Performance In Higher Education Research Articles

Organizational Climate and Performance in Higher Education: A Bibliometric Analyses Using Dimensions Database

This study conducts a comprehensive bibliometric analysis of research on organizational climate and performance in higher education. The analysis identifies a significant trend in publication patterns, noting a paucity of relevant studies from the early 1980s to 2016. However, from 2016 to 2023, there has been a consistent increase in the number of articles published, reflecting a growing recognition of the significance of organizational climate and performance in higher education. Most publications focus on trade, management, tourism, and services, with substantial contributions from education policy, sociology, philosophy, and related fields. Indonesia leads in publication output, followed by the USA, Malaysia, and Australia. The top-cited articles explore various topics, including the relationship between organizational culture, climate, and employee turnover, servant leadership approaches, university departmental climate, research excellence assessment, and trust dynamics. Although bibliometric analysis may not capture all research activities, this study provides valuable insights into the current research landscape. Future research directions may include investigating specific mechanisms linking organizational climate, work environment, satisfaction, and engagement across different sectors, examining the role of organizational behavior in employee productivity, and assessing and enhancing performance measurement systems.

The Impact of Transformational Leadership on Teacher Performance in Shandong Universities: The Mediating Role of the Psychological Contract

Transformational leadership refers to a leadership style that aims to inspire and motivate followers to exceed their own self-interests for the sake of the organization and achieve exceptional outcomes. In the context of increasing demands for improved faculty performance in higher education, the relationship between transformational leadership, psychological contract, and faculty performance in higher education institutions remains an active area of academic research. This study focuses on the mediating role of the psychological contract among faculty members in higher education institutions in Shandong Province, exploring the impact of transformational leadership on faculty performance. This study is a quantitative study that used a convenience sampling method to conduct a survey, recruiting 755 faculty members from various higher education institutions across Shandong, China. Data analysis was conducted using SPSS, and the results indicated that transformational leadership significantly enhances faculty members’ psychological contract, consequently improving their performance levels. Moreover, the study revealed that the psychological contract is a key mechanism through which transformational leadership enhances faculty performance, primarily by fostering a higher sense of psychological contract fulfillment among educators. These insights underscore the crucial role of transformational leadership practices and the cultivation of a strong psychological contract in enhancing faculty performance in the higher education sector. The study advocates for the adoption of transformational leadership strategies by higher education administrators, coupled with concerted efforts to forge and sustain a meaningful psychological contract within faculties, as a means to bolster faculty performance.

Impact of Intellectual Capital and Organisational Culture on Financial Performance: Mediation by Knowledge Management in Higher Education Institutions in Libya

Purpose: Sustained volatility has worse affected, again, the already, noteworthy decline in the financial performance of Libya’s higher education system since the year 2011. Hence, the purpose of this paper is to develop a conceptual frame work that would help in understanding the factors that affects the financial position of Libyan university. Design/Methodology/Approach: The intended study will adopt a quantitative research approach and data collection tool for the study will be through a questionnaire survey. The participants of the sample will be the people occupying the positions of directors of the Office of Administrative and Financial Affairs, chiefs and senior managers of financial departments, accountants, auditors, and other officials engaged in financial administration. All the information collected from the survey shall be tested by structural equation modeling (SEM) in the AMOS program. Findings: This study significantly advances our understanding of how organizational culture, knowledge management, and intellectual capital impact the financial performance of higher education institutions in Libya. The findings provide actionable insights and tools for financial stakeholders, policymakers, and decision-makers to enhance financial performance within these institutions effectively. Implications/Originality/Value: This study aims to address the existing gaps in the present literature on organizational culture, knowledge management, intellectual capital, and their influence on financial performance in higher education. The study's results will have practical ramifications for financial professionals, regulators, and stakeholders, providing useful insights and methods to improve the financial performance of Libyan higher education institutions

Test Anxiety Among STEM Students: The Case of Higher Education in Bangladesh

Tests or examinations are an essential part of education, creating test anxiety among students. Several studies identified a negative correlation between test anxiety and STEM students' academic performance in higher education, and female students in STEM subjects showed more test anxiety before and during an examination. Studies also identified that STEM students could pay less attention to their examinations due to test anxiety. Such evidence in the context of Bangladeshi universities is yet to be understood. This study investigated the level of test anxiety among Bangladeshi university students of STEM subjects., including gender differences and the relationship between test anxiety and academic performance. We considered the quantitative research design to understand the status of test anxiety among undergraduate STEM students. A survey was conducted online from two STEM departments of a private university in Bangladesh using the shorter version of the CAEX test anxiety instrument, and a total of 246 undergraduate students participated. The findings show that Bangladeshi undergraduate STEM students generally felt slight anxiety during or before the examination. Female students were more anxious before or during a test than male students, and no significant relationship was found between test anxiety and academic achievement. The study reflects the need to conduct further research to understand the physiological, cognitive, and psychological factors leading to test anxiety among university students, as well as establishes a demand to identify the reasons behind having no relationship between test anxiety and students' academic performance.

Navigating the interplay between Sustainable Leadership, Relational Capital, and Academic Performance in Higher Education

Higher education is widely recognized as a pivotal factor in supporting the implementation of sustainable development goals (SDGs) through research, teaching and learning, collaboration, and management governance. Therefore, this research aimed to analyze the impact of leadership styles on academic performance, examine relational capital as a mediator in the relationship between leadership styles and academic performance, investigate the effect of sustainability leadership on curriculum design, and assess the influence of curriculum design on academic performance. The population consisted of lecturers from the Faculty of Economics at State Islamic Universities in Indonesia, the Islamic Science University of Malaysia (USIM) in Malaysia, and the Faculty of Islamic Studies, Department of Sharia and Economics, at the University of Malaya. With a population of 783 individuals and a precision of 5%, the sample size was determined to be 265 lecturers, and Partial Least Square (PLS) was used to test the hypotheses. The results showed that sustainable leadership did not affect academic performance. Furthermore, relational capital mediated the relationship between sustainable leadership and academic performance. Sustainable leadership and curriculum design directly affected academic performance. The findings highlighted the crucial role of leadership in facilitating curriculum design, relational capital, and academic performance. By emphasizing relational capital, higher education institutions proactively enhanced academic performance. Future research should also consider other important factors related to academic performance and explore different behavioral effects and leadership styles.

The Impact of Teacher Feedback on Non-cognitive Aspects of Student's Performance in Higher Education: A Review of Research

The Impact of Teacher Feedback on Non-cognitive Aspects of Student's Performance in Higher Education: A Review of Research

A Study on the Prediction Method of English Performance in Universities based on the Stacking Integrated Model

Students’ performance in higher education reflects their overall quality in higher education. By predicting the performance, students with greater learning problems can be screened out early and given appropriate guidance. To predict students’ performance in English, the knowledge information of courses, examination papers, and historical examination records are used to build a feature project of students’ examinations. Meanwhile, the features strongly correlated with their performance are filtered out. Then the next step of performance prediction is carried out. The results showed that a neural network long and short-term memory performance prediction model incorporating an attention mechanism was more effective than other models in predicting English performance in higher education. Further experiments found that the model reduced the error by 1.04% on the MAE metric, 0.53% on the RMSE metric, and increased its value by 4.12% on the R2 metric. Adding the new feature dataset led to better forecasting by the Att-LSTM model in all metrics. This indicated that the enhanced dataset temporality could improve the effectiveness of the Att-LSTM model in predicting English grades in higher education. The stacked integrated prediction model, by integrating multiple strong regressors, can avoid poor prediction and excessive overall bias due to one regressor and increase the soundness and prediction precision of the mode.

Hubris occurrence, management and accountability in higher education institutions in Australia

Hubris refers to an individual's display of self-assurance, pride or excessive confidence and has been presented in the extant literature to describe the language used by hubristic leaders. Therefore, this research explores the characteristic features of hubristic discourse in higher education and its potential link to the organisation's financial outcomes. By using computational linguistics to analyse written discourse samples of 20 Australian Vice-Chancellor's Addresses in the university's annual reports for the 10-year period, this research identifies linguistic markers of Vice-Chancellor hubris (increased use of negations, discrepancy words, power and achievement-oriented language) and their link to financial outcomes. As the role of the Vice-Chancellor has been compared in literature to that of the CEO, exploring if and how hubris’ symptoms manifest in language use can contribute towards explaining agency problems, accountability issues and the ongoing ethical debate over pay for performance in higher education. This research has implications for university key stakeholders such as government bodies, for standard setters who oversee the preparation of university financial reports and those who assume leadership roles within tertiary institutions.

Servant leadership’s impact on trust, commitment, and performance in higher education

<span lang="EN-US">This research examined the relationship between servant leadership (SL), organizational trust (OT), organizational commitment (OC), and task performance (TP). It employed a quantitative research design with partial least squares-structural equation modeling (PLS-SEM) and bootstrap estimation. Data were collected through a survey of 111 lecturers from 12 universities in Eastern Indonesia. It found that SL does not affect TP and OC. Meanwhile, OT affects OC but not TP. Further, OC does not affect TP. Therefore, OT does not affect TP through OC. Likewise, SL does not affect TP through OC. It practically implies that universities should be concerned the selection and placement of professional leaders. Successful professional leaders support and enhance the OC and TP of lecturers with SL. This study enriches leadership literature empirically examining SL, TP, OT, and OC in religious higher education. Besides, it provides evidence that SL in tertiary institutions does not exhibit a positive impact on lecturer performance. Institutional limitations lead to difficult situations and allow lecturers to accept reality. Furthermore, it uncovers challenges and demands the need for in-depth investigation of SL studies, which are paradoxical and contradictory to the previous SL theories and findings.</span>

Enhancing Faculty Satisfaction and Performance in Higher Education: The Transformative Role of HR and Technology Integration

Abstract This study investigates the role of Human Resources (HR) strategies and technology integration in enhancing faculty satisfaction and performance at Kuwait's private higher education institutions (HEIs) amidst perceived institutional challenges. It investigates three key factors: technology use in performance evaluation, human resources' role in adapting to global educational shifts, and faculty views on institutional challenges. By surveying 60 faculty members and employing statistical techniques to investigate the relationships between these variables and faculty satisfaction, significant correlations were found between faculty satisfaction, technology integration, and HR's strategic initiatives. Statistical analysis revealed no significant impact of perceived institutional challenges on faculty satisfaction; this unexpected result suggests that faculty satisfaction within the examined HEIs may be more directly influenced by proactive technology and HR strategies than by the challenges these institutions face. Ultimately, the research proposes a new paradigm for HR in the educational sector, emphasizing the necessity of a dynamic and strategic HR function to achieve sustainable excellence and create an environment where faculty members feel valued, supported, and motivated. This approach is essential for navigating the challenges of a VUCA (Volatile, Uncertain, Complex, Ambiguous) world, suggesting further research to investigate additional factors influencing faculty satisfaction and to refine the proposed model.

Blockchain technology system on student academic performance in higher education as perceived by students in Portugal

ABSTRACT This study conceptually identified the most influential factors from previous studies, which were extracted and classified into contexts based on the technology acceptance model and expectation confirmation theory framework. The purpose of this study is to examine the impact of blockchain system perceived quality and perceived usability on student academic performance (SAP) through the mediating role of student satisfaction and the moderating role of continuance intention. The convenience sampling technique was used to collect data from 583 students studying in different private and public universities in Portugal. Hypotheses were tested using partial least squares-structural equation modeling (PLS-SEM) with SmartPLS software version 4. The findings revealed that the direct effect of blockchain system perceived quality on SAP is positive and significant, while perceived usability is not significant. Moreover, student satisfaction positively and significantly mediates the relationship between perceived quality and SAP, as well as between perceived usability and SAP. Lastly, continuance intention as a moderator has a positive and significant influence on student satisfaction and SAP. The relationship between blockchain system perceived quality, perceived usability on SAP represents a novel contribution through the mediation of student satisfaction and the moderation of continuance intention between student satisfaction and SAP.

Modelling physical ergonomics and student performance in higher education: the mediating effect of student motivation

PurposeThe study aims to explore factors that influence students’ academic performance in the context of physical ergonomics and assess the mediating effect of motivation between lighting, noise, temperature, chair design and students’ performance from the student’s perspective.Design/methodology/approachThe research was categorised as a correlational study and employed non-contrived and cross-sectional methods to achieve its objectives. The target population was university students aged 18 years old and above enrolled in Malaysia’s higher education institutions. Due to the inaccessibility of the sample frame, convenience sampling, a type of non-probability sampling, was utilised. Data collection was conducted through an online survey primarily distributed among student groups.FindingsThe study’s findings reveal that only two exogenous variables, lighting and noise, directly influence students' performance. Additionally, motivation is a potent and significant factor in shaping students' performance. Motivation is also identified as a mediator in the complex relationship between lighting, noise, temperature and student performance. Surprisingly, although temperature does not directly influence student performance, it indirectly influences performance through motivation.Originality/valueThis study is an original exploration into the intricate factors shaping students' academic performance within the domain of physical ergonomics from a student perspective. The research uniquely investigates the mediating impact of motivation on the relationships between lighting, noise, temperature, seating arrangements and academic outcomes. The findings will contribute novel insights to the existing body of knowledge, offering a distinct perspective on the complex dynamics that influence student learning experiences and performance in educational settings.

Impact of goal congruence on higher education institutions’ performance quality

PurposeIn India, national accreditation agencies stipulate that internal quality control in higher education institutions (HEIs) is to be institutionalized through internal quality assurance cells that are responsible for implementing and controlling quality systems. As the concept of goal congruence is central to a control process, this study aims to examine whether goal congruence is observed in such institutions. The impact of the absence of goal congruence on the quality of performance in higher education was also examined.Design/methodology/approachThis cross-sectional study measured the impact of goal congruence or the lack thereof on the performance quality of HEIs as defined in the evaluation criteria of the apex accreditation agency, the National Assessment and Accreditation Council. Two hypotheses were tested using t-tests and regression analysis. Focus group discussions were conducted to elicit participants’ suggestions.FindingsThe results showed a lack of goal congruence between HEIs’ quality goals and their faculty’s personal goals, which adversely impacts the quality of their performance, as indicated by an average disagreement of 81% on a ten-statement scale. Goal congruence as an independent variable explained 63% of the variability in HEIs’ performance quality, and the results were statistically significant, indicating that lack of goal congruence is an important contributor to poor performance among HEIs.Originality/valueAccreditation of HEIs is a global practice; hence, the findings of this study and the importance of goal congruence apply not only to India but also to HEIs globally.

Grit and Self-Identity: A Contextual Inquiry Into Academic Performance

Grit and Self-Identity: A Contextual Inquiry Into Academic Performance

Early Prediction of Students Performance in Higher Education

Evaluating students' learning performance is a fundamental aspect of evaluating any educational institution. When addressing challenges related to the learning process, student performance is critical, and it is one of the key factors used to quantify learning outcomes. The topic of research known as educational data mining (EDM) has grown out of the potential to leverage data knowledge to enhance educational systems. EDM is the development of methods to analyze data collected from educational environments, enabling a more complete and precise understanding of students and the enhancement of their educational results. Evaluating the students' learning results is a crucial part of evaluating any educational institution. One of the key variables used to quantify learning outcomes is student performance, which is significant when addressing problems with the learning process. The field of research known as educational data mining, or EDM, was born out of the potential to leverage data knowledge to enhance educational systems. EDM is the process of developing methods for evaluating information obtained from educational environments. This makes it possible to learn more precise and in-depth information about students and enhances their academic achievement. Academic achievement tests (AAT), general aptitude tests (GAT), admission scores, first-level courses, and other early-stage factors are used in the paper's dimensionality reduction mechanism by T-SNE algorithm for the clustering technique. This allows the study to investigate the relationship between these aspects and GPAs. Regarding the categorization method, the study showcases tests conducted on various machine learning models that forecast student achievement in the initial phases by utilizing diverse attributes such as course grades and entrance exam results. To gauge the models' quality, we employ various evaluation measures. Based on the findings, it appears that early student failure rates can be reduced by educational institutions.

A novel approach to mitigate academic underachievement in higher education: Feature selection, classifier performance, and interpretability in predicting student performance

The main goal of this study is to address the ongoing problem of low academic performance in higher education by using machine learning techniques. We use a dataset from a higher education institution that includes various information available at student enrollment, such as academic history, demographics, and socio-economic factors. To address this issue, we introduce a new method that combines the Slime Mould Algorithm (SMA) for efficient feature selection with a Forest-Optimized Neural Network (FO-NN) Classifier. Our method aims to identify students at risk of academic failure early. Using the SMA, we simplify the feature selection process, identifying important attributes for accurate predictions. The Forest Optimization technique improves the classification process by optimizing the neural network model. The experimental results of this study show that our proposed method is effective, with significant improvements in feature selection accuracy and notable enhancements in the predictive performance of the neural network classifier. By selecting a subset of relevant features, our approach deals with high-dimensional datasets and greatly improves the quality and interpretability of predictive models. The innovative combination of the SMA and the FO-NN classifier increases accuracy, interpretability, and the ability to generalize in predicting student performance. This work contributes to a more effective strategy for reducing academic underachievement in higher education.

A Systematic Review on Digital Transformation and Organizational Performance in Higher Education

A Systematic Review on Digital Transformation and Organizational Performance in Higher Education

Attendance and Academic Performance in University Studies in Tourism

Academic literature has extensively studied the relationship between classroom attendance and academic performance in higher education. However, there is a lack of specific studies on higher education in tourism. To address this gap, this study investigates the correlation between class attendance and grades achieved by students in the Tourism Degree programme at the University of Zaragoza. The research incorporates variables of interest such as gender, academic year and course repetition, significantly contributing to the proposed predictive model. The subgroup analysis shows that women and students who do not repeat courses exhibit higher attendance rates and achieve better academic outcomes. Class attendance and course repetition are the most influential factors affecting students’ final grades.

Being a victim: how knowledge hiding affects student creativity and performance in higher education

ABSTRACT Taking the perspective of the hidden object in knowledge hiding of higher education institutions (HEIs), this article explores how HEI students’ perceived knowledge hiding (PKH) affects their knowledge resources in the form of academic creativity and academic performance. Based on social information processing (SIP) theory, we investigate the mediating role of perceived social undermining (PSU) and the moderating role of proactive personality. Using time-lag data from 306 HEI students collected in China, we found that PKH was a strong predictor of PSU, and PSU mediated the negative relationship between PKH and academic creativity and academic performance. In addition, proactive personality not only played a moderating role between PKH and PSU, but also moderated the negative indirect effect of PKH on academic creativity and academic performance (through PSU). Overall, our research expands the literature on the consequences of knowledge hiding from the victim’s perspective.

Impact of Collaborative Learning on Student`s Academic Performance in Teacher’s Education Program

Creating a classroom environment for learners to participate actively and engage is an integral element of a comprehensive educational initiative for actively learning students in higher education institutions. Students collaborate to attain goals through collaborative learning. The idea behind collaborative learning is that students may help each other learn and build a deeper comprehension of the subject matter by working together. The study examines the influence of collaborative learning on the academic performance of students at B.Ed. Levels focusing on social factors such as interaction with peers, interaction with teachers, and social media usage influence CL and collaborative learning to improve the student's academic performance. Social constructivism theory was used to observe student performance. Data have been collected through questionnaires from four private universities. Findings were evaluated through SPSS version 22; the composite reliability of the instrument was measured as α=0.954. The results of the regression analysis confirmed and accepted all three hypotheses. It can be concluded that all three independent variables - student interaction with peers, interaction with teachers, and social media use- positively impact collaborative learning and help students improve their academic performance and achieve their goals. The results of this study suggest that collaborative learning is an effective approach to enhancing academic Performance in higher education (B.Ed. Honors) and that social factors play an important role in promoting collaboration among students. The findings have implications for teaching and learning practices in higher education, where collaborative learning may be especially beneficial. Overall, this research highlights the importance of collaborative learning in promoting academic development in students.