University Lecturers Research Articles

Exploring Issues in Teaching Using Video Conferencing Platforms: A design thinking approach

The experience gained by educators from utilizing video conferencing platforms during the COVID-19 pandemic has extended its usage in 21st-century education. This study aims to explore the issues faced by educators when using video conferencing for teaching. The first two stages of the design thinking approach-the empathic stage and the define stage-were employed in the study. The respondents for this study were teachers and university lecturers with experience in video conferencing. Data were gathered through interviews and focus group discussions. The study identified 42 issues, categorised into 13 themes related to the use of video conferencing in teaching.

Knowledge Mapping for the University: Analysis of Approaches and an Example of Its Use

The purpose of the article is to analyze the current research, development and application of knowledge maps for visualizing heterogeneous, disparate, and often hidden knowledge in universities, and discuss the features of the development of maps in higher education institutions.Materials and methods. The market for intellectual services is actively developing in Russia and worldwide, and the methods of express assessment of human capital are extremely relevant. The intellectual capital of universities is one of the most important assets in the dynamic market of educational and consulting services. Research institutes and universities are modern centers of knowledge and technology, where lecturers and researchers accumulate, transfer and produce knowledge, multiplying and replenishing explicit and implicit intellectual assets. Knowledge management helps educational and research organizations to solve the problems of managing intellectual capital, gain a competitive advantage, improve management efficiency, and reduce risks caused by the concentration of knowledge among a small number of experts. The article is devoted to the problem of analyzing new opportunities for promoting and monetizing the intellectual capital of universities through visualization and knowledge mapping. Knowledge maps of university lecturers are a relevant tool to improve the quality of research and marketing communications, as well as positioning in the market of consulting and intellectual services. Knowledge maps of educational institutions and research teams are of particular research interest, since there is no characteristic business desire to protect knowledge from transfer and reproduction in this field.The result of the study is a typology of knowledge maps, which helps to identify patterns, structures and elements necessary for the development of knowledge bases in universities. The authors based on the results of a pilot study give examples of specific maps. Based on an analysis of existing approaches to the typology of knowledge maps and Bloom’s taxonomy, a hierarchical model reflecting different levels of understanding when interpreting and using knowledge maps was developed. The main research methodology relies on fairly well developed and widely used in the world practice knowledge engineering methods – knowledge extraction, structuring and formalisation. A separate analysis of potential consumers (or stakeholders) of knowledge maps was carried out based on stakeholder theory.Conclusions. The article discusses the methodological aspects of the development and features of the practical application of knowledge maps in higher educational institutions. Knowledge analysis makes it possible to develop the organizational “memory” of a university, collecting strategic knowledge and identifying critical knowledge, and generally enriches the knowledge structure. Knowledge maps as a category of special visual tools used to analyze the knowledge and competencies of university lecturers can improve the process of managing employee competencies, management decision making, and thereby reducing cognitive load. Such maps increase the image and marketing performance of a university in the educational services market, and make the professional landscape of knowledge more transparent.

Occupational Stress of University Lecturers

Occupational stress ranks as the foremost type of stress among adults. University faculty members experience occupational stress through negative emotions such as tension, anxiety, anger, and depression, all stemming from their teaching duties. Here, stress is understood as adverse, objective impacts that create both material and psychological challenges for faculty members. Using methods of analysis, classification, and synthesis of theories, this study provides an overview of the research history and elucidates the concept and classification of occupational stress among university faculty. The findings of this research serve as a foundation for policymakers in university administration.

A Kind of Chemistry

The author explains that 'A kind of chemistry' was the way the authors of The Gifts of Comus (1739) described the new cookery of the European courts, a cookery that had begun to take shape a century earlier with Pierre de la Varenne's Le Cuisinier François (1651). This essay takes their metaphor at face value. It was indeed chemistry, a chemical cookery inspired by a radical group of chemical physicians who treated and advised the aristocracies of northern Europe. The author thanks Alan Davidson who accepted a preliminary sketch of this essay for 'A Mini-Symposium on New Publications' PPC 53 (1996); 47-50, and the organizers and audiences of the Horning Lecture Series in History of Science at Oregon State University and Dibner Lectures in History of Science and Technology, Massachusetts Institute of Technology who bore with successive versions. The present version won the Sophie Coe Prize 1998.

Digital-Based Learning and the Sustainability of Business Education Programmes among College of Education Lecturers in Cross River State

The study examined digital-based learning and the sustainability of business education programs among College of Education lecturers in Cross River State. Two research questions and two null hypotheses guided the study. The study adopted a descriptive survey research design. The study was carried out in Cross River State. The population of this study consisted of forty (40) students in business education from the Federal College of Education Obudu and the College of Education Akamkpe, all in Cross River State. There was no sampling since the population is manageable and accessible to the researchers. A self-developed questionnaire titled “Digital Based Learning and the Sustainability of Business Education Programmes Questionnaire (DBLSBEPQ). A 10-item self-developed questionnaire was validated by three experts. The reliability of the instrument was established using a pilot-testing approach, and the Cronbach's alpha calculation yielded an overall coefficient's value of.78. The mean and standard deviation were used to analyze the responses to the items in the questionnaire, while an independent t-test was used to test the hypotheses at the 0.05 level of significance. The decision level was based on a 2.50 cut-off point. Findings of the study showed that business education lecturers in colleges of education in Cross River State do not adopt nor utilize digital learning tools for the sustainability of business education programs in colleges of education in Cross River. Based on the findings of the study, the researcher concludes that business education lecturers should be able to develop digital skills to enhance their adaptation and the utilization of digital skills for the sustainability of business education programs in Nigerian colleges of education. It was recommended, among others, that the provost of colleges of education should make regular digital technology training programs compulsory for all college lecturers in Nigeria. Received: 19 June 2024 / Accepted: 24 June 2024 / Published: 8 July 2024

Instructor presence in instructional videos in higher education: three field experiments in university courses

AbstractIn formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 (n = 18, d = .85) and well-being in Study 3 (n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 (n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice.

Career Development of University Lecturers: Basis for a Professional Development Plan

This study aims to enhance the career development of university lecturers in Shandong Province s colleges and universities. Utilizing a comprehensive survey and quantitative analysis, data were collected from 110 young university lecturers to assess their career development across four stages and identify influencing factors. The results indicate positive evaluations across all stages, highlighting adequate training, support, and satisfaction in career development. The study concludes with strategic recommendations for improving the professional development and employment status of university lecturers.

Understanding Innovative Work Behaviour: A Proposed Framework For University Lecturers in Malaysia

Understanding Innovative Work Behaviour: A Proposed Framework For University Lecturers in Malaysia

Empowering University Lecturers in the Digital Age: Exploring the Factors Influencing the Use of Digital Technologies in Higher Education

In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of attitude and training on university lecturers’ self-efficacy in using DTs and to assess the influence of self-efficacy on their interest in using DTs. A total of 294 university lecturers participated in the study and completed a questionnaire assessing their perception of DTs as a didactic tool, attitude towards the use of virtual classrooms, perceived self-efficacy, and interest in the use of DTs, and training in the use of DTs. Data were analyzed using descriptive statistics, correlations, and multiple linear regressions to explore the relationships between study variables. The results indicated that positive attitudes and suitable training were positively associated with higher self-efficacy. Moreover, high levels of self-efficacy were found to be aligned with an interest in using DTs. These findings shed light on key factors that can effectively encourage the successful adoption of DTs among lecturers.

Who teaches, how they teach, and what they think about environmental impact assessment: perspectives from Brazilian university lecturers

ABSTRACT Research on teaching Impact Assessment plays an important role in seeking improvements in the quality of Environmental Impact Assessment (EIA). This article analyzes EIA teaching from the perspective of lecturers who teach EIA in Brazilian Environmental Engineering Programs. Using an online questionnaire for data collection and content analysis as a method for data analysis, the results are based on the perceptions of 37 lecturers. The lecturers participating in the survey are predominantly female, relatively young (mostly between 35 and 45 years old), and almost all of them hold a doctorate. Results indicate that the content taught, and the methods used are aligned with best teaching practices in EIA to varying extents. In addition, lecturers’ perceptions of EIA teaching and practice align with results of scientific research on practitioners perception and EIA effectiveness in Brazil, which point out, for example, lack or limitations in participation, but also the presence of good practices. We hope that the results can contribute to reflections and improvements on EIA teaching specifically in Brazil.

From NHS nurse to university lecturer

From NHS nurse to university lecturer

Academic Resilience and Academic Engagement as Predictors of Academic Burnout among Postgraduate Students at the University of Cape Coast, Ghana

This article investigates the predictive roles of academic resilience and academic engagement in academic burnout among postgraduate students at the University of Cape Coast, Ghana. Guided by seven objectives transformed into three research questions and four hypotheses, a descriptive survey design with a quantitative approach was employed. The population consisted of 847 postgraduate students, with 265 participants selected through stratified and simple random sampling. Questionnaires were adapted to measure the study objectives, and data were analysed using simple linear regression and multiple linear regression analyses. The findings revealed significant predictive relationships between academic resilience, academic engagement, and academic burnout. A positive relationship was also established between academic resilience and academic engagement. The study concluded that academic resilience and engagement play crucial roles in predicting and understanding academic burnout among postgraduate students. It recommended collaborative efforts between university management, lecturers, and counsellors to implement policies and measures to address this issue.

Analysis of Job Demands for Private University Lecturers

Lecturer performance must be optimized in an effort to improve the quality of higher education. The aim of this research is to evaluate the job needs of lecturers at private universities in Makassar City. In this situation, work demands include various elements, such as work overload, time pressure, and clarity of tasks assigned (Role Ambiguity). Quantitative methods were used in this research. Questionnaires were distributed to lecturers at various private universities in Makassar City. The data collected was analyzed using the SPSS version 26 analysis program. The research results showed that what had a significant influence on lecturer performance was role ambiguity. Workoverload and time pressure have a positive but not significant effect. In addition, this research found that lecturers with more experience tend to be better at managing job demands compared to teachers with less experience.

Exploring perspectives: Undergraduate experiences and challenges in online education–A qualitative study in the Greek higher education context

The aim of this qualitative study is to provide an understanding about the experiences and challenges of Greek undergraduate early childhood care and education students that continue their studies online during the COVID-19 pandemic. Numerous studies were carried out worldwide, since March 2020, trying to explore students’ experiences of online education. These studies mainly focused on the issues that arose while studying online education during the pandemic. However, qualitative research on the topic is limited. In this study, a phenomenological perspective will be considered to address the experiences and challenges of early childhood education and care undergraduate university students in online education during the pandemic. The purpose is to inform university lecturers about their future online practices. Overall, 64 undergraduate (62 female and 2 male) students participated in an online open-ended questionnaire and were analyzed with the use of interpretive phenomenological analysis. It was revealed that students were anxious studying in a digital learning environment with the main themes that emerged being isolation, lack of motivation and lack of interpersonal communication. However, students expressed their optimism about the successful outcome of the online experience as they showed skills of flexibility and adaptation with regards to the situation. Although Greece does not have a long tradition of online education practices and these students were not enrolled to the course having a distance learning mode in mind, the findings of the study provide evidence that they encountered an overall positive online learning experience.

A Critical Look at How Lecturers in Linguistics Can Leverage Generative Artificial Intelligence in Enhancing Teaching Proficiency and Students’ Engagement

This paper focused on how lecturers in linguistics can leverage GenAI to enhance their teaching proficiency and student engagement. The paper used a quantitative approach, including 293 university lecturers teaching linguistics. The TPACK theoretical model was adopted, wherein two main segments of the theory, namely technological knowledge (TK) and technological content knowledge (TCK), were used to explore the importance of leveraging GenAI to enhance teaching proficiency. The results indicated that these tools greatly enhanced the linguistics lecturers’ teaching proficiency. The study revealed that a significant majority of lecturers acknowledged using Quizizz for test and exercise generation in linguistics, followed by a substantial portion who utilized the ChatGPT series for teaching and learning enhancement without compromising academic integrity. Additionally, many lecturers reported frequent usage of Education Copilot for lesson planning and student record tracking, as well as Google Bard (now Geminin) for teaching enhancement and increased student engagement. The study also found high acceptance rates among lecturers for the effectiveness of ChatGPT, Bard, Quizizz, and Educational Copilot in translation courses, with similarly positive responses for discourse analysis courses, teaching proficiency enhancement, and student engagement across various pedagogical areas. Thus, these tools can enhance teaching and learning at the university level and students’ engagement when the lecturers have the Tk and the TCK.

An In-Depth Exploration of the Empowerment Experiences and Their Impact on Personal Growth of Female Lecturers

Women in Pakistan face numerous challenges because of the rigid patriarchal structure. However, their economic self sufficiency gives them autonomy in different aspects of their life. This study aimed to investigate the empowerment experiences among female lecturers in colleges in the district of Bhakkar, Punjab. Twelve participants were sampled using a purposive sampling technique and were interviewed to share their experiences. The findings were analyzed using the thematic analysis approach. Under two main themes—empowerment experiences and their impact on personal growth—the findings revealed that female lecturers feel empowered in relation to domestic decision-making and control over their salary. However, most of them face limitations in their freedom of movement. Furthermore, their increased level of empowerment has led to improved self-worth and confidence. It is recommended that policymakers devise policies to integrate women into the economic sector to enhance their well-being as well as that of society as a whole.

Work Stress, Psychological Morbidity and Coping Strategies Deployed by University Lecturers in Lagos, Nigeria

Work Stress, Psychological Morbidity and Coping Strategies Deployed by University Lecturers in Lagos, Nigeria

Perancangan Instrumen Go-Green Movement Inventory dalam Konteks Gerakan Go-Green

The purpose of this research was to examine the content validity, inter-rater reliability, item validity, and item reliability of the Go-Green Movement Inventory (GGMI) instrument developed for high school students. The instrument development process utilized the Research & Development (R&D) method by Borg and Gall in Sugiyono (2019), up to the fourth stage. Prior to testing the instrument with 148 high school students, validation was conducted by 5 experts comprising two university lecturers and three high school teachers. The research findings indicate that the content validity analysis of the Go-Green Movement Inventory (GGMI) instrument for high school students is valid, as evidenced by Vhitung > Vtabel, specifically 0.89 > 0.87. Inter-rater reliability analysis yielded a score of 0.79, categorized as moderate. Item validity analysis revealed that out of 30 statement items, 2 items were rejected: item number 13 and 30, while the rest were accepted. Item reliability analysis showed a person reliability value of 0.80, indicating good consistency in student responses, and an item reliability of 0.96, indicating excellent quality of individual items. The Cronbach's Alpha coefficient was 0.83, indicating good overall interaction between respondents and item statements.

Conscientiousness on Affective Commitment to Change: The Mediating Role of Psychological Ownership

Based on self-determination theory, this study identified the effect of conscientiousness on the affective commitment to change of lecturers in Indonesian universities. This study empirically examined the uniqueness of conscientiousness which is strongest and most consistently associated with various outcomes. The mediation effect of psychological ownership of lecturers was also examined. A total of 321 responses were analyzed using a two-stage structural equation modeling (SEM) approach to confirm factors and test the study hypotheses. The results showed that the level of conscientiousness had a significant effect on psychological ownership. Conscientiousness had a significant indirect effect on affective commitment to change only through the psychological ownership of the lecturers. These results support the mediating role of lecturers' psychological ownership level in explaining the influence between conscientiousness and the level of affective commitment to change for lecturers.

REFLECTING ON A COMPREHENSIVE TEACHER TRAINING EXPERIENCE

This article aims to analyze the impact of the training experience of university lecturers focusing on its effectiveness for their personal and professional development. Applying mixed-methods research, it examines the experiences and overall performance of university lecturers in the role of teacher trainers based on instructional scaffolding approach. Data collection for the analyses involves the questionnaire survey including open-ended and close-ended questions that provide statistical insights into their instructional practices as trainers. The analysis of the survey held among the participants of the project show the high level of satisfaction with the training experience. The data of the survey help to understand better the challenges of university lecturers who were assigned the role of teacher trainers and experienced professional transformation. Based on the research, the authors identify possible implications and opportunities of meaningful professional development of university lecturers through the experience of training secondary school teachers.