Higher Education Lecturers Research Articles

WRITING AS AN INVESTMENT TO FULFILL AN INCREASE IN THE FUNCTIONAL POSITION OF LECTURER

Scientific writing has an essential role in supporting the improvement of lecturers' functional positions, where scientific publications are seen as a form of strategic investment that can encourage academic career development. Through publications, lecturers not only share their research results and intellectual ideas, but also increase their competence, credibility, and professional recognition in the world of higher education. This study aims to analyze scientific writing as a long-term investment that plays a role in fulfilling the requirements for lecturers' functional promotion, and to assess the impact of writing productivity on institutional recognition. Using qualitative methods, this study identifies motivational factors, challenges, and benefits obtained by lecturers through scientific writing and publication activities. The results of the analysis show that scientific writing productivity significantly contributes to the process of functional promotion, both through increasing the required credit score, as well as through wider recognition of lecturers' scientific contributions in the academic sphere. Thus, scientific writing and publication skills need serious attention in lecturer development programs, so that they can support the improvement of professional performance and strengthen the academic position of lecturers in higher education. Continuous efforts in improving scientific writing skills are seen as crucial as a form of investment for the future of lecturers' academic careers, which in turn can contribute to improving the quality of higher education in Indonesia.

Strategi Manajemen Konflik Dalam Meningkatkan Kinerja Dosen Di Perguruan Tinggi

This study aims to analyze effective conflict management strategies in improving the performance of lecturers in higher education. Workplace conflicts often affect productivity, teaching quality, and job satisfaction among lecturers. Using a descriptive qualitative approach, this research examines how strategies such as mediation, open communication, and collaboration can create a conducive working environment. Data were collected through in-depth interviews with lecturers and university leaders, as well as observations and document analysis. Data analysis was conducted using triangulation. The results show that effective conflict management strategies can improve lecturer productivity, enhance the quality of peer interactions, and foster workplace innovation. Well-managed conflicts not only reduce tension but also increase job satisfaction and motivation.

Are you happy with your work? Side effects of workloads and work–family conflict in higher education

PurposeLacking lecturers in higher education is an international issue where society faces insufficient educational services to enlighten one’s future, and lecturer work satisfaction also merits higher attention. Work satisfaction is closely associated with turnover rates, lecturer retention, overall university cohesion, lecturers’ well-being, professional teaching improvement and research and publication performances. This study aims to explore how causes of actions (work–family conflict [WFC] and workload) influence consequences (stress and burnout) which affect the overall attitude (lecturer work satisfaction).Design/methodology/approachResearchers collected data from 450 Thai lecturers from different universities via survey questionnaires. Furthermore, a structural equation model method was used to analyze the data.FindingsResults showed that lecturer stress was significantly influenced by WFC and workload. Next, stress, workload and WFC were the main predictors of lecturer burnout. Then, lecturer work satisfaction was significantly influenced by burnout, except stress. Finally, a relationship between lecturer stress and work satisfaction was mediated by burnout.Originality/valueThis research proposes a theoretical mechanism to analyze how causes of actions (WFC and workload) influence consequences (stress and burnout) which lead to a development of lecturer attitude (work satisfaction) in higher education.

Transitioning identities in professional education: an appreciative enquiry

ABSTRACT Higher education lecturers who have moved into teaching on professional education programmes from careers in professional practice are an under-researched group. Questions related to self-concept combined with wider social and sectoral issues relating to perceptions about the nature and purpose of higher education can affect the development of their new professional identity. Building on previous research into the experiences of new and developing academics, the research reported here sought to gain an understanding of the experiences and dispositions that contribute to shaping professional identity for those who have moved from professional practice into teaching roles in higher education within an education and social work faculty. Utilising an Appreciative Inquiry model, the objective of this research was to better understand participants’ professional perspectives and needs. Findings are organised around three areas: i) the importance of values and goals as catalysts for identity change, ii) the role of social and professional perceptions that impinge on (in)security of identity, and iii) the sense that academic identity development is an iterative and elastic process. These findings suggest the need for future research that engages with exploring how best to promote and nurture productive and satisfying academic careers for those moving between professional and professional education contexts.

Pedagogical training of lecturers for higher education

The study aims to explore inadequate pedagogical training for higher education and strategies that could enhance effective teaching. The study adopted a constructivist paradigm and qualitative research design as it is qualitative in nature. Bandura’s social cognitive theory forms the basis for the study. The theory holds that learning occurs in a social context, interacts with the surroundings and actions, and applies the already stored schemata to acquire new knowledge. Data were generated from the critical review of the relevant literature. It was interpreted and analyzed thematically following Castle and Amanda’s five steps of thematic analysis. The results showed inadequate funding and wrong assumptions about the teaching abilities of lecturers with advanced degrees. In addition, there is also a lack of formal training programs, which contributes to the poor state of teacher training. The study revealed that enough funding and transparent lecturers’ pedagogical training structures can enhance lecturers’ teaching abilities. The study concludes that teacher training for higher education is insufficient. However, proper financial support for relevant and effective teacher training programmes could improve lecturers’ teaching skills and thus better students’ performance. The study recommends that all lecturers in higher education should go under formal teacher training. Universities should also source funds to enhance formal teacher training for novice lecturers. There should be frequent refresher courses on the latest teaching methods for gurus already in the field.

INTEGRATION OF AUGMENTED REALITY TECHNOLOGY FOR LEARNING: AN QUALITATIVE META-ANALYSIS STUDY

Augmented Reality (AR) is one of the most popular technologies used in the field of education. AR technology is widely used as a learning medium or to develop engaging, innovative textbooks for students. However, there is still much debate regarding the use of AR at various levels of education, starting from elementary school to the higher education level. This qualitative meta-analysis research explores the urgency of implementing AR technology in schools and the readiness of the main subjects of learning (teachers and students) to use AR in the classroom. The synthesis method used is the narrative review model. This synthesis model is used to analyze 100 research results in non-numeric data by identifying the research results documents found. The study results show that teachers at the elementary to high school level and lecturers at the higher education level feel that AR technology is crucial to implement in the learning process. However, from all levels, teachers' and lecturers' readiness to make AR-based learning tools still needs to be improved. In addition, another finding in this study is that the percentage of teachers in elementary school (52%) readiness to use AR technology is higher than that of lecturers in higher education (21%).

Implementasi Penggunaan Media Canva dalam Pembelajaran Kurikulum Merdeka di SMA Pendidikan Keluarga Pematangsiantar

As one aspect of the Tri Dharma of Higher Education, community service activities are an obligation that must be carried out by every lecturer in higher education. English is a universal language because it is used by most countries in the world as the main language. Apart from that, English is an international language that is important to master or learn. The low use of digital media in independent curriculum learning, especially the use of Canva digital content, is influenced by internal and external factors. This activity aims to see whether the Pematang Siantar Family Education High School teachers can use the Canva application well in making Independent Curriculum teaching materials and whether the teachers are satisfied with the training provided by the Service Team. From the results of the training it can be concluded that the Canva application can help teachers in creating teaching materials based on the Independent Curriculum and almost all teachers (90.9%) who received training in using the Canva application were very satisfied with the material they received.

Lecturers in higher education – The Hungarian case

AbstractThis study examines the characteristics and employment patterns of Hungarian higher education lecturers. It briefly outlines the development of Hungarian higher education after the change of the socialist regime (post-1990) and describes the force field in which lecturers work. It then presents some of the lecturers' characteristics (age, gender, ratio) in an international comparison and studies the rules governing their appointment and employment under the Hungarian Higher Education Act. The paper investigates the structure of university teaching staff by their function and evolution. It also analyses the lifetime earnings of doctoral graduates in the Hungarian context, including the rise in the number of doctoral students. Finally, the authors look at a critical piece of instructive research that surveys the situation of young Hungarian teachers and researchers in higher education.

Factors Influencing Lecturers' Organizational Commitment in Higher Education: A Systematic Literature Review

This paper analyzes 30 research articles published between 2018 and 2024 through a systematic literature review methodology to explore the multidimensional factors that influence organizational commitment among higher education lecturers. The research focused on individual subjective factors such as gender, age, emotional intelligence, personal values and beliefs, self-efficacy, career satisfaction, mental health status, and external environmental factors, including leadership style, managerial effectiveness, organizational support, and work environment. In addition, the article provides an in-depth examination of socio-cultural factors, such as societal values towards education, family support, and social support, and how these factors combine to contribute to lecturers' organizational commitment. The article reveals the complex interactions between these factors and highlights the joint importance of personal and external factors in shaping lecturers' organizational commitment. The findings of this study not only provide practical strategies for educational administrators to enhance lecturers' organizational commitment and point to the need for future research to consider wider cultural and geographical differences to contribute to the overall improvement of educational quality and teaching effectiveness.

An investigation on the types of humour in English Language Teaching among Malaysian lecturers in higher education

Humour in English Language Teaching (ELT) is known to be beneficial for both the educators and students. However, the literature addressing the types of humour used by Malaysian lecturers in higher education on this matter are yet to be explored. To address these issues, the study focusses to explore on the types of humour used in ELT by Malaysian lecturers in relation to the four types of humour: verbal, visual, auditory and figural humour. The research design is a qualitative study which implements two instruments; classroom observation and semi-structured interviews. Thematic analysis will be used to analyse the data. The results from the study show that there are three types of humour commonly used: verbal humour, visual humour and auditory humour. The data analysis indicates that there are four factors which influence the types of humour used in the classroom: humour used for content delivery, humour to build rapport, humour to attract attention and humour to instil discipline.

The Moderation Effect of Job Satisfaction on The Influence of Organizational Commitment and Competency on Lecturer Performance in Asahan District

The quality of education is significantly impacted when a professor needs to do better in carrying out his obligations. Reviewing whether organizational commitment and competence affect lecturer performance is therefore crucial. This study was carried out in the Asahan Regency at multiple universities. There were 230 participants in the study's sample. The study's findings demonstrate that organizational commitment significantly and favorably affects the performance of lecturers in higher education in the Asahan Regency. Their dedication and competence positively and significantly impact the performance of lecturers in higher education at Asahan Regency. Organizational commitment has a favorable and significant moderating effect on lecturer performance regarding job satisfaction. The influence of competency on lecturers is positively and strongly moderated by job satisfaction.

Well-being and Resilience on Higher Education: A Systematic Literature

Well-being and resilience are problems that often arise in various circles, including students and lecturers in higher education. This is due to pressure from both internal and external factors experienced. This research used 10 selected journals from a total of 679 articles found related to well-being and resilience in higher education in searches using the Scopus and ProQuest websites. Then a screening was carried out using the PRISMA-P method related to well-being, resilience, and higher education in the last 10 years. This research aims to determine the methods used to measure the well-being and resilience of lecturers and students. The results of this research explain that the methods that can be applied include quantitative research using analysis of variance (ANOVA) or Structural Equation Modeling (SEM) methods and qualitative research using interviews, focus group discussions, Stress Management and Relaxation Techniques (SMART), Mindfulness Training, and Coteaching Model. The advice researchers give for further research is to research what factors can influence well-being and resilience in higher education.

The Phenomenon of Lecturer Competences as a Prerequisite for the Advancement of Sustainable Development Ideas in the Context of Student-Centred Studies

Research and higher education regulations have been shaping attitudes not only towards the higher education lecturer as a professional in the field who is able to use educational tools but also towards the interfaces between lecturers and students. In this lecturer–student interaction, the students’ own perception of the qualities of the lecturer’s personality and/or possessed competences that are acceptable to them and that motivate them to participate in the learning process should be emphasised as an important aspect of success. Thus, the article raises the following problem questions: (1) What competences should a lecturer have from the students’ point of view to achieve student-centred studies? (2) What is the relationship between the competences of the lecturer and the implementation of sustainable development ideas in the organisation of student-centred studies? This article is based on a 2019 survey conducted among Lithuanian university and college students, employing a questionnaire survey with a survey instrument that included open-ended questions. The survey was conducted with a sample of 390 participants. In addressing the issue at hand, it becomes evident that, from the students’ perspective, the personality of the lecturer possesses a multidimensional character. They not only value the lecturer’s expertise in the subject matter taught (subject competence) but also place a stronger emphasis on two other aspects. First, they value the lecturer’s ability to motivate and engage students in the learning process (educational competence), which includes an essential component: communication competence. Second, the lecturer’s personality acquires meaning through fundamental human values.

Emerging Issues in Curriculum and Instruction during Post COVID-19 Era: Experience from South Eastern Kenya University, Kenya

This paper examined the emerging issues in curriculum and instruction during post–COVID–19 in Higher Education in Kenya. The paper ascertained the influence of post COVID 19 era teacher training in online pedagogy on curriculum and instruction in higher education in Kenya, established the influence of post COVID 19 era paradigm shift from emergency based online content delivery to full time online pedagogy on curriculum and instruction in higher education in Kenya, determined the influence of post COVID 19 era availability of online educational resources on curriculum and instruction in higher education in Kenya and, finally, investigated the influence of post COVID 19 era education policy changes on curriculum and instruction in higher education in Kenya. The study employed the Classical Liberal Theory of Equal Opportunities which was advanced by Sherman and Wood and cited by Njeru and Orodho in 2003. A descriptive survey research design was used in the study. 1 dean, 10 academic staff and 225 students, all from the school of education, South Eastern Kenya University were chosen as the sample size using census sampling, simple random sampling, and purposive sampling procedures respectively. 236 respondents’ responses were gathered using a questionnaire, interview schedule and checklist for the study. The instruments were piloted to test their validity and reliability. Both a quantitative and qualitative analysis of the data were performed. It was hoped that, this study would be important because it would advance our understanding and help to shape future transformative pedagogical approach policies for curriculum and instruction in higher education. The majority of lecturers in higher education, according to the research, are untrained in online content delivery. The primary impediments to a shift to distance online learning during and post COVID-19, according to the findings, are technical resources and unequal access to education. As an alternative method of learning, online learning or e-learning mode, has been widely accepted and is proven to be an opportunity and a challenge as there is still unknown that is not giving the desired output in the teaching and learning process. The study also found that there were no defined educational policies in place to deal with crises like COVID 19, which might have an impact on how higher education institutions engage in the teaching and learning process. The study suggested that higher education institutions should invest in technology-use training so that teachers can better prepare students to use technology, especially in the context of new assessments, higher education institutions should secure more resources from a variety of sources, and universities should study policies to mitigate the effects of a diverse student body.

The Authentic Blended Assessment Model of Basic Reading for Developing Self-Directed Learning Skills

This study aims to identify the needs related to an assessment model, to develop an authentic blended assessment model oriented to self-directed learning for Basic Reading, the foundational skills required to understand written text as a subject learned in university, and to ensure validity, practicality, and effectiveness of the research products. This study employs a design model proposed by Plomp that was conducted in three phases: preliminary research, developing and prototyping, and assessment. There were 55 students and three lecturers participating in need analysis stage, six experts to review the research products, five users in one-to-one evaluation, 15 students in small group, and 35 students in field test. Data collection techniques were carried out through questionnaires to get information about students’ needs and characteristics, the products’ validity, and the users’ practicality. The interview was used to get the lecturer’s needs. The effectiveness data of the research products was collected through a comparison of pretest and posttest values. The data were analyzed quantitatively for questionnaire and test and qualitatively for interview. Meanwhile, from the need analysis, it was found that the students and the lecturers in higher education need an authentic blended assessment model oriented to self-directed learning. Based on the context analysis, the authentic blended assessment model has not been implemented yet on Basic Reading subject. It was considered students’ learning styles, reading interests, and reading attitudes in developing the assessment model. The validity of the assessment model developed was very high (4.01). The practicality from the lecturers was 4.61 (very practical) and from the students, 3.83 were categorized as practical. The products of the research significantly showed the effect on students’ reading ability within the score of t-calculated reached 14.17 higher than t-table 2.02. The authentic blended assessment model developed achieved high validity, practicality, and effectiveness.

Reflection in action of the HEI lecturers using digital tools

This article is devoted to the analysis of the balance of development of reflective skills among higher education lecturers in the process of scientific and pedagogical activity. The analysis is conducted in two directions: reflection on the activity (reflection of the result) and reflection in the activity (reflection of the process of obtaining the result). The authors present an analysis of two aspects of reflection on the example of teaching language disciplines in the specialty "Foreign Language: Two Foreign Languages" on the basis of JSC "Kostanay Regional University named after A. Baitursynov". A total of 12 teachers from higher education institutions participated in the initial phase of the research. An algorithm for implementing the balance of development of the reflective skills of HEI (higher educational institution) lecturers has been developed. The article presents the initial and intermediate results of the participation of the HEI lecturers in the program "Media Literacy - Reflection on / in action", built on the basis of a massive open online course of the Coursera web platform. The available results obtained in the course of the study indicate the presence of the imbalance in the development of skills for reflecting the process of obtaining a result and reflecting the result itself on the basis of digital resources. The presented program has a balanced influence on the formation of two types of reflection of HEI lecturers - reflection on activity (the effective, control and measuring / assessing component of the pedagogical activity, the aspect of assessment, self-assessment, peer assessment of teaching results), and reflection of the activity itself (methodological and technological component of pedagogical activity, aspect of stage-by-stage planning, forecasting, mapping and foresight of the prospects for the development of the process of implementing the pedagogical activity itself in the higher educational institutions).

Curriculum Management Systems for Blended Learning Support

The ongoing COVID-19 has left some serious impacts on education, bringing academic activities to a halt, and restrictions have been in place to hamper the proliferation of the virus. The utilization of technology these days plays a vital role in assisting students in attending education online or blended learning and keeping academic activities running. However, limited learning management systems present a new problem in online learning, especially in higher education. Thus, a new information system is required to resolve this issue. This study aims to develop the Bauran information system to assist lecturers in higher education with curriculum design and semester lesson plans and to evaluate the effectiveness of Bauran's implementation using the ISO 25010 model. The material used during the research process included the Bauran application, Guidelines for Developing Higher Education Curriculum, and some data from relevant users to test the application. Meanwhile, during the development stage of the research, the prototype method was used to adjust the development to the feedback given by stakeholders. This application received positive feedback from relevant users regarding the curriculum development flow in line with the Guidelines of Curriculum Drafting for Higher Education. Using the ISO 25010 model during the testing process, the results of user evaluations demonstrated its effectiveness with an average score of 4.84 out of 5. Future research is expected to evaluate the long-term effectiveness of Bauran using a larger sample size and a different software evaluation model.

Applicative Arabic Language Learning Media: Innovations for Arabic Language Education Lecturers in Higher Education

This research aims to analyze the use and innovation of application-based Arabic learning media that Arabic language education lecturers in universities have carried out. This research uses a qualitative approach using observation, interview, and documentation data collection techniques. In contrast, the data analysis technique uses Miles and Huberman, which has three stages: data reduction, data presentation, and conclusion. The research results are first; most Arabic language education lecturers in universities use several platforms in teaching and learning activities such as E-learning Moodle, Google Classroom, Zoom Meeting, Google Meet, and WhatsApp Group. Meanwhile, Arabic Language Education lecturers at universities also make learning videos to make it easier to explain the material, which is then uploaded to YouTube. Second; Innovations developed by Arabic language education lecturers at universities include hyperlink-based LMS At-Talkhis, creating Powerpoint and Camtasia-based Learning Videos, creating Animation-based Learning Videos, and developing Evaluation Media based on Google Forms, Kahoot, and Quizizz.

THE ROLE AND CHALLENGES OF LECTURERS IN THE ERA OF INDUSTRIAL REVOLUTION 4.0 AND SOCIETY 5.0 IN DELIVERING LEARNING FOR MILLENNIAL STUDENTS GEN Z STUDENTS

Higher education is one of the learning facilities for the nation's next generation which is required to produce quality human resources. The success of the educational process in higher education is influenced by many factors that are interrelated with each other. One of these factors is the lecturer. Facing the era of industrial revolution 4.0 and Society 5.0, the role of lecturers in higher education is very important and strategic. In the era of digitalization, a lecturer must be able to adapt to technological advances. This research aims to provide an overview of the role and challenges of lecturers in the industrial revolution 4.0 era in delivering learning to students in the industrial revolution 4.0 era. To prepare students to enter the world of work in the digital era. The research method used is a descriptive qualitative approach. Data collection techniques in research were carried out based on theoretical studies from searching research journals, books and papers. a descriptive qualitative approach to describe how much influence the role and challenges of lecturers in the industrial revolution 4.0 era have in delivering learning to students. The picture obtained from several literature results is that to produce graduates who have good character, lecturers must act wisely in recognizing the conditions of students and classes in this digital era. Lecturers must make changes in teaching, at least changes that start from the lecturer himself. Learning patterns can no longer use old patterns, lecturers must be able to keep up with technological developments, so as to produce highly competitive graduates. The era of industrial revolution 4.0 and society 5.0 is an era where the digital industrial world has become a paradigm and reference in the order of life, so that new literacy is needed as capital to take part in people's lives.

The Relationship Between Data, Technology, and Humanism Literacy and Integrity in lecturer Research Performance

In an era driven by technological progress, lecturers, as the main agents in academic research, are faced with the demand to understand and integrate data, technology, and human values into their research. The purpose of writing this article is to describe the research performance of lecturers based on the factors of data literacy, technological literacy, and humanism literacy, as well as the integrity of lecturers in higher education. This research method involves surveys and data analysis by a number of lecturers who are active in research in various scientific disciplines. This research method also uses a quantitative approach and a cross-sectional study design. Data was collected through a Google Form questionnaire distributed via WhatsApp. The research data was analyzed using multiple regression (OLS). This article contributes to an understanding of the importance of integrating data literacy, technology, and human values into lecturers' research approaches. The practical implication of this research is the need to develop training programs and institutional support to increase literacy and integrity in the context of academic research. The research results show that literacy and data integrity have a significant effect on lecturers’ research performance. Meanwhile, technological literacy and humanism literacy do not have a significant effect on lecturers' research performance. Lecturers’ research performance through the results of this research is influenced by variations in data literacy, technological literacy, humanism literacy, and integrity by 36.1%.