Institutional Support Systems Research Articles

Effect of Entrepreneurial Orientation on Business Performance of Women Entrepreneurs in Iran: The Institutional Support System As A Mediator

Effect of Entrepreneurial Orientation on Business Performance of Women Entrepreneurs in Iran: The Institutional Support System As A Mediator

Exploring factors influencing the entrepreneurial intentions of the youth community towards green ICT to encourage environmental sustainability: Evidence from an emerging economy

AbstractInformation and communication technologies (ICTs) have a complex relationship with the environment, with certain positive as well as negative effects. Through a comprehensive examination of the entrepreneurial landscape in the domain of green ICT in Uttar Pradesh, India, the research aims to investigate the factors influencing the entrepreneurial intentions of the youth community towards green ICT to encourage environmental sustainability. The research shed light on the involved interplay of individual characteristics, social and environmental contexts, and educational and institutional support systems. By employing a comprehensive qualitative study‐interview approach combined with exploratory factor analysis (EFA) various factors such as technological innovation, supportive regulatory frameworks (government policies), entrepreneurial resilience, family and social network support, environmental awareness and concern, availability of resources, market demand, and support of academic institutions are identified as the prominent factors which underscore the multifaceted nature of entrepreneurial intentions among the youth community. The findings contribute valuable insights for policymakers, educators, and entrepreneurs alike, emphasizing the need for targeted interventions and policies to nurture a vibrant ecosystem of green ICT entrepreneurship, thereby driving sustainable development and environmental conservation.

경찰과 자율방범대 간 신뢰도 요인에 관한 연구

Since 1953, citizen patrols have been utilized as auxiliary police forces due to the shortage of regular police personnel, contributing significantly to crime prevention and maintaining order within local communities. The necessity for legislation regarding the organization and operation of citizen patrols emerged in 2006, leading to the enactment of the ‘Law on the Installation and Operation of Citizen Patrols’ in April 2022. With its full implementation in April 2023, there is a need to contemplate the effective enforcement of the law for institutional consolidation. This study aims to measure the level of trust between the police and citizen patrols and the perceptions of police officers responsible for citizen patrol activities at the stage of devising institutional support systems alongside the full implementation of the law. It seeks to identify correlational and influential factors towards enhancing mutual trust and derive crucial variables for future citizen patrol support system establishment. For this, through a survey conducted among police officers in charge of citizen patrols in 258 police stations, variables with correlations and influences on the level of mutual trust between the police and citizen patrols were identified. The research findings confirmed that factors such as “evaluation of citizen patrol activities by police officers” and “affiliated city or province” are significant in increasing mutual trust between the police and citizen patrols, reflecting the relational dynamics and regional characteristics between them

The Impact of Patient Suicide on Adult and Child Psychiatry Residents in Tunisia

IntroductionAdult and child psychiatry residents encounter unique stressors in their training distinct from those in other medical specialties. Patient suicide has been identified as one of the most distressing experiences during psychiatric training.ObjectivesThis study represents the first Tunisian investigation aiming to assess (1) the impact of patient suicide on psychiatry residents and (2) the limitations of the institutional support system in dealing with such cases.MethodsA Google Forms questionnaire was distributed via email to all residents, gathering socio-demographic data, assessing traumatic impact using the PTSD Checklist for DSM-5 (PCL-5), and soliciting open-ended responses regarding personal experiences and expectations of the institutional support system.ResultsFifty-three residents participated in the study. Among them, 29 residents had encountered patient suicide, with 12 directly involved. Symptoms of PTSD were detected in three residents. The physician directly involved in treating the suicidal patient reported the highest PCL-5 score. The majority of residents (27 out of 29) expressed the need for a structured support and training program tailored to healthcare professionals dealing with suicide.ConclusionsThe findings suggest that psychiatric residents may require additional training and support to effectively address the complex issue of patient suicide. Implementing specific training programs could significantly enhance their ability to manage such situations.Disclosure of InterestNone Declared

QUALITATIVE STUDY ON THE RESILIENCE OF MEDICAL STAFF IN EMERGENCY UNITS IN THE COVID-19 PANDEMIC

Aim of the study This qualitative study explores the resilience of medical staff working in emergency units during the COVID-19 pandemic. Through in-depth interviews and thematic analysis, the research investigates how frontline healthcare workers coped with unprecedented challenges. Key themes identified include professional commitment, teamwork, and adaptability, which were crucial in navigating the crisis. Materials and methods: In order to assess the resilience of the medical staff in the COVID-19 pandemic between March 1, 2022 and March 31, 2021, a study was conducted in three emergency units in Romania: County Hospital of Emergency „Saint Spiridon” Iassy, Emergency University Hospital Bucharest and County Hospital of Emergency "Saint John the New" Suceava. Results: The study highlights the significant emotional and psychological toll on medical staff and underscores the importance of institutional support systems. Findings suggest that enhancing resilience through training, mental health resources, and robust communication channels is essential for future preparedness. Conclusions: This research provides valuable insights into the experiences of healthcare workers and emphasizes the need for sustained support to ensure the well-being and efficacy of medical personnel in emergency settings

Working Capital Management and Profitability: With Special Evidence from Agriculture Companies Listed on the National Stock Exchange

The study attempted to analyze the relationship between working capital management (WCM) and the profitability of agriculture companies. The data were collected from four agricultural companies listed on the National Stock Exchange during 2013-2021. The results showed that RCC and CCC had a significant negative relationship with the ROA of agriculture companies. The negative relationship implied that profitability was lower if the cash conversion cycle was longer. The study concluded that a reduction in the receivables collection cycle and cash conversion cycle could lead to an enhancement in the profits of the agriculture company. The findings also highlighted the significant positive impact of ICC and PDC on the ROA of agriculture companies. It implied that longer the duration of the inventory conversion period and payment to suppliers led higher profitability for the companies. Therefore, to maintain a specific level of inventories for proper working capital management and improved profitability, agricultural companies should invest in current assets with the help of a financial institutional support system. Policymakers could develop regulations to encourage the amount of current assets in the working capital of agricultural companies, leading to profitability.

Understanding Constraints and Enablers of Climate Risk Management Strategies: Evidence from Smallholder Dairy Farmers in Regional South India

The adoption of effective coping strategies is crucial for successful adaptation to the impacts of climate change in the dairy sector. However, little attention has been paid to understanding the perceived constraints and motivations toward such strategies. A survey was conducted among 104 dairy farmers from three semi-arid regions of South India. The aim of the survey was to explore the dairy farmers’ perception of climate risk, how it impacts their dairy farming system, the coping strategies they employ, and the barriers they face when implementing these strategies. The survey also investigated the factors that facilitate the adoption of adaptation measures. The results indicate dairy farmers in the region perceive drought, pests and diseases, and high temperatures as the major risks associated with climate change, which has resulted in decreased dairy income, animal health problems, reduced fertility, and food intake problems for their cattle. In response to climate variability, dairy farmers have adopted various coping strategies. The most important strategies include buying livestock insurance, keeping low debt obligations, and growing drought-tolerant grass varieties. However, most farmers face significant constraints in adopting these and other strategies including a lack of climate forecast data, the high cost of adaptation activities, and weak institutional support. On the other hand, the key enabling factors that support the adoption of these strategies include milk production security, suitable feed growing conditions, and family interest. Most importantly, the study found that certain factors such as age, education, number of earning family members, annual milk production, monthly cattle expenses, and landholdings significantly influenced dairy farmers’ strategies for adapting to climate change. The study recommends that providing timely climate forecasts, implementing improved policies such as vaccination and cattle health services, and establishing strong institutional support systems can help dairy farmers become more resilient to climate change and protect their livelihoods.

Language teacher identities and identity tensions of early career English teachers

AbstractIn this article, we explore the tensions early career English teachers experience in their language teacher identities (LTIs). To this effect, we conducted semi‐structured interviews with three early career English teachers at Turkish public schools. The findings showed that the teachers experienced tensions with their roles as teachers, language competency, and structural and relational aspects in their contexts. Devising and employing coping strategies in navigating challenges, the teachers developed their own ways to deal with various identity tensions. The findings of this study conclude that (i) maintaining LTIs is emotionally complex, (ii) LTIs happen in social practice, and (iii) meso and macro contexts supersede ideals causing dilemmas, conflicts, and tensions in LTIs. Drawing on the findings, we argue that teachers' emotional needs and identity tensions should be provided for through institutional and interrelational support systems so that teachers can manage tensions and emotionality as potential in their identities.

Leadership Development and Opportunities for Women in Higher Education Leadership Roles

This qualitative phenomenological study explores women's leadership development and opportunities at Central Mindanao University (CMU) in advanced leadership positions. It investigates the factors shaping their career trajectories, emphasizing the pivotal role of educational attainment, particularly doctoral degrees, in advancing women into leadership roles. The research highlights the importance of academic distinctions and a solid commitment to service as critical motivators for women to embrace leadership roles despite initial hesitations. The study delves into the expected behaviors and qualities of leaders in higher education, emphasizing attributes vital for fostering academic excellence and inclusivity. Utilizing a qualitative phenomenological approach, the research examines the lived experiences of women leaders at CMU. Semi-structured interviews with purposively selected women in leadership roles provide in-depth insights into their experiences, perspectives, and challenges. Thematic analysis reveals recurring patterns, themes, and nuances, offering a comprehensive understanding of women's leadership trajectories. Leadership roles present opportunities for both professional and personal development, yet biases and systemic barriers persist, perpetuating gender disparities. Environmental factors, such as organizational culture, significantly influence leadership behaviors, necessitating adaptive strategies. Institutional support systems, including mentorship initiatives, foster effective leadership. The diverse experiences of participants underscore the complexity of women's leadership journeys, offering valuable insights for aspiring leaders. Addressing biases, promoting equitable opportunities, and creating supportive environments can pave the way for gender equality at CMU and similar institutions. Embracing inclusive practices can empower CMU to champion gender diversity and equity in higher education.

THE IMPACT OF BLENDED LEARNING APPROACHES ON THE QUALITY OF ENGLISH TRAINING AT UNIVERSITY LEVEL IN VIETNAM

This study investigated the impact of blended learning approaches on the quality of English training at Vietnamese universities, addressing a significant gap in understanding how blended learning is implemented in Vietnam's higher education context. The research aimed to explore implementation practices, identify challenges and opportunities, and develop recommendations for improving English language education through blended approaches. Using a qualitative case study methodology, the study collected data through semi-structured interviews with 20 English lecturers from eight universities in Hanoi, supplemented by 10 classroom observations and document analysis of course syllabi, learning materials, and institutional policies. The findings revealed that while blended learning shows promise in enhancing English language education, its implementation faces significant challenges including inadequate technological infrastructure, limited professional development opportunities, and inconsistent institutional support. Successful practices were identified in areas of assessment integration and online content development. These findings have important implications for educational policy and practice in Vietnam, suggesting the need for systematic improvements in technological infrastructure, professional development programs, and institutional support systems. The research provides valuable guidance for universities seeking to enhance their blended learning programs and contributes to the broader understanding of implementing blended learning in developing country contexts.

ТЕОРЕТИЧНІ ПІДХОДИ РОЗУМІННЯ СОЦІАЛЬНИХ ГАРАНТІЙ У СИСТЕМІ СОЦІАЛЬНОЇ БЕЗПЕКИ ДЕРЖАВИ

Background. The article examines the modern role of the democratic state in ensuring the rights and freedoms of citizens, in particular with regard to social protection. Taking into account the broad obligations that the state bears to citizens, special attention is paid to the system of legislative, institutional and organizational support for the realization of these rights and freedoms. The background context of the study notes the relevance of the problem of social protection in modern society. The main goal of the study is to determine the role of social protection in the social security system and to justify its importance in the context of public administration. Methods. The article uses a number of general and special methods of scientific research to study the system of social protection of the population. Dialectical method: made it possible to single out a false understanding of the organizational support for the construction of the state's social protection policy. System method: made it possible to investigate the social and economic content of social protection, as well as to systematize its determinants. Comparative method: was used to study the approaches of different authors to the definition of the concept of "social protection". Generalization method: was used to provide own understanding of the concept of "social protection" based on the analysis of previous studies and comparison of different approaches. Results. The article analyzes the social protection of the population and reveals a number of determinants that characterize these concepts. The main results of the study include the following: Social protection involves the mandatory participation of the state through a minimally determined level of state support for certain categories of the population that are in a situation of social risks and have a standard of living lower than the average in society. The system of social standards determines not only the realization of individual rights, but also ensures the implementation of these rights by the state. Conclusions. The study points to the important role of social protection in the formation and development of a full-fledged personality and social potential, which contributes to increasing the intensity of socio-economic processes in the state. The introduction of the social protection system opens up the possibility of consolidating the resources of vulnerable segments of the population and their return to active socio-economic activity, which contributes to considering the costs of social security as social investments.

Farmers’ access to institutional support systems for value chain development of IARI variety of Paddy

Farmers’ access to institutional support systems for value chain development of IARI variety of Paddy

A conceptual approach to the formation of an institutional support system for the agro-food complex

A conceptual approach to the formation of an institutional support system for the agro-food complex

THE USE OF MOBILE APPLICATIONS IN ENHANCING ENGLISH LANGUAGE LEARNING AMONG VIETNAMESE UNIVERSITY STUDENTS

This qualitative study investigated how Vietnamese university students utilize mobile applications for English language learning, addressing a significant research gap in understanding the integration of mobile learning technologies within Vietnam's higher education context. The research aimed to explore students' usage patterns, experiences, and the relationship between mobile applications and formal language instruction. Using a combination of semi-structured interviews, focus group discussions, observations, and document analysis, the study collected data from 30 university students across various academic disciplines and proficiency levels. The findings revealed that students primarily use mobile applications as complementary tools to formal education, with clear preferences for applications offering immediate feedback and interactive features. Students developed sophisticated learning strategies, combining multiple applications to address different language skills, particularly focusing on pronunciation and vocabulary acquisition. The research also identified challenges in integrating mobile applications with formal education, including limited institutional support and guidance. These findings have significant implications for educational stakeholders: they suggest the need for structured integration of mobile applications into formal curriculum, enhanced institutional support systems, and better alignment between mobile learning activities and traditional teaching methods. The results contribute to developing more effective mobile-assisted language learning strategies specifically tailored to the Vietnamese higher education context.

Examining the Current State of Reflective Teaching Practices Among Newly Appointed Primary School Teachers

This study focused on three newly appointed primary school teachers in City D as research subjects. Utilizing research methods such as interviews, text analysis, and observation, the findings revealed that these teachers exhibited a substantial grasp of teaching reflection. The predominant emphasis in their teaching reflection levels was observed at the technical reasonable reflection and practical action reflection stages. To enhance the reflection levels of these novice teachers, it is recommended to foster their professional ethics, institute a diverse training system, and enhance the school’s infrastructure and institutional support systems.

Investigating the impact of university managers' pedagogical knowledge and beliefs on the implementation of student-centered learning approaches in Kenyan higher education

Kenya's higher education institutions are struggling to adopt Student-Centered Learning (SCL) approaches due to limited pedagogical knowledge and traditional beliefs held by university managers. These managers often view SCL as synonymous with Western educational practices and question its applicability in Kenya due to perceived resource constraints. They also hold traditional views that prioritize teacher expertise over student involvement, making them resistant to change and slow to adopt innovative pedagogies. The impact of university managers' pedagogical knowledge and beliefs on SCL implementation is significant. Managers with a deep understanding of SCL principles and a belief in their effectiveness are more likely to support and promote SCL practices, recognizing the need for change and fostering an environment that values student learning and faculty development. To address these challenges and promote effective SCL implementation, Kenyan universities can employ various strategies, such as providing professional development and training opportunities, establishing mentorship and coaching programs, encouraging action research and reflective practice, fostering communities of practice, and developing institutional policies and support systems aligned with SCL principles. By implementing these multifaceted approaches, Kenyan higher education institutions can enhance their pedagogical knowledge and beliefs, fostering a supportive environment for successful SCL implementation and improving teaching and learning quality.

Unraveling the Threads: A Comprehensive Exploration of the Interplay be-tween Social Isolation and Academic Stress Among Students

In the labyrinthine landscape of student experiences, this research endeavors to unravel the intricate relationship between social isolation and academic stress. Utilizing a mixed-methods approach, our study amalgamates quantitative rigor with qualitative depth to paint a comprehensive portrait of the challenges faced by students navigating the confluence of social dynamics and educational pressures. The primary objective is to understand how social isolation influences the prevalence and intensity of academic stress among students. Through a dual lens of theory and practice, the research aims to contribute to both the theoretical frameworks shaping stress models and the practical interventions implemented within educational institutions. A diverse sample of students across various educational institutions participated in this study. Quantitative data were gathered through structured surveys, probing the prevalence of social isolation and its correlation with academic stress. Qualitative insights were obtained through in-depth interviews and focus group discussions, unraveling the nuanced experiences and coping mechanisms employed by students. The research affirms a significant positive correlation between social isolation and academic stress, establishing a quantifiable connection. Qualitative narratives unveil the emotional dimensions of social isolation, emphasizing loneliness, fear of failure, and a sense of disconnection as prevalent themes. Stressors such as performance expectations and a competitive academic environment emerge as catalysts that intensify stress levels among socially isolated students. Theoretical implications extend to the refinement of stress models by integrating emotional well-being and recognizing intersectionality. Practical implications advocate for tailored institutional support systems, mental health literacy initiatives, and the integration of social support into academic programs. Collaborative efforts between researchers and practitioners are essential to bridge the gap between theory and practice. As this research concludes, it beckons educators, institutions, and policymakers to heed the call for transformative change. By prioritizing the emotional and social well-being of students alongside academic success, we pave the way for educational environments that foster resilience, support, and holistic growth. This research stands as a catalyst for ongoing conversations and actions, recognizing that the journey to understanding and enhancing student experiences is an ever-evolving endeavor

Conservative ethnic minority LGTBQ+: Facing the challenge of intersectionality in an inhospitable environment

AbstractLGBTQ+ suffer from intolerance everywhere, but in certain conservative minority communities, intolerance is especially high. This study explores how non‐minority organizations—government and nonprofit—might support minority LGBTQ+ individuals on the backdrop of tense majority‐minority relations. While the extension of external support responds to LGBTQ+ plight, it is also likely to provoke community backlash. Research is based on a qualitative case study, which includes document analysis and 17 in‐depth interviews focusing on the institutional support system addressing the plight of LGBTQ+ Palestinian citizens of Israel. The research suggests that an outside‐inside strategy could be effective: A range of services outside of Palestinian spaces is adapted/established to support individual LGBTQ+ and inside Palestinian towns gradual progress is achieved by training local public workers to work with LGBTQ+. This approach contrasts with bottom‐up and straightforward top‐down approaches to intervention.

The Effect of Learner Autonomy and Institutional Support System on Agile Learners, Independence, and Work Readiness of Students Participating in the Merdeka Belajar Kampus Merdeka Program

This study aimed at analyzing the effect of learner autonomy and institutional support systems on agile learners, independence, and work readiness of students in higher education. The research used the Ex-Post Facto method. The sample was 240 students were chosen by using random sampling. The data collection method used in this study was a questionnaire. The validity test was conducted by six validators and resulted in a CVR of 1.00 and a CVI value of 1.00, therefore, was declared valid. The results of the overall item were valid and reliable. The results of the classical assumption test of prerequisite requirements and the results of the path analysis test revealed that student autonomy and institutional support systems obtained a value > 0.05 for students who were agile and had a greater value on student autonomy, education, and institutional support system through agile learners. In conclusion, student autonomy and institutional support systems had a direct effect on agile students and indirectly affect students’ independence and work readiness.

Can we teach publication competency?

Watch VIDEO. Publication competency is a fundamental skill for researchers, serving as a vital criterion for attaining a Ph.D. degree. The European Qualifications Framework and Norwegian Qualifications Framework both recognize the importance of these skills. However, institutions differ in their approaches to teaching this skill set, with some neglecting it altogether. The specific skills required for researchers to publish their work extend beyond simply disseminating research appropriately. While the qualifications frameworks offer broad guidelines, various definitions, such as the Vancouver guidelines, the Norwegian NVI guidelines, and Plan S, need consideration. Specifically we have taken publication ethics, understanding impact, copyright and Open Access into consideration. In addition to benefiting Ph.D. students in their own endeavors, publication competency contributes to enhancing information literacy, research principles, and our local institutional knowledge. It establishes a foundation for a more systematic approach to teaching this essential skill. To address this issue, we conducted an analysis of Ph.D. students' competency levels in publication at the University of Agder, through interviews and questionnaires. Our findings align with previous research conducted at other institutions. In our forthcoming paper, we will discuss these findings and their implications for the University Library's approach to disseminating publication competency and creating robust institutional support systems, and suggest a method for increasing publication competency among Ph.D. students.