Implications For Institutions Research Articles

Playing to learn: developing self-directed learning skills through serious games

Purpose Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills. Design/methodology/approach This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills. Findings The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning. Social implications The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

The interactive roles of individual motivational characteristics and delivery method in upper-level accounting courses

ABSTRACT This paper examines how self-efficacy, intrinsic motivation and test anxiety interact with the delivery method (online vs. face-to-face) in upper-level classes (third- and fourth-year students) in their association with course performance. Previous research in accounting [e.g. Chen et al., 2013. Online accounting education vs. in-class delivery: Does course level matter? Issues in Accounting Education, 28(1), 1–16] shows that this higher level is where the delivery method matters most, but conclusions differ as to whether face-to-face or online enjoys a decisive advantage [e.g. Aldahray, 2022. Do accounting students always perform better online? The COVID-19 experience. Accounting Education (Nov), 1–19; Chen et al., 2013; McCarthy et al. 2019. Intermediate accounting and auditing: Does course delivery method impact student performance? Journal of Accounting Education, 46, 26–42]. The findings, based on a survey of 238 students and analyses of variance with more detailed consideration of interactions noted, reveal interesting dynamics between individual student characteristics and suggest that these characteristics play an important role in course performance, possibly offsetting any perceived quality differential for one delivery method over the other. For example, the results underscore an important role played by intrinsic motivation in the learning process. The findings also suggest differential implications for post-secondary institutions in different environments, such as those that generally attract students who are more motivated and prepared versus (vs.) those in which these characteristics vary greatly among students.

Therapies go digital. What drives physicians' acceptance?

National healthcare systems face multiple challenges, including the increasing demand for care and decreasing availability of healthcare professionals. Digital health technologies represent opportunities that offer improved efficiency, accessibility, and patient care. In this scenario, Digital Therapeutics are technological advancements to treat or alleviate a disease and deliver a medical intervention with evidence-based therapeutic impacts and regulatory approval. Digital Therapeutics are a paradigm shift for physicians, who exercise caution in terms of trust and wide usage. Digital Therapeutics represents an opportunity and a challenge in healthcare system integration. The research investigates the factors explaining physicians' acceptance of Digital Therapeutics. A research model that combines organizational mechanisms derived from Institutional Theory and rational factors derived from the Technology Acceptance model was developed. The model was tested through 107 responses from a survey distributed to the members of the leading Italian scientific society in Diabetology. Literature-based hypotheses were empirically tested through Structural Equation Modelling. The analysis confirmed the influence of Perceived Ease of Use on Perceived Usefulness and Perceived Usefulness on the Intention To Use Digital Therapeutics. Rules and norms impact Perceived Usefulness when considering the influence of the scientific society. Culture and mindset towards innovation within the hospital positively affect Perceived Ease of Use. The readiness of hospital facilities enhances the extent to which physicians perceive the ease of employing Digital Therapeutics in their daily practice. Instead, esteemed colleagues' opinions and guidelines from the scientific society reveal to physicians the value of Digital Therapeutics in patients' care pathways. Institutions should prioritize cultural, normative, and regulative aspects to accelerate physicians' endorsement of Digital Therapeutics. Findings advance the theoretical knowledge around clinicians' adoption of innovative digital health technologies, unveiling the interaction between rational and institutional factors. The results highlight practical implications for healthcare institutions and Digital Therapeutics manufacturers willing to promote their adoption.

Talent hat, cross-border mobility, and career development in China

Abstract This study investigates the influence of cross-border recruitment programs in China, which confers scientists with a “talent hat” including an attractive startup package, on their future performance and career development. By curating a unique dataset from China’s 10-year talent recruitment program, we employed multiple matching designs to quantify the effects of the cross-border recruitment with “talent hat” on early career STEM scholars. Our findings indicate that the cross-border talents perform better than their comparable contenders who move without talent hats and those who do not move in terms of publication numbers, citation, publication quality, and collaborator numbers, given equivalent scientific performance before relocation. Moreover, we observed that scholars in experimental fields derive more significant benefits from the talent program than those in non-experimental fields. Finally, 24 investigated how the changes in the scientific environment of scientists affect their future performance. We found that talents who reassembled their collaboration network with new collaborators in new institutions after job replacement experienced significant improvements in their academic performance. However, shifting research directions entails risks, which results in a subsequent decrease in future academic performances following the relocation. This study has significant implications for young scientists, research institutions, and governments concerning cultivating cross-border talents. Peer Review https://www.webofscience.com/api/gateway/wos/peer-review/10.1162/qss_a_00312

Enhancing diversity, equity, and inclusion within agricultural higher education: Insights from Black faculty and administrators in agricultural colleges at United States land grant institutions

The experiences of Black faculty as leaders and administrators in the field of agriculture have not been widely studied nor reported. The goal of this research focused on Black faculty leaders' experiences in agriculture to gain firsthand insights regarding the enhancement of diversity, equity, and inclusion within agricultural higher education. The central research question guiding the study was: What are the experiences of Black faculty leaders at Colleges of Agriculture at Predominantly White Institutions (PWIs)? Counter-storytelling was used to explore the personal narratives of eight participants. These experiences fall within the tenets of Critical Race Theory. Three primary themes emerged: Navigating Leadership: Microaggressions in the Midst; Inequities: Is Everyone Really Equal; and Isolation: The Lone Ranger. Findings of this study hold valuable implications for practitioners, policymakers, and academic institutions seeking to enhance diversity, equity, and inclusion within agricultural higher education. Recommendations for policy and practice include providing support for leadership mentoring and professional development, conducting robust research on the intersection of race, ethnicity, and gender for faculty of color, and establishing collaborative initiatives between academic institutions, industry partners, and community organizations to address historical disparities and stimulate interest in agriculture among Black communities.

Shaping individual competitiveness: the role of discipline, parental expectations, and participation in extracurricular activities

PurposeThis research seeks to extend previous research into student discipline and competitiveness, at the macro or national level, to the micro or individual level. The role of factors with the potential to impact individual competitiveness, namely the expectations of the mother and the father, the importance of school discipline played in primary and secondary schools, and past participation in sport and music were examined. Design/methodology/approach: Data from a sample of current university students and recent graduates representing Western (the United States) and Asian regions (South Korea and China) were analysed using multiple regressions to establish the explanatory power of independent variables in the competitiveness model, including testing for moderation effects of country of birth. ResultsThe study found that personal discipline is significantly associated with individual competitiveness. The importance placed on discipline in primary schools was found to predict individual competitiveness as were parents’ expectations, yet with nuances in terms of maternal and paternal expectations. Surprisingly, neither participation in music nor discipline at secondary school was found to significantly associate with individual competitiveness. At the same time, the study did find moderating effects of country of birth and the number of years students played sport in predicting competitiveness. Originality/valueGuided by the Ecological Systems Theory and the notion of the Pygmalion effect, we develop a framework of factors that shape an individual’s competitiveness. The results make several theoretical contributions by establishing new drivers of individual competitiveness, and as such illuminating the importance of discipline during schooling and how parental expectations drive performance. Implications for employers, educational institutions, and parents are outlined and directions for further research are offered.

Investigating the role of green behavior and perceived benefits in shaping green car buying behavior with environmental awareness as a moderator

As the planet faces the challenge of global warming, every individual and organization must adopt green practices to protect nature. The automobile industry is one of the primary industries which can contribute significantly towards sustainability. This study aims to examine the impact of green behavior and green perceived benefits on the green buying behaviors of automobiles. The research also explores the moderating influence of environmental awareness on the mechanism. The research is based on a quantitative method for which primary data was gathered from 406 respondents across Pakistan, China and Saudi Arabia via Quota-based purposive sampling. The gathered data was analyzed via SmartPLS. The results show that green behavior and perceived benefits positively and significantly influence green buying behavior. The findings also show the moderating role of environmental awareness on green behavior towards green buying and show no impact on the perceived benefits towards buying behavior. The study has practical and theoretical implications for managers, researchers, policymakers and institutions in the context of green automobile development and businesses. The study also contributes to the attainment of sustainable development goals.

Investigating the Factors Influencing Literacy Skills among Young Students in Rural Areas of Indonesia

This study aims to analyze several factors influencing elementary school students’ literacy skills in rural regions of Indonesia. By employing a mixed-method design, the study combined quantitative and qualitative measures to identify the determinants of students’ literacy skills. The quantitative data were collected through questionnaires on factors related to literacy skills involving 852 grade six elementary school students from thirty-nine (39) public and private elementary schools in one of the rural areas in Indonesia. Descriptive statistics and T-tests were administered to analyze the questionnaire data and to identify the most and least significant factors and domains influencing students’ literacy skills. Additionally, qualitative data were gathered through semi-structured interviews with the participants. The results show that motivation and literacy facilities at schools and homes are crucial for students’ literacy development in rural areas. The discussion exhibits the role of literacy facilities and students’ motivation as dominant factors in shaping students’ literacy skills. This research contributes to understanding the factors influencing literacy skills among young learners in rural areas of Indonesia. The findings have implications for educators, educational institutions, parents, and policymakers, providing insights to shape educational policies and practices that enhance literacy outcomes in rural regions.

The Impact of Effectiveness of Zakat Management and Transparency of the Use of Zakat Funds on Improving Welfare and Community Empowerment in Central Java

This research investigates the impact of Zakat management effectiveness and transparency of fund utilization on welfare improvement and community empowerment in Central Java, Indonesia. A quantitative approach, utilizing Structural Equation Modeling with Partial Least Squares analysis, was employed to analyze data collected from 135 respondents, including Zakat beneficiaries and stakeholders. The results indicate significant positive relationships between Zakat management effectiveness, transparency of fund utilization, welfare improvement, and community empowerment. Efficient Zakat management practices and transparent fund utilization are found to positively influence welfare improvement and community empowerment, highlighting the importance of governance mechanisms and accountability in Zakat distribution. These findings have important implications for policymakers, Zakat institutions, and stakeholders involved in Zakat management, emphasizing the need for enhanced transparency and equitable distribution of Zakat funds to promote socio-economic development and empowerment in Central Java.

Navigating intercultural friendships in English as a lingua franca contexts: Taiwanese exchange students in Europe

ABSTRACT This study investigates Asian exchange students’ friendship development in European countries where English functions as a lingua franca. It offers an in-depth analysis of the experiences of three Taiwanese university students who exhibited varying degrees of success in friendship formation during their study exchanges there: one was successful, another was not, and the third experienced moderate success. Data were collected through pre-, during-, and post-sojourn interviews, supplemented by online correspondence between interviews. Analyzing the data using Coleman’s concentric circles model of study abroad social networks and Bourdieu’s concepts of habitus and capital, this study delineates the differing trajectories of the students’ friendship development and identifies the factors contributing to these diverse outcomes. The findings underscore the importance of possessing personal dispositions that resonate with those of peers, and also effectively utilising linguistic and cultural resources, for fostering intercultural friendships. These insights have implications for educational institutions involved in sending and hosting exchange students.

Impacts of Technological Advancement on Achieving Sustainable Development Goals (SDGs): in Developing Countries

SDG’s goals are immensely affected by technological development. This paper mainly inspects the approaches and trials faced in a developing country: like Bangladesh. Data collection was performed by distributing questions on social media and selecting appropriate random sampling. Forty hundred completed responses were analyzed. The research techniques that were used were empirical and quantitative. Innovation, investment, economic freedom, human development, and globalization are some of the goals that are greatly impacted by digital technological influence. Conversely, inequality in development; lack of global partnership, energy consumption, lack of quality education, etc. are the limitations or reasons that slow down the process. The study discloses these approaches and limitations from different sectors and age groups. The findings have practical and theoretical implications for academics, scholars, institutions, business professionals, and other associated parties keen to identify the impact of technological advancement on SDGs.

Navigating the Global Landscape: Dynamics and Impacts of Internationalization in Higher Education

The internationalization of higher education stands as a multifaceted phenomenon characterized by a myriad of driving forces, mechanisms, and consequential impacts. This paper seeks to elucidate the intricate nature of this global trend, exploring its diverse dimensions and evaluating its implications for institutions, stakeholders, and the broader socio-economic landscape. Central to the discourse on internationalization is the evolution of higher education in response to globalization. As the world becomes increasingly interconnected, institutions of higher learning face growing imperatives to engage in cross-border collaborations, foster cultural diversity, and prepare students for a globally interconnected workforce. The paper navigates through the underlying rationales propelling this transformation, shedding light on the economic, social, and academic motivations that drive institutions towards internationalization strategies. The mechanisms facilitating internationalization manifest through a spectrum of initiatives, including but not limited to student mobility programs, collaborative research ventures, cross-border partnerships, and curriculum internationalization. This paper delves into the efficacy of these strategies, evaluating their impact on enhancing academic quality, fostering intercultural competencies, and promoting knowledge exchange across borders. Furthermore, it examines the challenges and opportunities inherent in implementing these mechanisms, considering issues of equity, linguistic diversity, and varying academic standards across regions. A critical aspect of internationalization is its impact on stakeholders within higher education. Faculty members, administrators, and students experience a transformed academic landscape as they engage in global collaborations, navigate diverse cultural contexts, and adapt pedagogical approaches to accommodate internationalized curricula. This paper assesses the roles and experiences of these stakeholders, exploring how they contribute to and are affected by the internationalization agenda. While acknowledging the transformative potential of internationalization, this paper critically examines its limitations and ethical considerations. It addresses issues of cultural hegemony, power imbalances in global knowledge production, and the commodification of education. Moreover, it discusses the potential for unintended consequences, such as brain drain from developing countries and the commercialization of higher education. In conclusion, this paper synthesizes the complexities of internationalization in higher education, offering insights into its multifaceted nature, driving forces, operational mechanisms, and far-reaching implications. By providing a nuanced understanding of this phenomenon, it aims to inform policy discussions, guide institutional strategies, and stimulate further scholarly inquiry into the evolving landscape of higher education in a globalized world. Received: 25 December 2023 / Accepted: 25 February 2024 / Published: 23 April 2024

Exploring Factors Influencing In-Service Teachers' Motivation to Teach English in Thailand

The motivation of in-service English language teachers in Thailand was examined through the lens of possible language teacher selves. With English as a lingua franca and Thailand's emphasis on English proficiency, understanding teacher motivation is crucial. The qualitative narrative approach was adopted, involving semi-structured interviews with three participants having a minimum of three years of teaching experience. The study addressed the gap in literature regarding English teachers' possible selves and retention. The findings revealed the interplay of intrinsic and altruistic motives, self-concept, and career aspirations. Participants' motivations aligned with their ideal, actual, ought-to, and feared possible selves. Their reasons for teaching were in harmony with their aspirations, current self-perception, perceived obligations, and the desire to avoid negative outcomes. The findings have relevance for tailored professional development, student-centered approaches, recognition of non-native speaker strengths, and strategies to enhance teacher well-being. While limited by sample size and design, this research contributes to understanding teacher motivations and their implications for educational institutions.

The antecedents and consequences of university brand: a systematic review

University brand is becoming a research topic that is increasingly of interest to researchers and university administrators because of its great role in the context of the strong development of higher education. This research aims to review and synthesize current studies on definitions, antecedents and consequences of university brand. The study applied a systematic synthesis method of 76 articles from reputable database sources in the period 2000-2023. The research findings indicate that the antecedents of university brand are divided into tangible group and intangible group with 08 factors including brand design, facilities and equipment, human resources, training programs, financial policies, communication activities, reputation and brand personality. Furthermore, from the standpoint of approaching university stakeholders, the consequences of university brand are highlighted in this study. Finally, the study points out some policy implications for institutions and suggests some future research directions.

Unveiling Self-Identity of Teachers: A Critical Discourse Analysis of Perception and Interpretation of Selected Poems of Rupi Kaur’s “Homebody”

This study focuses on the unique amalgamation of linguistic and visual elements in Rupi Kaur’s Instapoetry, and how it contributes to the self-identity representation of university-level teachers in English Literature or Linguistics. Ten participants, each with considerable teaching experience and active research engagement in their respective fields were individually invited to participate in this research from various universities in Pakistan. Data collection includes two sessions of semi-structured interviews. Additionally, a supplementary questionnaire was used to gather demographic information and insights into participants’ academic backgrounds. The transcribed data were analyzed using Norman Fairclough’s Three-dimensional framework of CDA, revealing the transformative role that linguistic and visual elements play in shaping teachers’ self-identity by fostering their innovation, individuality, and inclusivity as professionals and individuals. However, the study also highlights persistent challenges related to cultural conservatism and academic freedom when adopting new trends in Instapoetry. The study suggests practical implications for teachers and educational institutions to benefit from a subtle understanding of the relationship between Instapoetry and self-identity. The study has two main limitations: a small sample size of university-level teachers and a primary focus on selected poems from Rupi Kaur’s “homebody” for analysis.

“I Don’t Want to Spend the Rest of My Life Feeling Alone”: Postdoctoral Scholars’ Experiences of (Dis)Connection

Previous research about postdocs has focused on the challenges they face in terms of pay and job security. This study expands upon this narrative to explore postdoctoral scholars’ experiences of connection and disconnection, or (dis)connection. The present study employed socialization theory in combination with a definition of professional socialization to frame how personal communities, institutions, and professional disciplines/associations facilitated postdocs’ sense of (dis)connection. Interviews with 30 postdocs demonstrated the ways in which postdocs described both connection and support alongside disconnection and isolation when asked about their experiences. The present study extends theory on socialization to consider postdocs and has implications for institutions employing postdocs.

A multi‐level model integrating corporate social responsibility and political activity in the European Union: What are the institutional implications for foreign companies?

AbstractMany multinational corporations develop business operations in Europe. The current research attempts to fill the gap on how corporations can increase their political influence in this geography by exploring the joint effect of corporate political activity (CPA) and social responsibility (CSR) on political embeddedness and financial performance. Based on institutional theory and on a sample of autochthonous (European Union [EU]) and allochthonous (non‐EU) firms with declared EU lobbying (from 2008 to 2019) we conducted two studies. Based on a multi‐level model, Study 1 finds strong and robust evidence that boardroom gender diversity and EU lobbyists interactively increase EU political embeddedness. Complementarily, Study 2, which relies on general linear Modeling, suggests that allochthonous corporations are more profitable when they display high‐level political embeddedness and lobbying expenditures, combined with adoption of United Nations (UN) guidelines. Overall, findings show that lobbying in Europe pays off, especially when corporations strive to be aligned with EU ethical values and aspirations. Hiring lobbyists to be based in Brussels and promoting gender equality help establish EU political connections. Subsequently, findings highlight the role that EU political embeddedness, lobbying expenditures, and UN guidelines play in leveraging financial performance, especially across non‐EU corporations. Regarding EU corporations, results show that a firm‐level investment on CPA‐CSR is particularly important. Overall, findings from this research support corporations that are growing businesses in Europe.

International diversification and corporate social responsibility disclosure quality: Employee versus environmental dimensions

AbstractMultinational enterprises (MNEs) face increasing institutional complexity as they expand internationally, which has a significant effect on their corporate social responsibility (CSR) strategy. In this study, we investigate an under‐explored difference between MNEs' employee and environmental CSR disclosure quality concerning the extent to which CSR reports are indicative of substantive activities. We propose that as international diversification increases institutional complexity, MNEs lower the disclosure quality of environmental CSR yet improve the disclosure quality of employee CSR due to their different institutional implications. In addition, we examine the effect of MNEs' home country cultural differences regarding uncertainty avoidance on the relationship between international diversification and employee and environmental disclosure quality. Based on a sample of 335 global MNEs from 31 countries, we found general support for our hypotheses.

Who matters and why? The contributions of different sources of social support to doctoral students' academic engagement

AbstractSocial support is a crucial factor in the academic engagement of doctoral students, which is vital to their overall success. While past studies have mostly focused on the support from doctoral supervisors, support from other significant groups, including institutions, peers and families, has been largely neglected, and even no study has investigated their contributions to doctoral students' development. Drawing from the job demands‐resources model, this study investigated the contributions of different sources (institutions, supervisors, peers and families) of social support to doctoral students' academic engagement. It further examined the mediating role of grit within these relationships. A sample of 472 doctoral students across various disciplines from 10 universities in mainland China responded to an online survey. Results showed that institutional support and supervisory support positively predicted doctoral students' academic engagement, while peer support and family support did not significantly predict academic engagement. Furthermore, grit was found to mediate the relationship between support from institutions and supervisors and academic engagement. Practical implications for higher education institutions, doctoral supervisors and programs are discussed.

E-Learning and Remote Education Technologies: Lessons from the Pandemic

This study explores the profound impact of e-learning and remote education technologies in the context of the COVID-19 pandemic. Through a comprehensive analysis of existing research, the article examines the advantages, challenges, and lessons learned from the sudden transition to online education. It delves into the role of digital tools, innovative strategies, and equitable access considerations in facilitating effective remote learning experiences. By discussing the implications for students, educators, and institutions, the article provides insights into the future of e-learning beyond the pandemic, emphasizing the importance of informed evolution in education