Institutions Of Learning Research Articles

Social barriers faced by students with sensory impairment in higher education in Tanzania

AbstractThis study explored the social barriers facing students with sensory impairment in Tanzanian higher learning institutions across different settings. Twenty‐seven students were involved in semi‐structured interviews, focus group discussions and open‐ended questionnaires. Students with sensory impairment reported that across the different settings, other people view them as incapable and as a socio‐economic burden. They also revealed that they were viewed as beggars. Their perceptions of these negative views resulted in their social isolation, and difficulties in forming and maintaining friendships. The study recommends setting up awareness‐creation campaigns aimed at demonstrating the capabilities of disabled people in Tanzania. In addition, the law governing the employment of disabled people in Tanzania should be enforced accordingly to increase their employment opportunities in different sectors.

ASSESSING SCHOLARSHIP: AN ANALYSIS OF RESEARCH APPRECIATION BY GHANAIAN ACADEMIC RESEARCHERS

The study sought to analyze academic research appreciation by research faculty of Ghanaian universities and colleges of education. The study is underpinned by the social exchange theory and used a quantitative approach, where an electronic questionnaire based on items and scales identified in literature was shared on social media platforms of academic faculties of Ghanaian universities and colleges of education. A total sample of 1175 was considered. The data generated from respondents’ submission of the electronic questionnaire was analyzed with SPSS using descriptive and inferential statistics, where means with standard deviations and independent samples t-tests with eta statistics were the units of analysis. The study revealed statistically significant differences in (1) access to research, (2) utilization of research, and (3) practice of and engagement in research between faculty of universities and colleges of education. The study found no significant difference in what respondents perceived of the worth of research between the two classes of faculty. The study identified that Ghanaian academic researchers have limited access to research, and moderately use existing research per their limited access. The study found that respondents consider themselves as having more to achieve in research as they identified as having moderate experience. In terms of perception of the worth of research, the study revealed that academic researchers see research as a very important dimension of their career for its relevance to their instruction. The study recommends that efforts should be made to bridge the difference in scholarship between universities and colleges of education. Again, research training and collaborations should be prioritized in higher education. Lastly, institutions of higher learning should ensure easy access to research.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0735/a.php" alt="Hit counter" /></p>

Formulating A Competency Framework for Accountants On Environment, Social and Governance (ESG) Standards and Finance Digitalization

Accountants are one of the most important professions nowadays because, with their education and experience, they can assist the government in building the nation. However, the recent trend shows that the demand for competent accountants is increasing due to the importance of Environment, Social, and Governance (ESG) standards, coupled with the explosion of financial technology. Unfortunately, current working accountants and recent accounting graduates are struggling to meet these international demands, as employers are finding it difficult to find competent accountants who are knowledgeable about ESG and experts in financial technology. Thus, this paper intends to discuss and propose an accounting competencies framework that meets the needs of industries, supports government aspirations to develop via technological advancement, and balances social and economic development based on ESG principles. It is expected that this competency framework related to ESG and financial technology will benefit the accounting profession and higher learning institutions by allowing them to design more industrial-relevant training and educational qualifications. This paper is significant because it ensures there is no shortage of accountants with ESG skills and knowledge, and it can support a government plan to achieve net zero by 2050.

Reading habits of student teachers studying at a distance-learning institution in South Africa

Background: South Africans are widely perceived as not being a reading nation. For many South African children, their first encounter with books and stories occurs when they formally enter the schooling system. This raises the question of how teachers understand their role as reading role models.Objectives: This article aims to investigate how pre-service teachers who are registered at an open distance learning institution evaluate their reading habits.Method: The study employed phenomenography as a research design. All students registered for the Children’s Literature module in 2023 were invited to participate in the study. The submissions of a formal forum discussion assessment of students who agreed to participate in the study were analysed and arranged in themes and codes using Atlas.ti.Results: The article shows that most students perceive themselves as readers, though for varied reasons. The findings suggest the rejection of a monolithic definition of a reader identity. Instead, the notion of categories of readers provides more valuable information for understanding reading behaviour and reader identities.Conclusion: This study confirmed that pre-service teachers are aware of the benefits of reading, though their actions to improve their reading ability, are inadequate.Contribution: Since pre-service teacher training is arguably an important opportunity for addressing the literacy crisis, the findings of this study emphasise the important role of teachers as reading role models.

Enhanced learning engagement through teaching presence in online distance education

Distance education offers flexibility, affordability, and accessibility. However, it poses challenges such as learner isolation, limited interaction, reduced motivation, and low learning engagement. This study examines how the mediating effects of teaching presence can increase online learning engagement in distance education. A survey was conducted to test the mediating role of teaching presence on online self-regulation, interaction, and learning engagement among 853 undergraduate distance students from four institutions of higher learning and various distance courses in Zambia. The results indicate that teaching presence has a direct positive and significant effect on learning engagement, and an indirect positive and significant influence through self-regulation and online interaction. This highlights the importance of teaching presence in improving the quality and effectiveness of distance education. This study recommends enhancing, supporting, and promoting the teaching presence in distance education.

Triphasic Learning Curve of Cytoreductive Surgery with Hyperthermic Intraperitoneal Chemotherapy.

Cytoreductive surgery with hyperthermic intraperitoneal chemotherapy (CRS-HIPEC) is an effective but costly procedure for select patients with peritoneal malignancies. The impact of progression along a learning curve on the cost of these procedures is unknown. We performed a retrospective cohort study of patients undergoing CRS-HIPEC from 2016 to 2022 at a single quaternary center. Our study cohort was temporally divided into four equally sized volume quartiles (A, B, C, and D). We utilized cumulative sum plots and split-group analysis to characterize the institutional learning curve based on cost, operative time, length of stay, and morbidity. Multivariable linear regression was performed to estimate costs after adjusting for covariates. Bivariate analysis was performed using a Kruskal-Wallis test to compare continuous variables and a χ2 test to compare categorical variables. Of 201 patients, the median age [interquartile range (IQR)] was 57 (47-65) years, 113 (56%) patients were female, 143 (71%) were white, and 107 (53%) had private insurance. Median operating room charge [US$42,639 (US$32,477-54,872), p < 0.001] varied between volume quartiles, peaking in quartile C. Stabilization was achieved for 86 cases for operating room cost, 88 cases for routine cost, 96 cases for length of stay, 103 cases for operative time, 120 cases for intensive care unit length of stay, and 150 cases for overall and serious morbidity. The actual operating room and routine costs were similar to predicted costs at the end of the study period. The CRS-HIPEC learning curve is triphasic, with cost stability achieved relatively early compared with other markers of surgical proficiency.

Exploring the Online Leadership Effect on Blended Learning in Educational Institutions: Post-COVID-19 Learning Context

Background: The COVID-19 pandemic has necessitated the transition of administrative and instructional work in schools to an online format. This shift has prompted school administrators to embrace online leadership as a suitable approach during and after the pandemic. Blended learning has been recommended as a sustainable and well-suited solution for educational institutions in the post-pandemic period. Aims: to investigate the impact between online leadership and the adoption of blended learning in educational settings. Sample(s): A total of 385 instructors participated in this study. The participants were surveyed using Google Forms to gather their perspectives. Methods: Structural equation modeling (SEM) and path coefficients analysis were employed to analyze the survey data and examine the attitudes of instructors toward online leadership and blended learning. Results: The findings indicated that online leadership (OL) exhibited a higher likelihood of being adopted for blended learning (BL) implementation, as revealed by the study results (59%). Instructors demonstrated increased flexibility and readiness to utilize online leadership methods for career advancement in the post-pandemic era. However, it should be noted that the adoption of online leadership measures was primarily driven by the necessity (41%) to maintain continuity in educational practices during the pandemic. Conclusions: These findings shed light on the significance of online leadership in facilitating the integration of blended learning in schools. The study highlights the adaptability of instructors and their recognition of the potential benefits associated with online leadership practices. The results emphasize the importance of online leadership as a strategic approach for educational institutions in navigating the challenges brought about by the COVID-19 pandemic and beyond.

A Roadmap to Industry Based Curriculum in Higher Education Through Public-Private Partnership Model

Higher education in any country plays an important role in nation building. Education system has a social agenda to develop its human resource in a better way to meet the requirements of society. Several reforms were introduced to promote quality in higher education and make education accessible to every society. The continuous amendments in education policies are required to meet the present expectations of industry. The traditional approach of rote learning and memory level teaching shall not work out in the modern times where the requirements of industry are changing frequently. There is a need of an hour for the higher institutions to shift their approach from academic based curriculum to industry-based curriculum. Many higher education institutions are struggling to provide quality, affordable education and research to its end users. Thus, a collaborative approach needs to be followed in the form of public-private partnership model for facilitating practical learning in higher institutions and preparing the future budding managers to bridge the gap between skills required to meet industry expectations and the skills they possess. The aim of this paper is to explore about the PPP model for promoting industry-based curriculum in academics. The study is purely secondary in nature followed with exploratory research-design for giving a broader view on implementation of PPP model in higher institutions. The present study provides an integrated process through which the effectiveness and working of PPP model is well-explained.

Africanizing the SDGs: A key factor for enhancing sustainability consciousness within South African universities

The Sustainable Development Goals (SDGs) can be viewed as the aftermath of the Millennial Development Goals (MDGs). This is due to the fact that the seventeen (17) SDGs are designed to continue the work expected to have been done by the MDGs. In other words, the failure of the MDGs to eradicate poverty birthed the SDGs. However, the SDGs seem not to be achieving the desired result. This has led to the projection for the need for a decade of action. In the African context, the questions of why the MDGs failed and the SDGs tend to be failing are yet to be asked. By projection, if the questions are not asked and answers are not provided, the projection of the decade of action may also fail. Hence, the reason for this conceptual paper which was targeted at exploring the possibility of considering the Africanization of the SDGs as remedy to ensuring sustainable development in the African continent. Different relevant sources were identified, reviewed and analysed. The findings from the reviewed and analysed sources showed among others that for Africanization of the SDGs to be a reality and practicable, glocalization must be embraced. Meanwhile, there will be need to question the use of Eurocentric curricula in African institutions of learning.

Assessment of Risk Management Practices in Public Higher Learning Institutions: A Case of Muhimbili University of Health and Allied Sciences

This study explores the risk management practices at Muhimbili University of Health and Allied Sciences (MUHAS) in Tanzania. It examines employees' perceptions, the challenges faced by management during the implementation of risk management programs, and the efforts made to address these challenges. Findings indicate a significant gap in awareness regarding risk management policies, substantial resistance to change, and financial constraints. The study underscores the need for enhanced communication, continuous training, and strategic resource allocation to improve risk management practices at MUHAS.

Una chacra en Montevideo, dos hoteles en Carnac. Tres casos paradigmáticos de ciencia en lugares impensados a ambos lados del Atlántico

This article focuses on two places that acted as spaces of training or “scientific” sociability for archaeology and palaeontology in the nineteenth century: two hotels in Brittany and a small house in Montevideo, which were meeting points and places for the exchange of ideas among the fieldworkers of these disciplines in the making. The spaces discussed here have in com- mon their being located in regions far from the main scholarly institutions: this is a phenomenon that occurs in the private sphere, at the crossroads of a literate and commercial culture that characterizes the scientific practices of Europe and Latin America, in spaces that are not necessarily linked to state or metropolitan infrastructures. The study of places that are removed from the metropolis reveals the great similarity between European and non-European provincial localities, which explains why Montevideo and Carnac are brought together in the same article.

Enhancing Environmental Education to Promote Pre- Emptive Smog Mitigation Strategies in Urban Areas of South Punjab: An Overview

This review evaluates the causes, effects, and mitigation measures regarding the smog problem in the South Punjab of Pakistan. Air pollution comprises major pollutants, including smog resulting from emissions by industries, automobiles, and crop residue burning, which leads to several public health emergencies, such as respiratory and cardiovascular diseases. Though governmental initiatives have been made to reduce smog through policy mechanisms, there has not been much improvement due to weak implementation and several socio-economic factors in the region. According to this paper’s viewpoint, stringent environmental laws and effective implementation measures are critical to combating the increasing pollution challenge. In addition, environmental education in awareness and behavioural change concerning long-term smog control is also discussed. From cross-national cases, including Beijing and northern India, the review also provides details of strategies that may be implemented in South Punjab. Some of the recommendations are to improve policy and compliance, offer farmers subsidies, introduce environmental components into schools and other learning institutions, and increase public awareness campaigns. Therefore, it becomes reasonable to state that only a combined regional and countrywide approach can help improve the air quality in the South Punjab region through a more intensive focus on economic development and environmental measures, for which steps have been identified in the following paragraphs.

Evaluating the Effectiveness of Dramatic Approaches in Improving Oral Communication Skills among Arabic Language Students of Colleges of Education in North Central Zone Nigeria

Recent literature highlights a widespread issue of poor oral competence and communication skills among Arabic language students in Nigerian institutions of higher learning. Contributing factors, including the use of inappropriate teaching methods, have been identified. This study explores the impact of using drama techniques to enhance Arabic oral communication skills among students in Colleges of Education across North Central Nigeria. A pre-experimental design was utilized, with one group serving as the experimental group and the other as the control group. The intervention took place during the second semester of the 2023/2024 academic year, involving 51 students in their 200 level. The sample was divided into 26 students for the experimental group and 25 for the control group. To measure outcomes, a test and evaluation scale for oral expression skills was developed. Statistical analysis, including means, standard deviations, and independent sample t-tests, were applied. The findings indicated a statistically significant difference in favour of the experimental group, suggesting that drama techniques can be an effective approach for improving spoken Arabic, particularly within the Nigerian educational context

Students and Transition From Face-To-Face to Online Learning in South African Higher Education Institutions: Lessons from Covid-19

Students and Transition From Face-To-Face to Online Learning in South African Higher Education Institutions: Lessons from Covid-19

Learning curve and safety of the implementation of laparoscopic complete mesocolic excision with intracorporeal anastomosis for right-sided colon cancer: results from a propensity score-matched study.

Retrospective studies and randomized controlled trials support the safety of laparoscopic complete mesocolic excision (CME) for the treatment of right-sided colon cancer (RSCC). Few studies, however, examine the learning curve of this operation and its impact on safety during an implementation period. We aim to evaluate the learning curve and safety of the implementation of laparoscopic CME with intracorporeal anastomosis for RSCC. Consecutive patients undergoing a laparoscopic right colectomy with intracorporeal anastomosis for RSCC between January 2016 and June 2023 were included. Clinical, perioperative, and histopathological variables were collected. Correlation and cumulative sum (CUSUM) analyses between the operating time and case number were performed. Breakpoints of the learning curve were estimated using the broken-line model. CME and conventional laparoscopic right colectomy outcomes were compared after propensity score matching (PSM). Two hundred and ninety patients underwent laparoscopic right colectomy during study period. One hundred and eight met inclusion criteria. After PSM, 56 non-CME and 28 CME patients were compared. CME group had a non-statistically significant tendency to a longer operating time (201 versus 195min; p = 0.657) and a shorter hospital stay (3 versus 4days; p = 0.279). No significant differences were found in total complication rates or their profile. Correlation analysis identified a significant trend toward operating time reduction with increasing case numbers (Pearson correlation coefficient = - 0.624; p = 0.001). According to the CUSUM analysis, an institutional learning curve was deemed completed after 13 cases and the broken-line model identified three phases: learning (1-6 cases), consolidation (7-13 cases), and mastery (after 13 cases). The learning curve of laparoscopic CME for RSCC can be achieved after 13 cases in centers with experience in advanced laparoscopic surgery and surgeons with familiarity with this technique. Its implementation within this setting seems to be as safe as performing a conventional right colectomy.

Challenges and Barriers in Accessing Financial Aid for Low-Income Minority Students in the United States

This paper presents a critical analysis of some of the major barriers that low income minority students in the United States encounter in their quest for scholarships. Higher education has emerged as a critical factor for social and economic mobility and stability in the last few decades. Financial aid has really played a crucial role in enabling low-income and minority students to study at institutions of higher learning. But there are so many factors that may limit such kinds of students from accessing such help. Some of the concerns highlighted are; the process of applying for a grant is complex, there is inadequate guidance and support, and the grant system is impartial. This is especially a problem for students who do not understand the financial terms or those who have language issues. While some schools provide financial aid workshops and counseling services, there is a lack of their availability and the quality of the services provided, thus making students desperate for the assistance they require. Hence, using data from online self-completed questionnaires and interviews and conducting a review of secondary data, this research work mainly aims to identify these challenges and then propose solutions.

Applicability of the Theoretical Model of a School Becoming a Learning Organization in the Pakistani City of Karachi

This study aims to develop and validate a scale to measure the concept of a school as a learning organization within the context of Karachi, Pakistan. Given the growing emphasis on fostering continuous learning and adaptability in educational institutions, the research seeks to understand how schools in this emerging era can embody the principles of a learning organization. The study employs a quantitative methodology, beginning with a survey questionnaire developed on a scale consist of seven constructs adopted from the work of Kools and Stoll (2016) by measuring the responses of school heads/principals, vice principals, coordinators and teachers The data is analyzed using exploratory and factor analysis to ensure the reliability and validity of the scale. The findings obtained provide insights into the specific characteristics and challenges of implementing learning organization principles in schools within the unique cultural, social, and educational landscape of Karachi. The scale is further analyzed for its predictive validity to find out its effect on job satisfaction The validated scale that is obtained by collecting the responses from different sector schools in Karachi Pakistan will serve as a valuable tool for educational policymakers and administrators aiming to promote a culture of continuous improvement and learning in schools through transformation of their school into a learning organization across Karachi, Pakistan.

Injustices of Shadow Information Technology in Creating Open Educational Resources

The emergence of open educational resources (OER) promotes open access which aims to widen information access as part of smart learning in higher education institutions. However, this has caused these institutions to rely on shadow information technology (SIT) for information access and service delivery, to the point where shadow IT principles contradict open education principles. When adopting and developing OER, academics, developers, and students often opt for different software or system software based on the usability and preferences of the system. Higher education institutions (HEIs), such as the University of South Africa (UNISA), are still conscious of the IT policy in terms of the appropriation of prescribed information and communication technology (ICT). However, this institution advocates for the adoption and development of OER, and social injustices when appropriating shadow IT are not yet addressed. To investigate the challenges and injustices encountered by academics in the utilization of shadow IT when creating OER, this study opted for a qualitative research approach. The data source was academics responsible for tuition and research. For data triangulation purposes, documents such as ICT policy, tuition policy, and comprehensive open distance e-learning (CODeL) policy were considered. To propose a model, this study utilized various concepts from different theories such as "structure", which refers to the rules and resources that actors rely on in their practice and form the systems' pattern; the "used technology", which describes how user groups utilize existing technology; and the negative impacts of shadow IT (cost, risk, inconsistency, and control). The study established that, while creating OER, academics rely primarily on shadow IT which has negative impacts in an organization. This is an indication of academic stakeholders continuing to break the shadow IT roles, consciously or unsuspectingly, by being innovative while complying with the institutional mandate of open access in education. In addition to the suggestion of a shadow IT injustices model as the main contribution, this study further proposed that the institutional social capital needs to articulate social injustices associated with shadow IT to protect academics during the creation of OER. This implies that future research may examine the shadow IT injustices among all other twenty-six public universities in South Africa.

INEQUALIRY, ONLINE TEACHING AND QUALITY EDUCATION, “EXCLUDING THE EXCLUDED” IN INSTITUTIONS OF HIGHER LEANING IN ZIMBABWE: HOW TO BUILD INCLUSIVE INSTITUTIONS?

The covid pandemic has been marked by negative outcomes locally, regionally and globally. The sudden closure of institutions of learning, copious teaching and learning dynamics emerged giving rise to dire demand for blended learning. The study explores the intersection of gender, socio-economic status, disability as well as online learning and how this impacted on vulnerable learners’ access to quality education during the pandemic and its aftermath. The paper was framed within the exclusion and social justice theoretical frameworks. The design was phenomenological, focusing on the lived experiences of vulnerable female, orphans, those living with disabilities and learners from low socio-economic status. Midlands State University and the vulnerable groups were purposively sampled. Key university informants were officers from information and technology services, the library, Quality Assurance and Professional Development, Disability Resource Centre, student affairs division respectively giving a total of 5 key informants. Focus group discussions were held with 6 orphans from child headed households, 5 male and 7 female students from low socio-economic status from both rural and urban areas and 14 students living with differing disabilities, giving a total of 32 participants. Selection from other vulnerable students beside those living with disabilities was based on voluntariness and the need for a gender matrix. Online teaching and learning created a digital access gap with the most vulnerable experiencing various types of exclusions. To achieve effective teaching and learning, the paper recommends inclusive pedagogies and sustainable learning frameworks that allow the achievement of SDG 4on equitable and inclusive education

Faculty perspectives on accreditation, academic freedom and quality learning in private higher education institutes: empirical evidence

Purpose This study aims to investigate the effects of standardization, accreditation process on academic freedom and quality learning in higher education institutes (HEIs). In addition, this study explores the mediating effects of academic freedom between standardization, accreditation and learning. Design/methodology/approach To attain the objective, the study uses the theory of self-determination as its theoretical underpinning. The smart PLS-SEM technique is applied for analyzing data. Findings The results indicate that the accreditation process has a significant negative influence on faculty academic freedom and quality of learning in the sampled HEIs. There is also a significant mediating effect of academic freedom. Research limitations/implications There are a few limitations in this study. First, the study considers the faculty members only as respondents. Second, this study only considers the faculty members of private universities as respondents. In the future, public HEIs could also be included in similar studies. Finally, this research has been done in the context of a developing country. Practical implications The findings of the study have pervasive implications for the authorities in HEIs. The authorities of HEIs might capitalize on this evidence in formulating the appropriate policy for their HEIs. Social implications As the accreditation process weakens academic freedom and quality learning, accreditation should not be viewed as an institutional development and quality assurance tool. Rather, accreditation ought to allow for amplifying faculty voices, empowering faculty and protecting their rights. Originality/value Quantitative analysis on the subject addressed in the current study is scarce. Therefore, this research can be considered valuable for stakeholders of HEIs.