Institutions Of Higher Learning Research Articles

Learner attitudes, satisfaction and success in online learning environments: a mediation-moderation model for higher educational institutions

PurposeThis study examines learner satisfaction and success as mechanisms through which online learning quality translates into learners’ continuous intentions of use by extending DeLone and McLean’s information system success model. It also examines the moderating effect of perceived supervisory support and learners’ self-regulation on online learning quality in Higher Education Institutions.Design/methodology/approachSurvey data were obtained from 540 students in both private and public higher institutions of learning in Ghana. The Partial Least Squares – Structural Equations Modelling (PLS-SEM) technique was used to test the hypothesised relationships.FindingsThe results revealed that system quality emerged as the single most important variable in the DeLone and McLean model, that influences learner success and satisfaction. Further, learner satisfaction has a significant positive effect on learner attitudes, whilst self-regulation was found to moderate the relationship between online learning quality and learner success as well as learner satisfaction.Originality/valueThe study appears to be among the first to explore the inter-relationship among online learning environment quality and learner attitudes and moderating factors perceived supervisory support and self-regulation. The study highlights insightful practical implications for students, faculty and administrators of higher institutions.

Physiotherapy students’ oral health related knowledge, attitudes and practices at an identified institution of higher learning in KwaZulu-Natal, South Africa

Physiotherapy students’ oral health related knowledge, attitudes and practices at an identified institution of higher learning in KwaZulu-Natal, South Africa

A Robust Examination of Cheating on Unproctored Online Exams

The rapid growth of online education, especially since the pandemic, is presenting educators with numerous challenges. Chief among these is concern about academic dishonesty, especially on unproctored online exams. Students cheating on exams is not a new phenomenon. The topic has been discussed and debated within institutions of higher learning, and significant levels of cheating have been reported in the academic literature for over sixty years. Much of this literature, however, has focused on student behavior in a classroom utilizing proctored, in-class exams. Grades on exams usually determine most of a student’s final grade in a course, and GPAs are used by employers and graduate schools to indicate a student’s subject matter mastery. As more conventional colleges and universities expand their online course offerings it is natural to wonder if academic dishonesty is more prevalent in online classes than in face-to-face classes. In particular, are students more likely to cheat when no one is watching (i.e., on unproctored assessment assignments) than they do when someone is watching (i.e., on proctored assessment assignments)? The purpose of this study is to investigate whether students cheat more on unproctored online exams than they do on proctored in-classroom exams, and if so, is there any pattern to their cheating behavior. Our findings are derived from careful empirical analysis of 741 undergraduate students who completed three unproctored online exams, several collaboration-encouraged assignments, and a proctored in-class comprehensive final exam in the same course with the same instructor. Additionally, we collected demographic and human capital data for every student. Using bivariate and regression analysis, we find significant evidence of more cheating on unproctored online exams than on proctored in-class exams even though students were given stern honor code violation warnings. Moreover, we discover that student cheating increased with each unproctored online exam, implying that students learn how to cheat as they become more familiar with taking online assessment assignments. Finally, we find that students with certain demographic and human capital characteristics tend to cheat more than others. This research strongly supports the use of proctoring for all evaluation assignments in online classes to ensure that grades in these classes properly reflect student aptitude as opposed to merely reflecting their ability to cheat.

Sexual violence amongst female undergraduate students in institution of higher learning in Enugu: Prevalence and awareness

Background: The rising cases of domestic violence has been a great concern to the general public. Objective: The prevalence and awareness of sexual violence on female undergraduates attending Institute of Management and Technology, Enugu was evaluated. Method: The study was a cross-sectional study that involved 400 female students, self-administered questionnaires was employed. Data was analysed using the Statistical Packages for Social Sciences (SPSS) version 23.0. Associations were tested using Chi square and p< 0.05, at 95% CI. Data was summarized as frequency distribution and chart. Result: Mean age of participants was 23.2 ±1.8. 354(88.5%) participants head about sexual violence prior to this study with one hundred and eighteen respondents (29.5%) being victims of sexual violence in one way or the other. 32.2% of them knew people who had suffered sexual violence. Commonest age of awareness was between 20-24 years(p=0.001). The source of sexual violence awareness was largely from friends (26%), face book (23.2%) and whatsap (20.3%) with least awareness from school teachers and newspaper (4.5%). Close relatives 52.6% were noted to be the commonest perpetrators of sexual violence, followed by family friends 31.6% and unknown persons 15.8%. Conclusion: There is high prevalence of sexual violence with little or no institutional based awareness program on sexual violence that is a threat to the general public.

The Prospects of Generative AI in Higher Education

Artificial intelligence (AI) has brought tremendous prospects and breakthroughs to a number of areas, including education. With an emphasis on the use of chatbots, analytics, generative AI, and personalized learning experiences, this research study offers a thorough analysis of the effects of AI on education. In order to shed light on the ethical implications, cultural considerations, language competence issues, and privacy concerns related to the use of AI in education, it explores the related limitations, obstacles, and concerns. Artificial Intelligence (AI) has the potential to completely transform higher education by promoting efficiency, creativity, customization, and engagement. Higher education could undergo a significant transition with the use of Generative Artificial Intelligence (GAI) tools as ChatGPT, Google BARD, and Bing Chat. But this integration also presents problems for avoiding plagiarism and upholding academic integrity. Within this In this work, we explore and evaluate useful strategies for effectively utilizing GAI's potential while also guaranteeing assignment integrity. We present the PAIGE (Promoting Assignment Integrity using Generative AI in Education) conceptual framework as a viable means of addressing these issues. This concept places a focus on the moral. The inclusion of GAI, encourages student engagement, and fosters chances for collaborative learning. Institutions of higher learning can efficiently use the promise of GAI while maintaining assignment integrity by utilizing the PAIGE framework. A responsible and prosperous future in education powered by generative AI is made possible by this strategy. The research report also explores the roles that parents, legislators, and educators play in minimizing the risks and optimizing the advantages of implementing AI in the classroom. Challenges with linguistic ability, privacy, and other factors related to using AI in education. Key Words: Generative AI, analytics, learning experiences, cognitive achievement, AI in the classroom, customized feedback

Automated Attendance System with QR Verification

Institutions of higher learning have found a strong correlation between student engagement in class and their overall academic success. Despite this, the prevalent method for tracking student presence remains outdated and inefficient, posing a significant challenge in courses with a high number of enrollees. Traditionally, universities have relied on manual methods for managing attendance. Addressing the inefficiencies of such systems, our initiative introduces a sophisticated attendance mechanism designed to streamline the process. This system utilizes Quick Response (QR) codes as a modern solution for monitoring and documenting the presence of students in academic sessions and practical workshops across various disciplines, as discussed in this document.

Decolonizing the Teaching and Learning of Indigenous Nguni Music Instruments in Higher Institutions of Learning in South Africa

This is an ethnographic study which was carried out to determine appropriate and effective models, approaches, strategies and techniques, for the transmission of Indigenous African Music (IAM), as practised in the communities of Tsembeyi village in the Eastern Cape Province and Impunga Village in KwaZulu-Natal Province of South Africa to the institutions of higher learning. The research explored pedagogical intervention measures for transplanting the teaching and learning of indigenous Nguni music instruments at Walter Sisulu University. This enquiry is underpinned by the praxial and Ubuntu theories, which ensure that participants are practically involved in doing, making, and experiencing learning as a collective. The study adopted an interpretive paradigm entrenched in a qualitative approach. Semi-structured interviews and participant observation were administered to collect data from 13 preservice music teachers including the main researcher and 3 community music experts drawn from the amaXhosa and AmaZulu, who are part of the Nguni nation in the Eastern Cape, and KwaZulu-Natal provinces. The thematic analysis revealed that the importance of engagement of the community in teaching and learning Nguni music instruments, underlying philosophical knowledge, and the understanding and approach to the construction and playing of IAM instruments. The authors argue for the possibility of breaking down the barriers of marginalization, and discrimination and celebrating human capabilities through the use of local resources and engagement of the community, thus, striking a meaningful and appropriate balance between the approaches that are used in traditional communities and institutions of higher learning. Keywords: Decolonization, Transmission, Curriculum, Indigenous African Music, and Nguni.

Board Games in Nursing Education: Creation of “Hop-On-Slide-Down Board Game”

Background: Games are considered an essential technique in higher learning institutions. They enhance learning objectives by improving critical and creative thinking, which increases the reasoning of the students. Games as a learning method provide the means through which students improve their immediate feedback because of discussing both wrong and right answers. They also get self-motivated to learning.Aim: This paper provides a critical evaluation of ‘Hop-On-Slide-Down,’ quizzical board game, which is ideal tobe used for nursing students by nursing fraternity. It involves sharing the development of the game, analyzing the efficacy of board games “hop-on-slide down”, its rules, benefits, and finally, the limitations of the game.Method: A simple board game was developed to play in the classroom. Idea derived from the “Snake and Ladder” game. This game is easy to use, cost effective and beneficial as an active learning strategy. Teacher preparation is minimal with a single time investment. The class students can be divided into small groups of 4 and assigned different roles. The game progresses by rolling a diceand answering the quiz card. Scores obtained based on right answers.Conclusion: The present-day student community look forward for engaging learning sessions as against themonotonous classroom lectures. Educators specifically in healthcare are forced to brainstorm various modes to retain the attentions of students. Boardgames usually are a choice for an active learning session.

“Semester Marriages” and the Unintended Psycho-Social Challenges within Institutions of Higher Learning: Implications for Social Work Practice

The sexual economy prevalent within universities, as well as how young people perceive, interpret, and experience their sexuality, present complex dynamics, which, if not handled with great emotional intelligence, may disrupt their educational aspirations. This paper investigates the psycho-social implications of “semester marriages” within institutions of higher learning. Guided by principles of the qualitative approach and the theory of planned action, the paper disinterred that students experienced intense regret and guilt as a result of backstreet abortions. Soul-tie complications emanating from sharing the “wife-husband” bond also made it difficult for some students to move on after a breakup, leading to disruptions in their educational focus. In extreme cases, such an inability to deal with the adverse effects of “semester marriages” culminated in crimes of passion. The paper desists from pathologizing the “semester marriages” phenomenon and advocates for the strengthening of psycho-social support modalities within university settings to increase the accessibility and visibility of therapeutic services through a school social work model. Furthermore, universities, in partnership with other relevant stakeholders, are urged to prioritize sexual and reproductive education and services among the youth as provided for in the Constitution of Zimbabwe of 2013 to impart life skills that can equip students to make informed sexual and reproductive decisions.

Towards Learning Excellence in Universities: A Critical Review of Information and Communication Technology Policies in Education in Kenya

The current reality is that technological advancement has shaped how learning is being conducted in education. Communication technology has been embraced in education by both educators and learners. However, the embracement has been slow, and this was experienced during the Coronavirus (Covid-19) pandemic, when teaching and learning had to shift and relied heavily on communication technology, but in actuality educational institutions were not ready. The virus continues to linger on and has served as a wake-up call for the education sector. This therefore makes Information and Communication Technology (ICT) an essential component in education today, not only to be implemented during crises, but also due to technological advancement and stakeholders’ needs in the current times. Governments have made efforts to integrate ICT in education, as is the case in Kenya. This paper reviews the National ICT policy in Kenya since its formulation in 2006 and its revision in 2019. These two policies were national, and education was integrated into the policies. However, in 2021, an additional policy on ICT in education and training was formulated and will also be analysed in this study. The paper analyses the strategies and implementation in higher learning institutions and outlines the barriers and challenges experienced in its implementation. Accessibility and equity have been pinpointed as some of the major factors influencing ICT integration. As higher learning institutions focus on blended or hybrid learning, ICT becomes a fundamental tool to facilitate education. The paper makes recommendations based on the policy inadequacies and how to focus on ICT in education for future meaningful impact.

Development of Automated Attendance System Using Pretrained Deep Learning Models

Development of Automated Attendance System Using Pretrained Deep Learning Models

Scholarly Publishing Practices among LIS Lecturers in Higher Institutions of Learning in Nigeria

This study investigates the scholarly publishing practices among LIS lecturers in Nigerian higher education institutions, focusing on their publishing outlets, perceived barriers, and necessary skills for successful publishing. Utilizing a descriptive survey design, the study gathered data from 362 LIS educators across Nigerian institutions through a questionnaire, analyzed using descriptive statistics. The study reveals that LIS lecturers in Nigerian higher education institutions have positive perceptions of scholarly publishing, recognizing its importance for professional growth and career advancement. Furthermore, the findings indicate that while academic journals are the primary outlet for communicating research findings, LIS lecturers also utilize a range of other channels, including conference proceedings, books, social media, and collaborative research projects, highlighting a diverse approach to scholarly dissemination. The findings emphasize the paramount importance of skills required to navigate the scholarly publishing process effectively. The study recommended that higher institutions of education should implement mentorship and training programs specifically designed to support lecturers in developing the skills needed for scholarly publishing.

Pro-Environmental Behaviors in Higher Education: A Contextualized Planned Behavior Perspective

Background:: Institutions of higher learning are critical avenues for addressing issues pertaining to climate stability and environmental sustainability. College students, as future leaders, can play a crucial role in solving the planet’s most pressing problems if they have the right information and a behavioral orientation that promotes positive environmental outcomes Objectives:: The current study evaluates pro-environmental behaviors potentially moderated by knowledge, attitudes, motivations, and contextual factors for college students. It also evaluates what categories of environmentally friendly behaviors students elect to engage in. Methods:: Quantitative data were collected using an online questionnaire survey. Data were analyzed using SPSS statistical software. Results:: Findings show a weaker influence by most stand-alone factors but a stronger cumulative effect when all the variables are considered together. Data also indicates student’s inclinations to certain environment-friendly behaviors more than others. Conclusion:: Study findings could be used to change university sustainability policies and curricula to enhance environmental consciousness and inspire participation in green initiatives among students. The study contributes to existing literature on sustainability in higher education institutions in the United States.

Navigating the Artificial Intelligence Frontier: Perceptions of Instructors, Students, and Administrative Staff on the Role of Artificial Intelligence in Education in the Sultanate of Oman

This study examines the perceptions of instructors, students, and administrative staff on the role of ChatGPT in Oman’s educational setting. This study is significant as it provides insights into the extent to which Artificial Intelligence is used in education and provides guidance for future plans. Examining the perceptions of the various stakeholders in an education setting in Oman provides valuable information for higher learning institutions that are keen on embracing new technology while keeping to the traditional education values. The study utilized focus group discussions to gather the data from the instructors, students, and administrative staff. The findings revealed that ChatGPT’s instrumental role is in refining content, especially among students, administrative staff, and instructors who are non-native English speakers. Administrative staff and instructors highlighted its efficacy in drafting emails, indicating Artificial Intelligence’s potential to improve routine cognitive tasks. Students appreciated ChatGPT for explaining complex academic tasks. However, concerns surface from the instructors regarding over-reliance on Artificial Intelligence and potential loss of academic integrity, resonating with previous literature. These findings are contextualized within Oman’s unique socio-cultural and educational settings. Given the emergent nature of Artificial Intelligence in Oman’s education, the study offers insights that provide a foundation for future research and guide policymaking.

HUC-MSCs therapy for Crohn’s disease: efficacy in TNBS-induced colitis in rats and pilot clinical study

The use of mesenchymal stem cells (MSCs) has recently emerged as a promising new therapeutic strategy for many diseases including perianal fistulizing Crohn's disease (CD). Whether hUC-MSCs can promote the healing of luminal ulcer in CD has not been studied so far. The model of TNBS-induced colitis in rats was used to confirm the efficacy of hUC-MSCs in the treatment of CD. Then, seventeen CD patients refractory to or unsuitable for currently available therapies were enrolled and received once submucosal local injection through colonoscopy combined with once intravenous drip on the next day. All patients received a 24-week follow-up. Clinical and laboratory assessments were monitored at baseline, week 4, 8, 12, and 24. Endoscopic evaluations were conducted at baseline and week 12. Mucosal specimens were obtained at the margin of lesions by endoscopy biopsies and used for RNA sequencing. Two hUC-MSCs co-culture systems were established invitro, one with the mucosa specimens and the other with M1 macrophages induced from THP1. The expressions of genes representing inflammation (TNFα, IL-6, and IL-1β) and intestinal barrier function (ZO1, CLAUDIN1, and CDH1) were tested by RT-PCR. hUC-MSCs treatment increased body weight and decreased disease activity index (DAI), colon macroscopic damage index (CMDI), and histopathological score (HPS) of rats with TNBS-induced colitis. The results of the clinical study also showed that this mode of hUC-MSCs application was associated with regression of intestinal ulceration. Eight patients (47%) got endoscopic responses (SES-CD improvement of ≥50% from baseline) and three patients (17.65%) got mucosal healing (SES-CD is zero), with a parallel improvement of clinical and laboratory parameters without serious adverse events. RNA sequencing showed hUC-MSCs therapy was associated with an upregulation of transcripts linked to intestinal epithelial barrier integrity and a downregulation of inflammatory signaling pathways in the intestinal mucosa, especially the TNF signaling pathway, IL-17 signaling pathway, and TLR signaling pathway. RNA expression of intestinal epithelial tight junction protein (ZO1, CLAUDIN1, and CDH1), and the RNA expression of major intestinal inflammatory factors in CD (IL-1β, IL-6, and TNFα, p<0.001 for all) were improved significantly. Moreover, hUC-MSCs could attenuate the polarization of M1 macrophage induced from THP1, thereby decreasing the mRNA expression of IL-1β, IL-6, and TNFα significantly (p<0.05 for all). TSG-6 expression was evaluated in hUC-MSCs culture supernatant after treatment with TNFα, IFNγ, and LPS for 48h. And hUC-MSCs could inhibit the phosphorylation of JAK/STAT1 in the intestinal mucosa of CD patients. hUC-MSCs transplantation alleviated TNBS-induced colitis in rats. In this pilot clinical study, preliminary data suggested that this approach to administering hUC-MSCs might have potential for clinical efficacy and manageable safety in treating refractory CD, potentially providing hope for better outcomes. No serious adverse events were observed. This work was funded by General Program of National Natural Science Foundation of China (Grant No. 82270639), the Scientific research project of Shanghai Municipal Health Committee (Grant No. 202240001), Specialty Feature Construction Project of Shanghai Pudong New Area Health Commission (Grant No. PWZzb2022-05), Shanghai East Hospital Youth Research and Cultivation Foundation program (Grant No. DFPY2022015), Peak Disciplines (Type IV) of Institutions of Higher Learning in Shanghai and Technology Development Project of Pudong Science, Technology and Economic Commission of Shanghai (Grant No. PKJ2021-Y08).

Discussion on Strengthening the Reimbursement Management of Scientific Research Funds in Institutions of Higher Learning under the Background of"Streamlining Administration and Delegating Power"

Discussion on Strengthening the Reimbursement Management of Scientific Research Funds in Institutions of Higher Learning under the Background of"Streamlining Administration and Delegating Power"

EXAMINING COMMUNITY FINANCING OF SECONDARY EDUCATION LUNCH PROGRAMMES AND THEIR EFFECT ON PROVISION OF QUALITY EDUCATION IN KISUMU COUNTY, KENYA

The effectiveness of public financial support for secondary education is an issue of concern given the delay in submitting government grants, challenges of increased enrolment and inadequate resources to support quality teaching and learning. This study was based in Kenya; however, Kisumu County was chosen for its below-average KCSE mean score of 4.08 (D+) in 2017 compared to the average mean of 6 (C); low teacher-student ratio at 1:59 compared to the required 1:45 and absolute poverty index of 41% compared to the national poverty index of 35.6. The purpose of this study was to analyze community financing of public secondary schools and its effect on the quality of education in Kisumu County, Kenya. The specific objective of the study was to examine community financing of secondary school lunch programs and their effect on the provision of quality education in Kisumu County. A descriptive and correlation research design was used in the study. The target population for this study comprised 214 secondary schools in Kisumu County, 214 school principals, 214 BOM chairpersons, the CDE, 48 CBOs and 51,243 students. Questionnaires, document analysis and interview schedules for school principals, BOM chairpersons, the CDE, CBOs and students were used in this study. A stratified simple random sampling procedure was used to sample the 64 public secondary schools in Kisumu County from which 64 school principals, 64 BOM chairpersons, 16 CBOs and 387 purposively selected students were used for the study. The content and face validity of the instruments were determined by employing experts in the Department of Education Management and Foundations. The reliability of the instruments was calculated by using the test re-test and was calculated at Pearson r coefficient of 0.879. Qualitative data was transcribed and analyzed in emergent themes and sub-themes. The results showed that there was a positive correlation of 0.952 between Community financing, lunch programs and academic performance. The study concluded that community financing of adequate lunch programs significantly influences the academic performance of learners to a great extent. The study recommended that community financing of lunch programmes should be increased in order to achieve fully the objectives of the secondary education policy. The findings may be significant to policymakers, education planners and implementers on the requirement for the registration of institutions of higher learning.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0707/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Contemporary Issues in Higher Education: Diversity, Inclusion, Management and Governance

Purpose: Teachers, students, and the administration of higher education institutions face a variety of opportunities and challenges as a result of diversity and inclusion. This study looks at diversity and inclusion as a current concern in postsecondary education from the perspectives of instructors, students, and institutional administration. It aims to offer suggestions for dealing with these problems in universities. Higher education institutions are independent and not subject to government oversight in the same manner as public sector organizations, despite receiving significant public funding. The governance, management, and autonomous status of higher education institutions are other topics covered in this work.&#x0D; Methodology: This review draws from inclusion theory which has transformed the view on diversity management from preventing discrimination, which suits the moral view on equality as procedural or individual justice, to ensuring inclusion, which fits the moral view on equality as recognition of diversity. The information is based on literature from various sources.&#x0D; Findings: This study highlights that diversity and inclusion creates a better workplace for everyone while creating an inclusive learning environment. Good governance assures the quality of decision-making hence promotes effective delivery of educational services in a higher learning institution.&#x0D; Unique Contribution to Theory, Practice and Policy: This review article discusses various initiatives, strategies and challenges on diversity and inclusion in higher education as a contemporary issue. The paper also discusses the differences in management and governance as applied in higher education.

Role of Employee Commitment in Total Quality Management on Performance of Institutions of Higher Learning in Kenya

Employee commitment is one of the common thematic areas for TQM in the service sector. It is crucial in fostering a sense of purpose, dedication, and alignment with the organization's mission and values. Since organization performance is linked to product quality and depends on its employees' dedication, organizations seeking competitive advantages through TQM must critically examine the levels of employee commitment. The universities in sub-Sahara Africa face elevated environmental dynamism in providing quality education. Due to conceptual gaps in the studies on employee commitment to university education in Kenya, the study evaluated the influence of employee commitment on the performance goals of private universities in Kenya. The study targeted seventeen (17) privately chartered universities founded by religious-based institutions in Kenya and utilized descriptive research design. The study censused 17 heads of administrative sections, functional departments and academic sections and used questionnaires as the primary data collection tool. Cronbach's Alpha reliability testing indicated that the instrument achieved scale reliability. The study used both descriptive and inferential analysis, and the results indicated that performance goals positively correlated with employee commitment (r = 0.670, p &lt; 0.05) and explained 45.82 % variance in performance goals with an effect size; β1 = 0.67697 (t = 12.97, p&lt; 0.05). The findings showed that employee commitment significantly influences the performance goals of these universities. The study recommends that these universities should seek to train, develop and align their human capital towards higher quality objectives from individual, departmental and organizational levels. This study is significant to the stakeholders in privately – chartered universities in Kenya and related contexts, as it will offer more enriching information on employee commitment to quality

Organizational Justice and Faculty Engagement in State Universities and Colleges as Related to Productivity

This survey-correlational research aimed to determine the productivity of faculty in state colleges and universities (SUC’s) as related to organizational justice and engagement. The independent variables were the organizational justice and faculty engagement, while productivity was the dependent variable. The antecedent variables were age, gender, length of service, and educational background. Two hundred forty (240) randomly selected faculty in a state institution of higher learning in Iloilo were the participants of the study, and two adopted, validated, and pilot tested data-gathering instruments were used – a Questionnaire to Measure Organizational Justice by Usmani and Jamal (2013) and an Employee Engagement Survey by Koskinen, (2015). To measure the faculty productivity, the Individual Performance Commitment and Review (IPCR) for SUC’s was utilized. Frequency count, percentage analysis, rank, mean, and standard deviation were employed as descriptive statistics while the one-way ANOVA and Pearson’s r were employed as inferential statistics. The .05 alpha level was used as the criterion for the acceptance or rejection of the null hypothesis. All statistical computations were processed through the Statistical Package of the Social Sciences (SPSS) software. Study results revealed that generally, the faculty assessed the SUC’s prevailing “high” organizational justice and work engagement, but “very high” work productivity. The faculty did not differ significantly in their assessment of the prevailing organizational justice and work engagement when they were classified according to age, sex, length of service, and educational background, yet significant differences were noted in their assessment of the work productivity when they were classified according to length of service and educational background. No significant differences were noted in the productivity of the faculty classified according to age and gender. A positive and significant relationship existed between faculty’s assessment of organizational justice in SUC’s and their work engagement, but significant relationship existed between their assessment of organizational justice in SUC’s and work productivity and between faculty engagement and work productivity. This was validated by three experts who assessed that the topics were relevant, applicable, and properly sequenced in terms of the applicability of organizational justice and faculty engagement, and this development plan could be used for the improvement of their work productivity.