Higher Education Institutions Research Articles

Leveraging Technology for Work-Life Balance: A Study in Selected Higher Education Institutions of Chhattisgarh

Introduction The landscape of higher education is rapidly evolving due to globalization, digital advancements, and shifting workforce dynamics, leading to increased responsibilities and complexity in academic roles. Work-life integration, as opposed to traditional work-life balance, is emerging as a more sustainable approach, enabling faculty to blend personal and professional lives with the aid of technology. Educational institutions that adopt flexible work policies, support digital tools, and foster transparent communication are better positioned to retain talent, improve productivity, and enhance faculty well-being. Globally and in India, trends like hybrid learning, AI in education, and administrative automation are redefining teaching and institutional operations. In Chhattisgarh, initiatives such as the HECG portal and digital infrastructure at universities like NIT Raipur and CV Raman University illustrate the region’s growing embrace of EdTech. These advancements have improved academic continuity, reduced operational burdens, and supported work-life integration by offering flexibility and reducing stress. However, challenges such as digital fatigue, unclear policies, and inadequate training persist, highlighting the need for strategic planning and institutional support to ensure technology remains a facilitator rather than a stressor.

Implementation Of E-Government To Improve The Quality Of Public Services In The Border Area Between Indonesia And Timor-Leste

This community service initiative aims to enhance public service delivery in Weulun Village, a remote border area in East Nusa Tenggara, Indonesia, through the implementation of an e-Government system. Located adjacent to Timor-Leste, Weulun Village faces significant challenges such as limited infrastructure, geographical isolation, and shortages in human resources, which often hinder access to administrative and public services. In response, a participatory and collaborative approach was employed to design and implement a digital public service platform tailored to the village’s specific needs. The process included needs assessment, system planning, capacity building, system testing, and final implementation. The developed web-based system features two user levels: general public and village administrators. It enables digital access to population data, official documents, village profiles, and correspondence services, reducing residents’ dependency on travel to distant government offices. Following system deployment, training and socialization sessions were held to ensure effective use and sustainability. After four months of use, notable improvements were observed in service efficiency, transparency, and community satisfaction. Despite challenges such as limited internet connectivity and hardware constraints, the community’s enthusiasm and adaptability contributed significantly to the program’s success. This project demonstrates the transformative potential of digital technology in improving public service delivery in remote and underserved areas. The successful implementation in Weulun Village offers a model for similar efforts in other Indonesian border villages. Furthermore, this initiative supports the higher education institution’s goals by integrating community engagement with practical learning opportunities for students.

Theoretical and methodological foundations of accounting and internal audit in higher education institutions

This article explores theoretical and methodological foundations of accounting and internal auditing practices within higher education institutions (HEIs). Through comparative analysis with developed countries, critical gaps in Uzbekistan’s HEIs particularly in accounting standards, internal audit independence, and technological integration are identified. Recommendations emphasize adopting accrual-based accounting, enhancing audit frameworks, and investing in advanced financial management systems to strengthen institutional governance, transparency, and accountability.

Theoretical and methodological foundations of cost accounting in higher education institutions

This article examines the theoretical and methodological foundations of cost accounting practices in higher education institutions. Through comparative analysis, significant gaps between traditional approaches prevalent in Uzbekistan and advanced methodologies utilized internationally are identified. The study emphasizes the importance of adopting Activity-Based Costing, Responsibility Center Management, and Full Economic Costing to enhance transparency, accountability, and strategic resource allocation in higher education.

Journalism employability skills in China: a content analysis of job advertisements

ABSTRACT Journalism is a field that has undergone profound transformations, with the application of advanced technologies altering the production, consumption, and dissemination of news. In this context, higher education institutions and journalism must rethink and innovate the way we teach and then practice journalism. Analyzing the core employability skills required for journalism positions is beneficial in enhancing the quality of training for journalism students in higher education institutions, as well as improving the competitiveness of experienced journalism practitioners. This research uses content analysis to investigate job advertisements for journalism positions, while also exploring the skills that future journalism practitioners should acquire through interviews with experts in the field. The findings indicate that traditional journalism skills such as interviewing, writing, and editing remain critically important. Technology skills have emerged as essential skills in journalism. Furthermore, attributes like adaptability and motivation also appear to be significant. The research findings hold significant relevance for the design of journalism curricula, particularly in the integration of employability skills within journalism courses.

Students’ perceived impact of GenAI tools on learning and assessment in higher education: the role of individual AI competence

The adoption of artificial intelligence (AI) and generative artificial intelligence (GenAI) tools in higher education institutions (HEIs) raises numerous questions and application possibilities. This study included N = 223 students from HEIs across different countries and investigated students’ AI competence and how they evaluated the specific benefits of several GenAI tools for learning and assessment. The GenAI tools included in the study were designed for different application contexts and purposes. The study goes beyond students’ preferences by simultaneously adopting a broad approach that considers their AI competence, their perspectives on six different GenAI tools, and a focused approach that investigates the specific benefits of these tools in learning and assessment. The results indicate that the dimensions of AI competence vary considerably, significantly impacting how the GenAI tools were evaluated. Results also show that students perceived and evaluated the different tools according to their potential use in pursuing their study goals. This research calls for a more nuanced and differentiated analysis of AI approaches by different stakeholders in HEIs for the promotion of the enhancement of students’ AI competence and awareness in using GenAI tools rather than amalgamating AI and GenAI tools under one banner and for understanding possible benefits and application of them in HE learning and assessment processes.

The relationship between students’ consumerist attitudes towards education, academic entitlement and job entitlement: The role of neutralizing techniques

While previous studies have established the type of damage that could be done by students’ academic entitlement to the quality of education as well as to society, there is still a dearth of knowledge on the various antecedents of this type of entitlement, its impact on the entitlement behavior of students after graduation, and the underlying mechanisms through which such effects could be facilitated. Thus, by relying on neutralization theory as an anchor, we introduce a research model and propose that student consumerism acts as one of these antecedents and that students who exhibit academic entitlement would equally transfer this attitude to the labor market by engaging in all forms of job entitlement practices, through the mediating influence of neutralization. Making use of a descriptive cross-sectional survey as well as close-ended self-administered and structured questionnaires, research data was elicited from 347 students that were conveniently selected from 2 higher institutions of learning in South Africa. Results from the structural equation modeling reveal that academic entitlement has a significant effect on job entitlement and neutralization. Moreover, neutralization has a significant effect on job entitlement, whereas students’ consumerist attitudes have a non-significant effect on academic entitlement. Furthermore, students’ consumerist attitudes have a significant effect on neutralization and job entitlement. Lastly, while academic entitlement does not mediate the relationship between students’ consumerist attitudes and job entitlement, neutralization partially mediates the relationship between students’ consumerist attitudes and job entitlement. While our results provide crucial insight into the damaging and spillover effects of academic entitlement both on educational quality and on society, they also open the window for potential intervention strategies that could be employed by higher educational institutions, education planners, government agencies, and school administrators, especially in situations when there is a need to curb the incidence of entitlement behavior both in school settings and in society.

Determinants of Employee Work Discipline in the Rectorate Environment of Udayana University

This study aims to analyze the determinants of work discipline and performance among civil servant employees within the Rectorate of Udayana University. The main variables examined include remuneration, job rotation, and work environment, as well as their influence on employee discipline and performance. The study also explores the reciprocal relationship between work discipline and employee performance. A quantitative approach was employed using inferential statistical data analysis techniques to determine the direct and indirect effects of the studied variables. The results indicate that remuneration, job rotation, and work environment have a positive and significant influence on work discipline and employee performance. Competitive remuneration significantly enhances employee motivation and discipline. Well-managed job rotation provides new experiences and improves employee skills, positively impacting their performance. A conducive work environment fosters a pleasant atmosphere, boosting employee loyalty, creativity, and productivity. The study concludes that work discipline mediates the influence of remuneration, job rotation, and work environment on employee performance. Conversely, employee performance also mediates the effect of these three variables on work discipline. The practical implications of this research can serve as a reference for policymakers in designing strategies to improve employee discipline and performance in the public sector, particularly within higher education institutions.

Uncovering the roots of writing apprehension: triggers and effective interventions

ABSTRACT Writing anxiety is a common phenomenon among most English as Foreign Language (EFL) learners, particularly those majoring in English language and literature. However, writing anxiety triggers and effective interventions in under-resourced contexts remained largely unexplored. Through a mixed-method approach, this study examined perceived causes of writing apprehension among 100 EFL students in a public university and a higher education institution and explored effective solutions. Subsequently, six English majors were recruited for the interview. The results revealed that a significant relationship exists between writing anxiety and students’ writing performance. Somatic anxiety (M = 3.2) surpassed cognitive anxiety (M = 2.9) and avoidance behaviour (M = 3.2). Moreover, four major triggers of writing anxiety were identified, including, topic unfamiliarity, linguistic difficulties, time pressure, and concerns regarding teachers’ negative evaluation. Moreover, the study presents potential strategies that EFL educators can employ globally to alleviate their learners’ writing apprehension.

AI and predictive analytics in higher education: A salesforce approach

Higher education institutions increasingly leverage artificial intelligence and predictive analytics to enhance student outcomes and operational efficiency. This article explores the implementation of Salesforce-based predictive analytics solutions in academic environments, focusing on technical foundations, architectural components, personalized learning pathways, implementation challenges, and real-world case studies. The technical infrastructure supporting these initiatives combines sophisticated machine learning algorithms with diverse data sources to identify at-risk students, personalize learning experiences, and empower data-driven decision-making. Through examination of implementations at leading universities, the article demonstrates how properly designed predictive systems deliver measurable improvements in retention, graduation rates, and student success while providing substantial returns on investment. The integration of recommendation systems, adaptive assessment engines, and learning analytics creates personalized educational experiences, while thoughtful implementation strategies address challenges related to data integration, privacy, model fairness, and user adoption.

Views of students with disabilities on how institutional support shapes their experiences

Background: Students with disabilities in higher education continue to face significant challenges, including infrastructural barriers and stigma, which hinder their full participation. Although disability and student counselling units have been established, their effectiveness may be questionable.Objectives: Our study explored the perceptions of students with disabilities (SWDs) at selected higher education institutions (HEIs) in Raymond Mhlaba, Eastern Cape, regarding the effectiveness of institutional support systems in shaping their academic experiences.Method: A qualitative approach was employed, using semi-structured interviews to gather data from 15 SWDs at selected institutions. Data were thematically analysed.Results: Findings revealed that institutional support systems played a crucial role in assisting students by providing counselling, wheelchair-accessible residences, food parcels and motorised wheelchairs. However, some participants noted that some services, such as assistive technology and academic accommodations, were not well advertised to students by Disability Offices. Consequently, only students who disclosed their disabilities accessed these services, while those who did not disclose remained unaware and unsupported.Conclusion: Despite the crucial role of institutional support systems, there is a significant gap between students’ awareness of and ability to access or use the services. Strengthening communication and encouraging students to disclose their disabilities through efforts by administrators, disability services and faculty staff could improve access to support.Contribution: Our study contributes to the understanding of how HEIs can create inclusive environments that promote academic and social integration for SWDs.

FOSTERING PROFESSIONAL COMPETENCE IN HIGHER MEDICAL EDUCATION

Relevance. The competency-based approach, originating from behavioral theory, has evolved into a foundational element of modern education and is now the dominant paradigm in both higher and postgraduate learning. This approach emphasizes aligning educational programs with the practical needs and expected outcomes for graduates. In the context of medical education, the growing interest of researchers in issues surrounding professional training is driven by several pressing contradictions. These include the gap between traditional methods used in medical colleges and the need to enhance the effectiveness of professional preparation, the current limitations of training models, and the urgency of adopting more dynamic, interactive, and learner-centered strategies. There is a clear need to foster students’ cognitive engagement, promote autonomous learning, and establish subject–subject relationships between instructors and learners. Furthermore, the tension between the increasing volume of professionally significant information, limited instructional time, and the necessity for comprehensive, meaningful education of future specialists underscores the relevance of this study. Objective. To examine the pedagogical challenges related to the formation of professional competence in future physicians within higher education institutions and to outline the theoretical foundations for addressing this issue. Materials and Methods. The study employed a qualitative methodological framework grounded in theoretical analysis and generalization. A wide range of contemporary scientific and pedagogical literature was reviewed to identify key concepts and trends in competency-based medical education. The analysis focused on models of professional competence development, the integration of soft and hard skills, and the pedagogical strategies that support meaningful, practice-oriented learning. The findings were further contextualized through reflective examination of educational practices in selected medical departments, with attention to how competency-based principles are operationalized in real teaching environments. Results. The competency-based approach reflects the content of education, which is not reduced to knowledgeoriented elements, but rather to acquiring integrated experience in solving life problems, performing basic functions, social roles and demonstrating competence. Mastering the components of professional competence enables specialists to possess a set of competencies for the effective provision of medical care. The higher the level of competence, the broader the competence of the doctor. Competence is not only the result of education, it cannot be deepened without personal experience, and the integration of these elements is the path to professionalism. In addition, if effective health care is considered a matter of national security, then to increase its effectiveness it is necessary to urgently implement programs for preand postgraduate education of doctors in the field of understanding modern clinical information.

Optimization Strategies for Student Scientific Publications in Islamic Higher Education Institutions to Enhance Academic Competence Based on Outcome-Based Education (OBE)

Higher education demands that students not only master knowledge but also actualize their ideas through scientific works, including journal article publications. However, low literacy interest, lack of writing skills, and limited understanding of the publication process present major student challenges. This study aims to examine and develop innovative strategies to enhance students' scientific writing skills as an alternative to thesis writing to support the achievement of the Tri Dharma of Higher Education, particularly in accredited scientific publications. This research uses a qualitative approach with a phenomenological method, conducted through interviews, observations, and documentation. Data analysis was done through data reduction, data presentation, and conclusion drawing, employing triangulation of techniques and sources. The results show that journal publication plays a strategic role in shaping students' academic culture. However, challenges such as low literacy, lack of mentoring, and low motivation remain significant barriers. Study programs have implemented writing workshops, intensive mentoring, incentive provision, and hands-on writing practice to encourage student productivity. It can be concluded that strategies based on active practice, lecturer-student collaboration, and support through facilities and incentives effectively improve the quality of students' journal publications. The implementation of these strategies not only improves students' writing skills but also strengthens a productive and collaborative academic culture within higher education institutions. Furthermore, this approach accelerates the achievement of the Tri Dharma of Higher Education, particularly in research and scientific publications.

Participatory research strategy in creating climate change awareness campaign to community: Malaysian undergraduates’ experiences

Purpose This study concentrated on creating an awareness campaign for the community using a participatory research model that involved environmental experts, community representatives and undergraduates. This study aims to explore the impact of the undergraduates’ involvement in the awareness campaign project in the context of their environmental actions and advocacy on climate change. Design/methodology/approach The authors developed the climate change awareness campaign for the community using the participatory research method. The authors conducted interviews with 19 undergraduates from University A, Malaysia, who directly participated in the project to understand their perspectives on environmental initiatives and advocacy following their involvement in this community-wide campaign to raise awareness about climate change. Findings The analysis of the interview data revealed that the study participants demonstrated the appropriate knowledge, skills and values that were required concerning climate change and environmental sustainability. Three key themes that emerged were mindset toward environmental sustainability; vigor to protect the environment; and advocacy of climate change. These themes suggest that involving undergraduates in the campaign’s development and organization phases instill the correct values and intentions for advocating climate change and promoting environmental sustainability. Originality/value The undergraduates’ implementation of participatory research in developing an awareness campaign for the community offers an innovative component to the existing education for sustainable development paradigm in higher education institutions. This approach has the potential to develop well-rounded undergraduates who are motivated to work toward environmental sustainability and are willing to advocate for climate change.

Embracing Paradox Realities: Racially Minoritised Women and Gender‐Based Violence in Higher Education

Although universities often adopt diversity and inclusion policies, the everyday experience of employees indicates multiple and intersectional forms of discrimination. This article discusses how institutional norms and practices reinforce power structures and stop those experiencing intersectional discrimination from voicing their experiences of gender‐based violence in higher education. We employ the frameworks of “everyday racism” and “network silence” to analyse 12 interviews with racially minoritised women who experienced gender‐based violence in academia and one bystander. Our findings challenge the assumption of universities that gender‐based violence and racial discrimination are marginal concerns. The interviews point to institutional factors that generate, coerce, and support silence. They reveal a paradox combination of dynamics of hypervisibility and invisibility, structural barriers, institutional practices, discriminatory attitudes, stereotypes, and prejudices as factors contributing to silencing, othering, and marginalisation within academia. Women from ethnic minorities and marginalised groups demonstrate both self‐silencing and the deprivation of their agency and voice due to cultural normative expectations. We conclude by exploring alternatives to promote transformational change that considers intersectional and multiple forms of discrimination. We suggest what change agents in higher education institutions can do to hear unheard voices and reduce the long‐standing multiple disadvantages faced by intersectionally marginalised groups.

Personality Traits, Occupational Stress, and Performance of Employees in a Higher Education Institution

This study aims to evaluate and address employees' work performance, as well as the correlation with their demographic profile, personality traits, and occupational stress. The research design includes descriptive-correlational and causal approaches, with a sample of 104 employees from Liceo de Cagayan University who were randomly selected and agreed to participate in the study. The relevant data was collected through survey questionnaires. Furthermore, the results show that most of the employees (29%) are aged between 21 and 26 years old, mostly female (81%), have completed college education (63%), and belong to the middle class with a monthly salary range of 11,000-20,000 (64%). Therefore, it can be concluded that the participants were mostly young adults, females, and belonged to the middle class. Moreover, the findings also revealed that personality traits significantly impact work performance and that employees who experienced moderate levels of occupational stress performed better. However, demographic factors such as age, gender, educational attainment, and socioeconomic status did not have a significant impact on work performance. In summary, the study suggests that work performance is positively correlated with personality traits and negatively correlated with occupational stress.

A modified TOPSIS algorithm for the assessment of sports quality in higher education using circular pythagorean fuzzy information

Higher education institutions experience difficulties in sports quality assessment because multiple qualitative and quantitative factors, including sports facilities and coaching abilities, combine with student participation and institutional backing. Standard assessment systems encounter challenges when measuring subjective phenomena found in quality assessment evaluations. This research introduces an improved version of the technique for order of preference by similarity to ideal solution (TOPSIS) based multi-criteria decision-making (MCDM) model that utilizes circular Pythagorean fuzzy sets (CPyFS) to effectively process imprecise expert judgments. The proposed model implements redesigned weight assignment and distance computation techniques for optimizing decision reliability. A practical investigation analyzes different key evaluation criteria for sports programs, including basketball, soccer, volleyball, tennis, and swimming, through consultation with a sports director, senior coach, and a student representative. According to the results, the swimming program leads all other programs in sports quality assessment. The proposed model performs better than conventional fuzzy MCDM methods through robust ranking results, precise findings, and rapid computational speed. The evaluation system delivers a dependable method that enables sports policymakers and administrators to maximize investment while increasing student involvement within higher educational settings.

Demographic Differences in Perceptions of Workplace Well-being, Economic Happiness, and Islamic Economic Values among Employees in Malaysian Private Higher Education Institutions (PHEIs)

This study examines demographic differences in employee perceptions of workplace well-being, economic happiness, and Islamic economic values within Malaysian Private Higher Education Institutions (PHEIs). Utilizing a quantitative methodology, data were collected from 120 academic and administrative staff through structured questionnaires. Statistical analyses, including descriptive statistics, cross-tabulation with chi-square tests, One-Way ANOVA, and independent sample t-tests, were employed to explore demographic variations based on gender, age, educational level, and job status. Results indicated significant differences in perceptions of workplace well-being according to gender and job status, while variations in economic happiness and Islamic economic values were notably influenced by educational level and age groups. These findings highlight the importance of demographic considerations in implementing targeted institutional policies aimed at enhancing employee well-being and aligning organizational practices with Islamic economic principles. Practical implications and recommendations for policy development and management strategies in Malaysian PHEIs are discussed.

Application of project-driven dual-teacher teaching model in the practical teaching of biomedicine

BackgroundThis research sought to assess the impact of a project-oriented dual-teacher internship model in comparison to a conventional internship model within the context of biotechnology major internships.MethodsThis study employed a comparative research approach, involving 171 interns from the biotechnology major at a specific higher education institution. Of these, 101 interns underwent traditional internships, while 70 participated in a dual-teacher internship, grounded in the school-enterprise collaborative innovation project. Data collection was achieved through questionnaires and interviews, aimed at assessing the efficacy of various internship modalities.ResultsStudents who undertook the dual-teacher internship exhibited enhanced satisfaction, particularly in relation to their overall experience, knowledge verification, and the transformation of theoretical skills.Furthermore, the students who participated in the double teacher practice were more inclined to continue education and self-improvement.ConclusionsThe findings of this study indicate that the project-driven dual-teacher internship approach yields superior educational outcomes compared to the conventional internship model in the field of biotechnology.

სტუდენტთა საერთაშორისო მობილობა და მასთან დაკავშირებული გამოწვევები საქართველოში

Education is a source of personal and professional growth and social progress. The role of education in promoting sustainable development and the social well-being of the country is noteworthy. In 2005, Georgia’s accession to the Bologna Process laid the foundation for the Europeanization of the country’s higher education system. Since then, the importance and orientation of international student mobility, both the driving force and the result of the Bologna Process, have increased. International student mobility involves the movement of students abroad for academic development and international experience. It allows students to learn about new cultures, share their own culture, form a value system, and develop complex skills. International mobility offers students the opportunity to receive highquality education and acquire skills that, in most cases, are not taught in a local higher education institution. It is also considered a way to access international career prospects, which improves employment opportunities in today’s rapidly changing labor market. Over the past two decades, reforms in the Georgian higher education system have focused on improving compliance with European standards, quality of education, international competitiveness, and sustainability. Strategically effective steps have been taken towards Georgia’s integration into the European Higher Education Area (EHEA) as a full member. However, for a small and still developing country like Georgia, despite continuous efforts to meet European standards, there are still several challenges regarding international student mobility. This paper aims to study international short-term student mobility and short-term mobility programs operating in Georgia and to identify barriers related to the mobility process. Keywords: higher education, international student mobility, Bologna process, European Higher Education Area (EHEA).