Campus Culture Research Articles

Exploring Behavioral Risk Factors for Non-communicable Diseases Among Undergraduate Medical Students in Western Gujarat: A Cross-Sectional Study.

Background The burden of morbidity and death caused by non-communicable diseases (NCDs) such as cancer, diabetes, and cardiovascular disease is a significant global health concern influenced by modifiable behavioral risk factors. In India, the burden of NCDs is particularly high, with medical college students being a vulnerable population. This study aims to bridge the knowledge gap by investigating the prevalence and patterns of behavioral risk factors for NCDs among medical college students. Methodology A cross-sectional study was conducted on medical students in Gujarat. Risk factors for NCDs were assessed using various tools, including the General Health Questionnaire-12 (GHQ-12) for stress, the International Physical Activity Questionnaire-Short Form (IPAQ-SF) for physical activity, the Pittsburgh Sleep Quality Index (PSQI) for sleep quality, the body mass index (BMI) for obesity, and dietary factors. The chi-square test was employed as a statistical tool to determine the association between socio-demographic variables and various risk factors. A p-value of <0.05 was considered statistically significant. Results Among the 400 students surveyed, the prevalence of single behavioral NCD risk factors was as follows: 248 (62%) reported stress (GHQ-12), 215 (54%) experienced poor sleep quality (PSQI), 251 (63%) had low levels of physical activity (IPAQ), 339 (85%) had inadequate fruit and vegetable intake, 97 (24%) consumed extra salt during meals, 163 (41%) were overweight or obese, and 189 (47%) had three or more risk factors for NCDs. In bivariate logistic regression analysis, factors such as age, male gender, urban residence, hostel stay, and lower socioeconomic status were found to be statistically significant (p < 0.05). Conclusion This study reveals an alarming failure of medical colleges to positively influence students' health behaviors, despite their medical knowledge. The high rates of inactivity, stress, poor diet, and obesity among students demonstrate the curriculum's inability to instill preventative lifestyle practices. This omission in training compromises students' own health and their ability to counsel patients on NCD prevention. Urgent reform is needed to integrate health promotion into the curriculum, providing a supportive campus culture focused on wellness. By overlooking students' behaviors, medical colleges gravely disserve these future providers. This evidence compels curriculum reform to develop exemplary physician role models for NCD prevention.

Different paths, same destination? Mobility trajectories of Mainland PhD students during the COVID-19 pandemic at a Hong Kong University

This study considers the diverse mobility trajectories of students from Mainland China (MC) who have studied in the West and relocated to Hong Kong (HK) to pursue PhDs. Based on interview data and documentary evidence, it explores how various forms of power have molded these mobility trajectories during the COVID-19 pandemic. The findings highlight two distinct types of academic mobility: cross-border and intracity. These trajectories interconnect and overlap while influenced by different manifestations of power integral to students’ academic experiences. Furthermore, the study critically evaluates the concept of a ‘safe place’ by analyzing the interviewees’ physical mobility trajectories—both within HK and between MC and HK. It reveals that the power dynamics underpinning public health policies in MC and HK, the linguistic practices in HK, and the 2019 political protests collectively impact students’ sense of belonging in HK. The study highlights the significance of developing education-related soft power, as well as a campus culture that promotes equal dialogue and mutual understanding.

The impact of multidisciplinary program requirements on student attitudes toward sustainability and education for sustainability

PurposeThis paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines.Design/methodology/approachThis research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture.FindingsContrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus’s Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues.Practical implicationsThe results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline.Originality/valueA limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

Pengembangan Media Kartu “ADA BAKAD” dalam Meningkatkan Adaptasi Budaya Akademik pada Mahasiswa Baru

This research is a model for the development of card media in improving academic culture adaptation in new students for the 2022/2023 academic year. This study aims to make new students understand the culture of campus culture and be able to adapt to their new environment, namely in the college environment. This research and development approach was conducted in eight main stages, namely: (1) Analyzing potential problems found in the field. (2) Collect information that supports the process and problem-solving using questionnaires, observations and interviews. (3) Preliminary design of the product, in this case it is ADA BAKAD card media with quartet card type. (4) Validation of product design by an expert test team, namely lecturers of the Islamic Guidance and Counseling Study Program UIN Sunan Ampel Surabaya with an average final calculation of 58 and 64 The value is included in the low and medium categories (5) Design improvements that have been given by the expert test team so that the product is of high quality and understood. (6) Product trials on field subjects and increased by 84 and 78. The result from the provision of interventions and pretest and posttest questionnaires, there was a change in the final value that increased by using ADA BAKAD

To See or Not to See: Latinx (In)Visibility at a Newly Designated Hispanic-Serving Institution

More than two-thirds of Latinx undergraduate students in the U.S. obtain their college degrees from Hispanic-Serving Institutions (HSI), a designation based on the proportion of students who are of Latinx descent and low-income, instead of any federal guidelines for serving Latinx students. Existing literature identifies factors that aid students’ success at HSIs, but there is little knowledge about how Latinx students experience newly designated HSIs. This project centers the experiences of a sample of Latinx undergraduate students attending a newly designated HSI. Data consist of six focus group interviews with 23 students, focusing on participants’ decisions to attend the university and their experiences on campus. Data show students were attracted to the university with promotional materials portraying diversity and Latinx inclusion. However, they experienced the campus culture as promoting Latinx visibility in performative ways and among invisible workers, such as cleaning staff and groundskeepers. They found Latinx people and cultures to be largely invisible in the academic spaces of the university. Findings show how this mismatch between promotional materials and students’ experiences hinders their success and colors their experiences on campus.

The Caste of Campus Habitus: Caste and Gender Encounters of the First-generation Dalit Women Students in Indian Universities

This article critically examines the university academic spaces and the campus culture determined by a particular form of the dominant habitus which is, in effect, actively excluding the first-generation women students belonging to the marginalized sections of Indian society. As this dominant habitus is constantly reproduced on university campuses, with or without contentions, entering the academic spaces of Indian universities for first-generation Dalit women—who are deprived of both cultural and social capital—is invariably becoming a herculean task. Therefore, this article analyses the concealed forms of dominant campus habitus that structurally create a conducive environment for privileged students and a rigid glass ceiling for first-generation Dalit women students in their journey toward higher education. Notwithstanding the limitations associated with their social status of being first-generation learners, the formations of alternative cultural capital and resilience of the Dalit women students have been analysed from a feminist perspective, proving that one could overcome these social challenges through the acquired cultural capital. The analytical concepts and theoretical frameworks of this article have been developed based on empirical/ethnographic data collected from women research scholars at a prominent university in South India. The narratives were collected in the academic year 2020–2021 through in-depth interviews and focused group discussions.

A data and knowledge-jointly driven multimodal intelligent system for enterprise culture assessment

Based on the rapid development of Internet new generation information technology, campus culture has become an important force to promote educational innovation. However, the uneven quality of campus culture teaching is also increasingly exposed. Therefore, we propose a set of campus culture intelligent quality assessment feedback system driven by data and knowledge. Based on real multi-modal campus culture data, the evaluation system covers different online teaching forms, and can comprehensively consider and measure the core elements of quality evaluation from the perspective of teachers and students, so as to achieve accurate evaluation and feedback of campus culture. This paper proposes to combine emotion computing with big data analysis, construct a theoretical framework of multi-modal emotion analysis from the perspective of multi-spatial fusion, and explore the students' learning emotion recognition and intelligent assessment based on multi-modal data fusion. By studying the key issues, logical path and implementation path of multimodal learning emotion analysis in campus culture, this paper reveals the mechanism of student emotion development from the perspective of campus culture, expands the intervention practice of student group emotion, and provides technical support and action guidance for after-school teaching and research on campus culture.

Retracted: Progress and Emotion Expression of Campus Cultural Innovation Goods Based on Data Mining under Culture Shock Environment.

[This retracts the article DOI: 10.1155/2022/4874748.].

Policy Implementation of Quality Assurance and Accreditation in The Nepalese Higher Education Institutions Offering Hospitality Education

Quality assurance and accreditation has become essential components of higher education globally. Policy implementation is necessary for quality assurance and accreditation in Nepalese higher education institutions offering hospitality education. The study aims to explore the current state of policy implementation, identify the challenges and gaps in the implementation process, and recommend strategies for improving the policy implementation. The study uses a descriptive research design with a mixed approach using structured questionnaire and structure interview schedule about the implementation of QAA in the Nepalese higher education institution offering hospitality education. This study uses purposive sampling. This study includes14 hospitality management professionals and 97 hospitality students. The study finds that Nepal has recognized the importance of quality assurance and accreditation in higher education, and policies have been developed to implement them in the hospitality education sector. However, the implementation of these policies faces several challenges and gaps. This study emphasizes stakeholder participation, clear policies, and transparent feedback. Clear curriculum, various teaching techniques, and student-accessible amenities improve campus culture and student achievement. Resources, interdisciplinary research, and real-world research improve learners and community. Resource allocation, capacity-building, partnerships, staff professional development, and funding exploration can improve quality assurance, UGC compliance, and student happiness.

Research on Integrating Revolutionary Culture into Ideological and Political Education in Colleges and Universities in the New Era

As the revolutionary culture is the valuable spiritual wealth of the Communist Party of China (CPC) from overcoming multiple difficulties and challenges, an outstanding achievement of the sinicization of Marxism, the traditions of revolution therein are important carrier of ideological and political education in colleges and universities in the new era. Containing the essence of Marxist ideology, the spirit of hard work and fearless sacrifice, the revolutionary culture is the inheritance and innovation of excellent traditional culture, and the endogenous power of cultural self-confidence. At present, the realization of the value function of the revolutionary culture in the ideological and political education in colleges and universities is faced with actual challenges such as the infiltration of western ideology, the lack of the subject function of colleges and universities, and the limitation of network communication. Giving full play to the main channel of ideological and political courses, strengthening the educational joint forces of revolutionary culture and campus culture, and innovating the revolutionary culture communication platform are the necessary ways to promote the revolutionary culture education.

Institutionalization of a Latinx Campus Cultural Center: Exploring a Case of Racialized Administrative Burdens Faced by Latinx Staff and Students

This teaching case explores the racialized administrative burdens placed on Latinx staff and students as a Latinx campus cultural center becomes institutionalized or more structurally embedded within a Predominantly White Institution. This case leverages the perspective of the center’s Assistant Director to demonstrate how Latinx staff navigated racialized organizational policies and procedures while working to support and retain Latinx students. Leaders studying this case will examine how racialized administrative burdens resulting from institutionalization can influence minoritized staff and student agency and engagement. This case encourages leaders to create practical student-centered and equity-driven university policies and procedures while mitigating additional barriers.

Constructing the Concept of Student Well-Being within Indonesian Islamic Higher Education

This qualitative study investigates teachers’ and students’ conceptualization of well-being at an Islamic higher education institution in Indonesia. Drawing on a constructivist research design, data for this study were collected via interviews with three experienced teachers and a focused group discussion with eight students. The collected data were analyzed using a thematic analysis framework assisted by the NVIVO Pro 11 application. The results of this study reveal that, for the teacher participants, well-being should be conceptualized with reference to spiritual and transcendental dimensions (chaironic). For the student participants, meanwhile, genuine positivity with mutual respect and understanding (eudemonic) should be more emphasized. Nevertheless, both teachers and students believe that subjective well-being (hedonic) is particularly important in the fulfillment of physical and material needs on campus. This study also uncovers that, besides a context-driven conceptualization of well-being, a set of preconditions is required in order to make well-being part of campus culture, university policies, and teaching and learning practices at Islamic higher education institutions.

Latent Growth Modeling of the Attitudes of Non-Muslims Toward Muslims in College: A Longitudinal Analysis

ABSTRACT Attitudes toward Muslims are at the core of addressing the anti-Muslim environments Muslims encounter in college and society writ large. Using longitudinal data, this study shows that colleges can spur the development of appreciative attitudes toward Muslims by non-Muslim students when they engage in two or more informal or formal social engagements across religious and spiritual identity differences. Institutional campus culture is also meaningfully connected to Muslim appreciation. Implications for research, policy, and practice are discussed.

Promoting College Student and Staff Well-being Through a Mindfulness-based Coping Program

This study evaluated the impact on student and staff well-being of a mindfulness-based cognitive-behavioral coping program, Be REAL (Resilient Attitudes &amp; Living), delivered by campus staff using a task-sharing approach. The program was adapted for online delivery during COVID19. Study participants included 325 undergraduate students and 100 staff members at a large tri-campus university in the U.S. Participants completed surveys with self-report measures assessing mindfulness, perceptions of stress, emotion regulation, executive control, coping, self-compassion, anxiety, depression, and indicators of well-being including resilience and flourishing. Students also completed measures of social connectedness and happiness, while staff completed measures of work-related burnout and self-efficacy. With students we employed an assessment only control group, and with staff, a waitlist control (WLC) design was used. Feasibility and acceptability measures were obtained. Compared to students in the assessment-only group, students participating in Be REAL showed significant improvements in mindfulness, self-compassion, flourishing, resilience, happiness, emotion regulation problems, executive control, active coping, social connection, depression and anxiety symptoms. These effects were maintained at follow-up. Compared to WLC, staff participating in Be REAL reported improved self-efficacy and reduced anxiety symptoms. This study demonstrated that a mindfulness-based cognitive-behavioral coping enhancement program, Be REAL, delivered online during the pandemic, can improve the well-being and mental health of college students and staff. It further demonstrated feasibility, acceptability, and effectiveness through a task-sharing model whereby staff supporting students facilitated the groups, which presents universities with a promising model of cultivating a campus culture of well-being.

Study on the Optimization and Renewal Design of Campus Cultural and Creative Products Based on the Emotion Mapping Approach

This paper takes the current situation of the campus cultural and creative products of the City University of Macau as the starting point, focuses on analyzing the characteristics and deficiencies of the existing campus cultural and creative products, and explores the emotional and cultural aspects of the campus cultural souvenir design from the emotional aspect, and through a large number of field surveys and analyses of the existing products, it sums up the design implementation procedure and design methodology of "emotion mapping" to better guide the design practice. Based on the analysis of the characteristics and needs of campus cultural souvenirs, the prototype extraction of tangible images and intangible meanings in the campus using the emotion mapping method is proposed to propose three design techniques, namely, taking meaning from shape, picturing shape with meaning, and symbiosis between shape and meaning, and a complete design program is constructed through the emotional fusion of expression. To inherit and disseminate the campus characteristics of culture from the purpose of enhancing the feasibility of innovative design of cultural and creative products; teachers and students at the University's emotions into the concept of product design, and further promote the innovative design of cultural and creative products on campus.

On the Construction of Campus Culture and the Cultivation of Students’ Artistic Quality

On the Construction of Campus Culture and the Cultivation of Students’ Artistic Quality

The function of ideological and political education of campus culture in the context of big data and its realization path

Abstract Culture, as an invisible force for advancing social progress and development, has extraordinary significance and is constructive in the type of person people’s philosophy and politics inculcate. Here, the improved K-means algorithm and Top-K mining algorithm are used to study philosophy and politics inculcated function of campus culture and its realization path. Firstly, the basic algorithm processes of the K-means algorithm and Top-K mining algorithm are introduced, and the improvements of these two algorithms are made, respectively. Then the trenchant campus culture philosophy and politics inculcate function construction is introduced, and the specific paths for realizing the cultural construction of philosophy and politics inculcate function in higher education institutions are proposed. When the improved Top-K mining computing method was used here to mine and analyze the information liaison to the philosophy and politics inculcated, it was found that the elapsed moment of the recently improved computing method was demonstrable to be fewer than the primary computing method. The running time of the original algorithm exceeded 1200ms, while the comprehensive elapsed moment of the recent computing method hovered at 1000ms, which greatly improved the research efficiency. The analysis of the philosophy and politics inculcated function of campus culture, and its realization path is instrumental in providing abundant achievement to the strengths of campus culture, thus promoting the realization of the philosophy and politics inculcated function.

Signs, Songs, and Dr. Seuss: The Activism of LGBTQ College Students Challenging the Hostile Messages of Campus Preachers

ABSTRACT LGBTQ youth participation in activism on university campuses helps students to build resiliency and thrive as college students. Campus preachers are a catalyst of such activism among LGBTQ students and their allies. Sociological research has largely overlooked LGBTQ activism aimed at localized conditions such as campuses. Additionally, the phenomenon of campus preachers is largely absent from the social science literature. The current study targets this gap by examining the tactics college students use to contest the anti-LGBTQ messages of campus preachers at their universities. The dataset consists of articles drawn from online student newspapers at four-year, public universities in the United States, published between 2010 and 2020. Centered in the framework of contestation, intentionality, and collective identity, our analysis reveals the LGBTQ students asserted their agency and visibility by challenging the anti-LGBTQ messages of campus preachers through intentionally selected tactics, and in doing so, they often built solidarity with non-LGBTQ students. We conclude that by engaging in such activism aimed at the localized campus culture, LGBTQ students used the visitations of the campus preachers as opportunities to engage the intrapersonal and interpersonal components of thriving, employing agency, creativity, resilience, and social connectedness to counter the messages designed to denigrate and oppress them.

Exploring the Role of Campus Culture Construction in College Students' Moral Education

This article explores the role of campus culture construction in college students' moral education. By guiding proper values, advocating social norms, and promoting personal development, campus culture construction plays a significant role in cultivating students' positive attitudes towards life, civic consciousness, and innovative abilities. However, there are current issues such as insufficient teaching staff and inadequate mechanisms that affect the effectiveness of campus culture construction. Therefore, it is recommended to strengthen the development of teaching staff, improve the mechanisms for campus culture construction, and deepen cooperation and communication with society. This article summarizes the role of campus culture construction in college students' moral education and emphasizes the importance of improving and strengthening campus culture construction.

ACADEMIC ACHIEVEMENT AND ACADEMIC FRAUDULENT BEHAVIOR: EFFECTS OF CAMPUS CULTURE, INFORMATION TECHNOLOGY IMPLEMENTATION, AND ACADEMIC ACHIEVEMENT

Academic fraud is an act committed by students to get maximum results by committing bad and prohibited acts such as cheating, discussing with friends during exams or other ways. The problems formulated in this study are: 1) does campus culture influence fraudulent academic behavior?; Does the use of information technology influence academic fraud behavior?; and 3) does academic achievement influence academic fraud behavior? This type of quantitative research is an ex post facto model with 118 students at Ivet University Semarang as subjects. Data collection techniques used documentation and questionnaires with instruments that met the requirements of validity and reliability. The data analysis technique was used with the help of SPSS data processing, with the results that: 1) based on descriptive statistical analysis, the academic fraud variable was high, while campus culture was relatively high, while the use of information technology was included in the high criteria and the academic achievement score was relatively high; 2) based on hypothesis testing only campus culture variables have a positive and significant effect on academic cheating, while the variables of information technology use and academic achievement are found to have no significant effect on academic cheating.