agile Methodology was adopted by the researchers during the system development of the Alumni Tracing system. The software used for developing a system are PHP, CSS, Javasript and MYSQL as a database. The evaluation of the CvSU-Imus campus Alumni Tracing system revealed that the developed system met its requirements by utilizing a modern method of recording information and reports generation.

Alternative Assessment for Enhancing Complex Problem-Solving Skills in Mechanical System Design Course

Traditional assessment methods in engineering education, such as exam-based evaluations, often fail to adequately measure complex problem-solving skills and practical application of knowledge, necessitating the exploration of innovative assessment approaches. This paper introduces the Constructive-Teamwork-Experiential-Presentation (CTEP), an alternative assessment approach applied in the Mechanical System Design course (ENT348) for undergraduate mechanical engineering students. The CTEP model is tailored to enhance complex problem-solving (CPS) abilities and engage students in complex engineering activities (CEA). It aligns with the 2020 standards of the Engineering Accreditation Council (EAC) and the Malaysian Qualifications Framework (MQF) 2.0, specifically addressing Programme Outcomes (PO) 3 (Design) and PO10 (Communication). Over four academic terms, this model incorporated interactive design tasks, collaborative teamwork, simulation exercises, and student presentations. The findings indicate notable improvements in achieving PO3 and PO10, with average attainment rates rising to 80% and 78%, respectively. Beyond academic achievements, the model also supported the development of essential skills such as creativity, collaboration, and effective communication. Challenges related to time management and limited resources were mitigated through guided supervision and institutional backing. Future studies aim to evaluate the potential of extending the CTEP model to other engineering disciplines.

More than a token photo: humanizing scientists enhances student engagement.

Despite broad consensus that highlighting counter-stereotypical scientist role models in educational materials promotes equity and success, the specific elements that make these materials effective remain untested. Are pictures of counter-stereotypical scientists enough to communicate to students that scientists come from a variety of backgrounds, or is additional information required? To parse the effects of including visual depictions and humanizing information about scientists featured in biology course materials, we distributed three randomized versions of assignments over several academic terms across 36 undergraduate institutions (n > 3700 students). We found that including humanizing information about scientists was key to increasing student engagement with the biology course materials. The positive effect of humanizing information was especially important for students who related to the scientists. Structural equation modelling revealed the extent to which students related to scientists mediated the positive effect of humanizing descriptions on student engagement. Furthermore, our results were strongest among students who shared one or more excluded identity(s) with the featured scientists. Our findings underscore the importance of providing students with examples of humanized and relatable scientists in classrooms, rather than simply adding a photo to increase representation.

The Role of Games in Hospitality Management Education

ABSTRACT Building upon game-based learning, this study compares hospitality students’ cognition, metacognition, engagement, satisfaction, and performance in a course across two academic terms at an Australian university. One term featured teaching content without any games while the second term incorporated gamification. A quasi-experimental design was used in which surveys, interviews and students’ evaluation reports were utilized. Students demonstrated more favorable cognitive thoughts, and higher levels of engagement and satisfaction in the gamified course. Students’ performance in assessments across the two courses as well as their metacognition were found to be similar. This study presents a game effectiveness matrix with Kahoot as the most effective game in students’ engagement and satisfaction and Virtual Reality valuable for learning and performance. This research note contributes to hospitality education as it is one of the first studies to assess students’ experiences from a cognitive and metacognitive perspective along with presenting a games effectiveness matrix.

Timetabling Courses in Single-Subject Intensive Block Scheduling: Challenges and Solutions

Block scheduling employs non-traditional approaches to the structure of class meeting times. Developing the schedule of courses offered during an academic term presents unique challenges for single-subject intensive block scheduling compared to traditional scheduling. This paper analyzes the key challenges, offers solutions, and identifies areas for future research.

The Use of Guiding Questions Technique to Improve The Students’ Writing Recount Text

Writing is one of the important skills in teaching English. More people need to learn writing in English for Jobs or academic terms. The researcher conducts this research to find the answer of the problem how the use of guiding questions technique can increase students’ writing recount text in the 22A pharmacy class of dr. Soebandi University. The design of this research is classroom action research. This research is covered four stages; they are planning, implementing, observing, and reflecting. Based on the result of writing test in cycle one which showed that the percentage of the students who got score 75 and higher was 60%. And in cycle two, it improved to be 73%. In addition, the average result of the students’ active participation was 65% in cycle one. In cycle two, the average result of the students’ active participation indicated improvement that was 75%. It can be concluded that the action in cycle two was successful. Finally, it can be concluded that the use of guiding questions technique can increase the 22A pharmacy class of dr. Soebandi University and can increase the 22A pharmacy students’ active participation in teaching learning process at dr. Soebandi University.

They only hate the term: policy branding and the politics of critical race theory

Abstract How does the public form preferences on racialized policy issues that are both widely discussed and broadly misunderstood? This has been the question centering around the sudden attacks on academic terms like “critical race theory” (CRT). I argue that the politicization of, and opinion polarization around, critical race theory is evidence of what I call policy branding, where political parties or organizations brand an arbitrary concept that has national salience into a policy issue. Using a series of original survey experiments, this study shows that one of the primary sources of opposition to critical race theory is the literal use of the term. I juxtapose this with evidence that the education policy issue at the core, antiracist teaching, maintained strong public, bipartisan support. This study has implications for the consequences of political elite capture of academic concepts and ideas.

Developing the KATAKU Mobile Application to Enhance Vocabulary Acquisition for Deaf Students

This study presents the development of the KATAKU (Kata untuk Tunarungu Interaktif dan Unik) application as an educational tool designed to support vocabulary learning for deaf students. Deaf students, who have the same educational rights as their hearing peers, often attend Special Schools (SLB). The integration of visual aids and technology in learning has proven effective in increasing their engagement and interest. This study employed a mixed-methods approach, including vocabulary assessments for deaf students, classroom observations, and teacher interviews for a needs analysis to identify the specific requirements of schools and students. Results from the vocabulary assessments revealed that deaf students face significant challenges, particularly with academic terms and word categorization. Classroom observations at three SLB schools in Jombang highlighted engaging but challenging learning dynamics, reinforcing the need for accessible and efficient teaching tools for educators. Teacher interviews indicated that using the paper dictionary provided by the Ministry of Education can be time-consuming and lacks efficiency. This study concludes that deaf students in Jombang face substantial obstacles in vocabulary comprehension, especially with academic vocabulary. The findings underscore the need for targeted vocabulary interventions using modern technological tools to better prepare students for advanced educational demands.

Can Game-Based Learning Help to Increase the Awareness of Water Management in Uganda? A Case Study for Primary and Secondary Schools

In the Ugandan curriculum, theoretical teaching predominates in conveying water-related topics due to its efficiency and low resource requirements. However, this teacher-centred approach limits student interaction and collaborative learning. Conversely, game-based learning can enhance social skills, critical thinking, and engagement, yet it remains underutilised in Ugandan education. To address this gap, this study developed three educational games: Water Conservation Snakes and Ladders (WCSL), Water Awareness Quartet Cards (WAQC), and Water Pollution Puzzle (WPP). These games were implemented in four schools—three primary and one secondary—where students engaged in competitive, team-based play. The impact of these games on learning outcomes was assessed through pre- and post-test questionnaires. Descriptive and thematic analysis indicated a significant positive effect, with WAQC showing a 25% greater influence on performance than WCSL (18%) and WPP (14%). The findings also underscored the importance of age in determining game acceptability and enjoyment. To enhance education on water-related issues, it is recommended that these topics be integrated into both Science and Social Studies curricula and taught consistently across academic terms. Ultimately, the Ugandan government should consider incorporating game-based learning strategies into schools to improve student engagement and learning in water resource management.

Modern Criticism of Rococo Chinoiserie: Visual Narrative and Their Written Variations of Singerie

Chinoiserie (“ 中国风”) began to appear in Europe in the 13th century, and gradually exerted more and more influence on its art and culture. By the 19th century, it had become an academic term, specifically refers to European art trends influenced by Chinese or more broadly Far Eastern culture. Rococo Chinoiserie (“ 洛可可式中国风”) is a representative art form during the peak period of the development of Chinese style. Singerie(“ 猴戏画”)is a typical representative of Rococo Chinese style. As a humorous painting theme, Singerie depicts the imitation of human activities by apes. It originated from Flemish painting in the 16th century. It became famous with the popularity of French court culture in Europe in the 18th century, and is regarded as an important type of painting in Rococo art. This pattern is a typical representative of “Rococo Chinese style”. It is the result of the convergence of developments in art history, iconography, and biology. However, this result,this creation is based on a voyeuristic visual narrative and a written variation of allegorical painting. This type of drawing constructs space, controls timing, and guides sight in a specific painting form. The realization of its value and function depends on the writing variation of the allegorical painting from “appearance-concept-picture” to “appearance-idea-picture”.

Assessing the Impact of Traditional and Modular Learning Models in Software Engineering Professional Education

The traditional approach to modern software engineering training often emphasizes theoretical knowledge and practical skills within the context of long-term courses, some lasting up to 2 academic terms. However, in recent years, the modular approach has been gaining popularity. This approach offers a more flexible and focused structure, typically lasting only about 2 months, allowing learners to concentrate on specific topics and skills. Тhis paper presented а pedagogical experiment, the analysis of which confirms that the study subjects taught using the modular approach statistically achieved significantly higher scores in the areas of programming, software architecture and software testing compared to students taught using the traditional approach.

The Effectiveness of Asset Pricing Models Under Special Conditions: Evidence from the COVID-19 Pandemic, Emerging Markets, and Financial Crises

Asset pricing models are important tools in finance. However, special market conditions can make them highly ineffective. This paper evaluates the performance of classical asset pricing models (that is, CAPM and Fama-French models) under three specific scenarios: the COVID-19 pandemic, emerging markets, and financial crises. Recent research and market data are reviewed to conclude that these models have very low efficiency in times of extreme occurrences for capturing proper asset valuations. Our findings reveal that standard models lose a substantial part of their explanatory power in periods of crises while new context-specific risk factors come into existence in other exceptional conditions. This work argues for the inclusion of liquidity and tail risk considerations, especially during market stress, as we also observe a greater need for more dynamic and adaptive modeling approaches that capture time-varying risk premia and factor loadings. The findings drive home the point that standard asset pricing models cannot be applied across the board in all market conditions and stress the need for developing more flexible and situation-specific valuation tools. Therefore, this research lies in its dual contribution, both in academic terms and practical finance, by providing an understanding of the behavior of asset pricing models in extreme markets and giving indications for future model development.

Pre-licensure nursing students' experiences of psychological safety: A longitudinal qualitative study

BackgroundPrevious studies have explored the concept of psychological safety among pre-licensure nursing students; however, the literature is notably sparse on personal descriptions of pre-licensure nursing students' experiences of psychological safety in clinical settings. Individual descriptions of psychological safety will provide added insight and understanding about the elements that shape psychological safety in pre-licensure nursing students. AimThis research aimed to explore pre-licensure nursing students' experiences of psychological safety during clinical rotations and how these experiences change over time. DesignA longitudinal, qualitative, descriptive design was used for this study. SettingsParticipants were recruited from a nursing program in the Mountain West region. ParticipantsFifty-four students from three cohorts were enrolled in the study at the time of this data collection and analysis. MethodsEach participant completed a semi-structured telephone interview after finishing their first academic term involving a clinical rotation. Participants completed additional interviews after each subsequent semester. Individual waves of data were analyzed using thematic analysis, and multiple waves of data were analyzed using a simplified trajectory approach. ResultsFive themes emerged from the data: “Who I Am,” “Where I Am,” “Who I Am With,” “Responding in the Moment,” and “Anticipating the Future.” ConclusionsThe psychological safety of pre-licensure nursing students in clinical settings is fundamental to their learning and future practice within the nursing profession. The development of psychological safety is dynamic and multifaceted. It is interpersonal but also shaped by organizational factors. Any one person can make an outsized difference in a student's experience. Understanding these themes can help clinical preceptors and nursing faculty understand and better fulfill their respective roles in fostering psychological safety in clinical settings. Additional insights are expected as the longitudinal study continues.

The University Student is Seen as a Customer: A Qualitative Analysis to Enhance Academic Performance from Satisfaction

In this article a study is carried out to identify the aspects of student satisfaction that allow improving university academic performance through applied educational research with a qualitative approach. Likewise, it is specified that the study problem is: how to enhance academic performance based on the satisfaction of the university student seen as a customer? The theoretical framework states that the way to be able to plan, know, and evaluate the satisfaction of students concerning the service they usually receive in academic terms is considered a relevant factor concerning the quality of education at the national level, such efforts demanding an objective of excellence in education. The study subjects were 06 teachers of the Administration and Marketing career of a private university in Lima. As main results, 02 axes were evidenced: how satisfaction influences university academic performance and the elements to know which motivational strategies improve university academic performance. A discussion of the results was carried out, contrasting what was obtained in the qualitative focus group instrument to affirm or not the delimited category and the emerging categories of the study subjects with the scientific literature. Likewise, in conclusion, we have the reflection to reinforce the importance of student satisfaction to improve student performance in their educational experience at an integral level.

Fostering metacognition in the design studio: The effect of minimal interventions on architectural students’ metacognitive awareness

This study investigates the role of metacognitive interventions in the design studio and the relationship between metacognitive awareness and design learning through quasi-experimental research. The study was conducted at an undergraduate design studio course with the participation of 80 fourth-year students divided into experimental and control groups. In the study, minimal metacognitive interventions prompting students to reflect on their design project and design process were administered in the experimental group during an academic term embedded in the design course. The Metacognitive Awareness Inventory (MAI) was applied to both the experimental group and the control group as a pre-test and post-test to determine the impact of minimal interventions on metacognitive awareness. In addition, the relationship between metacognitive awareness and design course grade and the type and level of this relationship were analysed. According to the findings, metacognitive interventions significantly enhanced metacognitive awareness levels of students with lower metacognitive awareness. However, interventions did not result in a statistically significant difference in the design course grade. Furthermore, a moderate positive correlation was found between design course grades and pre-MAI scores, i.e., pre-MAI scores explained about 20 % of the variance in the design course grades. In conclusion, minimal interventions are beneficial at least to students with lower levels of metacognitive awareness and potentially more substantial interventions would be even more helpful to these students and other students with a higher level of metacognitive awareness.

Supporting Young Children's Physical Development through Tailored Motor Competency Interventions within a School Setting.

Background/Objectives: This study investigated how tailored motor competency (MC) interventions within a bespoke Scheme of Work (SOW) can support young children's physical development (PD) by enhancing fine motor skills (FMS) and gross motor skills (GMS). The objective was to enable children to meet curriculum developmental physical milestones. Methods: The longitudinal case study design was conducted over 19 weeks across three academic terms and focused on 25 children (12 boys and 13 girls aged between 5 and 6 years old). Interventions within the SOW were evaluated at six points to assess effectiveness and to make adjustments. Data collection included observations on FMS and GMS development. Results: Statistically significant improvements were observed in FMS and GMS after implementing the MC interventions. Notable improvements included hopping, running, climbing, kicking, catching, and using scissors (p < 0.05). Conclusions: The study underscores the importance of holistic approaches to PD, highlighting the need for early intervention and the crucial role of educators. The findings advocate for strategically planned MC interventions and practitioner observations to achieve longitudinal improvements in PD. The study recommends nationwide implementation to enhance PD outcomes, preparing children for lifelong and life-wide MC.

Cross-lagged panel analysis of the relationship between social networking sites use (SNSU) and sleep problems among university students

BackgroundSleep remains a cornerstone for sociopsychological well-being, but it is in decline, especially among today’s youth. Simultaneously, engagement with social media is escalating. Research has identified a link between social networking sites use and sleep problems; however, the nature and direction of the relations remain obscure. Therefore, it is imperative to pursue longitudinal research to elucidate this correlation and guide suitable intervention practices. The present study aimed to examine the reciprocal relationship between social networking sites use and sleep problems.MethodsBy adopting a three-stage cross-lagged design across four time points, assessment results from 194 university students were gathered at four-week intervals.ResultsThe findings indicate that (1) Social networking sites use was significantly greater in females than in males at all four time points, while sleep problems were significantly greater in females than in males at Time 3 and Time 4. (2) Sleep problems at the second time point serve as a positive predictor of subsequent social networking sites use at the third time point. (3) Social networking sites use at the initial time point could marginally significantly predict sleep problems at the fourth time point.ConclusionsThis study elucidates the dynamic relationship between social networking sites use and sleep problems across an academic term, suggesting the need for temporally tailored interventions.

The Journey towards English Syllabi Unification.

The aim of this paper is to describe the process undertaken by Curriculum Coordinators to design and update English syllabi across all Language Institutes at Universidad Santo Tomás (USTA) in Colombia. It outlines the foundational reasons for updating university syllabi to establish a cohesive set of five English syllabi corresponding to the undergraduate programs’ five English levels at USTA. These programs align with the Learning Assessment System (SEA in Spanish), the University Pedagogical Model, and international standards aimed at fostering communicative and intercultural competences in English as a Foreign Language (EFL). This academic endeavor was grounded in the principles of action research and involved gathering data from institutional documents, as well as surveying the perceptions of directors and curriculum coordinators regarding the English syllabi. The process also incorporated collaborative work as a strategy to consolidate a common framework for English syllabi at USTA. Thus, the design and updating of English syllabi has allowed all the university headquarters and branches to set a common guiding ground for English teaching and learning processes. This initiative has also contributed to the standardization of competences, learning goals, contents, didactic activities, times, outcomes, and assessment for each academic term within the five English levels offered.

Evaluating the student performance prediction and action framework through a learning analytics intervention study

AbstractLearning analytics intervention (LAI) studies aim to identify at-risk students early during an academic term using predictive models and facilitate educators to provide effective interventions to improve educational outcomes. A major impediment to the uptake of LAI is the lack of access to LAI infrastructure by educators to pilot LAI, which typically requires substantial institution-wide efforts and investment to collect related data sets and develop accurate predictive models that identify at-risk students and also provide tools to facilitate interventions. This paper presents a novel LAI framework, termed Student Performance Prediction and Action (SPPA), that facilitates educators to seamlessly provide LAIs in their courses avoiding the need for large-scale institution-wide efforts and investments. Educators develop course-specific predictive models using historical course assessment data. In learning analytics, providing effective interventions is a challenge. SPPA utilises pedagogy principles in course design and interventions to facilitate effective interventions by providing insights into students’ risk levels, gaps in students’ knowledge, and personalised study/revision plans addressing knowledge gaps. SPPA was evaluated in a large undergraduate course on its ability to predict at-risk students and facilitate effective interventions as well as its ease of use by academics. The results are encouraging with high performance of predictive models, facilitating effective interventions leading to significant improved educational outcomes with positive feedback and uptake by academics. With its advantages, SPPA has the potential to catalyse and influence wide-scale adoption in LAIs.