Institutional Support Research Articles

대학의 지원에 대한 성인학습자의 인식: 잠재집단 분류 및 영향요인

The purpose of this study is to identify types of perceived institutional support among adult learners at four-year universities in Korea and to investigate how predictors and outcomes of institutional support vary across different groups. A latent profile analysis was employed to analyze data of 465 adult learners, sourced from the Korea-National Survey of Student Engagement surveyed in 2023. The main findings are as follows. First, four distinct types of perceived institutional support were identified: (a) unsatisfactory and avoidance, (b) ordinary and casual, (c) satisfactory and engagement, and (d) relationship-oriented. Second, significant factors differentiating the latent profile membership probabilities included grade, university admission type, type of high school, collaborative behavior, academic self-efficacy, and career maturity. Lastly, institutional commitment, as an outcome of university experience, was found to be higher in the ‘satisfactory and engagement’ group compared to others. Based on the findings, we discussed academic and practical implications for building adult-friendly university support systems that enrich adult learners’ student engagement and institutional commitment.

Understanding EMI and CLIL: Literature review

Exploring educational contexts, this literature review examines the distinctions between English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL). While both instructional styles aim to enhance language proficiency alongside subject knowledge, they also exhibit distinct pedagogical approaches, objectives, and implementation strategies. The main emphasis of English-Medium Instruction is on delivering material, with a secondary focus on developing language skills. Content and Language Integrated Learning effectively combines subject and language goals, ensuring thorough integration of both aspects. This review meticulously analyses recent studies to provide a comprehensive understanding of the nuanced differences and similarities between EMI and CLIL. Employing a systematic approach, various academic databases, such as Scopus, Web of Science, ERIC, Google Scholar, and JSTOR were exhaustively searched using targeted search terms to identify pertinent research published from 2010 to 2024. The findings illuminate various aspects of each approach, offer valuable insights for educators, policymakers, and researchers, and highlight the implications for teacher training and institutional support. It emphasizes the importance of a profound understanding of these instructional differences to make well-informed decisions tailored to specific educational settings and goals. Such knowledge is crucial for contributing to the evolving discourse on bilingual and multilingual education strategies and enhancing educational outcomes in diverse learning environments.

Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration

The present study investigates the development of learner autonomy and technology-enhanced language learning (TELL) practices in English classrooms at Shaikh Ayaz University Shikarpur (SAUS) highlighting both self-regulated learning strategies/behaviors. Learner autonomy is a key concept in contemporary language teaching, as it requires our learners to be responsible for their learning. However, in Pakistan teacher centered and traditional approaches are generally dominant that hinder students to become an efficient controller of their own learning. Taking SAUS as a case study, this research seeks to investigate how SRL strategies that are supported by digital tools can foster learner-autonomy in an elite academic institution of Pakistan. In particular, this study looks at the impact of digital platforms and mobile applications on online learning. Study design involves gathering data through classroom observations, student and teacher interviews, surveys. The research highlights the major challenges and opportunities for promoting learner autonomy in university, suggesting that these strategies could be applied to similar processes of change at other institutions around Pakistan. The results reveal that the role of technology is quite supportive in SRL but without institutional support, teacher training and student motivation, self-directed learning may not highly function within ELT context.

Effective blended learning instructional design strategies in medical education

With the rapid development of technology and societal change, a shift from traditional classroom instruction to more diverse educational methods in medical education is necessary. As an effective approach to providing flexibility and accessibility while maintaining the benefits of face-to-face interactions, blended learning, which integrates online and offline learning, has gained attention. This study examines the current status and best practices of the aforementioned blended learning, analyzes its application in domestic and international contexts, and derives effective instructional design strategies. A comprehensive review of previous research and empirical cases reveals a conceptual framework and core principles for designing such blended learning. Key considerations include strategic integration of online and offline activities, facilitation of self-directed learning and interaction, effective use of technology, and continuous quality improvement. Furthermore, we suggest contextually relevant strategies, such as designing curricula focused on clinical reasoning, providing iterative practice opportunities, enhancing reflection, and fostering future competencies. The case analysis establishes that blended learning is implemented in various forms across different medical schools and curricula. Common features include the linkage of online and offline learning, incorporation of learner-centered methods, and emphasis on practical competencies. However, the limited number of cases suggests that generalizations may be premature. Successful implementation requires multifaceted efforts, including gradual introduction, faculty support, flexible curricula, safety measures, and institutional support. Accumulating empirical research and evidence of their effectiveness can facilitate their wider dissemination. This study provides implications and future directions for innovative medical education using hybrid learning.

EKSPLORASI KEMAMPUAN PESERTA DIDIK SEKOLAH DASAR DALAM MENULIS CERITA PENDEK MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM-CENTERED LEARNING (PCL)

This study aims to identify students' ability in writing short stories after participating in learning with the Problem-Centered Learning (PCL) model, as well as to analyze the difficulties they face and the obstacles faced by teachers in implementing PCL. This study applied a qualitative case study approach at SDN 112/IX Muhajirin, involving 17 students of fourth grade and one teacher. Data were collected through observation, assessment of student writing content, and interviews, then analyzed descriptively and thematically. The results showed that PCL had a positive impact on improving students' ability in writing short stories by developing clear themes, deep characters, and effective storylines. However, students faced difficulties in developing the author's background and adapting the language style. Teachers also faced challenges in technical readiness and institutional support. Based on these findings, it can be concluded that PCL is effective in improving elementary school students' short story writing skills despite facing implementation challenges. The need of additional support for the development of teaching strategies and in-depth training for teachers to overcome these difficulties is emphasized.

Analisis Intesi Muzakki dalam Membayar Zakat Profesi Kota Medan

This study aims to analyze the intentions of muzaki in paying professional zakat in Medan City. The research explores various factors influencing muzaki's intentions, including awareness of professional zakat obligations, understanding of zakat concepts, religious beliefs, as well as the influence of the social environment and the role of zakat institutions in encouraging compliance. Data were collected through a survey of muzaki in Medan City and analyzed using a quantitative approach with multiple linear regression methods. The results indicate that high awareness and understanding of professional zakat, social support, and trust in zakat institutions significantly influence muzaki's intention to pay professional zakat. Furthermore, the study finds that the active role of zakat institutions in education and outreach positively impacts the compliance of muzaki. These findings have important implications for the development of more effective zakat policy strategies and for strengthening the role of zakat institutions in enhancing compliance with professional zakat in society.

Family assistant – a modern form of support for multiproblem families

People frequently perceive family as, to quote Anthony Giddens, “the refreshing source of joy, warmth, love andaffection” (Giddens, 2005, s. 196). However, a family can be also the scene of loneliness, violence, and mental insecurity; it may not be able to cope with fulfilling its basic social roles. Such family should be cared for by institutional aid and support, as well as by professional family assistants. Since 2012 families may count on a family assistant in the course of overcoming their life struggles. Even though this profession has been present on our market already for 10 years, its organizational context still needs to be clarified. In particular, there are significant issues referring to the family assistant qualifications, competence, methods, tools, and workroom. The article aims mainly at pointing out to the specific role of the family assistant and to the preferred competence and skills required for this profession.

군산스테이션 여성선교사 연구

There were 29 female missionaries who were active based in the Gunsan Station in 1896-1940. They were largely women from the new Southern middle class of American society and church in the second half of the 19th century. The missionary ladies who were devoted to their families in Gunsan along with unmarried missionaries originated from the Victorian values of the Southern society of America in the 19th century. It was a patriarchal society, but they opened the religious domain such as overseas missions to women and encouraged their participation. As for the area of service, 17 were wives of missionaries, 4 were in women’s ministry, 2 were in educational ministry, and 6 were in nursing ministry. Hired by the Executive Committee(선교 본부), they exerted their professionalism according to the personnel appointments and institutional(financial) support of the Mission(선교부) within the scope of their designated duties. The unmarried female missionaries suffered the diverse cultural pressures of Korean society in those days just because they were single. Their helplessness of isolation as “the loneliest beings” stroke them often. They engaged in comfortable middle-class economic activities based on their salaries that were not insufficient from the Mission, the infrastructure of the station, and the continuous supply and support from their motherland. They were able to continue their ministry for many years, and the driving force came from their intimate friendship and visits with colleague missionaries inside and outside, parties & play, reading & exercise, domestic and foreign travel, and sabbatical leaves.

Navigating Challenges Resilience of Women Entrepreneurs in Khyber Pakhtunkhwa’s Entrepreneurial Ecosystem

This research paper examines how women entrepreneurs in Khyber Pakhtunkhwa navigate the entrepreneurial ecosystem and social support structures. Grounded in an interpretivist research philosophy, the study delves into the subjective experiences of women entrepreneurs, highlighting their roles in fostering economic stability within their communities. A hybrid inductive and deductive research approach, combined with a multiple case study method, was employed to gain a comprehensive understanding of the challenges faced by women entrepreneurs. Data were collected through in-depth semi-structured interviews with 18 purposively sampled women entrepreneurs. The analysis, using a hybrid thematic approach, identified key themes related to the resilience of women entrepreneurs in the face of social and financial challenges, social advocacy, and economic independence. The findings illustrate how these women overcome socio-cultural barriers and limited institutional support, leveraging their entrepreneurial ventures to create inclusive spaces and advocate for gender equality.

Supporting Research Staff Working With People Experiencing Homelessness: Integrating Trauma-Informed and Resilience-Building Approaches Into Community-Engaged Research Studies.

Traumatic experiences are highly prevalent among people experiencing homelessness who face structural inequities, which may impact engagement in research. Research staff ("staff") working with people experiencing homelessness are under-equipped to cope with structural inequities and the trauma present in participants' lives, even if they are well-trained in the regulatory aspects of the research process. Six staff involved in tobacco cessation intervention research with people experiencing homelessness described their experiences and highlighted areas of training to integrate trauma-informed and resilience-building approaches to support field staff and people experiencing homelessness. We identified three themes: (a) impact of trauma on the research process; (b) the importance of engagement with community partners and participants; and (b) the need for a field worker's guide. Staff described being the bearers of participants' traumas, while also coping with their own vicarious traumatization. Staff believed they would benefit from a fieldworker's guide that includes best practices for engagement with community partners as well as trauma-informed approaches like training in trauma-informed care and tools to address vicarious traumatization. Resilience-building approaches include real-time debriefing to celebrate successes and troubleshoot problems in the field. Training in resilience-building can be integrated as part of the general training required of all research staff prior to conducting intervention research studies with people experiencing homelessness. These approaches may need institutional support to be integrated into standard research workflows. In doing so, they may not only safeguard research staff and participants but also promote research as a means to dismantle inequities by being inclusive, safe, and empowering.

Potret Program Institutional Support System dalam Mendukung Ketercapaian IKU di Universitas Palangka Raya Tahun 2024

As the oldest and largest tertiary institution in the Central Kalimantan region, Palangka Raya University (UPR) welcomes the policy of the Ministry of Education, Culture, Research and Technology (Kemdikbudristek) regarding Independent Learning Campus (MBKM). Since 2020, UPR has been aggressively socializing the MBKM policy to all faculties, units, and institutions at UPR. To ensure that MBKM activities at UPR are carried out well and produce quality output and outcomes, the Chancellor has established various policies about MBKM such as the Chancellor's Regulation on the Implementation of MBKM within Palangka Raya University, the Chancellor's Decree regarding Curriculum Guidelines for Supporting MBKM at UPR for 2022/2023, Chancellor's Decree regarding Implementation of UPR Collaboration Supporting MBKM Implementation, Chancellor's Decree regarding Technical Instructions for Implementing Learning in the Context of the MBKM Program at UPR. In 2023, UPR will form an MBKM study center which is under the organizational structure of the University Quality Assurance Institute. To encourage, accelerate, and facilitate the transformation of higher education, the Ministry of Education and Culture launched the Independent Campus Competition Program (PKKM) for study programs and the Institutional Support System (ISS) program for its universities/institutions. In 2024, Palangka Raya University, in a competition grant proposal, succeeded in passing 1 ISS program and 2 PKKM programs for the Bachelor of Laws study program, Faculty of Law and Bachelor of English, Faculty of Teacher Training and Education.

Queering the role of hostel carers within the sexuality education of visually impaired learners

Background: Literature suggests that the comprehensive sexuality education (CSE) of children with disabilities (CwDs) remains located within parental and educators’ ecologies. However, very little focus has been given to the role of hostel carers, especially given that most special schools are mainly residential schools. As such, there is no policy, guidance, or training consideration for support staff such as hostel carers who equally play a care and support role for the CSE needs of CwDs.Objectives: The aim of this article was to explore how hostel carers in South African residential schools for the blind (SFB) perceived and responded to their role in providing CSE to visually impaired learners.Methods: Thirty-six hostel carers from three SFB were conveniently sampled and interviewed in separate focus group discussions. Queer theory underpinned this study, while the data generated was analysed thematically.Results: Given that visually impaired learners spend 9 months of the year in hostels to be given holistic institutional support, hostel carers reported assuming a major role in their CSE. But because they saw themselves as unqualified, outnumbered by learners, and inundated by other responsibilities (e.g. cooking and cleaning), they reported being powerless and incapable to sufficiently cater for the CSE needs of visually impaired learners.Conclusion: The study suggests that hostel carers have been neglected as care and support agents, despite playing a crucial role in the growing psychosexual needs of visually impaired learners.Contribution: A holistic approach to providing CSE to visually impaired learners incorporating carers is provided.

The role of institutional support on female-owned business sustainability from a developing Country’s perspective

The role of institutional support on female-owned business sustainability from a developing Country’s perspective

Lived experiences of teachers who have undergone attrition in the new normal at a private school

Teacher attrition presents a pressing issue for educational institutions, particularly in the new normal. This study delves into the lived experiences of teachers who faced attrition in a private school in Laguna, Philippines, aiming to understand the reasons behind their decision to leave the profession. Through a qualitative phenomenological approach, specifically, transcendental phenomenology, involving key informant interviews with seven former teachers, recurring themes were identified through thematic analysis. Three major themes emerged: (1) Balancing personal and professional realities, which encompasses managing commitments, coping with job demands, and addressing trauma and mental health challenges; (2) Resources and resilience, highlighting the importance of institutional support, compensation, recognition, and professional growth opportunities; (3) Decision dynamics in navigating attrition, involving personal factors, career aspirations, and reflections on the pandemic's impact. These findings underscore the complexity of challenges teachers face in the new normal. Addressing these challenges necessitates a holistic approach that supports teachers' well-being, provides necessary resources, and acknowledges the multifaceted factors influencing their decisions. By understanding and addressing these dynamics, educational institutions can work towards retaining skilled educators and fostering their growth amidst evolving challenges.

Dispute Resolution Efforts for Sharia Banking Profit-Sharing Agreements

Islamic banking relies on profit-sharing agreements as one of its fundamental financial instruments, adhering to the principles of justice and partnership in sharia law. However, disputes often arise between banks and customers regarding the distribution of profits and losses. This study examines the dispute resolution mechanisms for profit-sharing agreements within Islamic banking, focusing on litigation in religious courts and non-litigation processes such as mediation and arbitration. This research aims to evaluate the effectiveness and compliance of these mechanisms with Sharia principles while also proposing improvements to regulatory frameworks. A mixed-method approach was employed, combining normative juridical analysis and empirical research. The normative juridical method was used to review existing laws and regulations related to Islamic banking and dispute resolution. At the same time, the empirical data was gathered through interviews with key stakeholders such as banking practitioners, customers, and mediators involved in dispute resolution. The results indicate that non-litigation mechanisms, particularly mediation, are more efficient and cost-effective than litigation. However, there remains a need for greater public understanding and stronger institutional support to ensure the fairness and transparency of these processes. This research recommends enhancing dispute resolution systems in Islamic banking, aligning them more closely with legal and sharia standards.

Unearthing Vulnerability and Resilience of Novice EFL Teachers in Shaping Their Professional Identity

This study explored the experiences of novice English as a Foreign Language (EFL) teachers in both formal education (FE) and non-formal education (NFE) settings, with a focus on professional identity development. It examined how these experiences contribute to the formation of their professional identity with the research question: What is the impact of vulnerability and resilience on the professional identity development of novice EFL teachers in both FE and NFE settings? This qualitative research adopted a descriptive narrative approach. Data collection was through interviews and literature review. The data collected was analysed through the use of coding and triangulation techniques. Four novice EFL teachers, two of the FE teachers and two of the NFE teachers were selected to participate in this research. The findings identified four impacts of vulnerability and resilience on professional identity development of novice EFL teachers; 1) self awareness, 2) adabtability to challenges, 3) institutional support, and 4) professional commitment.

Drivers and barriers to academic instructors’ willingness to adopt student-generated online quiz games as an assessment method

In recent years, academia has begun recognizing the necessity of integrating innovative assessment methods into academic courses. Nevertheless, initiatives to introduce alternative assessment practices may encounter resistance, despite the strong pedagogical rationale behind it. This research was conducted following a workshop titled “Make Games, Not Exams,” which aimed to introduce higher education instructors to an alternative method of assessing academic course achievements through student-generated online quiz games. The primary objective was to explore the instructors’ attitudes toward the assessment method introduced in the workshop and their willingness to integrate it into their courses, two months after the program’s conclusion. The study utilized a qualitative approach involving the participation of 10 instructors who took part in the workshop. The results revealed that only half of the instructors were willing to incorporate this method into their teaching. Most instructors agreed with the pedagogical rationale for using digital game generators as assessment tools. Nevertheless, they expressed reluctance to adopt this method primarily due to resistance to change, the time investment required, concerns about the compatibility of games with academic content, and apprehensions regarding evaluating student outcomes. Institutional support and peer influence were also noted as barriers. These findings suggest that integrating such an innovative approach demands a prolonged commitment involving ongoing exposure and consistent support for instructors within the institutional context.

Health professionals’ and caregivers’ perspectives on improving paramedics’ provision of palliative care in Australian communities: a qualitative study

ObjectivesParamedics have the potential to make a substantial contribution to community-based palliative care provision. However, they are hindered by a lack of policy and institutional support, as well as targeted...

The Influencing Factors of High School English Teachers Choosing Different Teaching Media

The issue of high school English teachers' selection of teaching media has garnered widespread attention. However, there remain significant gaps in understanding the influencing factors. This paper analyzes the determinants behind teachers' choices using grounded theory and three-level coding, incorporating interviews with educators from both first-tier cities and county towns in China. The findings reveal substantial disparities in resource availability, technological proficiency, and institutional support between urban and rural schools. Urban teachers benefit from abundant resources and robust technical support, which facilitate higher technological proficiency and more effective media integration with curriculum goals. Conversely, rural teachers face challenges with basic access to technology and limited professional development opportunities. Based on these findings, this paper proposes several recommendations to optimize the use of teaching media: enhancing resource availability through increased funding and community support, improving technological proficiency via targeted professional development, strengthening school support with dedicated IT staff and flexible funding policies, and aligning media with curriculum needs to enhance student engagement.

EXAMINING UNIVERSITY TEACHERS’ AND STUDENTS’ AWARENESS & ACCEPTANCE ABOUT CULTURALLY RESPONSIVE TEACHING

This research examines awareness and acceptance of culturally responsive teaching (CRT) amid university teachers and students, aiming to elucidate its implications for educational practice and policy. This qualitative study seeks to explore the awareness and acceptance of CRT among university teachers and students, shedding light on the nuances of their perceptions and experiences. Through thematic analysis of participant interviews, this study explores how CRT is understood & integrated into teaching practices across diverse disciplines. Findings show that varying levels of awareness among educators, highlighting importance of professional development & institutional support in promoting effective CRT implementation. Student viewpoint underline effect of culturally related pedagogy on engagement and academic performance of teachers. Ultimately, research underscores CRT's potential to foster inclusive learning environments & prepare students for diverse global contexts, leading to debates on equity and social justice in education. Thus, by exploring knowledge, acceptance and execution of CRT in educators & students of university, this research pinpoint strengths and weaknesses of implementing CRT principles into university teaching and learning endeavors.