University Faculty Members Research Articles

How does the use of artificial intelligence affect sustainability rating in Middle Eastern universities?

PurposeArtificial Intelligence (AI) technology, having powerful capabilities and rapid development, has been able to move the structures of businesses and organizational processes towards intelligent automation. The role of digital transformation in universities and educational institutions has an increasing trend. New business structures and the digitization of processes, other than the advantages they bring about, might have different effects on the environment and sustainability. This study aims to identify the effective factors on AI adoption and the effect of using this technology in educational institutions and universities on their sustainable performance.Design/methodology/approachThis research is applied using a quantitative approach. Universities selected for the study were ranked by Quacquarelli Symonds (QS). Of the 111 QS listed universities in the Middle East in 2023, 30 universities were randomly selected, and the research questionnaire was emailed to 50 people (administrative, educational and research staff) from each university. Information related to the level of AI technology acceptance and use was collected using a questionnaire among the university staff and faculty members; moreover, their relationship with universities’ sustainable performance scores was assessed. Path analysis and Smart PLS software have been used for data analysis.FindingsThe research findings showed that factors of technology performance, enjoyment, trust, social influence and organizational capabilities all have positive effect on AI adoption at universities. Also, the adoption of AI is considered as an effective factor in improving university sustainable performance. Therefore, based on exact data analysis using AI, universities can manage their activities and better control their environmental performance. Also, the use of AI can be effective in the availability to sustainable education in universities and the establishment of social justice in society. Accordingly, to facilitate executive processes and decision-making, policymakers in the field of science and university principals can improve administrative, educational and research processes via investing on AI, in addition to improving environmental activities and sustainable development.Originality/valueThe theoretical contribution of this research, other than designing an AI acceptance model for universities includes evaluating the relationship between using AI and university sustainable performance.

The role of universities’ social responsibility in enhancing business sustainability: Mediating role of entrepreneurial culture

This study aims to analyze the role of sustainable social responsibility in enhancing business sustainability, with entrepreneurial culture serving as a mediating variable. Focusing on Bisha University in Saudi Arabia, it demonstrates how the university’s socially responsible practices foster an entrepreneurial culture that, in turn, drives sustainable business outcomes within the local community. A descriptive-analytical approach was adopted, with data collected through a structured survey distributed to 200 faculty members of University of Bisha, yielding 190 valid responses. Hypotheses were tested using simple linear regression and path analysis to explore both direct and indirect relationships among the study variables.The findings reveal that sustainable social responsibility significantly impacts business sustainability, explaining 49.1% of its variability. Additionally, entrepreneurial culture mediates this relationship, contributing an indirect effect of 0.446 and amplifying the total impact of social responsibility on business sustainability to 70.1%. Sustainable social responsibility also explains 46.5% of the variability in entrepreneurial culture. Model fit indices confirm the robustness of the relationships, with strong statistical significance across all paths. These results underscore the strategic importance of universities in integrating social responsibility into their operations to foster entrepreneurial culture and achieve sustainable outcomes. This study provides valuable insights for higher education institutions aiming to align their academic and operational practices with sustainability goals, contributing to broader initiatives like Saudi Vision 2030. Acknowledgments The Deanship of Graduate Studies and Scientific Research at University of Bisha is acknowledged for supporting this work through the Fast-Track Research Support Program.

Women's mental health in the doctoral context: Protective function of the psychological capital and academic motivation.

Science recognizes the anxieties, depression, stress, and "turbulences" that women face in doctoral studies, but women's mental health in this context is still little addressed, even though it is a critical aspect for the well-being, persistence, and success of women doctoral candidates, who continue to be underrepresented in many professional fields. The study aims to evaluate the relationship between academic motivation, psychological capital, and university academic performance (UAP) and to identify factors of female mental health success. A cross-sectional, mixed-methods study was conducted with a sample of 108 female doctoral students from a university in Lima, during the first quarter of 2024. In the quantitative phase, three standardized scales were administered to assess academic motivation, psychological capital, and university academic performance (UAP). In the qualitative phase, interviews were conducted to gather relevant information on mental health. The findings emphasize five important points: (1) levels and the relationship between psychological capital, academic motivation, and performance, (2) motivational behavior according to study cycles, (3) risk and protection profiles, (4) protective functions, and (5) mental health success factors. The results indicate that 36% of the women have a low level of psychological capital, 34% have a medium level of academic motivation, and 37% have a high level of UAP, likewise "Intrinsic Motivation toward Accomplishment" is the positive core where most of these women converge. Significant differences were found between the study cycles with academic motivation and "University Academic Performance," and a significant gap between these variables. The risk profile (which limits performance) and the protective profile which allows high performance are determined; this positive profile is identified by women who present a high level of "Self-efficacy." The study demonstrates that "Psychological Capital" and "Academic Motivation" along with the dimensions of "Self-efficacy" and "Intrinsic Motivation to Experience Stimulation" serve protective functions. Fourteen success factors for women's mental health were identified and organized into four main approaches: Optimism, Hope, Resilience, and Self-efficacy. Limitations and future projections are discussed. The practical implications include implementing psychological support programs, fostering intrinsic motivation, integrating psychological assessments, establishing support networks, and making tailored curricular adjustments.

Eating disorder risk in undergraduate students: exploring academic, wellness and social factors and potential to flourish

ABSTRACT Eating disorder (ED) psychopathology is a public health concern for undergraduate students and likely to coincide with university adjustment challenges. Using the National College Health Assessment (NCHA-III) (2023) survey, undergraduates enrolled at an Atlantic Canadian university (N = 887; mean age 22.1 years) were screened for EDs based on the Sick Control One-stone Fat Food (SCOFF) questionnaire, and assessed whether performance, wellness, and social factors predicted positive mental health (PMH). Overall, 29.4% (33.2% female vs. 21.9% male) screened positive for an ED, and relative to undergraduates not at risk, were more likely to report problems with academics, faculty, family, partners, and peers, greater isolation/loneliness, and weaker university belongingness, poorer health status, and greater psychological distress. Although more likely to languish, 20% of ED risk students were observed to flourish, with academic success, university belongingness, better health, and lower ED severity, distress, and loneliness predictive of higher PMH. Implications of findings are discussed.

The Impact of New Managerialism on Academic Identity and Governance: A Comparative Study of University Cultures in the UK and Pakistan

This study explores the impact of New Managerialism on academic identity and governance in higher education institutions, focusing on the UK and Pakistan. New Managerialism, which includes corporate management, performance, measurement, and accountability elements, has been widely practiced in the UK but its effects in developing countries like Pakistan are yet to be fully understood. The study aims to inform the current and future developments of Higher Education Institutions (HEIs) within the context of global managership trends. The research uses both qualitative and quantitative research techniques, with samples collected from 30 participants from six universities, three from the UK and three from Pakistan. The study aims to examine the extent to which New Managerialism has impacted the identity and governance of academics in UK and Pakistani universities, compare the responses and adaptations of academics and administrators in both settings, and assess the general implications of change processes on institutional autonomy, academic freedom, and governance. The study finds that New Managerialism has led to new changes in academic identity, with performance indicators and managerial accountability superseding traditional academic values and principles. In the UK, faculty members report a feeling of powerlessness and detachment from their academic identity. In Pakistan, management practices are not well developed, but there is increasing pressure on academics to embrace performance management approaches. The practical implications of this research call for moderation in implementing managerial reforms in higher education. Policymakers and university leaders must note the challenges related to the protection of academic ideals and ensuring that pragmatic directions of managerial processes do not erode the liberties of academics and institutional independence. It is crucial that cultural models implemented by these managerial models exist in tune with regional requirements, encouraging and developing academicians without eradicating academic standards.

Exploring the impact of technological pedagogical content knowledge framework on higher education: Faculty practices in emergency learning

This study aims to develop a training program based on the Technological Pedagogical and Content Knowledge (TPACK) framework and to examine its impact on improving emergency distance teaching practices among university faculty members. The study used the experimental approach through a quasi-experimental design with one-group pre- and post-tests. The study sample consisted of 30 faculty members from the Colleges of Education, Arts, and Community at King Faisal University in the Kingdom of Saudi Arabia. A test was conducted to assess the cognitive dimension of TPACK knowledge with a performance observation checklist to evaluate TPACK practices. The research group participated in the distance training program through Microsoft Teams over 12 sessions. Measurement tools were applied before and after the program to identify differences between the pre- and post-tests and to calculate the effect size of the program. The results of the t-test for differences between the means were statistically significant in favor of the post-test in both the cognitive knowledge test and the performance observation checklist for distance teaching practices in light of the TPACK framework across all subdomains and overall scores. This study confirms that the TPACK-based training program significantly enhanced the knowledge and practical teaching skills of faculty in an emergency.

Glycemia, Insulin Sensitivity and Secretion Improve Three Months Post-Sleeve Gastrectomy in Youth with Type 2 Diabetes

Abstract Context Metabolic bariatric surgery (MBS) reduces weight in youth with severe obesity, however its impacts on youth-onset type 2 diabetes (T2D) are unclear. Objective We evaluated short-term outcomes in youth with T2D three months after vertical sleeve gastrectomy (VSG). Design Longitudinal, observational study in the Impact of Metabolic surgery on Pancreatic, Renal, and cardiOVascular hEalth in youth with T2D study (IMPROVE-T2D). Setting Academic medical university and children’s hospital. Participants 14 youth with T2D (mean age±SD 16.8±1.4 yrs; 50% female, pre-VSG HbA1c 6.6±0.2%; diabetes duration 17.6±13.8 months; age at diabetes diagnosis 15.9±1.4 years; BMI 46.7±2 kg/m2). Interventions Participants underwent a mixed-meal tolerance test (MMTT), body composition and indirect calorimetry before and three months after VSG. Main Outcomes Glycemic control (HbA1c, diabetes medications), insulin sensitivity (Matsuda Index, HOMA-IR, oral minimal model), and secretion (C-peptide model). Results After VSG, weight and BMI decreased (25.2±5.6 kg [19%], -8.7±2 kg/m2 [18%], respectively, p<0.001). Body fat decreased (4.5%, p=0.012), with reductions of 14.1±5.4 kg of fat mass (p=0.005) and 4.5 kg of fat-free mass (p=0.034). HbA1c decreased from 6.6±0.2% to 5.7±0.2% (p=0.003), with 86% of participants no longer requiring diabetes medications. Glucose was lower throughout the MMTT, with insulin, C-peptide, free fatty acids, glucagon-like peptide-1 (GLP-1), and peptide-YY (PYY) significantly changing post-surgery (p<0.05 for all). Insulin sensitivity and insulin secretion rate during the MMTT significantly improved. Conclusions Three months post-VSG, youth showed significant improvements in weight, body composition, insulin sensitivity and secretion, and glycemic control, with most no longer requiring diabetes medications.

Strategies for sustainable development at Polish universities

The purpose of the article is to provide insights into the current state of sustainability efforts within Polish higher education. It systematically assesses how Polish universities are integrating SDGs into their strategy frameworks, providing a critical understanding of their progress in aligning with global sustainability objectives. A systematic university documents review was based on web research of internet pages of all 103 Polish public academic universities. The analysis addresses the adopted implementation methodology, including time frames, monitoring, target indicators, areas of university activity and Sustainable Development Goals of "Transforming our World: The 2030 Agenda for Sustainable Development" covered by planned actions and methods of evaluating progress. The article also discusses the importance and benefits of implementing the concept of sustainable development at Polish universities. The findings can guide university administrators in refining their strategies to better align with global sustainability trends, ensuring that their institutions remain competitive and relevant.

Managed freedom in precarious times: Maintaining academic freedom in transitional Hong Kong

Abstract This article examines the status of academic freedom in Hong Kong in light of the increasing securitization of higher education since the implementation of the National Security Law (NSL) in 2020. It provides an analytical framework to comprehend the changing landscape of academic freedom in Hong Kong, highlighting the impact of the NSL and the conflict between the necessity of political control on securitized campuses and the demand for international, free, and high-quality universities to make Hong Kong a global hub for higher education. The article concludes by asserting that the NSL has reshaped and will continue to impact academic freedom and university autonomy concerning core security issues, but there is still a possibility to establish a defendable space for genuine academic freedom in classrooms.

Exploring Existential Crises among Poor Academic Performance University Students in Bangladesh

Exploring Existential Crises among Poor Academic Performance University Students in Bangladesh

Underrepresentation of Women in Universities: Seeking Answers in the Bedrooms of Women Academics

ABSTRACTThree decades after the implementation of gender equality policies in Europe, women academics continue to languish in the ivory basements of higher education centers. A growing body of literature on the participation of women academics in universities has identified reproductive work as a factor that may explain their low levels of representation. Recent research on the effects of COVID‐19 on academic work has shed light on the impact of this “private matter” on the lives and academic careers of women and on the scientific system. The central role of reproductive work, in which it is assumed that women and men participate unequally in the care and attention to children, excludes other “private matters” that may help explain the underrepresentation of women in higher education institutions. Here, through the narrative reflection of a female academic who, for over a decade, held a high position at her university, we share the “private matter” that ultimately led to her divorce. By introducing women's voices into the debate on their underrepresentation in universities, we provide a way to recognize ways in which culture “does gender” and to raise awareness about forms of gender that, although silenced, shape our lives (gender in disguise). This autobiographical story identifies four themes that challenge power structures through recognizing silenced stories and promoting honest discussion about the true barriers and failures that persist in universities: the maternal ideal, the retraditionalization of gender, postfeminist “we can have it all” rhetoric, and the shame and fear faced by female academics.

Examining integrated care training and practice implementation within academic medical settings: perceptions, attitudes and barriers

PurposeIntegrated care (IC) improves patient outcomes, patient and provider experiences and healthcare costs. Still, education and interprofessional experiential training in IC is limited. There is a lack of studies examining current practices, perceptions and barriers to implementing IC training. Specifically, no studies to date assess training and practice across multiple health professions and roles (student/faculty/clinicians) within an academic medical institution or university, a gap this study sought to address.Design/methodology/approachThis cross-sectional study examined current clinical and training practices, attitudes about IC and barriers to IC practice, learning and training through a survey distributed to faculty, clinicians and students (n = 220) in nine departments of health professions within a large academic health system.FindingsThe majority of respondents reported that activities promoting IC occur often, including consultation with other professions in patient care settings, incorporation of IC concepts into teachings and interprofessional learning opportunities. Respondents endorsed willingness to practice IC, high perceived benefits of IC on patient outcomes and cultural benefits of IC. The most strongly endorsed barriers were related to resources and organizational culture. Knowledge barriers were not strongly endorsed.Originality/valueIn the most comprehensive study of attitudes toward IC to date, clinicians, students and faculty alike endorsed favorable attitudes about IC, supporting the acceptability of incorporating IC education and training into curricula. IC is seen as enhancing experiences, competence and professional marketability of providers-in-training, indicating it is a desired focus of future practice for many healthcare providers.

A qualitative study of the Afghan government fall’s impact on Afghanistan’s higher education

ABSTRACT This study examines the profound impact of the political shift on the Afghanistan higher education, particularly focusing on the experiences and perspectives of academics staff. Through in-depth interviews with 12 university academics, the research highlights critical challenges for improvement, such as the potential for standardising higher education, addressing inclusive education, fostering hope and resilience, alleviating financial and psychological concerns, promoting equitable treatment between new and pre-shift staff, and creating opportunities to encourage academics to stay and contribute positively within the country. The findings underscore the necessity for the new leadership to revise its strategy by appointing qualified staff who can address the aforementioned challenges to prevent the isolation of Afghanistan’s higher education institutions. To foster resilience and stability in higher education, it is crucial for AHE and other regions affected by violence to implement these strategies.

Assessment of the Sustainability of University Academic Programs for the Accreditation: A Complex Challenge

Assessment of the Sustainability of University Academic Programs for the Accreditation: A Complex Challenge

The Mediating Role of Strategic Intelligence in the Relationship Between Administrative Creativity and Decision-Making Styles in Jordanian Universities

Objective: The study aimed to identify the mediating role of strategic intelligence in the relationship between administrative creativity and decision-making styles in Jordanian universities. Method: To achieve the study's goal, the predictive descriptive approach was used through the design of a research tool that included three main axes: strategic intelligence, administrative creativity, and decision-making styles. This tool was distributed to faculty members in Jordanian universities, with a total of 346 participants. Results: The study results showed that the level of strategic intelligence among department heads was high. Additionally, it revealed that administrative creativity skills were also high. Findings: The findings further indicated that department heads predominantly used rational decision-making styles compared to other styles. Moreover, strategic intelligence was found to mediate the relationship between administrative creativity and decision-making styles.

Participatory Action Research for Educational and Social Inclusion. Experiences in scenarios of social segregation and unwanted isolation

The article compiles the knowledge generated in various areas of social exclusion such as social segregation and unwanted isolation, through participatory action research processes carried out in the context of the internships of the Master’s degree in Community Participation and Development of the University of the Basque Country. It is the relationship networks that are established that give rise to new knowledge, based on the analysis of the feedback that arises between the most socially vulnerable, the associations in which they participate and university students and academics. Social and tangible challenges are set out on which to strengthen individual and collective competences and promote an awareness that has an impact on both personal change and the environment. The systematization of the experiences and the critique of the process, carried out by the tutors with the role of researchers, allows us to identify the characteristics of the spaces from which values are developed and consensus on common interests, rights and needs is reached. An assessment of their own and common learning, by the different participating agents (educational, professional and community) highlights the weaknesses, strengths and opportunities that need to be faced in order to be competent in the development of social cohesion dynamics. The aim is to contribute to greater participation of people in vulnerable situations.

Introducing and Evaluating Key Performance Indicators and Generating Awareness of Competence among Inter-Departments for Quality Performance in Large Academic and Research Institutions

This research article establishes the relationship between key performance indicators and the academic and research quality performance and quality assurance of any large multidisciplinary academic and research institution or university. The indicators being proposed are initially based on benchmarks, and then a strategy and method are proposed to publish results considering internal rankings. Key performance indicators (KPIs) in terms of qualitative and quantitative measures proposed which is specific forms of evidence for quality performance and quality assurance on various parameters defined below. This will certainly contribute to decision-making, follow-up, advanced planning processes, and continuous development and improvement. This will be considered as a new tool for monitoring the achievement of goals and objectives and to make comparisons between other participating academic and research departments within the large academic and research multidisciplinary intuition. Some tools are in place to assess the quality of performance, such as world university rankings, domestic rankings, accreditation, external peer review, academic and industry peer perception, and faculty self-appraisal. In this research article, we have discussed a set of KPIs derived and proposed to implement and evaluate the outputs and outcomes for each academic and research department once a year after the academic session is over. We have then proposed to calculate the scores of each sub-indicator under each major indicator, then scores of each major indicator and then overall score for each participating academic and research department on the parameters and weightages, then publish the internal ranking results based on percentiles and the rank obtained as an institution as a whole, and make the provision to nominate for awards and honours for the top three performers every year. Each large institution will have the freedom and choice to define appropriate weights for each major indicator, along with some sub-indicators, according to their regional, financial, and access-to-institutions factors. The whole process will require the entire institution to implement competitions and races among each academic and research department. The whole process will certainly put consistent pressure on each academic and research department to continuously improve their academic and research systems compared with the top three performers every year. In order to achieve this, the academic and research leadership of the large institute will have control and will monitor the quality of performance continuously. Depending on these indicators, it will also require sustainable, appropriate, and effective data collection to calculate these indicators in terms of scores and percentiles and then use them to judge the quality of academic and research performance and future planning. As a result, the whole process will project the institution as a good performer during participation in the world university rankings, domestic rankings, accreditation, and external peer review.

Bridging the health information gap among undergraduate university students: The role of academic libraries.

Although university students are young and seem generally healthy, they do have health information needs that affect their academic work. Some university healthcare services and academic libraries collaborated during the COVID-19 pandemic to provide health information to students. The study explored the health information gap among undergraduate students in universities in Ghana. The study involved 382 students from the University of Cape Coast, the University of Ghana, and Kwame Nkrumah University of Science and Technology, including nine librarians and six university health professionals. Respondents for the study were chosen using stratified sampling and purposeful sampling techniques. A questionnaire and a semi-structured interview guide were used to collect the data. The study revealed limited access to health information for undergraduate students. Male and female students had similar high priorities (personal hygiene, disease prevention, healthy living, mental health) but reproductive health information was mostly a priority for female students. Inadequate access to health information among undergraduate students may pose a threat to avoidable health risks and academic productivity. Based on the findings, a functional Collaborative Health Information Model for Academic Libraries and University Healthcare Systems is proposed to address undergraduate students' health information needs.

Digital Governance Model for Peruvian University Academic Management

Digital Governance Model for Peruvian University Academic Management

Impact of AI Dependence on Procrastination among University Students

This study investigated the impact of AI dependence on procrastination among university students by contributing to the understanding of over reliance on AI and its outcome as procrastination. The sample of the study was comprised of (N=113) university students, aged between 18 and 35 from various academic disciplines and universities Multan. Cross-sectional, quantitative methods were utilized, along with the convenient sampling technique. Data was collected through google forms. A self-structured demographic sheet along with the two scales was used in this study. Dependence on Artificial Intelligence Scale (DAI) (Morales-García et al., 2024), evaluated the extent of dependence that university students exhibit towards artificial intelligence. The Tuckman Procrastination Scale (TPS) (Tuckman, 1991), measured the level of procrastination among students. Results revealed that AI dependence is positively correlated (r=.241*), and predicts (p=.010*) the procrastination. This overreliance on AI results in higher tendency of procrastination among students. However, no significant difference was found in level of education and area of residence regarding AI dependence and procrastination among university students.