Major Public University Research Articles

Exploring tertiary students' travel mode choices in Auckland: Insights and policy implications

It is crucial that policymakers and public transport operators comprehend tertiary students' travel mode choices and understand the factors that inform these choices in order to manage travel demands effectively and to optimise the use of public transport and improve its quality of service, particularly during the peak hours. This study aims to examine tertiary students' travel mode choices in Auckland, which is recognised as one of the most car-dependent cities in the world. The city is struggling with traffic congestion, particularly around its Central Business District (CBD) during peak hours. Auckland is New Zealand's largest city, with a population of 1.4 million residents. The main campuses of two major public universities, The University of Auckland (UoA) and Auckland University of Technology (AUT), are located in the CBD, attracting a large number of daily trips by both staff and students, particularly during the teaching semesters. However, there is a limited understanding of tertiary students' travel mode choices, particularly the factors that inform these choices when they travel to the universities' city campuses. A mixed methodology approach was used to comprehend the travel mode choices of students attending The University of Auckland and to identify the key factors that are drivers of these choices. The data collection included a questionnaire-based survey, which received 249 responses, and 10 semi-structured interviews with students. Thematic analysis was utilised to codify and then analyse the interviews. Despite the significant car dependency in Auckland, the survey demonstrated that most respondents utilised public transport and active modes when commuting to the university's city campus. Seven factors were identified that inform tertiary students' travel mode choices: cost, parking availability and cost, access to a car, travel time, physical environment, reliability, and attitudinal variables. The interviewees mostly argued that travel cost and lack of or limited access to a private car were the primary drivers of their travel mode choices. The study suggests that different stakeholders, such as Auckland Transport (AT) and The University of Auckland, should work collaboratively to provide an inclusive travel demand management policy. The university could rearrange classes for off-peak hours, and AT could offer tertiary students further discounts during these hours. These actions would result in the optimisation of public transport efficiency, improvement of the quality of the public transport service, and mitigation of traffic congestion around Auckland's Central Business District (CBD).

Exploring student perceptions and attitude towards various aspects of peer feedback in a pharmacotherapy course

BackgroundThe purpose of this study is to gauge pharmacy students' perceptions and attitude towards peer feedback in a pharmacotherapy course. MethodsAn explanatory sequential mixed-method approach with a 20-item electronic survey and semi-structured interviews were used to collect data from students enrolled in a required pharmacotherapy course at a major public university in the southeast United States. A survey design with descriptive statistics were used for the quantitative part and constant comparative approach was used to analyze qualitative data. ResultsSeventy-three completed surveys (53%) were received (n = 73). Majority of the students (90%) believed that they will be using peer feedback in their future pharmacy careers. Most students (90%) agreed that their peers are competent enough to provide constructive feedback, whereas only 78% believed in their own competency to provide feedback to their peers. Over 81% of students preferred receiving feedback from a peer they have previously worked with. Interviews with five second-year pharmacy students (n = 5) revealed three major themes regarding PharmD students' perception of peer feedback activity, namely, (1) participants' perspectives about the value of peer feedback, (2) learning from peer feedback, and (3) significance of the individuals participating in the peer feedback activities. ConclusionsPerceptions of competency, the perceived value of peer feedback and interrelationship among peers are important determinants of effective peer feedback practices. Education and training in techniques and benefits of peer feedback, as well as opportunity to practice the skill can help students promote a positive attitude towards peer feedback.

Effects of team sports on anxiety, depression, perceived stress, and sleep quality in college students

Objective This study aimed to assess the effectiveness of team sports on alleviating depression, anxiety, perceived stress, and poor sleep quality in college students. Participants: Undergraduates (n = 291) from a major public university in China. Methods: A 12-week quasi-experimental study was conducted. Students were enrolled in team sports classes (n = 138, experimental group) and aerobic dance classes (n = 153, comparison group). Data was collected via questionnaires at pre and post-test. Results: Results indicated significant improvement in depression and sleep quality for college students over time (p < .05). Depression levels decreased significantly more for team sports group (p < .05) compared to aerobic dance group. Results showed no significant differences in anxiety or perceived stress between the two groups over time (p > .05). Conclusions: Team sports may help reduce depression and poor sleep quality in college students. However, physical activity alone may not help improve anxiety and perceived stress.

Impact of Intangible Characteristics of Universities on Student Satisfaction

The aim of this research was to investigate the impact of the intangible qualities of the universities on student satisfaction. To do this, we have collected data from 7 different major public and private universities of the Kurdistan Region of Iraq. We have used 170 data to proposed further analysis. The partial least square method (PLS) was used to test the hypothesis. The results reveal that career opportunities and a friendly atmosphere are the main two elements that foster the reputation of the universities. The second interesting result of this research is that social activities impact the reputation of universities but not the friendly atmosphere while social activities impact a friendly atmosphere but not the reputation significantly. Finally, we have suggested the implications to the practitioners in the region.

Prioritizing Accessibility in the E-Resources Procurement Lifecycle: VPATs as a Practical Tool for E-Resource Acquisitions and Remediation Workflows at Academic Libraries

ABSTRACT Libraries within academic institutions need to comply with federal disability law. Specifically, the Section 508 Amendment to the Rehabilitation Act of 1973 requires electronic and information technology to be fully accessible to individuals with disabilities. Hence, Voluntary Product Accessibility Templates (VPATs), provided by vendors based on their reported compliance to the recently updated Section 508, are being collected by librarians. However, they can be difficult to understand and are not always reliable, so VPAT verification and functional testing are recommended. The purpose of this paper is to document how two major public university libraries are approaching VPATs in a workable and time-effective manner during e-resource acquisitions and remediation workflows.

Understanding Essential Factors in Influencing Technology-Supported Learning: A Model toward Blended Learning Success

Aim/Purpose: In this study, we aim to understand factors that can influence technology-supported learning, specifically in the blended environment. To do that, a research model is developed by incorporating factors from three perspectives, including self-related factors, technology and systems factors, and the instructional design factor. Background: Technology-supported learning has changed the way of instruction dramatically in higher education, from e-learning to the more recent blended learning. Because of the increased popularity and wide adoption of blended learning, it would be of importance for educators and researchers to know and understand factors that could lead to student success in the blended environment. Methodology: The survey method was used in this study. The study site is a freshman-level, introduction to computer information systems class, at a major public university located in the United States, which adopts the blended learning instructional method. In total, 699 students completed the survey. Contribution: This paper contributes to the existing literature by investigating potential, influential factors on blended learning success from multiple perspectives. In addition, a research model is developed and tested in order to systematically investigate and understand the impacts of those factors on student success in such a learning environment. Findings: Some interesting results have been identified. One is that students’ computer self-efficacy doesn’t play any significant role in influencing their perceptions of either the learning climate, task-technology fit, or the level of flexibility associated with blended learning. However, their own motivation to learn could significantly influence the first two of them. Another important result we find is that all four technology and systems related factors, including information quality, system quality, service quality, and media richness, have significant impacts on students’ perceptions of learning climate, task-technology fit, and blended learning flexibility. We also find that the instructional design factor can significantly influence blended learning success. Recommendations for Practitioners: This study offers a research model that researchers could adopt to evaluate student success in blended learning or technology-supported education in general. Recommendation for Researchers: This study offers a research model that researchers could adopt to evaluate student success in blended learning, or technology-supported education in general. Impact on Society: The higher education industry needs to gain a better understanding of how potential factors could influence student success in blended learning (or technology-supported learning in general) in order to ensure the success of the use of modern information technology and systems to assist students’ learning. Future Research: Future research can further examine and validate the research model proposed in this study on other class settings and with different types of study bodies. In addition, future research may identify other types of important factors and further extend the proposed research model.

Attitudes of Undergraduate Students Towards Self-employment in Yemen Public Universities

To the best of the authors’ knowledge, the intention of undergraduate students towards self-employment has not been yet studied in Yemen. We aimed to study the intentions of undergraduate students towards self-employment as a career choice. Since most literature agrees that future intention towards self-employment can be determined by using the Theory of Reasoned Action (TRA), this theory is used as a theoretical framework in this study. A questionnaire survey was completed by a random sample ( n = 451) of university students, undergraduate level, at one of the major public universities in Yemen. Results were based on descriptive analysis and multivariate statistical analysis including crosstabs, bivariate correlation and binary logistic regressions. Results of correlation test indicates that there are positive and significant correlations between dependent variable students’ intention to be self-employed and independent variables; entrepreneurial awareness ( r = .338, n = 401, P &lt; .00) and attitude ( r =.569, n = 401, P &lt; .00), whereas social norms variable, has derived low and not significant correlation value ( r = .066, n = 373, P &gt;.20). Binary logistic regression results showed that both variables, entrepreneurial awareness (ß = 2.154, p &lt; 0.005) and attitude (ß = 3.117, p &lt; 0.005), are significantly correlated with the students’ intention to start a business, whereas there is no significant correlation between the social norms and the students’ intention to start a business (ß = – 0.153, p &gt; 0.744). Our study suggests that providing entrepreneurial capabilities among citizens may improve social norms toward entrepreneurship. The study also makes a valuable contribution to the under-researched context of Yemen entrepreneurship. Keywords: Self-employment intention, Undergraduate students, Yemen, Theory of Reasoned Action. DOI : 10.7176/RHSS/10-2-08 Publication date: January 31 st 2020

Effects of Tai Chi Intervention on Perceived Stress, Anxiety, and Sleep in College Students

Background: Previous studies on effects of Tai Chi on physical and mental health among college students have lacked an objective measure of sleep quality. This study will address the gaps in the current literature. Purpose: This study examined the effects of 16-week Tai Chi lessons on perceived stress, anxiety, and sleep quality measured with the ActiGraph activity monitor in college students. Methods: Participants were forty-five college students (14 males and 31 females) with mean age of 19 yrs. (SD = 0.548 yrs.) who enrolled in one, 90-min Tai Chi lesson per week for 16 weeks during a fall semester of 2016 at one major public university in Shanghai, China. One week prior to and after the 16-week Tai Chi lessons, the students completed the Perceived Stress Scale (PSS), the Generalized Anxiety Disorder 7-item (GAD-7) Scale. In addition, they wore the ActiGraph Gt3X-BT activity monitor day and night for seven consecutive days to objectively measure their sleep time and quality. Results: The paired t-tests showed no significant changes in the perceived stress and anxiety from the pre- to the post-test (t = -0.429, df = 37, p = 0.670; t = -1.605, df = 37, p = 0.117). The ANOVA with repeated measures revealed no significant main effect of gender, time, and the interaction of them in the perceived stress and anxiety. The paired t-test yielded a significant change in sleep time (t = 2.48, df = 37, p = 0.017). There was no significant main effect of gender and the interaction of time with gender. The paired t-test showed no significant differences in sleep quality over times. Conclusion: Learning and performing one, 90-min Tai Chi lesson weekly for 16 weeks helped the students maintain a manageable level of the perceived stress and anxiety and meet the recommended sleep time and to have a high level of sleep quality while experiencing a moderate level of stress and anxiety over times.

Forty years of conflict: the effects of gender and generation on conflict-management strategies

PurposePrevious studies examining the relationship between gender and conflict-management strategies have generally reported weak or inconsistent results. This paper aims to study extends past research by examining the main and interactive effects of gender on conflict-management strategies over time. The authors propose that conflict-management strategies commonly employed in the workplace are impacted by worker gender as predicted by face negotiation theory and vary over time based on the “generation” of the worker.Design/methodology/approachTo test the study hypotheses, a field study was conducted to assess main and interactive effects of gender and generation on the five strategies for conflict management: Integrating, obliging, dominating, avoiding and compromising. Questionnaire data were collected over four decades (1980s-2010s) from employed students (N = 6,613). Data analysis was performed using a multivariate analysis of covariance.FindingsThe results suggest female employees consistently use more noncompeting strategies (integrating, obliging, avoiding and compromising) than male employees and male employees consistently use more competing strategy (dominating) than female employees. All the main and interaction effects were significant.Research limitations/implicationsWhile this study involved primarily students in the USA studying management at two major public universities, there may be implications for a more global population of workers. However, the results support the notion advanced by face negotiation theory that men will generally seek to save face while women will generally avoid conflict in consideration of others.Practical implicationsThis study demonstrates that workers employ different conflict-management strategies over time and the use of certain strategies varies by gender. An implication of this study is the need to regularly reassess selection, training and evaluation processes for managers. In addition, supervisors should encourage employees to enhance the effective use of cooperative (integrating, obliging and compromising) strategies and focus on specific situations when uncooperative strategies (dominating and avoiding) may be needed.Originality/valueBy using face negotiation theory as the organizing framework to examine changes in conflict-management strategies over time, this study contributes in a substantial way to the understanding of how gender and generation interact to influence the selection and use of conflict-management strategies in the workplace.

Impact of instituting hard-waiver on a student health insurance program at a public university

Objective The purpose of this study is to assess the impact of implementing hard-waiver on the student health insurance landscape at a major public university. Methods: Data from two years before (2013–2015) and after (2015–2017) the hard-waiver program was implemented were analyzed descriptively using the university data sources. Results: The university-sponsored insurance group pre-waiver was made up of 4,850 students, while this group included 9,002 students after the hard-waiver program was implemented. Approximately 62% of the waived insurance group were White, compared to 47% in the university-sponsored insurance group. The White population who waived the insurance plan was 20% greater than the minority population. The proportion of the White population having a university-sponsored insurance plan was 0.6 times that of the minority population. Conclusions: University-sponsored insurance enrollment increased markedly following the implementation of hard-waiver and impacted various student demographic groups differently.

Color-Blind Racial Attitudes Among Social Work Students: Exploration of Individual and Social Network Correlates

ABSTRACT Racial attitudes can be shaped by personal attributes and social network properties. Literature on White social work students’ racial attitudes remains scarce. The purposes of this study are to explore racial attitudes among social work students and identify personal and social network correlates of such attitudes. One hundred and sixty-three White social work students in a major Midwest public university were recruited via social work electronic mailing list to complete an anonymous online survey measuring personal-level characteristics (e.g., demographic information and racial attitudes as measured by the color-blind racial attitude scale) and social network composition (e.g., information regarding network diversity). Descriptive analysis and linear regression models were conducted for the study. Social work students demonstrated moderately low levels of color-blind racial attitudes. Age was positively associated with unawareness of institutional and blatant racism. Identifying as politically liberal was associated with lower unawareness of racial privilege, institutional racism, and blatant racism. Having more social network members to talk to about topics related to race and ethnicity was associated with lower unawareness of blatant racism. Being familiar with a campus antidiscrimination protest was negatively associated with unawareness of racial privilege and blatant racism. Implications for social work educators are discussed.

Evaluating USA’s New Nutrition and Supplement Facts Label: Evidence from a Non-hypothetical Choice Experiment

In May 2016, the FDA published new rules for Nutrition and Supplement Facts label formats and contents, which take effect in 2019. The revised labelling is designed to help consumers make better-informed product choices in support of a healthier diet. Changes in nutrition label requirements include the prominent display of “calories per serving” and “serving size” as well as updated nutritional requirements and information reflecting contemporary scientific knowledge about diet–disease relationships. No other known study however has directly examined whether these new upcoming changes will help consumers make healthier choices. To fill this void, we conducted a non-hypothetical choice experiment on “light” and “original” strawberry yogurt products at a major public University in the USA. Using a generalized mixed logit model with a scale parameter to account for taste heterogeneity among participants, we find that the new label changes food choice behavior. Specifically, we find that the new label reduces consumer’s preferences for both original and low-fat yogurts. This finding is evident among the more health-conscious subsample. It is possible that the new label generates an “alarm” effect given the revised features on calories, added sugar and serving size, especially among those who are more nutrition and health conscious and those who use labels for nutrient information.

Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach

The purpose of this paper was to provide empirical evidence of the impact of quality assurance in higher education on two relevant higher education outcomes; students’ knowledge, skills, and competencies; and their employability. Survey data were collected from two major Romanian public universities and analyzed using a partial least-squares structural equations modeling (PLS-SEM) technique. The main results suggested that students’ competencies were positively and directly influenced by the quality of the educational process, as well as the practical and research activities. The students’ chances of employment in the labor market were positively and directly influenced only by the quality of the educational process and by the research activities. Indirect influences were also revealed. The findings of the study may be shown to have theoretical implications by proposing a model that links the features of quality management in higher education institutions with students’ competencies and chances of employment in the labor market. From a practical perspective, the results may be of interest to higher education policy makers, to evaluation and accreditation institutions, to universities, and also to students.

Feedback-seeking behavior in second language writing: motivational mechanisms

Focused on the effects of different type of feedback on learners’ written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notion of feedback-seeking behavior (Ashford & Cummings, 1983) to the field of second language writing and examines its motivational mechanisms using Dweck’s (1999) theory of mindsets and an overarching cost-value analysis framework (e.g., Ashford & Cummings, 1983; Anseel et al., 2015). Questionnaire data were collected from 128 foreign language writers from a major public university in the United States. Multiple regression and mediation analyses showed that a growth language mindset predicted the value of feedback, which, in turn, was a strong predictor of both feedback monitoring and feedback inquiry. A fixed language mindset, on the other hand, predicted the cost of feedback seeking, which, in turn, negatively predicted feedback monitoring. The findings offer new venues for second language writing research and pedagogy.

Do country stereotypes influence language learning motivation? A study among foreign language learners in Malaysia

&#x0D; It has been acknowledged in research literature that stereotypes about a target language country held by language learners influence the students’ motivation to learn a foreign language (L2 motivation). However, there is a lack of studies that link explorations of these stereotypes and L2 motivation in a single research project. This mixed-methods study addressed this gap in research literature. It examined relationships between endogenous stereotypes about target language countries and L2 motivation using a sample of 194 students learning foreign languages in a major public university in Malaysia. These languages included French, German, Italian, Portuguese (European and Brazilian varieties), Russian and Spanish. The data were collected through a questionnaire survey. One open-ended question sought the students’ mental images of the target language countries; two thermometer-type scales assessed the students’ general attitudes toward the target language countries and people and 16 closed-ended statements with attached Likert-type scales assessed their L2 motivation. The findings from the qualitative strand of the analysis revealed that the respondents had distinct and predominantly positive images of each of the target language countries. This allowed making a tentative proposition that the country stereotypes would have a positive relationship with the students’ L2 motivation, especially the integrative orientation. Results of the statistical analyses in the quantitative phase indicated that the relationship between the country stereotypes and L2 motivation was the strongest in the case of the integrative orientation. The article concludes with a brief discussion of implications that can be drawn from this study.&#x0D;

NATIONAL SUBSCRIPTION AND LIBRARY ACQUISITION. PART ONE. MATERIAL AND ELECTRONIC ACQUISITION BUDGETS IN RUSSIA

Introduction. Electronic acquisition budgets are indicators of the information supply of research and education in the organization and affect its research output. The national level subscription to the global citation indexes Web of Science Core Collection and Scopus and the Freedom Collection of Elsevier released 70% of eleсtronic acquisition expenditures in the Russian libraries. The article studies the effect of the state-funded national subscription on the structure and temporal dynamics of material and electronic acquisition budgets in the Russian libraries.Materials and Methods. Materials comprise results of the data processing of the surveys on acquisition budgets in 2012–2018 and published results of the international surveys. Following our previous studies, we analyzed three main reference groups: universities (with a separate group of the Russian leading universities), research institutions and public libraries. For the purpose of this study, we created additional sub-groups of leading institutions (centers of excellence) in each reference group. From the survey data we calculated the average unit costs (both of the material and electronic acquisition budgets) in each reference group/sub-group. We also calculated relative shares of electronic and print resources in the library material budgets.Results. Since 2016, the material budgets of Russian libraries have grown after the fall caused by the economic crisis in 2014. The state-funded national subscription to the global citation indexes and the Freedom Collection of Elsevier resulted in the 2–4 times decrease in material and electronic acquisition budgets of the centers of excellence in each reference group.Discussion and Conclusions. For the first time, our study revealed the negative effect of the state-funded national subscription on the material and acquisition budgets in Russian organizations. We registered a decrease in the material budgets of the major Russian public and scientific libraries and universities.

Language learners’ mental images of Korea: insights for the teaching of culture in the language classroom

ABSTRACTPeople who learn a foreign language hold various mental images about the target language country, its culture and society. These images are recognised as a valuable source of information for developing the cultural component of a foreign language programme. However, explorations of mental images of Korea held by students enrolled in Korean language programmes are scarce. The current study addresses this gap. It explores images of Korea held by students learning Korean in a major public university in Malaysia. The country images that the students have were then assessed for prominence and favourability. It was found that the images of Korea were overwhelmingly positive and the most prominent of them pertained to Korea’s popular culture and cultural products. At the same time the findings revealed the need for a deeper knowledge of the target culture. Pedagogical implications concerning the development of the cultural component of the Korean language programme are discussed.

Teaching the health impacts of climate change in many American higher education programs

Purpose Climate change is the greatest threat to global health today and it challenges professionals in many disciplines. Most American university programs lack courses covering the rising deaths and illnesses from climate change. Consequently, graduates in health and other disciplines are underprepared for providing services in a world affected by climate change. They also lack the training to communicate this transformative development effectively. Universities should fill this gap and this paper aims to provide guidance on approaches to teaching climate-related health effects (CRHE). Design/methodology/approach Three analyses guide university coursework on CRHE. First, consider what current practitioners observe about the challenges they face and capability of trainees. Second, identify gaps in accreditation standards for university programs regarding these competencies. Third, draw lessons from innovative courses at a major American university. Findings Leading associations of practitioners in healthcare services, public health, social work, urban planning, civil engineering, law and other professions call for training students on CRHE. In contrast, accreditation bodies for most university programs fail to specify such curricula and competencies. Four offerings at a major American public university in 2016-2017 developed knowledge of CRHE, skills to improve professional services, appreciation of professional responsibilities and communication competencies. Originality/value Building on recommendations for climate change and sustainability in higher education, this study focuses on health effects, finds gaps in many programs and accreditation standards within and outside health sciences and draws lessons from innovative offerings.

Crafting neoliberal futures in the strategic plans of Estonian universities

This article aims to understand how universities as institutional agents imagine and construct neoliberal near futures for themselves. I examine the strategic plans of three major public universities in Estonia. I treat these documents as certain kinds of future-oriented narratives, using analytical insights from narrative research. My particular focus is on how these future visions create gender-based and other hierarchies, exclusions and inequalities for particular categories of (differently positioned) actors in the context of universities.I suggest that rather than being passive victims of the agenda of neoliberalisation, these universities should be seen as actively creating this ideology. This is manifested in the logic and language of neoliberalism used in the strategic plans. I identified and examined three key elements of this: 1) internationalisation 2) excellence and competition 3) the enterprising university. All three narratives and their implications are intertwined and reinforce each other to produce inequalities in academic settings.The desirable futures constructed in the strategic plans suggest that universities are not able or willing to offer resistance or alternative future paths to the prevalent neoliberal ideology. Instead, they are establishing themselves as advocates for neoliberalisation.

Psychometric Analyses of the Motivation to Prepare Healthy Foods Questionnaire Used With Adult College Students

ObjectiveTo develop and validate a questionnaire to measure adult college students’ motivation to prepare healthy foods based on the psychosocial needs identified by Self-determination Theory. DesignThis study used a cross-sectional design. SettingA major southeastern public university. SubjectsA total of 1,027 free-living adults, aged 18–30 years, were recruited. Data from 997 were analyzed. Variables MeasuredThe 5 constructs of Self-determination Theory were validated. AnalysisDescriptive statistics, exploratory factor analysis, internal consistency, test-retest reliability, confirmatory factor analysis, and respecification analysis were performed. ResultsThe exploratory factor analysis returned 5 factors with acceptable internal structure. Cronbach α values were .94 for perceived competence, .85 for autonomy support, .87 for intrinsic motivation, .78 for relatedness, and .77 for autonomy. Test-retest reliability coefficients were 0.66–0.79. Confirmatory factor and respecification analyses revealed that the 5-factor structure was an appropriate fit for the data. Conclusions and ImplicationsMore research is needed to test the questionnaire's use in a culinary classroom setting to reaffirm these findings. Future research includes testing the instrument's convergent and discriminant validity, performing differential analyses to generalize its use in a wider adult population, and using it to assess change in motivation as a result of participating in a classroom-based culinary skills-building intervention. Additional confirmatory studies are needed to determine whether using nutrition and kinesiology students in the current study affected construct validity.