University Lecturers Research Articles

Job Satisfaction on productivity of Non-Teaching Staff

Job satisfaction plays a vital role in management, influencing both employee engagement and the overall workplace culture. This article is guided by the following objectives: to establish the influence of remuneration; to determine the influence of communication; to investigate the influence of the work environment; and to examine the influence of training opportunities on the productivity of non-teaching staff in public secondary schools in Baringo County, Kenya. It employs a descriptive research approach to articulate and characterize current events. The target population comprises of 327 individuals, specifically School Accountants and School Secretaries. Utilizing the Krejcie and Morgan (1970) table for sample size calculation, a representative sample of 181 non-teaching staff members were selected. Simple random selection ensured each school had an equal opportunity for inclusion. Data collection involved document analysis, questionnaires and interview schedules. Descriptive analysis was applied, presenting processed data through frequency tables and percentages. Instrument validation was included, content validity, involving university lecturers and experts, while reliability was established through a pilot study, with a threshold Cronbach's alpha (α) of 0.7 indicating tool reliability. Based on the findings, it concludes that there is a moderate-positive and statistically significant correlation between remuneration on productivity of non-teaching staff in public secondary schools in Baringo Central sub county, Kenya (r = 0.531; p < 0.05).

Assessment Strategies, Instructional Resources, Science Course Teaching Methods and Acquisition of Employability Skills by Potential Science Graduates: The Lecturers’ Perspective

The study examines the interconnectedness of assessment strategies, instructional resources, and science course teaching methods relating to employability skills acquisition by potential science graduates from the lecturers’ perspective. The study utilised a research survey design. A sample of 371 was drawn from the population of science lecturers in universities in South-west using a multi-stage sampling technique. This involved purposive, stratified, and quota sampling techniques. A well-structured questionnaire was used to collect data analysed using descriptive statistics (multiple bar charts) and inferential statistics of correlation and regression analyses. The key findings of the study showed that instructional resources [instructional material, physical facilities, and human resources], science course teaching methods, and assessment strategies had joint significant predictions on employability skills acquisition. This implies that these variables must be adequately provided for improved acquisition of employability skills by students. Also, lecturers’ understanding of students’ key employability skills revealed low ratings of information technology, initiative, leadership, problem-solving, and adaptability skills of students. The study recommends that higher education administrators should strive to provide instructional materials, physical facilities and human resources as instructional resources to implement excellent teaching techniques and assessment strategies. The study concludes that lecturers should consciously seek self-upgrade and improve teaching techniques and assessment strategies.

Amid and beyond the COVID-19 pandemic: Internet costs for remote work by university lecturers in Tanzania—who does the cap fit?

The global COVID-19 pandemic has greatly dis­rupted education worldwide, including in Sub-Saharan Af­rica, which was caught off guard. Remote work has become a viable option for maintaining social distancing, even after the pandemic. However, there is limited evidence on who should bear the cost of internet access for remote work. This paper focuses on three research questions: how lecturers perceive remote work, how internet costs hinder remote working, and who should be responsible for covering the cost of internet access. Using a phenomenological approach, the study involved three key informants and sixteen lectur­ers from four public universities. Data was collected through in-depth interviews and analysed thematically. The results revealed that university lecturers view remote work as important for professional growth. However, the high cost of internet access deters remote working as lecturers struggle to afford data bundles for their work responsibili­ties. Also, it was found that employers should bear the costs of Internet for remote working because it enhances efficiency and job satisfaction. Uni­versities should also revise their policies to provide financial support for lecturers who work remotely, including setting a minimum internet cost per week for all scholars working remotely.

Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study

This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, drawing on a pedagogical engagement framework informed by positive psychology, was implemented and reported in this paper. The intention of the study was to contribute to the development of Chinese EMI lecturers' engagement portfolios. A group of twenty-five EMI lecturers in a South China university participated in the study. Through analysing their pre- and post-intervention teaching data and a focus group discussion, it was found that the quality of their cognitive engagement, and the quality of their emotional and behavioral engagement episodes in practice were noticeably improved. It can be concluded that an intensive intervention through a theoretically informed engagement framework contributes to EMI lecturers' pedagogical commitment to students' cognitive learning, and psychological investment in learners’ well-being. However, cultural and institutional factors somewhat constrained the participants from fully embracing the workshops, impacting their perception and post-intervention practice.

The Impact of Social Support on Burnout among Lecturers: A Systematic Literature Review.

Interest and concern regarding the social support and burnout of college lecturers have grown over the past decades. Maintaining good mental health is critical for university lecturers. Social support has been identified as an effective resource against burnout. However, few studies have comprehensively examined the connection between social support and burnout specifically among college lecturers. Therefore, this review aims to explore how social support influences the burnout of college lecturers. This study employed the systematic literature review (SLR) methodology. A thorough systematic review of 20 studies was conducted between 2015 and 2024, drawn from five major databases: Web of Science, Scopus, APA PsycINFO, PubMed, and Eric. The review indicates that burnout is measured through the Maslach Burnout Inventory, Maslach Burnout Inventory-Educators Survey (MBI-ES), Maslach Burnout Inventory-General Survey (MBI-GS), Burnout Syndrome Evaluation Questionnaire, Copenhagen Burnout Inventory (CBI), Shirom-Melamed Burnout Measure (SMBM), and the Oldenburg Burnout Inventory (OLBI). While social support is measured through the Multidimensional Scale of Perceived Social Support (MSPSS) and Perceived Organizational Support (SPOS) survey. Individual and occupational factors contribute to lecturers' burnout. This study reveals the association between social support and burnout among lecturers and it emphasizes the multifaceted role of social support in alleviating burnout among lecturers. The findings suggest that educational institutions should strengthen support systems and increase the emotional support available among lecturers to relieve burnout.

Nurturing creative confidence and learner empathy

As a contemporary and boundary spanning approach, design thinking is gaining traction in higher education, but it has not yet been established in academic staff development. The aim of this study is to reflect on a recent staff development intervention on blended learning course design, aimed at promoting a ‘design thinking mindset’ among university lecturers. By analysing empirical data gathered through participant interactions, we discuss the implications and potential of design thinking for academic staff development. Data analysis shows an increased awareness of the complex and diverse student body, a recognition for interdisciplinary collaboration, mentoring and reflective thinking. Additionally, it is highlighted that adopting design thinking is not without challenges, which include the need for continued practice, securing departmental buy-in and upscaling initiatives. The findings emphasise the importance of creating a ‘safe’ space to experiment, modelling a designing-on-the-go approach, focusing on the iterative processes of (re)design, providing scaffolding for learning, making design thinking processes explicit, building a community of practice, regular feedback and maintaining the balance between playfulness and reflection. Success of such an intervention will rely on balancing the development of design thinking skills, a design thinking mindset and creative confidence.

Construction and Validation of a Scale to Measure University Lecturers’ Stress in Teaching Profession in Southwest Nigeria

Construction and Validation of a Scale to Measure University Lecturers’ Stress in Teaching Profession in Southwest Nigeria

Entrepreneurial Mentoring Synergy: An In-Depth Analysis of Polytechnic and Community College (PolyCC) Lecturers as Mentors to Student Start-Up Entrepreneurs

This study was conducted to investigate the role of academicians as mentors to student startup entrepreneurs in Higher Education Institutions (HEIs). Although the lecturers at Polytechnic and Community College (PolyCC) may not be real entrepreneurs themselves, they have effectively nurtured student entrepreneurs who have sustained their businesses to this day. Nevertheless, this success rate is quite modest when compared to the total number of mentors that have been appointed. Hence, the objective of this study is to comprehend the methods by which non-entrepreneurial academics effectively fulfill their responsibilities as mentors, as well as the aspects that impact their efficacy in mentoring students toward entrepreneurship. The research design employed in this study is qualitative and utilizes a semi-structured interview instrument. The instrument's validity has been confirmed by four experts, and it exhibits a Cohen's Kappa value of 1.0. The sampling method employed is purposive sampling, specifically targeting lecturers from PolyCC who have been selected as 15 finalists in the category of Best Entrepreneurship Mentor Award for the Ministry of Higher Education Entrepreneurship Award (MEA) 2021. These lecturers also serve as mentors to student startup entrepreneurs at PolyCC, and the student entrepreneurs have successfully sustained their businesses up to the present time. The data obtained from the interviews were subjected to thematic analysis using ATLAS.ti 9 to discern patterns, trends, and interrelationships among the data pieces. The research yielded a theme and competency framework model with an inter-rater reliability, as measured by Cohen's Kappa value, of 0.99. The research yielded an "Entrepreneurship Mentoring Synergy Diagram (EMSD)," a visual representation that illustrates the connection and interplay among the components of entrepreneurial mentoring. The features encompass mentors (lecturers), and mentees (students), as well as the notion of relationships and interactions with external entities (business networks) and strategic planning to foster business growth. This graphic is anticipated to be beneficial for HEI lecturers who are designated as entrepreneurial mentors. It is intended to serve as a guide for them in their endeavors to enhance the proportion of entrepreneurs among HEI students.

The digital aspects of the wellbeing of university teachers

IntroductionIn the past few decades more and more studies have put the mental health and wellbeing of university lecturers in the limelight, especially considering the fact that lecturers’ scope of responsibilities have been significantly transformed and expanded as a result of the massification and diversification of and structural changes in higher education. These changes intensified the workload, already rather high, thus negatively affecting lecturers’ wellbeing. It is worth investigating how the increasingly marked presence of digital technologies affects the characteristics of teachers’ workload. In this study, we intend to investigate the impact of digitization on the various areas of workload and work activities of university lecturers at a large university with many faculties, on the one hand, and teachers of institutions teaching in minority languages, on the other.MethodsThe online questionnaire compiled and based on the findings of our previous qualitative study was completed by teachers at one of Hungary’s biggest universities, the University of Debrecen, and lecturers at other institutions of higher education providing for the Hungarian ethnic minority across borders and affiliated with the University of Debrecen, altogether 596 people. The database created obtaining the data was named Central and Eastern European Teachers in Higher Education (CEETHE, 2023), IBM SPSS 29 software was used to analyze the data.ResultsDigital technology plays a basic role in lecturers’ work. Its importance is shown by the fact that the majority of respondents (54%) experiences significant or very severe stress in connection to technological problems. The majority of time spent with digital devices is included in working hours, so these technologies play a prominent role in dissolving the boundaries between professional and private life. Furthermore, many people find their use more exhausting than mental work performed without relying on them.ConclusionBy continuously developing the digital competency of university lecturers it is possible to mitigate the stress triggered by technological problems as well as reduce screen time. It is necessary to ensure that institutions of higher education introduce policies that ensure work-life balance for teachers.

Accurate and Objective Lecturer Appraisal System: Implementation of the LOPCOW Method

This research proposes the use of the Logarithmic Precursor Chain-Driven Objective Weighting (LOPCOW) method to evaluate the best lecturers in universities. The LOPCOW method ensures that the assessment covers all aspects of lecturer quality and performance, including education, research, community services, discipline, commitment, cooperation skills, and innovation. The evaluation of lecturers using the scores and ratings provided showed that CDE lecturers were the best, with the highest score of 0.715. CDE lecturers showed high consistency in all aspects assessed, especially in education, research, and community service. This was followed by MNO lecturers (0.676), STU lecturers (0.668), XYZ lecturers (0.637), and AFI lecturers (0.627). In conclusion, highly ranked lecturers showed strong dedication to the Tridharma of higher education, with consistent performance and a positive impact on the academic community and the general public. Future research should focus on developing strategies to improve lecturers' teaching quality by applying new educational technologies and evaluating their impact on student learning.

Exploring Teacher Awareness of Artificial Intelligence in Education: A Case Study from Northern Cyprus.

This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during the 2023-2024 academic year, this study employed a survey model with purposive and snowball sampling methods, involving 164 teachers. Teachers at different levels, namely, primary school, secondary school, high school, and university, were included in this study. The "Artificial Intelligence Awareness Scale", developed by Ferikoğlu and Akgün (2022), was used to measure AI awareness. Data normality was verified through skewness and kurtosis values, allowing for parametric statistical tests such as t-tests, one-way ANOVA, logistic regression, and chi-square analysis. This study explored the distribution of AI use across different school types and educational levels and assessed the impact of sub-dimensions of AI awareness on its application in teaching. Findings revealed no significant influence of teacher demographics (age, gender, education level, type of school, institution level, and monthly income) on AI awareness. However, usage patterns indicated that university lecturers were more likely to incorporate AI in their teaching, followed by primary and high school teachers, with secondary school teachers using it the least. A Multilayer Neural Network Analysis identified practical knowledge as the most critical factor influencing the use of AI in teaching (importance weight of 0.450), followed by beliefs and attitudes (0.298), relatability (0.148), and theoretical knowledge (0.104). These results highlight the importance of practical knowledge for fostering AI integration in educational practices, underscoring significant implications for teacher training and professional development programs.

Implementasi PLTS sebagai Supply Listrik Alternatif pada Fasilitas Masjid Qoryah Thoyyibah Kandang Limun

The Government of the Republic of Indonesia has long encouraged the use of renewable energy, but in fact there are still many people who use primary energy. Seeing this, the idea emerged from the Community Service Team by Bengkulu University lecturers to design and implement Solar Power Plants (PLTS). This renewable energy idea was implemented at the Qoryah Thoyyibah mosque, Kandang Limun Kota Bengkulu. The purpose of this service is the implementation of Appropriate Technology, namely PLTS for alternative energy supply at the Qoryah Thoyibah Mosque facility. So that if there is a power outage by PLN, the facilities at the Qoryah Thoyyibah Mosque can still operate according to their functions. This service method is carried out by two methods, namely counseling and implementation of PLTS Appropriate Technology. It is hoped that in the future by designing and building PLTS as an alternative energy source at the Qoryah Thoyyibah Kandang Limun mosque in Bengkulu City, the backup electricity supply will be fulfilled and we will not always depend on PLN, besides that it can also reduce the monthly cost of electricity at the Qoryah Thoyyibah Mosque. The result of Community Service activities with the 2023 Development scheme is that PLTS has been installed with an AC source to operate lighting lamps with a capacity of 100 WP for PLTS and lamps of 800 Watts. So that it can be operated as a source of lighting for Qoryah Thoyyibah mosque facilities in a state where there is no source from PLN.

Increasing Lecturers' Organisational Commitment through Strengthening Transformational Leadership, Organisational Culture, Work Motivation and Trust: Quantitative Research Using Path Analysis and SITOREM on Pamulang University Lecturers

Sholihin, Improving the Organisational Commitment of Lecturers through Strengthening Transformational Leadership, Organisational Culture, Work Motivation, and Trust’ (Empirical Study Using Path Analysis Techniques and SITOREM Analysis on Pamulang University Lecturers). This study aims to produce strategies and ways to improve lecturer service quality through strengthening transformational leadership variables and organisational support as independent variables and self-efficacy variables and job satisfaction as intervening variables. The sample selected based on the slovin formula from a population of 427 resulted in a number of 207 samples taken by proportional random sampling in 26 Study Programmes at Pamulang University. This study used a survey method with a path analysis approach and continued with SITOREM analysis.

Effects of polychronicity and job embeddedness on productivity of Nigerian University lecturers

Effects of polychronicity and job embeddedness on productivity of Nigerian University lecturers

Five years on: analysis of university lecturers’ experiences of the French government’s health promotion education program

BackgroundThe National Health Promotion Intervention Program by Student (HPIPS) is a French government educational program introduced in 2018, aiming at developing all health students’ health promotion knowledge and abilities, as well as implementing health promotion interventions for specific subpopulations in the general public. Its pedagogical framework was elaborated in 2018 and then evaluated by the French Council for Public Health in 2022, highlighting certain difficulties for the program to be homogeneously implemented in France. The aim of this study was to explore and describe the experiences and feedback of university lecturers in charge of this HPIPS training.MethodsSemi-structured interviews were conducted with HPIPS lecturers from various health fields and from French universities, and a qualitative content analysis was carried out.ResultsFourteen interviews were conducted during the autumn of 2022 with HPIPS program university lecturers including five doctors, three dentists, two nurses, two pharmacists, one midwife, and one physiotherapist from eight different towns belonging to six regions. Depending on the professional background, the component, and the local resources available, the teaching experience varied from one lecturer to another. A number of difficulties arose in setting up this educational program and complying with the latter legislation. The work overload was considerable, and the lecturers’ heavy commitments some lecturers to be discouraged, especially since some lecturers were not trained in health promotion abilities. Although interprofessionality was a strength of this HPIPS, it was also its main challenge. Pedagogical innovations were developed, notably through the use of digital technology; cross-disciplinary collaboration was established; and lecturers–students specific boundaries have emerged thanks to this health promotion project.ConclusionsIn France, setting up the HPIPS rapidly was experienced as a real pedagogical challenge for the interviewed university lecturers. While most of them noted the positive and beneficial contributions made by the introduction of prevention and health promotion intervention skills for health students, they also shared recommendations in order to match the ambitions and increase the HPIPS impact on the development of a culture of prevention and health promotion among health students.

University lecturers' perceived stress andself-rated health during COVID-19.

In 2022, many universities transitioned from virtual learning back to in-person teaching. Significant changes in working conditions, along with COVID-19-related anxiety during the pandemic, might impact the well-being of lecturers. This study aims to assess the perceived stress, self-rated physical and occupational health of Vietnamese lecturers in 2022 compared to the pre-pandemic levels, and to identify their associating factors. This is a cross-sectional study conducted in May-June 2022 through an online survey questionnaire. A sample of 425 university lecturers were included. Participants' stress levels were assessed using the Perceived Stress Scale. Participants were asked to compare their current physical and occupational health with before the pandemic. Explanatory variables included (1) COVID-19 exposure; and (2) perceptions of changes in working environment due to the pandemic. Multivariable ordinal least squared regression analyses were used to estimate the coefficient and 95% confidence intervals for the associations between COVID-19 exposure variables, work conditions, and each outcome. Our findings indicated that over 60% of participants experienced moderate stress, while nearly half reported worsened physical and occupational health during the pandemic. Gender, age, perceptions of workload, workplace safety, COVID-19 infection, and incentive programs were significant factors associated with higher stress levels and worse self-rated health. To ensure occupational safety and support lecturers as they return to in-person classes, it is crucial to provide appropriate psychological and health support services.

Acute Effects of Exercise Breaks on Attention and Working Memory During a University Lecture: A Group-Randomized Controlled Trial

Objective: This study investigated the acute effects of exercise breaks on attention and working memory during lectures among third-year physical therapy students.Material and Methods: In total 65 participants were randomly assigned to exercise breaks (N=22), game breaks (N=21), and no breaks (N=22). The lecture was divided into two parts. Participants watched each part of a 50-minute computer-based video lecture. The present study examined the heart rate, perception, attention, and working memory impact of 5-minute breaks. The exercise breaks group performed a series of callisthenic exercises, the game breaks group played a computer game, and the no breaks group watched the entire lecture continuously without breaks. The differences in means for variables among each group were compared using a 3x2 repeated measure Multivariate Analysis of Covariance (MANCOVA).Results: Exercise breaks during lectures facilitated a positive impact on the modulation of shifting working memory in comparison to game breaks and non-exercise breaks (p-value<0.05). Significant pre-test to post-test in shifting working memory improvements were found in the exercise breaks group (F(2,62)=4.266, p-value=0.018). The variation in mean shifting working memory was 12.1 percent of the effect (np2=0.121). This improvement aligned with better learning results, especially when assessed for immediate outcomes. Conclusion: Exercise breaks during academic lectures demonstrated a statistically significant impact on shifting working memory. Consequently, further investigations are required to explore the enduring impacts of exercise breaks on cognitive functions in the long term. Additionally, determining the optimal duration of exercise breaks and lecture lengths is essential for guiding university teaching practices.

Assessing the priority levels of motivational factors for lecturers: A case study at vietnam national university, Hanoi

Creating motivation plays a crucial role in enhancing the job performance of university lecturers. This study aims to assess the motivational factors among lecturers at Vietnam National University, Hanoi. Five factors with 30 sub-factors influencing lecturers' motivation are considered in this study, including: salary and benefits (S_B, including 6 sub-factors), leadership skills (L_S, including 7 sub-factors), training and professional development opportunities (T_D, including 6 sub-factors), working conditions and environment (W_C, including 5 sub-factors), and recognition and rewards for accomplishments (R_R, including 6 sub-factors). This study applies the Analytic Hierarchy Process (AHP) method using a generalized fuzzy set for analysis. The steps of the fuzzy Analytic Hierarchy Process include: determining the comparison matrix of generalized trapezoidal fuzzy numbers, calculating the values of the fuzzy synthetic extents, and defining the weight vector of generalized trapezoidal fuzzy numbers. Data for the study were collected through expert interviews employing a questionnaire. The analysis results indicate that leadership skills and salary and benefits are the most influential factors on lecturers' motivation at Vietnam National University, Hanoi, followed by working conditions and environment, recognition and rewards for accomplishments, and training and professional development opportunities. Based on the analysis results, the study proposes several solutions to create motivation among lecturers at Vietnam National University, Hanoi, including: VNU-Hanoi and its affiliated units should prioritize bolstering the training of lecturer teams, particularly focusing on educational and training management staff. Furthermore, additional resources should be allocated to improve lecturer income, welfare, and rewards, alongside increasing investment and optimizing the utilization of infrastructure and educational materials for teaching and research purposes.

Role of Cognitive Appraisal in Coping, Adapting and Psychological Well-Being of Chinese Teachers: A Concept Paper

Teachers are considered a nucleus of educational institutes, their dire efforts act as the accelerating engine of the students' minds that nurture their minds with the best, most incumbent, authentic, resilient and creative thoughts, knowledge, reasoning and information that play a back-supporting role to the future emperors of the countries in their professional life. To do such a huge and exhaustive job, teachers often encounter various challenging situations and circumstances in which stress can be placed at the top among all other issues. This delicate issue has been identified as common among Chinese university lecturers and this issue has been influencing their mental states causing a damaging effect on their job performance. To understand this deliberate scenario, this study has reviewed the previous literature to explore the level of stress and psychological well-being and some helping strategies to sustain psychological well-being and stress adaptation as it is a part of every job and propose a conceptual framework. This proposed framework will have many useful settings for the literature scholars and the targeted units which have been illustrated in the concluding remarks section.

Development and execution of a notification system for lectures in universities

The aim of this work is design and implementation of a lecture alert system for Computer Science Department which makes use of Short Message Service (SMS) to enable lecturers to know when they have lectures and also deliver the venue, department, day, date and time to their phones. The motivation for this work is due to the challenges of the consistence report of errors in the process of filling and allocating the lectures on the time table, lack of effective record system or database system to store the record of time table and clashes of lecture because one venue can be allocated to different lecturers at the same time. The methodology that will be employed in this study is the object-oriented analysis and design methodology (OOADM) which will make use of the following programming languages; JavaScript for controls and flexibility, PHP for effective linking and communication with the database machine, HTML for browser communicator, a database machine, MySQL, and macromedia flash (11.0) for the video output display. The expected result that will be obtained is to a design a conventional lecture alert system using Short Messaging Service (SMS), also to provide a new method of checking lectures using mobile phone short messaging service work and to alert students ahead of their lectures and inform them of the venue of the lecture.