Business Administration Of University Research Articles

Mapping SDGs’ 4 and 8 through enhancing technological skills for students’ employability and establishing a software professional employability skills development program

In the dynamic field of cybersecurity within intelligent vehicle systems, the sophistication of threats necessitates continual advancemenThe purpose of this study is to: (1) evaluate the technological skills of the final-year undergraduate students, (2) how such abilities influence their likelihood of getting employed and (3) student opinions on whether a computer lab-based specialization in software training can boost employability. This study is a survey-based methodology. The sample size encompasses 140 final year students in the College of Business Administration at Prince Sattam bin Abdulaziz University during the academic year 2023-2024. Descriptive statistical analyses indicate that most students believe they have sufficient technical skills but not enough for securing better jobs. Moreover, it is clear among them that expertise in specialized software packages enhances career prospects significantly. The research results also show a huge gap between technological competencies learners have now and what employers demand currently. In response, this study suggests that PSAU should establish software laboratories in their colleges for specialized training on software as required by the job market and workplace. The Vice Rectorate for Academic and Educational Affairs launches a program called “Graduate and Professional Skills Development Program (PSAU-GPSDP)”, which emphasizes student employability as it develops, implements, and evaluates mechanisms to enhance students’ chances of getting jobs upon graduation. The results of this study are in line with SDG No. 8 (Decent Work and Economic Growth), SDG No. 4 (Quality Education), and Saudi Vision 2030. Therefore, this study has practical implications for decision-makers at the Ministry of Education and university levels, university professors, researchers on how employability skills of students could be enhanced in the higher education institutions.

Analyzing ChatGPT's Sustainability as a Language Learning Tool: Saudi EFL Learners' Perspectives, Problems and Pedagogical Prospects

The study assessed Saudi EFL students' perspectives on ChatGPT's incorporation into EFL classrooms for language acquisition and instruction, challenges and barriers, and pedagogical prospects. 212 respondents were randomly selected from different stages of the undergraduate programs at the College of Business Administration and College of Science & Humanities, Prince Sattam bin Abdulaziz University, KSA. A questionnaire with self-designed and partially incorporated items from existing studies was utilised to collect the data from the respondents. The data was analyzed quantitatively using descriptive statistics. It was found that Saudi EFL learners held an immensely favorable perspective on the efficacy of ChatGPT incorporation into EFL classrooms. It was also found that ChatGPT-powered classrooms posed certain challenges such as erroneous results, plagiarism and reproduction, professional integrity, listening and speaking, failure to think critically, and incapability to understand cultural and psychological contexts embedded in idioms and language expressions. However, it was also found that ChatGPT, despite its limitations, offers significant educational implications as it can satisfy learners' specific needs better than conventional language learning and teaching methods.

Investigating the Impact of Educational Aspirations, Study Habits, Parental Involvement, and Institutional Environment on Saudi EFL Learners’ Language Proficiency

The study assesses the impact of educational aspirations, study habits, parental involvement, and institutional environment on Saudi EFL learners’ language proficiency. It also examines if the demographic profiles of Saudi EFL learners differently shaped their worldviews and responses. As the study focuses on how certain independent variables (educational aspirations, study habits, parental involvement, and institutional environment) impacted the dependent variable (language proficiency), a descriptive quantitative approach was employed to collect data from respondents using a self-designed questionnaire with partial adoption of modified items. A simple random sample method was used to select 131 respondents (10% of the population) from the undergraduate population at the College of Science & Humanities and College of Business Administration, Prince Sattam bin Abdulaziz University, Saudi Arabia. The findings revealed that educational aspirations followed by institutional environment, study habits, and parental engagement affected the language proficiency of Saudi EFL learners. One way ANOVA analysis showed that year/level of study causes significant differences in the means of the study respondents. However, no statistically significant difference was observed in the means of the responses based on the professional profiles of their parents. The findings of the study hold significance for both language instructors and policymakers for effective teaching and policy making.

Understanding Saudi EFL Learners’ Perspectives on the Efficacy of the Flipped Learning Model: Problems and Prospects

The study assesses Saudi EFL learners’ perspectives on the efficacy of the flipped learning model, problems and challenges, and opportunities and prospects in Saudi Arabia. 261 respondents from different levels of the undergraduate program at the College of Science and College of Business Administration, Prince Sattam bin Abdulaziz University, Al-Kharj, KSA, were selected using a random sampling method. A questionnaire, with the adoption of modified items from some previous studies, was designed to collect the data. As the research looks at how specific independent variables (gender, year of study, and parents’ professional profile) shape the dependent variable (perspective/perceptions), the data was evaluated quantitatively (utilizing descriptive statistics). The findings revealed that Saudi EFL learners considered flipped classrooms an excellent alternative mode of instruction. In addition, it was observed that this approach to learning encountered certain challenges, such as lack of motivation, learners' incapacity to maintain self-discipline, and unmonitored instruction. It was also revealed that flipped classrooms in Saudi Arabia had considerable prospects due to its young tech-savvy population and its well-advanced infrastructure for learning. One-way ANOVA analysis found no significant statistical difference among the respondents based on their demographic profile. The study implies that issues related to motivation, self-regulated learning, and the learners' failure to stay disciplined in flipped classrooms must be addressed to make it an effective alternative mode of instruction.

Impact of green transition on sustainable development in Saudi Universities- Applied Study College of Business Administration - Northern Borders University

<b>Introduction</b> <b>Purpose</b> - This article aims to study the impact of green transformation practices in Saudi universities on sustainable development. Some practices derived from previous studies as well as the Millennium Sustainable Development Goals were highlighted. The importance of studying these practices that related to sustainable development in universities is due to three reasons, the first of which is preserving the environment surrounding the university and its impact on sustainability, and the second is that the university offers in its curricula many courses on sustainable development and research programs. Use resources in a way that respects the rights of present and future generations. <b>Design/methodology/approach</b> – The study used descriptive methodology to get more information about the green transition practices, and sustainable development that are closely linked to the problem and variables of the study. This study used quantitative technique, to collect data about the impact of green transition practices on sustainable development in Saudi universities, where Measures were adapted from an extensive review of relevant literature. A questionnaire survey with valid responses from 92 faculty members, at the College of Business Administration, Northern Border University. In 2023, the PLS-SEM method was used to analyze the data. <b>Findings</b> –The results of this study revealed a positive relationship between five green transition practices and Sustainable development. <b>Originality/valu</b>e – The study of impact of green transition practices on sustainable was considered as the first study to be conducted at Northern border university (NBU). Moreover, the findings of the study will support sustainability and green practices in NBU

Assessing Saudi EFL Learners’ Use and Understanding of English Idioms: Perceptions, Problems, and Patterns of Learning

This study aims to investigate Saudi EFL learners’ perceptions of English idioms, their problems, and the patterns of their learning and understanding of English idioms. 458 students (around 10%) were selected through a random sampling method from the undergraduate learners in different levels of programs at the College of Business Administration and the College of Science & Humanities, Prince Sattam bin Abdulaziz University, Al-Kharj, KSA. As the study looked at how certain independent variables (gender, level/year of study, and parents’ profession) shaped dependent variables (perceptions/attitudes), a questionnaire was self-developed which includes modified items from existing research. A quantitative approach (descriptive statistics) was used to analyze the data. The findings revealed that Saudi EFL learners’ perceptions were very positive about English idioms and their impact on enhancing their English proficiency. It was found that lack of background information, unfamiliarity, variation in literal interpretation, lack of Arabic parallels, and insufficient EFL classroom training made learning English idioms challenging for respondents. It was also revealed that Saudi EFL learners acquired and comprehended English idioms via using them in sentences, consulting a dictionary, guessing from contexts, group discussions, and breaking them down into their constituent parts. One-way ANOVA analysis found no statistically significant difference among the respondents based on their demographic differences. The study holds implications for both teachers and students as it will help them teach and learn English idioms effectively. The most common method is translating English idioms into their language.

Pre-hypertension and Hypertension Among University Students in Bahrain: A Study of Prevalence and Associated Risk Factors.

In the last 20 years, hypertension has become more common among younger age groups. Based on a global meta-analysis, the combined prevalence of hypertension and prehypertension were 4.0% and 9.7%, respectively. This study aimed to evaluate the prevalence of prehypertension and hypertension among university students and their associated risk factors. Four hundred and eleven students aged between 18 and 25 (196 males and 215 females) were randomly selected to participate from the College of Medicine and Medical Sciences (CMMS) and the College of Business Administration, Bahrain. The data was collected through a structured questionnaire, which gathered information about lifestyle habits. Trained students measured the participant's blood pressure and body mass index (BMI) according to standardized settings. All risk factors were studied according to the study field and their gender. The mean age of the participants was 16.4±0.9 years. Of the total participants, 61.3% (n= 252) were normotensive, 30.7% (n= 126) were pre-hypertensive, and 8% (n= 33) were hypertensive. The prevalence of hypertension and pre-hypertension was higher in male students, 13.8% (n=27) and 44.9% (n= 88), compared to female students, 2.8% (n=6) and 17.7% (n=38), respectively. The results of the univariate analysis showed an association of hypertension with the field of study, gender, age, BMI, exercise frequency, frequency of eating junk food, and family history of hypertension (p < 0.05). Multivariate logistic regression analysis found a significant association between hypertension and pre-hypertension with gender, the field of study, and BMI. The findings of the study revealed that hypertension and pre-hypertension are common among university students in Bahrain. The risk factors for these conditions include studying medicine, being male, and being obese.

Understanding English Language Anxiety among Undergraduate Saudi EFL Learners: The Case of Business College, PSAU

This study aims to investigate English language anxiety among Saudi EFL learners, understand their experience with the causes and sources of their anxiety, and examine if they witness differences in their anxiety based on the differences in their demographic profile. As the study seeks to understand how certain independent variables (gender, employment profile of learners’ parents, and their educational level) shape and affect the dependent variable (English language anxiety), the quantitative approach (descriptive quantitative design) was selected, and Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986) was utilized to collect the data from the participants. A simple random sampling method was employed to select 205 respondents from the total population of students studying at different levels of the undergraduate program at the College of Business Administration, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia. The results of the study found that the participants experienced moderate levels of anxiety and that there were several sources of anxiety among Saudi EFL learners. Test and communicative anxieties were found to be the major sources of English language anxiety followed by classroom and negative evaluation anxieties respectively. One-way ANOVA analysis revealed no difference of any significance for English language anxiety among Saudi English students due to variance in their demographic profile. The study findings hold implications as they would be of immense use in addressing the issue of anxiety, understanding the possible sources, and finding ways to overcome issues of anxiety and help students move away from anxiety towards acquiring effective and excellent English language skills and proficiency. &#x0D; &#x0D; Received: 20 September 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

Using artificial intelligence for English language learning: Saudi EFL learners' opinions, attitudes and challenges

The study investigates EFL (English as a Foreign Language) learners' opinions, attitudes and the challenges of incorporating AI-powered teaching and learning. It also examines how their ideas and attitudes are affected by demographic variables. 258 students were selected using a random sampling method from a population comprising students studying in different levels of programs at the College of Science and College of Business Administration, Prince Sattam bin Abdul-Aziz University, KSA. A questionnaire was self-developed using some modified items from prior studies as the study looks at how certain independent variables (e.g., study level, residential background and parents' educational level) affect the dependent variable (e.g., learners' opinions, attitudes and challenges for AI-powered learning and teaching). The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students held a high level of positive opinions and attitudes towards AI-powered learning. However, the analysis found that many students thought implementing AI-powered learning was challenging. A one-way ANOVA showed no significant difference based on respondents' residential background and parental education. However, respondents differed significantly based on their level or year of study. The study findings will assist administrators and course teachers in using AI-powered technologies to overcome challenges and prepare students for achievement in the English language.

Innovative Models of Cooperation between Business Administration Majors in Universities and Enterprises

&#x0D; &#x0D; &#x0D; &#x0D; University business administration programs strive to provide students with the skills and knowledge needed to succeed in industry. However, traditional cooperation models between universities and enterprises often fail to offer cutting-edge practical engagement. Through semi-structured interviews with Shandong Province 32 university department heads and business managers along with surveys from 217 students and employees, this mixed methods study aimed to uncover potentially innovative models of collaboration that effectively equip graduates for the modern workplace.&#x0D; The key findings reveal 4 collaborative archetypes deemed innovative by over three-fourths of experts, including intensive capstones with partner companies, corporate co-creation of competency frameworks integrated into curricula, rotational cross-appointments of university and company talent, and consortium advisory boards that reciprocally inform program development. Enabling success factors include aligned values, communication structures that mitigate bureaucracy, networks for talent pipeline development, and flexibility in partnership formalization. Challenges center on initial partnership development, ensuring continuity, and measuring outcomes over time horizons longer than typical academic or business quarters. By identifying best practices within these innovative collaboration models, the study provides insight into improving partnerships’ equipping of next generation corporate and entrepreneurial business leaders.&#x0D; &#x0D; &#x0D; &#x0D;

Informal Cross-Border Trade in Africa: Operations, Policy, and Opportunities

Informal cross-border trade (ICBT) refers to the illegal activities of cross-border commerce conducted by unregistered small-scale traders. We seek to develop insights to understand the ICBT value chain and offer policy recommendations to successfully integrate it into the formal economy. Using a game-theoretic model, we analyze the operations and key market dynamics of ICBT. We analyze the policy implications of three representative UN directives: enhancing marginalized traders’ access to formal channels, reducing export tax rates for formal traders, and introducing an alternative simplified trade regime (STR) for informal traders. All three policies result in an increase in government proceeds when the inherent profitability of the formal or STR channels is sufficiently high. Furthermore, social welfare increases when the policies effectively balance wholesale price competition within the formal and informal channels. We apply our model to a case study based on Uganda’s agricultural exports over an 11-year horizon. The access enhancement policy is most effective in increasing government proceeds but least effective in improving the welfare of other participants. The tax reduction policy enhances traders’ profitability but sacrifices the welfare of farmers and government proceeds substantially. Finally, the STR acknowledgement policy results in the largest increase in profitability of marginalized traders and farmers but comes at the cost of government proceeds. This paper was accepted by Jay Swaminathan, operations management. Funding: This work was supported by the Institute of Management Research, College of Business Administration, Seoul National University. Supplemental Material: The data and online appendix are available at https://doi.org/10.1287/mnsc.2022.02479 .

Reimagining the future of a business education program using appreciative inquiry

&lt;span lang="EN-US"&gt;Rethinking the future of education has fueled momentum for large-scale change after the significant effects of the global pandemic. This momentum for change may require large amounts of positive affect by affirming and appreciating what works well during difficult times rather than identifying and understanding problematic areas. This study made use of appreciative inquiry in reimagining the future of a Business Education program in a private tertiary institution in the Philippines. Using naturalistic approach, 35 business education students and three teachers were interviewed using positive questions that amplify the positive core of the college. The participants unleashed the strengths of the college such as the implemented flexible modular setup, availability of the repository of educational resources, efficient communication during online learning, empowered student council, and group collaborations. Through inquiry and dialogue, participants co-created the reimagined future of the College of Business Administration which is a more flexible and inclusive means of delivering the Business Education Curriculum and upgraded and holistic learning experiences for the learners. Through the use of appreciative inquiry, the participants collectively leveraged the best practices of the college and their envisioned future to design high-impact strategies that can move the college decisively to its reimagined future.&lt;/span&gt;

Students’ Perceptions of a Gamification in Higher Education

The goal of the current study is to explore higher education students’ perceptions at Taibah University in Saudi Arabia about integrating a gamification approach into their classes. The descriptive technique was employed by the researcher since it was the most suitable scientific approach. An online survey with 35 questions was distributed to the students via email. The total number of students in the target population was 201. A total of 86 students submitted responses, resulting in a response rate of 43%. The Statistical Package for Social Sciences (SPSS) was used to analyze the data obtained and accomplish the study's objectives. The results showed positive perceptions toward the use of gamification among higher education students at Taibah University. The study also showed that there was a significant difference in integrating the gamification approach between students in the College of Law and the College of Business Administration in favor of Low college. This study recommeneds encourging the faculty members to adopt gamification methods in all their classes to help students easily recall the information and to help them get engaeged with lesson. Further studies need to be conducted to investigate the relationship between students’ personal characteristics (age, gender, and school year) and their perspectives about adopting a gamification approach. The findings of this study indicate that further studies at the colleges of Business Administration need to be conducted to get faculty members and students’ perspectives about adopting a gamification approach.

Case Study of the Role of the Distance Learning Study Course “Personal Development” on the Student Personal Development at the College of Business Administration

An important aim of higher education is not only to equip people with new skills, knowledge, and competencies but also the personal development of students. In the past decades, personal development planning is becoming more popular. Personal development planning is a method of recording achievements, identifying strengths and areas for improvement, reflecting on progress, and setting clear goals and action plans.The purpose of the article is to analyze the implementation of the new E-learning course “Professional development” for the short-cycle higher education study program students at the College of Business Administration. Sample: 24 students of the study program “Law”.Method: a thematic analysis of the achieved study results by evaluating the feedback provided by 24 students who completed the course on the progress and benefits of the course.Results: The thematic analysis of student reviews showed that the purpose and the results of the study course have been achieved. Although the reviews of some students indicate resistance to the awareness of the personality situation, the structure and organizational form of the course contribute to the successful overcoming of resistance and help to solve the issues of personal growth at the level of "depth" and complexity appropriate for the student.

Promoting sustainable learning among accounting students: evidence from field experimental design

PurposeSeveral studies have attempted to explain the integration of sustainable development in business school curricula. However, little is known about who (male students vs female students), at which age (under 21, 21–25 and 26–30) and at which stage of their undergraduate education (freshman, junior or senior) can attain and retain an adequate understanding of sustainability in accounting education. For this reason, the present study aims to investigate the students' interest in sustainability in accounting with respect to their demographic factors.Design/methodology/approachThe study used a quantitative research design where data were collected at a single point in time. Further, an independent sample t-test, one-way ANOVA and factorial design were performed on 132 responses conveniently collected from accounting students in the College of Business Administration (COBA) at Prince Mohammad Bin Fahd University (PMU) in Al Khobar, Saudi Arabia.FindingsThe study found no differences between the attitudes of male and female students toward sustainability in accounting education. Similarly, no statistical differences were found in the three age categories identified in this study. However, significant results were found throughout the different academic classifications (seniority): freshman students, junior students and senior students. Further, differences in the mean scores for freshman and junior accounting students were different between the male and female students, indicating that both male and female senior students' attitudes toward sustainability in accounting education were higher than those of male and female freshman and junior accounting students. The study concluded that students achieve an adequate understanding of sustainability in accounting education related to the relativism category of the Perry model of intellectual development.Originality/valueLiterature on attitude of students toward sustainability in education, specifically accounting education, is questionable and needs further exploration. This is due to the fact that only a small number of accounting students have been exposed to sustainable accounting education. Similarly, a recent study found a significant deficiency in sustainable accounting education in four Saudi Arabian universities, with only 4.5% of respondents knowing the comprehensive definition of sustainable development and 88% respondents having very low to low familiarity with the term sustainability.

The moderating role of attitude-related variables in the link between personality characteristics and digital entrepreneurship desire: A study of Ha'il's efforts for competitive advantage in Saudi Arabia

This research article aims to explore the influence of attitude-related variables on the relationship between personality traits and the inclination to participate in digital entrepreneurship, within the context of Ha'il's endeavors for competitive advantage in Saudi Arabia. In alignment with global trends, the emerging generation of Saudi entrepreneurs is increasingly reliant on technology for commercial operations. Consequently, digital entrepreneurship research has gained early attention, particularly in Ha'il, Saudi Arabia. The attitudes under examination comprise three components: behavioral, cognitive, and affective. We specifically targeted undergraduate students enrolled in the College of Business Administration at the University of Ha'il and distributed 241 questionnaires among them. Employing SMART PLS software for analysis, we discovered that personality traits significantly shape the interplay between attitudes and entrepreneurial intentions. This study's findings hold potential implications for understanding Ha'il's competitive advantages and aligning with Saudi Arabia's Vision 2030. Despite limitations in sample size and the use of electronic data collection, future research could delve into the drivers of digital entrepreneurial intention in Ha'il, as a strategic means to gain a competitive edge.

Evaluating The Use and Impact of Mobile Apps in Learning: A Study in the College of Business Administration

Evaluating The Use and Impact of Mobile Apps in Learning: A Study in the College of Business Administration

EC-education, gender disparity, and digital entrepreneurship intention: The moderating role of attitude components; a competitive advantage of the Ha'il region

This research made the case that e-commerce education levels influenced attitudes related components of people's views about e-entrepreneurship intention, all of which influenced their intention to start an e-commerce firm. The study also showed that people's desire to launch an internet company was substantially connected with its behavioral, cognitive, and emotional components. The major method used to verify the validity of the suggested model was the application of the theory of planned behavior together with the analysis of data collected from 338 young Saudi students at the college of business administration at the University of Ha'il. The results of the SMARTPLS partial least square program show that e-commerce education and attitude components are predictors of e-entrepreneurship intention, although disparities between men and women are not connected to this intention.

The Impact of Organizational Commitment on the Job Satisfaction of College Teachers in the College of Business Administration of Negros Oriental State University

Teachers are at the core of society’s education and literacy, making them an indispensable workforce. While the profession offers a noble cause, it is not without challenges and difficulties. The institution where they belong is expected to provide them with the necessary support so they can perform their job well. This study looks into the relationship between the organizational commitment levels and job satisfaction of 29 regular-fulltime faculty of the College of Business Administration of the Negros Oriental State University main campus. A survey questionnaire was administered to measure their affective, continuance, and normative organizational commitment levels, and job satisfaction. Through Pearson’s r, it was found that there is no statistically significant relationship between affective and continuance commitment to job satisfaction. Although not strong, there is a recorded significant relationship between normative commitment and job satisfaction. The results showed that organizational commitment is not a strong driver for job satisfaction and vice versa. Several factors may affect this result such as the demographic profile of the respondents and their innate interest in the profession. As the study has its limitations, further research can be conducted to explore other factors of job satisfaction and influences in the organizational commitment.

REVISITING SAUDI UNIVERSITY EFL LEARNERS’ ENGAGEMENT TO TEACHERS WRITTEN CORRECTIVE FEEDBACK FROM A SOCIO-COGNITIVE PERSPECTIVE

The empirical studies addressing learners’ engagement to teachers’ corrective feedback on their writing tasks in the Saudi EFL context as well as its impact on the students’ improvement of writing skill are still a few. Therefore, the proposed research project aims to empirically address the Saudi EFL learners’ responses to teachers’ written corrective feedback on their writing tasks. Addressing the EFL learners’ engagement in the teachers’ written feedback is a key issue in improving learners’ writing skills. As a result, the proposed project attempts to measure Saudi learners’ engagement with their learners’ feedback from a multi-dimension perspective; learners’ uptake, affective engagement, cognitive engagement, and meta-cognitive engagement, and behavioral engagement. Investigating the learners’ responses to their teacher’s feedback, the proposed project uses a socio-cognitive method that contributes to realizing the differences in EFL responses toward their teacher’s corrective feedback. The proposed study relies on different sources of data that include students’ writing assignments, semi-structured questionnaires. The sample of the study consists of 90 elementary level students belonging to the applied college at PSAU, 30 pre-intermediate students belonging to Business administration College, and 30 intermediate level students belonging to the college of humanities and sciences. The collected data reflect to what extent learners are engaged with the corrective feedback of their teachers, which can be partly accounted for their ideas and experiences about the written corrective feedback and second language writing and the learning context in which the feedback was received and processed. The findings of the research projects proposes that the EFL instructors should have a deeper understanding of the students’ cognitive and behavioral, engagement, feedback processing. This deeper understanding of students’ responses to written correct feedback would largely contribute to improving learners’ writing skills.