Academic Experience Research Articles

Exploration of Oral History in Ethnomusicological Research

Oral history, which collects historical materials by means of oral interviews, is an important auxiliary means for ethnomusicological research. Marked by the First Symposium on Oral History of Music in 2014, the academic community has launched a series of discussions and elaborations on its concepts, methods, norms, meanings, and other dimensions, and a series of academic achievements have been born. In this paper, we will combine relevant theses to explain how music oral history as contemporary history can achieve “intertextuality” in ethnomusicological research, emphasize its humanistic attributes, and summarize our reflections on the basis of existing academic experiences.

Female Academics Career Development - Stories from Senior Female Academics in Tanzania’s Public Universities

This paper investigates the career experiences of female academics in Tanzanian public universities, employing a qualitative methodology to elucidate their career development trajectories. Data were collected through interviews with senior female academics and a comprehensive literature review and analysed using thematic analysis. The findings reveal that career advancement among these women is driven by a desire for professional growth, a commitment to excellence, the influence of role models, family support, efforts to challenge cultural norms, and opportunities provided by scholarships. The study concludes that personal dedication and growth motivation are critical in promoting the career advancement of female academics. It recommends fostering collaborative research, publication, outreach, and consultancy initiatives among male and female academics to support the career development of women in public universities in Tanzania. Keywords: Female academics, Career development, Senior positions, Public universities, Tanzania

LIBRARIANS’ EMOTIONAL INTELLIGENCE AND PROFICIENCY AS CORRELATES OF ELECTRONIC COLLECTION DEVELOPMENT IN UNIVERSITIES IN NORTH-CENTRAL, NIGERIA

The study examined librarians’ emotional intelligence and proficiency as correlate of electronic resources collection development (ERCD) in universities in North-central, Nigeria. The objectives considered were to: find out the relationship between librarians’ proficiency and ERCD in university libraries in North-central, Nigeria; and determine librarians’ emotional intelligence and ERCD in these university libraries. Correlational research design was used. The total population for study was 400 librarians. Multi-stage sampling procedure was adopted to stratify the university into Federal, State and Private Universities. Questionnaire was used to collect data. SPSS was used for the quantitative analysis and result were presented using frequency, mean, and standard deviation. The result of the study showed that proficiency skills in database, social media, online public access catalogue, e-document and e-book delivery, data management, storage of electronic resources, e-processing, and e-ordering by librarians has a relationship on electronic resources collection development in university libraries. The findings also revealed that librarians possessed self-awareness skills, self-regulatory skills, motivational skills, empathy skills, and social skills, and it has influenced the ERCD in the studied university libraries. The study concluded that addressing the identified deficiencies in proficiency, and emotional intelligence can lead to a more effective and efficient electronic resources collection development, thereby improving the overall academic and research experience for library users. Therefore, the study recommended that training that will boost the emotional intelligent of librarians by the management should be done regularly.

The Development of E-Pocket Book based on iSpring Suite 11 Software

The E-Pocket Book, developed using iSpring Suite 11 software, functions as an innovative learning resource specifically tailored for Civil Engineering students. The primary objective of this research was to create an effective educational tool to enhance the learning experience for these students. This study employed a Research and Development (RD) approach, utilizing the ADDIE Development Model, which comprises five systematic stages: Analysis, Design, Development, Implementation, and Evaluation. A sample of 87 students participated in this research, providing valuable feedback and insights. The validation process, conducted by both media and material experts, indicated a positive reception toward the E-Pocket Book, affirming its feasibility as an effective learning medium. Additionally, students' responses were gathered using the System Usability Scale (SUS) questionnaire, which reflected a high level of acceptance and usability, yielding an impressive score of 82.5, categorized as grade B (Excellent). The comprehensive research findings demonstrate that the E-Pocket Book created with iSpring Suite 11 is not only suitable but also advantageous for Civil Engineering students in their English language learning journey. By integrating modern technology with educational resources, this project significantly enhances the academic experience and proficiency of students in the field of Civil Engineering.

Bonding versus fragmentation: What shapes disadvantaged intragroup empathy in advantaged contexts?

Intragroup empathy is vital for resilience. However, it is often impaired in advantaged-dominated environments when one adopts advantaged-group characteristics to climb the social ladder. The current work examines contextual factors that may affect intragroup empathy: the motivation behind adopting the advantaged-group characteristics, and negative encounters with members of the advantaged group. We hypothesized that coercively, versus willingly, adopting advantaged-group characteristics will increase intragroup empathy both when the outcomes are negative and positive. We further hypothesized that a negative encounter with an advantaged-group member would increase intragroup empathy, compared to no encounter. In three studies, Palestinian students in Israeli academia were assigned to read scripts depicting the academic experience of a Palestinian student adopting advantaged-group characteristics. We tested (a) the effects of motivation following a negative outcome ( N = 182); (b) the effects following a positive outcome ( N = 205); and (c) the interaction between a negative encounter with an advantaged-group member and motivation, and its effect on intragroup empathy ( N = 282). Intragroup empathy was higher in the coerced condition compared to the free-willing condition both for negative and positive outcomes. A negative encounter with an advantaged-group member increased intragroup empathy in the willing condition. By illuminating contextual variables that shape intragroup empathy, this research shows that impairment in intragroup empathy is not inevitable. This work may serve as a foundation for future interventions.

Motherhood in academia: A novel dataset of UK academic women with an application to maternity leave uptake

AbstractMotherhood is widely believed to be an important factor slowing down the career progression of women. We present a novel database that combines an original survey of women and mothers working in the UK Higher Education sector with data on the occupational maternity benefits offered by academic employers. This allows users to track, at the individual level, child‐bearing experiences and employment histories simultaneously. We describe several aspects of mothers' experiences in academia and how those evolve over the years. We also conduct an empirical analysis of the determinants of maternity leave uptake, showing that women's employment status and family arrangements significantly impact the types of maternity leave – paid or unpaid – taken.

Academic Self-Realization of Researchers in Higher Education: Phenomenological Research-Based Evidence

In the dynamic context of higher education, the academic self-realization of a researcher is significant not only for the growth of the dedicated researcher but also for the well-being of the entire academic community. The purpose of this study was to reveal the academic self-realization experience of researchers in higher education and answer the research question: “What does academic self-realization mean for the researcher in higher education?” This study used a phenomenological-hermeneutic approach, which allowed researchers to delve into the academic self-realization experience of researchers in higher education. The study was conducted from November 2022 to December 2023 and represents the social sciences and the science of education. Individuals who have obtained a PhD, work as lecturers and/or researchers in Lithuanian universities, participate in the training of doctoral students, and who obtained bachelor’s, master’s, or doctoral degrees in more than one field of science took part in this study. This means that these researchers represent scientific multidisciplinarity. The research participants were from Lithuania and the United Kingdom. A total sample of seventeen researchers participated in the study. This article presents results from semi-structured interviews with six researchers, where the theme of “academic self-realization” emerged. The study results showed that the academic self-realization of the researcher in higher education is a process through which the researcher finds, develops, and represents personal interests and talents in the university’s academic community, thereby contributing to the personal, scientific, and academic development of this community. The conducted research reveals the complexity of the academic self-realization of researchers, which includes a significant integration of academic and personal components.

A reflexive thematic analysis exploring the experiences of undergraduate women in STEM in Bangladesh

Globally, a significant gender gap is reported in the enrolment of women in Science, Technology, Engineering, and Mathematics (STEM). Bangladesh reports one of the lowest female stakeholder percentages in STEM but has increased demand for skilled STEM professionals. Therefore, this qualitative study explores the experiences of undergraduate women in STEM in Bangladesh. Seven female undergraduate students were recruited using purposeful sampling, and a semi-structured interview was conducted. Reflexive thematic analysis, along with a phenomenological approach, was utilized for data analysis to gain a better understanding of their experiences. The four key themes that emerged were the gendered nature of interactions, the impact of societal barriers, underrepresentation and role models, self-identity, and psychological outcomes. The findings suggested multiple factors like gender-biased interactions in classrooms, lack of access to STEM resources, and lack of female role models negatively impacted students’ academic experiences. Moreover, poor self-esteem in female students contributed to imposter syndrome and heightened career anxiety.

Academic Learning Experiences and Challenges of Students With Disabilities in Higher Education

Students with disabilities are an increasing subpopulation in higher education. Recently, research has put an emphasis on students’ voices to explore their academic learning experiences, as well as the learning strategies they use to overcome learning barriers. This study aimed to investigate the academic learning experiences of students with disabilities in college or graduate studies and the learning strategies they used when faced with insufficient or delayed support. This study used interpretative phenomenological analysis to gather data from three online focus groups, with a total of 10 participants. The results demonstrated three themes: experiences or issues related to university resources and accommodations, building influence through advocacy and education, and being an independent learner. Some participants continued to face academic learning challenges despite their active seeking of accommodations and support. Some participants utilized study strategies, especially when support was inadequate or not immediately provided. This study highlighted the urgent need for higher education institutions to establish support services and resources for all students. Related discussions and implications are presented.

A Career or a Transient Job? The Role and Development of Faculty Members in University-Based Principal Development Institutions in China

Purpose This study examines the role and development of faculty members in university-based principal development institutions in China to elucidate the Chinese experience of educational leadership development and the tensions and challenges faced by the faculty of such institutions. Design/Approach/Methods Interviews with 34 faculty members from five state-authorized university-based principal development institutions were conducted. Findings Faculty members in principal development institutions fulfill a variety of complex, time-consuming, and taxing administrative, professional, and service responsibilities. In China, principal development institutions are affiliated with universities, and their faculty members are subject to university regulations on career sustenance and advancement. However, standards for administrative and academic promotion have no bearing on the sustainable improvement of principal development programs. Originality/Value This study is the first to describe the roles and development of faculty members in university-based principal development institutions in China. Knowledge of the unique structure of such programs and the experiences of faculty members may provide insights into how university-based principal training institutions can better utilize faculty to enhance program quality.

The holding pattern of the worker Bs: how bifurcation of consciousness impacts female academic career progression

PurposeThis paper examines an identified but unexplored career gap evidenced at a mid-level classification in the academic career path for women in Australia. This career-stalling effect or holding pattern, is examined to determine underlying causes of career trajectory interruption.Design/methodology/approachGuided by the epistemological stance of standpoint theory, this exploratory abductive study employs a novel arts-based method, draw, write, reflect, to access experiences that may be difficult to convey verbally. The obtained drawings and reflections were thematically analysed.FindingsDrawing on Bourdieu’s concept of illusio this article finds support for female academics’ bifurcated consciousness. Results demonstrate how opposing social role prescriptions result in the deliberate avoidance of work-life conflict, a nuanced lack of confidence in work tasks in combination with other, often competing responsibilities, and the uneven distribution of administrative duties known as “academic housework”, which combine to stall careers. Female academics feel pressure to prioritise their domestic role and eschew career progression.Research limitations/implicationsDespite the small sample size, the findings provide rich career narratives and experiences of female academics in Australia providing additional impetus for increased gender equity efforts.Originality/valueThis study is the first to explore the previously unidentified holding pattern for female academics in Australia. Findings suggest there is a range of previously unexplored impediments resulting in a gendered stalling at a mid-level classification interrupting female academic career progression.

Measuring HR analytics maturity: supporting the development of a roadmap for data-driven human resources management

PurposeToday, companies are struggling to develop their human resources analytics (HRA) capability, although interest in the subject is rapidly increasing. Furthermore, the academic literature on the subject is immature with limited practical guidance or comprehensive models that could support organisations in the development of their HRA capability. To address this issue, the aim of this paper is to provide a maturity model – i.e. HRAMM – and an interdependency matrix through which an organisation can (1) operationalise its HRA capability and assess its organisational maturity; (2) generate harmonious development roadmaps to improve its HRA capability; and (3) enable benchmarking and continuous improvement.Design/methodology/approachThe research described in this paper is based on the popular methodology proposed by Becker et al. (2009) and the procedure for maturity evaluation developed by Gastaldi et al. (2018). This method combines academic rigour and field experience in analytics, in a process spanning eight main phases that involves literature reviews and knowledge creation techniques.FindingsWe define HRA maturity through four areas and 14 dimensions, providing a comprehensive model to operationalise HRA capability. Additionally, we argue that HRA maturity develops through an evolutionary path described in four discrete stages of maturity that go beyond traditional analytics sophistication. Lastly, the interdependency matrix reveals specific enablers for the development of HRA.Practical implicationsThis paper provides practitioners with useful tools to monitor, evaluate and plan their HRA development path. Additionally, our research helps practitioners to prioritise their work and investment, generating an effective roadmap for developing and improving their HRA capability.Originality/valueTo the best of the authors’ knowledge, this study is the first to provide a model for evaluating the maturity of HRA capability plus an interdependency matrix to evaluate systematically the prerequisites and synergies among its constituting dimensions.

Retooling a Clinical Nurse Leader Curriculum in Response to the Nursing Faculty Shortage.

Our school had increased full-time and adjunct faculty vacancies. To deal with this crisis, we recruited our clinical nurse leader (CNL) graduates. Many reported not feeling prepared to teach. This article describes changes made in a CNL curriculum to better prepare graduates for positions in academic nursing education. While the CNL skill set was created for care of patient populations, it is also transferable to nursing education. Previously, our curriculum used only clinical experiences to teach aspects of CNL practice. We added academic educational experiences and content into our curriculum as another means of teaching the skill set. The size of our CNL program doubled. Students reported gaining confidence about the CNL role in both clinical and academic settings. This curricular change allows CNL students to "try on" the role of nurse educator. This exposure may increase their desire to pursue a career in academia. [J Nurs Educ. 2024;63(X):XXX-XXX.].

ChatGPT and Its Role in Academic Libraries: A Discussion

The paper aims to discuss ChatGPT and its role in academic libraries. It identifies the key areas where ChatGPT can be implemented in libraries to improve various services and the overall work experience of academics, along with the risk factors associated with ChatGPT. Research finds that ChatGPT can be aided with many library services such as collection development management, virtual reference services, digital information service and library discovery, research writing and publishing, research performance analysis and bibliometric services. It can be helpful for libraries to meet patron requirements, streamline the research process, and increase the efficiency of the library and staff. It reduces the workload of library staff to a certain extent rather than replacing the human librarians as various threats are associated with the ChatGPT, such as incorrect query responses, data protection, misuse, privacy, security, inaccessibility, limited technology comprehension and other ethical issues. It also discusses the limitations and challenges libraries may face while implementing the technology to impart various services. The importance of this study lies in the fact that it acknowledges the reality of ChatGPT and its limitations and how the library will be ready to cope with and deal with the technology in the future.

Mission impossible? Identity based incompatibilities amongst academic job roles relate to wellbeing and turnover

Academic staff experience high levels of work-related stress and poor mental health. As a result, many institutions face high staff turnover. These outcomes may be driven by complex and, at times, apparently oppositional objectives academics need to meet around research and teaching. These factors may present both practical and social identity-based incompatibilities. The current study tested the role of these incompatibilities upon mental well-being and turnover. A sample of 141 UK resident academics completed scales measuring levels of social identification with being an academic, an educator and a researcher, identity based and practical incompatibility, mental health, experience of the workplace and turnover intention. No direct links were found between practical incompatibility and outcomes. However, higher identity incompatibility was related to poorer mental health. Identity incompatibility was also related to turnover intention, mediated by both mental health and workplace experience. Contrary to predictions, these effects were not moderated by identity difference or identity strength. The current findings present evidence that role-based incompatibilities have both practical and identity-based foundations and highlight important caveats to the benefits of multiple identities on well-being observed in other domains. The findings also suggest practical steps through which complex occupational roles can be best structured to improve mental health and reduce turnover.

What are the perceptions of faculty and academic leaders regarding the impact of accreditation on the continuous quality improvement process of undergraduate medical education programs at Caribbean medical schools?

BackgroundAccreditation and regulation are meant for quality assurance in higher education. However, there is no guarantee that accreditation ensures quality improvement. The accreditation for Caribbean medical schools varies from island to island, and it could be mandatory or voluntary, depending on local government requirements. Caribbean medical schools recently attained accreditation status to meet the Educational Commission for Foreign Medical Graduates (ECFMG) requirements by 2024. Literature suggests that accreditation impacts ECFMG certification rates and medical schools’ educational processes. However, no such study has examined accreditation’s impact on continuous quality improvement (CQI) in medical schools. This study aims to gather the perceptions and experiences of faculty members and academic leaders regarding the impact of accreditation on CQI across Caribbean medical schools.MethodsThis qualitative phenomenological study inquiries about the perceptions and experiences of faculty and academic leaders regarding accreditation’s impact on CQI. Purposive and snowball sampling techniques were used. Participants were interviewed using a semi-structured interview method. Fifteen participants were interviewed across ten Caribbean medical schools representing accredited medical schools, accreditation denied medical schools, and schools that never applied for accreditation. Interviews were audio recorded, and thematic data analysis was conducted.ResultsThematic analysis yielded six themes, including accreditation and CQI, CQI irrespective of accreditation, faculty engagement and faculty empowerment in the CQI process, collecting and sharing data, ECFMG 2024 requirements, and organizational structure of CQI.ConclusionsThere is ongoing quality improvement at Caribbean medical schools, as perceived by faculty members and academic leaders. However, most of the change process is happening because of accreditation, and the quality improvement is due to external push such as accreditation rather than internal motivation. It is recommended that Caribbean medical schools promote internal quality improvement irrespective of accreditation and embrace the culture of CQI.

Integration Experiences of International Students: A Case Study of Sub-Saharan Students in a Moroccan School of Design and Engineering

An increasing number of international Students opt for studying at a university in a foreign country. It is believed that this mobility makes these students face academic and social integrating challenges in their new learning environment. In Morocco, thousands of students, who are scholarship-granted by the Moroccan government, coming from different countries, chiefly from Sub-Saharan Africa seek education in different universities of the kingdom. The main aim of this study extends its focus to explore two outcomes. Particularly, it investigates the social and academic integration experiences of a case study of international students undertaking an undergraduate programme at a Moroccan school of design and engineering along with the challenges these students encounter. Moreover, the study situates these experiences within the institutional conscious efforts that are implemented to achieve an integrational goal. Data were collected from a case study in spring 2019 by interviewing 20 Sub-Saharan students studying at the Moroccan Design and Technology engineering school in Meknes (ENSAM: Ecole Nationale Supérieure des Arts et Métiers) and 3 of the school staff members. Using thematic analysis and then interpretative phenomenology as a guiding framework to analyse and present the data, the findings revealed that the study's participants have experienced both their social and academic integrative patterns at the school in the same way. Indeed, three major themes were identified and analysed, namely, Programmes promoted by ENSAM on integration, relationship patterns between Sub-Saharan and Moroccan students and barriers to integration. The study revealed that the various integration efforts carried out by the school do not sufficiently cater for Sub-Saharan students' perspectives on their social and academic integration experiences. Additionally, staff knowledge regarding the integration of these minority groups is not adequately enhanced through pre-service training that covers best practices for successful integration. Language barrier and interaction patterns between Sub-Saharan students with their host ones are also found to influence Sub-Saharan students' social and academic integration. It is suggested that Moroccan Higher education institutions (HEIs) should acknowledge integration as a long and challenging process for Sub-Saharan students, and that an evaluation of integrative practices promoted at the school is needed.

Procedural fairness during university education and students’ trust in science and scientists

ABSTRACT Procedural fairness encourages numerous beneficial organizational behaviors across many institutional settings, including schools. However, little research has explored the consequences of fair treatment in the higher education context. To address this gap, we conducted three studies exploring whether students’ experience of procedural (un)fairness during university education predicts their trust in scientists in particular and trust in science, generally. The participants were university students from Poland (N = 240), the UK (N = 500), and the US (N = 501) recruited through online panels. In all three studies, we administered a questionnaire about students’ experiences of treatment during university studies. We used regression analysis (Studies 1 and 2) and Structural Equation Modelling (Study 3) for data analysis. We found that students’ experience of procedural justice was positively correlated with their trust in science, and negatively linked with their belief in conspiracy theories about COVID-19 vaccines. This effect was partially mediated by students’ trust in scientists in Study 2 and fully mediated in Study 3. In other words, interacting with fair academic teachers leads students to trust scientists initially and ultimately develop trust in science in general. The experience of fairness also reduces conspiracy beliefs, a finding especially salient in the light of the recent pandemic. Our research supports the understanding that trust is relational and interpersonal rather than an abstract and generalized attitude. We also contribute to the study of higher education by highlighting the significance of quality academic experience for shaping students’ broader attitudes.

A comparison of dislocation risk between dual mobility and traditional constructs used in proximal femoral replacement

BackgroundProximal femoral replacement (PFR) is a reconstruction technique after tumor resection or for revision of failed total hip arthroplasty (THA). However, despite acceptable long-term oncologic and functional outcomes, extensive soft tissue or bone loss increases the risk for prosthetic instability. Instability may depend on the construct chosen for reconstruction, with current options including bipolar, constrained, or dual mobility implants. Clinical studies comparing patient outcomes after PFR with these three different constructs are limited. MethodsThis study retrospectively examined a single tertiary academic institution's experience with PFR over a fifteen-year period. The medical records of patients who underwent PFR for indications such as tumor and failed THA with bone loss were reviewed. Patients were stratified into cohorts based on use of bipolar, constrained, or dual mobility implants. Patient demographics, disease characteristics, perioperative data, and data on prosthetic dislocations were recorded. ANOVA and chi-square testing was performed for continuous and categorical variables, respectively. The threshold for statistical significance was set to p < 0.05. Results106 patients were identified who underwent PFR. 46 underwent PFR with bipolar prosthesis (follow-up: 20 ± 24.57 months), 42 with constrained liner (follow-up: 30.45 ± 35.32 months), and 18 with dual mobility (follow-up: 15.38 ± 15.67 months). Only BMI (p = 0.036) and smoking history (P = 0.002) differed between groups. Dislocations occurred in 4 (8.7 %) patients who underwent reconstruction with bipolar prosthesis, compared to 8 (19.0 %) with constrained liner, and 3 (16.7 %) patients with dual mobility. Mean time to dislocation was significantly longer in dual mobility patients (P = 0.009). There were no differences in instances of early dislocation between groups (P = 00.238). ConclusionWhile study numbers are low, mean time to dislocation was significantly longer with dual mobility. Additional large-scale longitudinal studies are needed to fully elucidate the differences in outcomes amongst these three treatments.

A Neurotechnological Study to Quantify Differences in Brain Activity Using Game-Based Learning

This research delves into the comparative analysis of brain activity using gamification in the classroom versus traditional teaching. This study aims to employ neurotechnology to record and analyse the impact of active gamification methodology on relevant variables in the learning process within a traditional university education setting, presenting an innovative contribution to the existing literature. Neuroscience technology has been utilized to gauge cognitive processing of stimuli tailored for an academic experience in a university master's class. By scrutinizing brain recordings related to attention, interest, long term excitement, stress, relaxation, and engagement, the findings provide a quantitative assessment of key learning variables through brain signals. Gamification is the active methodology employed, and the application of neuroscience technologies facilitates an understanding of the variations in levels of brain activation among students, shedding light on the contributions of this active teaching methodology to the learning process.