Academic Experience Research Articles

Academic Stress among College Students

Academic stress refers to the strain experienced by students, resulting in a state of distress that often manifests itself as various psychological and behavioral challenges. This research investigates into the pervasive issue of academic stress among college students, emphasizing its consequences and gender disparities. Employing a comprehensive mixed-methods approach, the study utilized a structured questionnaire to quantitatively assess academic stress level among selected students of a college using the Academic Stress Scale for College Students (ESSCS) that featured 16 items with six response choices. Findings indicated a notable gender difference in academic stress levels, highlighting the importance of addressing societal factors rather than inherent gender distinctions. Female students reported higher stress levels, emphasizing the need to address sources like pressure, anxiety, conflict, and frustration to improve their mental well-being. The study calls for collaborative efforts among educational institutions, parents, and educators to reduce workloads and implement innovative teaching methods, fostering divergent thinking and supporting diverse abilities. It serves as a call to action for institutions to prioritize students' mental health and create a more balanced and nurturing academic experience, advocating for a holistic approach to address the multifaceted challenges associated with academic stress.

Mentoring undergraduate collaborators through the academic conference experience.

Mentoring undergraduate collaborators through the academic conference experience.

CEO Experience and Enterprise Environment, Social and Governance Performance: Evidence from China

Practicing ESG concepts is considered a viable way to achieve sustainable development for enterprises and is an important contributor to realizing high-quality economic development. This paper builds on the upper echelons theory, which posits that a company’s strategic decisions are influenced by the cognitive perceptions and values of its CEO. Based on the data of Chinese A-share listed companies from 2009 to 2021, this paper empirically examines the impact of CEOs’ green, academic, and political experiences on corporate ESG performance through multiple regression analysis. This study found that CEO experience has a significant impact on corporate ESG performance: rich green, academic, and political experience promotes corporate ESG performance. A stepwise regression test found that CEO experience drives corporate ESG performance by improving corporate green innovation and alleviating financing constraints. Further analysis showed that the contribution of CEO experience to ESG performance is more pronounced for firms with younger CEOs, non-state-owned enterprises, and high-polluting industries, although CEO gender is insignificant. The findings of this study provide important policy implications to improve ESG responsibility.

The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender

In at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth’s development and wellbeing. Nevertheless, some students manage to pursue formal education even in high-risk areas, exhibiting resilience. Interwoven between the processes of risk and resilience, the students’ identity development plays a vital role. The present study aimed to analyze the learner identity of students who exhibit a resilience trajectory in areas at risk of social exclusion, and its relation to the degree of risk they face, their academic experience, and their gender. The sample consisted of 132 students from at-risk neighborhoods in Spain who successfully completed compulsory secondary education and continued beyond that level. To measure their academic selves, a modified version of the Twenty Statement Test (TST) was used, which was analyzed using a category system that included four dimensions: organization of the self, emotional valence, plane of action, and thematic reference. The results indicate the participants primarily used personal, positive, evaluative self-descriptions related to the academic world, mostly based on effort. A higher degree of risk was associated to more self-descriptions referring good relationships with others and class attendance, while higher academic experience was associated to more independent selves. The study also found several gender differences. The implications of these findings for research and social intervention in at-risk contexts are discussed.

Supplemental Material for Mentoring Undergraduate Collaborators Through the Academic Conference Experience

Supplemental Material for Mentoring Undergraduate Collaborators Through the Academic Conference Experience

Situating Reproduction: How Becoming Mothers Impacts Field Work and Why It Matters

Even as geographers increasingly examine their embodied experiences as field researchers, limited attention has been given to the reproductive labor of pregnancy and mothering in shaping field work. As early career geographers experiencing a range of reproductive positions before motherhood, during pregnancy, and becoming mothers, we build on the foundational work of feminist scholars to examine our evolving subjectivities and the reciprocal influence of mothering and field research. We argue, first, that the dual demands of field work and care work affect mothers’ access and experiences in academia. Second, through our concept of situating reproduction, we unpack mothers’ changing standpoints and show that the experience of mothering shapes the knowledge we produce. Finally, we advocate that academic institutions recognize and support mother-field workers, particularly at early career stages. We advocate for increased researcher reflexivity to better understand the shifting positionalities of mother-field researchers and how motherhood affects geographical scholarship.

Insufficient Academic Experience or Excessive Family Responsibility: Why do Female Faculty in Chinese Research Universities Publish Less than Male Faculty?

Insufficient Academic Experience or Excessive Family Responsibility: Why do Female Faculty in Chinese Research Universities Publish Less than Male Faculty?

Understanding the Complexities of Student Learning Progress in Texas: A Study of COVID-19 and Rural vs. Non-Rural Districts.

In this study, we investigate the impact of COVID-19 on academic achievement in Texas public schools. Demographic and Grade 5 STAAR test data were collected from 1155 public school districts for 2018-2019 and 2020-2021. Multiple regression was adopted to analyze the differences between rural and non-rural districts, as well as the impact of demographic characteristics on students' achievement. The results reveal significant differences in demographic characteristics between the two academic years, with non-rural districts exhibiting a greater decline in academic achievement than rural districts. Additionally, the findings suggest that higher teacher salaries correlate with better academic performance across various subjects and that English learners require additional support to acquire content knowledge and skills. We further confirm that the COVID-19 pandemic has disrupted the academic learning experience of Texas students, with rural districts displaying more resilience than non-rural districts.

Facilitating social learning through learning design

In the field of technology-enhanced learning design, the rise of Web 2.0 has been the filip needed to accelerate the emergence of socially-connected global learners. These highly social learners now use the web to engage with knowledge and skill development and as such, online education has moved irrevocably beyond simply the finding and sharing of information among learners. The higher education sector is responding to this learning landscape. This is particularly relevant to the massive open online courses (MOOCs) environment where there is the potential for thousands of participants to learn through multiple open source tools with minimum intervention from educators. This social learning perspective can present a challenge for some educators. In this paper we present a work-in-progress collaborative project designed to respond to the professional development of teaching academics newly engaged in designing and teaching from a social learning perspective. We, in a central learning and teaching unit, designed and developed a professional development (PD) course that sought to build the capacity of academics going through this change: they were about to teach on a MOOC platform. Our purpose was to model the social learning framework as a method of capacity-building, but we also aimed to distil authentic social learning for the academics themselves. This resulted in creating a community of practice among educators. Further research is required to measure the impact of this capacity-building course in order to further enhance the learning experiences of academics preparing to teach on a MOOC platform.

Decolonizing English Academic Writing education through translingual practices

This study investigated the predominance of English in the academic discourse and its potential to marginalize multilingual individuals and explored how translingual practices could be a means to decolonize English Academic Writing (EAW) education within the specific context of a Sino-U.S. joint-venture university. A case study centered on the academic experience of a multilingual student from China delved into the interplay between established EAW norms and the student's language practice, identity, and ideology. The findings revealed that EAW norms that prevail in global academic communication significantly affected the student's linguistic choices and self-perception. These findings also indicated that translingual practices could contribute to the decolonization of EAW education by advocating for inclusivity and diversity. Therefore, this study calls for a pedagogical reorientation that not only acknowledges but also incorporates translingual practices in EAW education to actively confront colonial legacies.

Teaching strategies for children with attention deficit hyperactivity disorder in English as foreign language classrooms

This literature review focused on effective teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) in classrooms where English as a Foreign Language (EFL) is taught, which is undoubtedly a novel and crucial issue that demands immediate attention. This review not only concentrates on identifying the teaching strategies used for students with ADHD but also delves into and considers different teaching approaches and inclusive education adaptations for students with ADHD. The impact of this review might be significant for educators, parents, and stakeholders alike since it could provide valuable recommendations and knowledge based on the evidence gathered. This would lead to developing more effective, efficient, and inclusive teaching strategies or mechanisms for students with ADHD. Programs aimed at teacher training could also benefit from the findings of this review, contributing to the general support and improving the academic experience of students with ADHD in foreign language learning environments.

Assessing the impact of Medical Education's Innovation & Entrepreneurship Program in China

ObjectiveA growing number of clinical undergraduates are chosen to enter institutions for higher education biotechnology and industry workforce, though most need more laboratory experience training and business practice. Innovation and Entrepreneurship Program (I&E Program) can benefit from biological experiment and commercialization training largely absent from standard clinical medical educational curricula. Our study investigates the impact and status of the I&E Program in enhancing medical students’ research and entrepreneurial abilities and provides recommendations for improving this program.MethodsA cross-sectional study was applied by delivering a questionnaire to survey medical students from Central South University who participated in the I&E Program. The questionnaire consisted of three parts: basic information, the impact of the I&E Program on medical students’ research and entrepreneurial abilities, and attitudes and recommendations regarding the I&E Program.ResultsMany students participating in the I&E Program have received competition awards and improved their academic experience, article writing, and application patents. Their research-related abilities have been enhanced, including in-lab techniques, theoretical research skills, data analysis knowledge, clinical research skills, experimental research skills, entrepreneurship, data analysis ability, teamwork, and communication. While 73.93% of students express satisfaction with the I&E Program, there are still several areas of improvement, including more robust practical components, increased support, and enhanced teamwork.ConclusionThe scale of the I&E Program is rapidly expanding to address scientific research or business skills needed by college students in the new era. However, more programs still need to be discontinued during their further study. The I&E Program significantly enhances research abilities and fosters confidence in their study. This analysis emphasizes the importance of research-oriented and interdisciplinary education for students’ holistic development in medical schools compared with formal medical education.

Evidence-based healthcare competence of social- and healthcare educators: A cross-sectional study.

The purpose of the study was to describe social and healthcare educators' evidence-based healthcare competence and explore the associated factors. A descriptive, cross-sectional study was carried out. The research spanned 5 universities, 19 universities of applied sciences, and 10 vocational colleges in Finland from September to December 2022. Social and healthcare educators (n = 256), of which 21 worked at universities, 176 worked at universities of applied sciences, and 49 worked at vocational colleges. Data collection employed a self-assessed instrument that was designed to measure evidence-based healthcare competence based on the JBI Model of Evidence-based Healthcare. Competence profiles were formed using K-cluster grouping analysis. The educators' self-evaluations of their level of evidence-based healthcare competence were generally at a satisfactory level, with subsequent analyses identifying four distinct profiles of evidence-based healthcare competence. The profiles demonstrated statistically significant differences in terms of evidence synthesis and evidence transfer competencies. The factors associated with evidence-based healthcare competence included level of education, the year in which a professional had obtained their highest degree, current organization of employment, and participation in continuing education. Educators require various types of support for developing high levels of evidence-based healthcare competence. The identification of distinct competence profiles can be pivotal to providing educators with training that is tailored to their exact needs to provide an individualized learning path. WHAT PROBLEM DID THE STUDY ADDRESS?: Educators value the role of evidence in teaching, which reinforces the need to integrate aspects of the JBI Model of evidence-based healthcare into educators' competencies. Aspects of the JBI Model of evidence-based healthcare have not been holistically measured, with only certain components of the model considered separately. Educators need to better understand the global healthcare environment so they can identify research gaps and subsequently develop healthcare systems through their educational role. Higher academic education, work experience, organizational support, and continuous education play essential roles in the development of educators' evidence-based healthcare competence. WHAT WERE THE MAIN FINDINGS?: Educators generally have high levels of competence in evidence-based healthcare. Educators have mastered the different components of the JBI model of evidence-based healthcare but need to improve in areas such as the transfer and implementation of evidence. WHERE AND ON WHOM WILL THE RESEARCH HAVE AN IMPACT?: Determining evidence-based healthcare competence profiles for educators can be used to provide individualized learning paths for the development of evidence-based healthcare competence. Educators need to further develop their competence in evidence-based healthcare to ensure successful implementation and high-quality education in the future. No patient or public contribution.

Exploring higher education students’ satisfaction for quality improvement: A case study of the African Centre of Excellence in Data Science

The objective of this study is to examine variables that affect students’ satisfaction in postgraduate programmes using a case study of students at the African Centre of Excellence in Data Science (ACE-DS) at the University of Rwanda. It is important to study student satisfaction to understand how students feel about the quality of education, academic experiences, access to facilities, campus life, and extracurricular activities. A questionnaire was designed for the study, and data was collected from 81 students enrolled in master’s and PhD programs at the African Centre of Excellence in Data Science. In this study, a chi-square test was conducted to select factors associated with students’ satisfaction to be included in the model, and a multivariable logistic regression model was used for the analysis. The findings indicated that gender, level of study, programme of study, and the country of origin were not associated with student satisfaction. In contrast, curriculum relevance, accessing course materials, learning facilities, and the support from the ACE were statistically associated with students’ satisfaction. Therefore, the logistic regression model solely took into account variables which are associated with students’ satisfaction. This study uncovered the difficulties and opportunities affecting students’ satisfaction, and the findings showed that accessing course materials and satisfaction with centre support were statistically significant, while curriculum relevance and satisfaction with learning facilities were not. The findings from this study inform higher learning institutions and decision makers about how to improve the caliber and efficiency of higher education.

The effect of academic top executives on corporate social responsibility: potential motivation and its outcomes

This paper investigates whether there is ethical or opportunistic motivation behind academic top executives’ (ATEs) engagement in corporate social responsibility (CSR) by exploring how ATEs relate to CSR practices and their consequences on corporate misbehavior and performance. We find that firms run by ATEs invest more in CSR. Moreover, CSR firms with ATEs are unlikely to be involved in corporate fraud and aggressive tax avoidance, especially when firms have low institutional ownership and fewer analysts and are located in low law enforcement and socially dishonest environments. We also document that the CSR performance brought by ATEs is positively associated with subsequent firm performance. Overall, our study suggests that academic experience has important implications for understanding executives’ ethical leadership and driving firms’ ethical CSR.

Expatriate academics’ adjustment experience at a higher education institution in South Africa

Orientation: Expatriate academics in higher education institutions (HEIs) face several socio-cultural and integration challenges that significantly influence their adjustment. Insufficient support and a non-conducive environment hamper their well-being.Research purpose: This study aims to describe the adjustment experiences of expatriate academics at a HEI in South Africa. Recommendations are made towards creating an enabling environment in which expatriate academics can better facilitate adjustment.Motivation for the study: This study aimed to compete globally, HEIs appoint international academics with scarce skills to enhance their teaching, learning, and research. Expatriate academics are driven by push and pull factors when accepting international opportunities. Entering an unfamiliar environment, implies disruption on a psychosocial, socio-economic and job adjustment level, and if not well-supported results in maladjustment affecting expatriate well-being and job performance.Research design, approach and method: An interpretive, qualitative approach was adopted. Five purposively selected expatriate academics partook in semi-structured interviews and the data were analysed through content analysis.Main findings: A lack of employer support and cultural diversity factors impede participants’ ability to adjust at work and in the community. Having grit and being resourceful in overcoming challenges resulted in better adjustment.Practical/managerial implications: Facilitating collaborative relationships between expatriates and host country nationals, and using supportive services and resources will enable better adjustment.Contribution/value-add: Expatriate academics share their lived experiences of what hindered their adjustment and several recommendations are made to HEIs and foreign academics towards creating an enabling environment promoting adjustment.

The development and cross-cultural validation of a Student Online Learning Experience Scale

ABSTRACT A growing body of research has explored the effects of Covid-19-induced online learning on students’ experiences. However, there is a lack of validated tools that measure the perceived online learning experiences of domestic and international students in various national and cultural contexts. To address this gap, this article aims to develop the Student Online Learning Experience Scale (SOLE-S). We conceptualised four potential dimensions of students’ perceptions of their online learning experiences: online interactions with students, teachers, university, and technology (i.e. students’ capacity to participate in online learning). Confirmatory factor analysis determined three distinct factors: online interactions with students, the university (including teachers), and technology. Based on multiple validation studies reported in this article, the 10-item SOLE-S demonstrated sound internal consistency, discriminant validity, and convergent validity. Multigroup confirmatory factor analysis on data from domestic and international students transitioning from conventional classroom learning to online learning during the COVID-19 pandemic in Italy, France, Poland, and the UK showed a stable factor structure across different cultural contexts. Bivariate and point-biserial correlation analyses revealed that the SOLE-S is associated with students’ adjustment, performance, satisfaction, and loyalty to the university. This tool will assist higher education institutions in monitoring students’ online learning experiences and developing relevant support structures to enhance their academic experience and well-being during the pandemic and post-pandemic online learning.

Knowledge and Perception of Soft Skills Among Medical Students and Postgraduate Residents at Services Hospital Lahore

Background and Objectives: Soft skills have emerged as a novel focal area for health care practitioners. Objective of this study was to assess the perception of medical students and postgraduate residents regarding soft skills and the need of incorporating these skills into the curriculum.Methods: This cross-sectional descriptive study was conducted at the Services Institute of Medical Sciences and Services Hospital in Lahore from January 1st to March 31st, 2023. A total of 192 participants, divided into two groups on the basis of their academic and clinical experience(Group 1 medical students final year and group 2 postgraduate residents of SHL (1st year) were included in the study after informed consent. Participants were given a pre-designed, validated questionnaire to record their details and assess their soft skills.Results: Postgraduate doctors were more effective at educating and motivating patients regarding treatment plans (84.4% vs. 15.6%, p < 0.0001), problem solving in critical situations (83.3% vs. 16.7%, p = 0.0001), and managing ethical conflicts (82.3% vs. 17.7%, p < 0.0001) compared to medical students. Doctors reported being taught communication skills (88.5% vs. 67.7%, p = 0.0005), critical thinking and problem- solving skills (81.3% vs. 31.3%, p=0.0001), time management skills (89.6% vs. 10.4%, p = 0.0001), and leadership skills (77.1% vs. 57.3%, p = 0.0035) more than medical students. A higher proportion of doctors had been assessed by their supervisors on communication skills (71.9% vs. 41.7%, p = 0.00003), critical thinking and problem-solving skills (49.0% vs. 27.1%, p = 0.0018), and leadership skills (74.0% vs. 33.3%, p = 0.0001) compared to medical students.Conclusion: Postgraduate doctors exhibit stronger aptitude in essential soft skills as compared to medical students therefore efforts should be made to integrate soft skills in healthcare educational program for better patient care and prepare medical students and residents for the multifaceted challenges they will face in their career.Key words: soft skills, perception, curriculum.

The association between institutional setting, cultural intelligence and social interaction in a divided society: a study among students

PurposeThis study aims to explore the perception of students from conflicted groups studying nursing together regarding the intergroup encounter. Specifically, this study focused on Jewish and Arab students in a nursing undergraduate program at an Israeli college. This study focused on the association between two factors [students’ cultural intelligence (CQ) level and their satisfaction with the support provided by the college] and the degree of closeness or social interaction Arab and Jewish students experience.Design/methodology/approachAccordingly, 362 students completed three anonymous questionnaires during December 2022, focused on (1) CQ (2) satisfaction with the academic setting and (3) experience of intergroup social interaction.FindingsThe results revealed that (1) Arab students (minority group) demonstrated higher CQ than Jewish students, especially regarding awareness of cultural differences and motivation for intercultural encounters. (2) Arab students experienced the intergroup encounter with Jewish students as closer and warmer than Jewish students did. (3) Despite being a minority group in Israel, Arab students’ satisfaction with the college’s support was higher than that of Jewish students. (4) Satisfaction with the support provided by the college was the main factor associated with the sense of social interaction, having a higher correlation with it than the degree of CQ.Originality/valueFostering CQ through curricula alone is insufficient in shaping intergroup experiences of students studying together in a divided society. To encourage social interaction between students in academia in divided societies, educational institutions need to ensure their students’ sense of support is high.

Cultural Integration and Acceptance in Chinese Universities: A Study of International Students

This study examines the cultural integration and acceptance of international students in Chinese universities. With China's rapid economic growth and supportive policies, the number of international students has increased significantly. Through literature review, data analysis, surveys and interviews, this research examines international students' cultural adjustment, academic experiences and perceptions of Chinese higher education. The findings indicate that language acquisition and participation in cultural activities are crucial for cultural integration. Chinese language courses and cultural exchange activities offered by universities facilitate students' adaptation and intercultural understanding. In addition, academic support services, such as advising and mentoring programmes, help international students navigate different educational models and academic expectations. Despite these supports, international students still face challenges such as language barriers and culture shock, which require enhanced pre-departure and on-arrival orientation programmes to ease their transition. In addition, the study highlights that enhancing the international reputation and labour market recognition of Chinese universities can attract more international students and improve their career prospects after graduation.