Faculty Of Humanities Research Articles

Metode Debat dalam Pembelajaran: Sebuah Upaya Peningkatan Kemampuan Berpikir Kritis Mahasiswa

The ability to think critically is an important skill today, especially in facing the era of development of knowledge and technology in the 21st century. With this ability, students can analyze the truth of information both heard and read. However, this skill is still in a low level category so efforts are needed to improve it. One effort is to use innovative learning methods that can improve students' critical skills, namely the debate method. The aim of this research is to evaluate the level of critical thinking skills of BSA Study Program students, test the effectiveness of the debate, and provide academic suggestions for study programs and lecturers to improve the quality of learning that focuses on developing BSA students' critical thinking skills. This research method uses an experimental method. The subject of this research is the BSA Study Program, Faculty of Adab and Humanities, UIN Imam Bonjol Padang. This research data consists of two things, namely students' skills during debate and students' critical thinking abilities which were tested through tests. This research concludes that the debate method is effective in improving students' critical thinking skills and students' ability to build arguments, which can be achieved through structured and theory-based exercises. These findings can be widely used to train students' critical thinking skills and as a learning strategy in class by lecturers.

Hubungan Antara Self Image Dengan Hedonisme Pada Siswa SMA Islam Terpadu Ukhuwah Banjarmasin

Fitri, Relationship between Self Image and Hedonism in Ukhuwah Banjarmasin Integrated Islamic High School Students, Ushuluddin and Humanities Faculty, Antasari Banjarmasin State Islamic University, Jalan Pendarapan Guntung Manggis Village, Banjarbaru City, South Kalimantan. The current generation is very vulnerable to modernization, so it is affected by today's modernity. Most of today's youth are affected by globalization which has negative consequences. This is caused by the feelings of teenagers, especially teenagers who are still unstable because of their identity crisis. This is a difficult period of psychological development in adolescents. Due to the increasing complexity of modern life, people are increasingly choosing patterns of behavior that differentiate them from one another in terms of their lifestyle choices. The hedonistic lifestyle view that material pleasure is the main goal of life. Adolescents who tend towards hedonism often try to harmonize their lifestyle with their peer group which is reflected in certain symbols, such as product brands as markers of their hedonistic values. This phenomenon represents the adjustment process that many teenagers go through to achieve social acceptance. The research method used in this research is quantitative. Based on the r count (Pearson Correlations) it is known that the r count for the relationship between Self Image (X) and Hedonism (Y) is 0.060 <r table 0.349, it can be concluded that there is a negative relationship between the Self Image variable and the Hedonism variable.

Empowering futures: A financial literacy assessment among graduate students at Tribhuvan university

The purpose of this study is to assess the level of financial literacy among graduate students. The focus is on exploring the relationship between financial literacy and three key factors: financial attitude, financial knowledge, and financial behavior. The study targeted graduate students at Tribhuvan University's Faculty of Management (FOM) in Kathmandu valley with 710 students receiving a structured questionnaire. Total of 427 valid responses were received, establishing the sample for analysis. Descriptive and relational research designs was adopted for the analysis. Data was collected through a structured questionnaire, reflecting participants' financial attitudes, knowledge, and behaviors. The study concludes that there exists a positive association between the levels of students' financial attitudes, knowledge, and behaviors with their financial literacy. Additionally, the research findings reveal a significant and positive impact of financial attitude, knowledge, and behavior on financial literacy. Government authorities will utilize findings of the study for the development of policies aimed at enhancing financial literacy programs in Nepal. Banking and Financial Institutions (BFIs), Microfinance Institutions (MFIs) as well as regulators can use the insights to modify financial literacy programs that address the specific needs identified in the study. Professors, teachers, and trainers can incorporate with the study's results for curriculum planning, designing courses to foster financial attitudes, knowledge, and behaviors among graduate and post-graduate students.

Participatory Strategies to Integrate Gender+ Into Teaching and Research

This article explores the use of participatory approaches to promote gender equality in academia, focusing on initiatives implemented in two universities. First, we look at the experience of the University of Deusto (Spain) in developing a handbook to integrate a gender perspective into teaching and research practises through an equality, diversity and inclusion lens (EDI). This initiative, carried out as part of the university’s Gender Equality Plan, featured active involvement from scholars representing the faculties of Law, Psychology, Social Sciences and Humanities, Engineering, Business, and Theology, as well as the university’s Social Responsibility Unit. It serves as a valuable example of how participatory strategies can effectively engage a wide array of institutional stakeholders in change-oriented actions. Promoting increased participation fosters a sense of ownership of the process and outcomes among stakeholders and strengthens institutional recognition. Second, we analyse the introduction of a "gender+-responsive curriculum" developed at the University of Genoa (Italy), as part of the university’s Gender Equality Plan. This initiative seeks to promote inclusion across all disciplinary subjects by incorporating current research that examines subject matters through the lens EDI, where relevant. The pilot implementation was undertaken in an undergraduate course focused on hydraulic engineering and hydrology, drawing guidance from various resources, including academic publications and EU-funded project reports. This initiative highlights the practical implications and challenges associated with interventions aiming to challenge conventional teaching and research norms from an EDI perspective, particularly in STEM fields. By exploring the experiences, obstacles and solutions associated with a gender+-responsive curriculum, we broaden our understanding of academia’s potential to advance gender equality, diversity, and inclusion. In examining the two experiences, we emphasise the theoretical underpinnings that underscore the importance of participatory approaches for promoting meaningful and enduring changes in academic institutions. Additionally, we highlight the ongoing challenges associated with implementing such changes and offer initial insights into potential strategies for overcoming these obstacles. Our goal is to ensure that gender and other intersecting diversity factors are not relegated to the edges of institutional priorities, but are instead mainstreamed into wider institutional practices.

Enhancing academic performance: investigating the nexus between digital leadership and the role of digital culture

Purpose The purpose of this study is to establish the relationship between digital leadership and academic performance. It models the digitalization process, outlining why and how digital leadership is important for better academic performance. At the same time, this study examines the role of digital culture as a moderating variable in the direct relationship between main variables of the study. The study aims to expand the domain of academic performance at the university by including a much recent leadership-related aspect and organizational context of the digital culture. Design/methodology/approach The study opted for a descriptive study, using the survey instruments to collect the data. The sample population consisted of students currently enrolled at the Faculty of Business and Management, Universiti Teknologi MARA, Melaka, Malaysia. Based on the convenience sampling, 383 samples were drawn from the sample population. All items were adopted from previous literature, and expert feedback was obtained to examine the validity of the instruments. The data were analysed using SPSS and SmartPLS version 3.0. Findings This study provides empirical insights about how digital leadership is important for academic performance for the new millennials. Also, digital culture is found to provide significant moderation effect into the relationship. It suggests that universities must promote digitalization culture and embed the use of technology and digitalization into teaching and learning to cultivate a more effective learning process among university students. This is important as elements of digital leadership, including adaptive role, attitude, digital competency, digital skill and inspirational role, are found to significantly contribute to academic performance. Research limitations/implications This study only focuses on samples taken from one of the faculties in one campus, thus limiting its scope. Future research is encouraged to replicate the same study setting to include larger sample size from different faculties, or perhaps from different universities. These propositions could help to better generalize the research findings on the practice of digital leadership on academic performance in the country. However, this study established a digital leadership model that can be applied to undergraduate students at the universities. Also, the inclusion of digital culture can strengthen the learning process. Practical implications This study includes implications for the development of digital leadership attributes and promoting digital culture within the university students and environment for engaging in a better academic performance. Digital leadership is found to be an important criterion of academic performance in this digital age society, and cultivating digital culture enhances students’ academic performance. These findings shall prompt the university to actively engage in fostering digitalization culture within the university. Also, the top management of the university should inform the students to be adaptive and cultivate the attributes of digital leaders, as their readiness to cope with the technological change has significant positive impact on their academic performance. Social implications It is important to ensure that the future graduates that are being produced are ready to take on more challenges as digital leaders in the digital society. This might accelerate the country’s initiatives and efforts towards becoming a developed nation. Thus, investing in oneself to become digitally literate and competent might not only influence their academic performance, but they will also be equipped to fulfil one of the expectations of future employers of potential graduates, which is possessing digital leadership. Originality/value Digitalization is not only about the technology. It is about the people too. As the study on digital leadership is still in its infant stage, this study is unique as it is among the earliest to establish digital leadership constructs within the context of Malaysia. It informs the university that digital leadership provides significant contribution to academic performance. Thus, the university is encouraged to nurture digitalization, not only in the teaching and learning but also with the people within the university environment. Determining the right programs and plans for the curricular will help students to develop digital leadership attributes more effectively. Finally, improving digitalization among its students and culture is important, as these elements provide significant effect towards academic performance.

Auditory Learner

Auditory Learner

Translating Ulyssei@s: Work in progress between general and specialised translation in light of NMT

It is common knowledge that the publication of translation projects carried out by students is a very motivating factor for training. Since the second semester of 2015-2016, undergraduate translation students of the Faculty of Arts and Humanities of the University of Porto have participated in the development of the French and English versions of the digital encyclopaedia Ulyssei@s, created by the Institute for Comparative Literature Margarida Losa (ILCML) in the early 2010s. Besides motivating students, this translation project published on the Internet allows us to develop translation skills, foster teamwork, consolidate the three-phase methodology proposed by Gouadec (2002, 2007), and experiment with several essential tasks in language services: collaborative glossary-making, translation, revision of human translation and post-editing neural machine translation (NMT). Some of the challenges posed by the translation of Ulyssei@s are common to all types of translation, while others are specific to the translation of entries of this sui generis encyclopaedia, such as a variety of textual genres (biography, literary criticism, prose, poetry, theatre, essay) in hybrid texts and the need to find the original or the official translation of the works cited. This paper focuses on the data collected in the spring semester of 2022 and is based on the results of a survey submitted to students at the end of the project. It aims to share the experience of developing an inevitably unfinished project and adapting training and learning to the latest advances in Human Language Technology, since NMT has become a valuable tool for human translators, and Ulyssei@s is a digital encyclopaedia regularly enriched by ILCML collaborators with new entries.

Professionalisation of Andragogical Staff Through a University Study Programme in the Republic of Croatia

Despite a rich tradition of institutional adult education and relatively continuous development of andragogical theory and practice, the Republic of Croatia has only adopted strategic and legal frameworks that have created the conditions for the professionalisation of adult education staff in the last twenty years. This paper aims to present the andragogical thought, legislative framework, and andragogy study programme in Croatia. The need for the university education of andragogues stems from research results that indicate many employers prefer highly educated staff in this field. To respond to current needs, the Faculty of Humanities and Social Sciences in Rijeka is going to implement a University Part-Time Graduate Study in Andragogy programme designed in accordance with ten years of positive experience in adult education in the Republic of Croatia, modern achievements in andragogical theory and practice, and based on the Croatian Qualification Frame.

“The Catalysts of Choice:” Factors influencing the Choice of Specialization Areas by Management Undergraduates in University of Peradeniya, Sri Lanka

This study was contextually undertaken in the Faculty of Management, University of Peradeniya, with two objectives: to explore the contextual factors affecting the selection of specialization and to classify such contextual factors. The qualitative interpretive methodology, precisely a case study strategy, was followed. Thematic analysis was conducted on the data collected through semi-structured interviews with 24 second and third-year students from different ethnicities and genders. The study found that three major arenas, the self, the people, and the information, influence the choice of specialization areas. Theoretically, this is one of the pioneering qualitative explorations on the factors influencing the choice of specialization of management undergraduates of Sri Lankan State universities.

Association between belief towards mental illness and help seeking behaviour among undergraduate students of Lalitpur district, Nepal

Background: The prevalence of mental illness among adolescents is a growing concern, with projections indicating that one in five adolescents experience a mental illness annually. Persistent negative beliefs and stigma surrounding mental illness often lead to discrimination, creating barriers that hinder individuals from seeking the help they need. Additionally, the neglect of mental health issues, especially in developing countries like Nepal, is influenced by deep-seated social and cultural factors that are not widely acknowledged. Objectives: To assess the association of belief towards mental illness and help seeking behaviour among undergraduate students of Lalitpur district, Nepal. Methods: An analytical cross-sectional study was conducted among 400 undergraduate students of management faculty in Lalitpur district. Belief towards Mental Illness scale was used to assess belief and self-reported questionnaire was used for assessing help seeking behaviour. Univariate and multivariable logistic regression analyses were performed to assess the association between beliefs and help seeking behaviour adjusting for the confounders. Results: More than half of the respondents had negative belief towards mental illness. Seventy-nine percent of the respondents had previously sought help while experiencing any kind of mental illness. The odds of not seeking help is higher by 1.71 times among those who had negative belief towards mental illness compared to those who had positive belief (95% CI 1.03,2.8) adjusting for the confounders. Conclusion: Those students who had negative belief were less likely to seek help. This highlights the urgent need to address these negative beliefs through targeted interventions, aiming to alleviate such perceptions and foster improved help-seeking behaviour.

Genetic argument and new knowledge creation in strategic management

PurposeThe purpose of this paper is to present a framework of ideation pathways that organically extend the current stock of knowledge to generate new and useful knowledge. Although detailed, granular guidance is available in the strategy literature on all aspects of empirically testing theory, the other key aspect of theory development – theory generation – remains relatively neglected. The framework developed in this paper addresses this gap by proposing pathways for how new theory can be generated.Design/methodology/approachGrounded in two foundational principles in epistemology, the Genetic Argument and the open-endedness of knowledge, I offer a framework of distinct pathways that systematically lead to the creation of new knowledge.FindingsExisting knowledge can be deepened (through introspection), broadened (through leverage) and rejuvenated (through innovation). These ideation pathways can unlock the vast, hidden potential of current knowledge in strategy.Research limitations/implicationsThe novelty and doability of the framework can potentially inspire research on a broad, community-wide basis, engaging PhD students and management faculty, improving knowledge, democratizing scholarship and deepening the societal footprint of strategy research.Originality/valueKnowledge is open-ended. The more we know, the more we appreciate how much we don’t know. But the lack of clear guidance on rigorous pathways along which new knowledge that advances both theory and practice can be created from prior knowledge has stymied strategy research. The paper’s framework systematically pulls together for the first time the disparate elements of transforming past learning into new knowledge in a coherent epistemological whole.

SOCIAL SUPPORT AND LIFE STRESS AND THEIR IMPACT ON MENTAL HEALTH AMONG HIGHER EDUCATION PROFESSORS

The study aimed to examine the pressures of life events and their relationship to both mental health and social support among professors of higher education - a field study at the Faculty of Humanities and Social Sciences of the University of Tizi Ouzou (Algeria) with the aim of revealing in depth the correlation between social support and mental health in ways to cope with pressure. The study relied on the descriptive approach, a sample of (123 professors), from the University of Tizi-Ouzou, and a set of tools to collect data represented in: the Life Events Stress Scale by researchers Mohamed Atef Rashad and Mohamed Said Abu Al-Khair (1999), the mental health scale by Fouad Mohamed El Mekkaoui, and the Social Support Scale by Samadouni (1997), which adjusted for the Algerian environment in 2020. The results showed that the hypotheses set out in the research are acceptable.

The Level of Metacognitive Thinking of Graduate Students Laghouat University as a Model

The Level of Metacognitive Thinking of Graduate Students Laghouat University as a Model

THE LEVEL OF PROFESSIONAL SKILLS OF PEDAGOGUES IN THE CONTEXT OF THE DEVELOPMENT OF SCIENTIFIC THINKING

Scientific thinking is essential for equipping students to tackle the complexities of the modern world, and teachers play an important role in nurturing this skill. To gain insights into the competencies utilized and developed by pedagogues in applying scientific knowledge to everyday problem-solving, we conducted an expansive survey to glean their perspectives. Presented herein are the synthesized and meticulously selected directions derived from the respondents’ responses. The predominant focus of pedagogues lies in practical activities that intersect with daily life, encompassing both socially useful and cultural activities. This emphasizes the significant impact of culture on scientific education as a whole, and particularly on the development of scientific thinking. Our analysis of responses obtained through a comprehensive questionnaire administered to 511 educators revealed a discernible imperative for educators to elevate their proficiency in scientific thinking. Teachers require specific knowledge and skills to effectively professionalize in pedagogy related to the development and enhancement of scientific thinking. Foremost among these is an imperative foundation in comprehending scientific thinking as both a cognitive process and a human faculty, encompassing facets of critical, systematic, and reasoned analysis. While teachers adeptly employ abstract language, problematization methods, and acknowledge the significance of experiments a notable gap exists in their professional preparatory endeavors.

Quality Analysis of PDCA-Based Edupreneurship in 21st-Century Higher Education

The objective of this qualitative descriptive study is to evaluate the effectiveness of the PDCA (Plan, Do, Check, Act) cycle in enhancing the quality of entrepreneurship education, or "edupreneurship," within universities, with a focus on Tangerang Raya University. This research engaged key stakeholders from the university, including the Vice-Rector for Academic and Student Affairs, deans and vice deans of the Faculty of Economics, Business and Humanities, the Faculty of Teacher Training and Education, and the Faculty of Engineering, as well as coordinators of study programs and students participating in edupreneurship initiatives. The findings indicate that the PDCA cycle significantly contributes to the improvement of edupreneurship quality and achievements at Tangerang Raya University. By facilitating the identification of weaknesses, the PDCA cycle enables continuous enhancements in the entrepreneurial education process. Despite its effectiveness, the implementation of the PDCA cycle in edupreneur programs encounters several challenges. These include constraints such as limited resources (budgets, teaching staff, and facilities), implementation hurdles, varying levels of engagement among members, shifting priorities, challenges in identifying opportunities, time limitations, difficulties in impact assessment, collaboration challenges, member turnover, and environmental uncertainties.This study underscores the PDCA cycle's potential in fostering edupreneurship within universities. However, it also highlights the necessity for addressing the aforementioned obstacles to fully leverage the PDCA cycle's capabilities in enhancing the quality of edupreneurship education. Addressing these challenges is essential for the sustained success and effectiveness of edupreneur programs driven by the PDCA quality management cycle.

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

Language is a dynamic phenomenon that transcends mere verbal expression. In the educational setting, and particularly language teaching and learning, understanding the processes that underlie communication is crucial for effective pedagogy. The Multi-Stratal Model of Language Processing (MSMLP) emerges as a neurolinguistic framework that not only dissects the complexities of language processing but also offers a multifaceted perspective through which language education can be advanced, moving beyond traditional linguistic boundaries by integrating social, cultural, emotional, gestural, and linguistic components. The study unfolds by examining the foundational linguistic strata, emphasizing the integration of pragmatics, morphosyntax, semantics, and phonology into a more holistic language curriculum. Social dimensions, encompassing sociolinguistic variables, social context, and conversation analysis, are explored, guiding educators to incorporate these elements into their teaching methodologies. The longitudinal case study focuses on soft skills development among first-year English students at the Faculty of Arts and Humanities in Sfax, emphasizing real-world scenarios and comprehensive assessments. The iterative approach assesses the curriculum’s impact on students’ soft skills, highlighting MSMLP’s applicability in language teaching and curriculum design. The study advocates for embracing the MSMLP, fostering a holistic language teaching approach to prepare students for effective communication in diverse real-world contexts, and unraveling the profound connection between language and the expression of thoughts and feelings beyond explicit verbalization.

New challenges and opportunities for IT companies and (L)IS departments in managing student internships in the time of crisis

This paper discusses the organization of students’ internship in new circumstances caused by COVID-19 pandemic. The focus of the research is on the IT companies in eastern part of Croatia and their perspective on how they managed students’ internship during and after the lockdown. Some of these IT companies successfully cooperate with the Department of Information Sciences, Faculty of Humanities and Social Sciences at the University of Osijek. Since 2015 the Department enrolls students in graduate study of Information Technology track. From that time students used to do their internship and later find employment in IT companies in the region. The well based cooperation with local IT companies was interrupted in 2020 by the COVID-19 lockdown and semi-lockdown. In such a situation, teachers and IT companies’ managers have been trying to find out the proper ways in which students could fulfill their tasks via online or hybrid mode. To learn more about the experience from the perspective of IT companies, we interviewed 18 of them. The paper points out the observed advantages and disadvantages as well as suggestions for setting a framework for future internship programs. Employers are thinking about continuing to perform online or hybrid internships, and it is clear to them that one of the answers is well defined and regulated model of internships in the online environment.

Online education and learning management system usage in a South African Economic and management faculty during COVID-19

The COVID-19 pandemic forced the rapid move of Higher Education from face-to-face to online formats worldwide; initially referred to as emergency remote teaching. As Higher Education transitions into a “new normal” of online and blended education, how educators had transitioned to online spaces at an historically Black and disadvantaged university in South Africa was explored; more specifically, how educators were using the Sakai learning management system (LMS)/virtual learning environment (VLE). This study investigated the instructional design and educational-soundness of online pedagogical practices. To this end, forty-eight (48) online undergraduate course sites from an Ecnomic and Management Sciences faculty were reviewed from nine departments and programmes, according to socio-constructivist and Universal Design of Learning (UDL) principles. It was found that Sakai LMS/VLE tool usage was skewed towards administrative, evaluative and management functions over pedagogical functions: communication (83%), evaluation (83%), content (71%), monitoring (67%), and collaboration (52%). While most courses included varied types of learning activities, they were dominated by traditional and passive approaches, and less inter/active approaches: acquisition (89%), practice (71%), production (64%), discussion (35%), collaboration (31%), and investigation (8%). The results from this study will guide future staff development initiatives to improve LMS/VLE instructional design and online educational practice. Future research includes qualitative exploration of both staff and student experiences. Implications for equity, social justice and transformation in South African Higher Education, and related contexts, are emphasised.

Advances in corpus applications in literary and translation studies

In response to the call for integrating humanities research with advanced machine-enabled data collection and analysis methods in an increasingly digitalized era (Berry, 2012), this volume presents a comprehensive collection of studies that explore the application of corpus linguistics in literary and translation studies. A number of these studies were initially presented at the online roundtable seminar organized by the Center for Studies of Translation, Interpreting and Cognition (CSTIC) of the Faculty of Arts and Humanities, University of Macau at the end of 2020. Based on the themes of these studies, this volume can be divided into two parts. The first part consists of five chapters, dealing with studies that adopt corpus-assisted analytical techniques for the examination of literary works. The second part, which contains nine chapters, showcases corpus-based literary translation studies.

ENHANCING STUDENT KNOWLEDGE, MOTIVATION AND PERCEIVED EFFECTIVENESS: AN ANALYSIS OF THE IMPACT OF DIGITAL TECHNOLOGY

This research paper explores the influence of digital technology on learning outcomes within the Faculty of Hotel and Tourism Management, Universiti Teknologi Mara. Focused on assessing the effectiveness of digital technology in enhancing students' learning performance, the study examines into the relationships between digital technology and student motivation, knowledge development, and perceived effectiveness. Employing a survey questionnaire, distributed among 140 students enrolled in the Faculty of Hotel and Tourism Management, the research relies on SPSS analysis to examine the data. The findings revealed a significant relationship between digital technology utilization and student motivation, knowledge development and perceived effectiveness, affirming the positive impact on student learning outcomes. The study highlights the potential of digital tools in fostering motivation, knowledge acquisition, and perceived effectiveness in the academic context. The implications of these results suggest the need for continued exploration in this area. As a recommendation for future research, the paper proposes further studies to delve deeper into the multifaceted dynamics between digital technology and learning outcomes within the realm of hotel and tourism management education.