Academic Perceptions Research Articles

Paramedicine educators’ identity needs and impediments to professional emergence: A multiphase mixed-methods participatory approach

This research delves into how identity-needs and philosophies of paramedicine educators influence theoretical advancement and praxis in higher education. It examines the perceptions of paramedicine academics, their roles and the transitional challenges when moving from clinical practice to academia. It explores the potential of transformative pedagogy in fostering social consciousness, justice, and innovation. Challenges and benefits of a constructivist approach to paramedicine education and future-orientation is assessed. Employing a multiphase mixed-methods participatory approach, researchers reached consensus on the guided themes (Phase 1) for staff collaborative engagement (Phase 2) during the inaugural ‘Paramedicine Educators Forum’, which featured participation of academic leaders and staff from four universities and one jurisdictional ambulance service. The study unveils the intricate tapestry of paramedicine educators' identities and philosophies and their impact on theoretical advancements and practical applications in higher education. Conversations revolved around defining the role of paramedics in academia, the potential of transformative pedagogy, and the balance between producing competent paramedics whilst nurturing criticality. Discussions also addressed the shortcomings of current undergraduate degrees in preparing students for technological advancements and the potential for extended degree programs. The findings underscore the need to adapt paramedicine education to meet the evolving demands of the profession, with paramedicine educators playing a leading role in this transformation. These insights may be instructive in providing guidance for educational policies and practices that shape the future of paramedicine education and may have transferability for other allied health professions.

Coalition: Mapping the Development of Inclusive Practices in Initial Teacher Training for Fostering Student Participation

In this article, we present the progress of the Erasmus+ Coalition European project. The aim of this project is to promote the development of inclusive practices in higher education so that optimal learning scenarios can be experienced which allow for the rethinking of participation processes in an educational context. In the first phase of the project, a study was carried out using a mixed methodological approach of teaching competences for the development of inclusive practices. University teaching staff and students from several European institutions participated in this study with the aim of gathering information on the following key areas: academic perceptions of possible institutional obstacles and resources; beliefs of the teaching body with regard to inclusive pedagogical approaches; and strategies for adapting to different learning styles and encouraging student participation. Here, we present the results obtained in relation to the implementation of procedures for inclusive teaching, placing our emphasis on the strategies used to favour the monitoring of student learning. Based on the achievements of the initial stage, our intention is to generate a community of practice that supports the training scaffolding of those concerned, and to develop online processes of inquiry to improve initial teacher training in fomenting student participation.

Investigating academics’ attitudes towards ChatGPT: A qualitative study

ChatGPT, at the forefront of artificial intelligence advancement, has caused excitement and scepticism within academic spheres due to its potential to affect academic processes. Understanding attitudes towards ChatGPT could help manage expectations and concerns for ChatGPT in academia, predict behaviour and inform policy. This study aimed to develop an understanding of university academics’ attitudes towards ChatGPT. A total of 11 university academics participated in semi-structured interviews. Data analysis found three main themes: (a) ethics, (b) changes to academic processes and (c) accessibility and inclusivity. Results showed academics had positive attitudes towards ChatGPT overall; however, they held negative attitudes towards the unethical use of the technology. Key findings included discrepancies in perceptions of academics’ personal ethical use of ChatGPT compared to unethical use by others. Furthermore, academics viewed ChatGPT as a useful tool for saving time and enhancing research processes and student learning. Finally, ChatGPT could increase equity among diverse groups, though it should be used with caution. Future studies could conduct a longitudinal study and recruit a larger and wider sample exploring specific and/or multidisciplinary domains for research diversity and the generalisability of findings. Implications for practice or policy: Academic policy and codes of conduct concerning the use of ChatGPT in research and education can be refined to address key ethical concerns, such as plagiarism. Academic educators and researchers can save time and improve processes using ChatGPT to attain better work-life balance and thus potentially improve the quality of their work.

An update on the concept and importance of health literacy in young people

Abstract The burden of non-communicable diseases is a growing public health crisis that requires immediate action. As health literacy (HL) has been strongly linked with health behaviours and health outcomes, it has many potential implications for health care and health education. Although recent research has emphasised the importance of developing HL early in life, much of the research has focused on understanding and improving HL in adult populations. As young people socialise in different contexts and are exposed to different health-related situations, they require different HL competencies. As part of a wider project, this study aims to gather the perceptions of international academics and community-based practitioners on the concept and importance of HL in and for young people. Specifically, the study aims to (i) explore current understandings of the concept of HL in young people; (ii) examine the importance of HL for young people; (iii) identify those at risk of having low levels of HL; and (iv) determine the specific health behaviours that young people are currently struggling with. A stakeholder mapping exercise was used to recruit academic and community-based practitioners to take part in a one-to-one interview (n = 29). Reflexive thematic analysis was used to analyse the data. The preliminary findings suggest that HL is a very broad yet individualised concept that is critical to develop at an early age given the difficulty young people face in adopting healthy behaviours in their social and physical environment. Furthermore, the participants highlighted that minority groups, such as members of the travelling community and refugees, and those from low socioeconomic populations, are at greatest risk of low HL. Finally, the health issues that appeared to be of most concern in young people were vaping, social media use and poor mental health. These findings can be used to inform appropriate interventions and policies to target the HL of young people. Key messages • Health literacy is a very, yet individualised, concept that is critical to develop given the difficulty young people face in adopting healthy behaviours in their social and physical environment. • Minority groups, such as members of the travelling community, refugees, and those from low socioeconomic populations are at greatest risk of low levels of health literacy.

EUTANÁSIA: O ELO ENTRE UM FIM DE VIDA DIGNA E SUA RESTRIÇÃO LEGAL

This study analyzes the role of euthanasia as a way of guaranteeing a dignified end of life and the legal restrictions that this practice faces in Brazil. The central problem is to understand how legal restrictions on euthanasia impact the search for a dignified end of life and respect for the patient's autonomy? The general objective of this study is to analyze the relationship between the concept of euthanasia, the search for a dignified end of life and the legal restrictions imposed in different social, cultural and legal contexts. The choice of topic is part of the growing discussion about the right to choose for terminally ill patients in countries where euthanasia is legalized, contrasting with the Brazilian scenario, where the practice is criminalized. In this context, the tensions between the patient's autonomy, unbearable suffering and the value of life according to the national legal system will be addressed. The methodology used is qualitative and bibliographic in nature, with the analysis legislation, relevant judicial decisions, and the collection of data on the public and academic perception of euthanasia. Furthermore, legal doctrines dealing with bioethics and the right to life will be presented, with the aim of offering a critical reflection on the dilemmas involved in this debate.

O PERFIL DO ESTUDANTE DO CURSO DE ADMINISTRAÇÃO MEDIANTE AS REPRESENTAÇÕES SOCIAIS DOS DOCENTES

This article aims to explore the perceptions of faculty members at the State University of Feira de Santana regarding the profile of students in the Administration program at UEFS. Social representations (SRs) are collective constructions that guide how individuals and groups interpret and interact with reality (Moscovici, 1978). Therefore, the study seeks to contribute to a reflection on the characteristics of the students from the perspective of developing autonomy and how these faculty perceptions can be used to improve teaching practices in the Administration program. The research, with a qualitative approach, used structured interviews and Bardin's Content Analysis, revealing that the majority of students are working professionals who face significant challenges such as lack of time and fatigue, which impact their autonomy and academic performance. The research also indicates that while some faculty are attentive to the students' specific needs, there is a need to adapt teaching practices to meet these students' particularities, promoting more flexible and integrated learning aligned with their realities.

NURSE FACULTY MEMBERS' PERCEPTION OF DIVERSITY MANAGEMENT: A CROSS-SECTIONAL ONLINE SURVEY İN TURKEY

Academic organizations are institutions where people with different backgrounds come together. However, the perceptions of academics working in academic organizations on diversity management are unknown. This, aim to determine the perceptions of academic nursing faculty members regarding diversity management. A total of 351 volunteer academic nursing faculty members participated in the study. The study data were collected using an online survey. It was determined that the perception of the diversity management of academic nursing faculty members is at a moderate level. In addition, academic nursing faculty members born in 1980 or earlier, female, single, holding the title of professor, having administrative duties, having 21 years and more of both professional and institutional experience, and evaluating the management style of their institution as "participatory" had higher sub-dimension scores, and there were statistically significant differences between groups in terms of title, administrative duties, institutional experience, and management style of the institution (p < 0.05). To increase the perception of diversity management of academic nursing faculty members, it can be recommended to raise awareness of academic unit managers and to adopt diversity management approaches.

Reconceptualizing assessment design in the age of AI: Is it genuine or faux?

AbstractWhile AI has the potential to streamline assessment development in higher education, there are concerns about its reliability, fairness, and potential to perpetuate bias. This study sought to understand the perceptions of academics and teaching and learning (T&L) specialists on the use of AI tools and large language models on assessment development, whether the private HE institution (PHEI) needs to change how it assesses students, and the types of assessments to be created. This topic is extremely relevant, as many higher education institutions (HEIs) are entering unchartered territory, and there is scant credible evidence on the prior‐implementation reporting and evaluation of AI integration into assessment practices. Forty academics and T&L specialists at a PHEI in South Africa shared their perceptions. The study revealed two key themes: (a) AI use and (b) reconceptualizing assessments and T&L structures, indicating the need for HEIs to understand the synergies between AI and assessment practices.

Perceptions of Faculty Members at Jordanian Universities for the Efficiency of Crisis Management at the University (Corona Pandemic as a Model)

This study aims to find out the perceptions and opinions for faculty members from Jordanian universities about the efficiency of crisis management at the university, through (planning in crisis management, information in crisis management, communications in crisis management, decision-making in crisis management, and the crisis management team). Corona crisis as a model for crises. The study followed the descriptive and analytical approach, whereby the study population consisted of all faculty members at Jordanian universities, and the questionnaire was used as a tool for data collection. Then it was distributed to the sample of the study randomly that its (163) members. Then the data analyzed through the statistical program SPSS. The results showed that the perceptions of faculty members from Jordanian universities are that the level of efficiency crisis management in the university is moderate, especially during the Corona pandemic crisis. So that crisis management at the university needs to be restructured. The study recommended variable future studies in the same for a different population in the sample

Teaching and learning in business schools post-pandemic: a digital future

PurposeIn 2018, a group of higher education institutions (HEIs) in Switzerland started discussing the future of education. With the COVID-19 pandemic, many of their initial ideas and solutions were tested in the unpredictable, emergency online setting. This study aims to use student and faculty member perceptions to outline the future of higher education.Design/methodology/approachThis research is based on eight surveys from students and faculty members at one Swiss HEI in business studies. While many previous studies focus on one group or one moment in time, this study examines the future of business education from both perspectives and traces the responses throughout the pandemic.FindingsTeaching and learning strategies and perceptions evolved during the COVID-19 pandemic. Nonetheless, despite the potential, many HEIs simply reverted to normal instead of adapting to the “new normal”. Conversely, some HEIs have continued using the same exercises and tools that were used in the emergency remote pandemic-mode, without adapting or reflecting on the current learning environment. Based on the findings, both students and faculty members have increased their interest and proficiency in using digital tools although the students remained more open toward the opportunities of digital teaching and learning.Originality/valueBased on the results, this study offers a model for the future of education that HEIs could implement when moving forward, whether on campus or online.

Performance-based budgeting or budgeting-based performance?

Performance Based Budgeting carried out in Indonesian private higher education found lots of constraints. Apart from factors of cultural work, leadership, and negative perceptions of the community academics, obstacles, and budget limitations are big challenges. This study examines field data related challenge of performance-based budgeting in Indonesian private higher education in particular linked with budget limitations. This study uses a quantitative method with an equipped open questionnaire for getting input about the implementation of performance-based budgeting that is recommended in finance management finance in Indonesian private higher education. Respondents were heads of financial management at 213 private universities in Indonesia. Statistical results show that budget limitations have a significant negative effect on performance-based budgeting in terms of performance orientation of -0.824, implementation flexibility of -0.634, and functional approach of -0.654. Furthermore, proposal optimization of performance-based budgeting with challenging Budget limitations is discussed.

Attributes of Good Faculty as Perceived by Health Professions Students: A Qualitative Study

Background: Diverse perspectives have been documented regarding the attributes of outstanding university faculty members. It is crucial to consider the evolving demands and expectations of students at the University of Medical Sciences, which change with age and educational stages. Extracting students' opinions and expectations can yield valuable insights into the attributes required of faculty members in academic institutions. Objectives: This study aimed to identify health professions students’ perceptions of the attributes of a good faculty member. Methods: A qualitative study was conducted using a conventional content analysis approach. The participants in this study were health professions students (medicine, nursing, midwifery, laboratory sciences, operating room technology, anesthesia, prehospital emergency, pharmacy, dentistry, and health) at Alborz University of Medical Sciences, who were purposefully selected. Study data were gathered by conducting in-depth, face-to-face, and semi-structured personal interviews with 23 students, as well as a group interview with seven students. The data analysis followed the conventional content analysis approach, using the steps proposed by Lundman and Granheim. Results: Study participants’ perceptions of good faculty attributes fell into two main categories: Personality attributes and professional attributes. Personality attributes included appearance and personality traits. Professional attributes encompassed scientific and scholarly qualities, as well as teaching skills. Conclusions: Our findings reveal that study participants placed significant emphasis on both personality and professional attributes when defining good faculty characteristics. Sub-categories such as appearance, personality traits, scientific expertise, and teaching skills emerged as important factors shaping student perceptions of faculty members. This underscores the multifaceted nature of what constitutes an effective faculty member in students' eyes and highlights the importance of cultivating a diverse range of attributes within academia. Future research could delve deeper into each sub-category to refine our understanding of what truly defines effective faculty members.

Harnessing Gemini for Arabic Mastery: Educators' and Learners' Views

This study aims to explore the perspectives on the reliability of Gemini in Arabic language studies, supported by a comprehensive literature review for each segment. Adopting a qualitative phenomenological approach, the research focuses on examining the experiences and perceptions of academics regarding the use of the Gemini chatbot. The research population includes 120 students studying Quranic Sciences and Exegesis at STAI Al-Anwar Rembang, purposefully selected for their collective proficiency in the Arabic language. Additionally, 11 Arabic language teachers in Rembang are actively involved in developing a structured teaching framework enriched by Gemini. The result highlights the importance of collaboration among linguists, educators, and tech developers in leveraging Gemini, an AI tool, for effective Arabic language education, while addressing accuracy and privacy concerns. The researcher anticipates that this study will provide insights into integrating AI tools like Gemini into Indonesian curricula, enhancing Arabic language learning. It seeks to contribute to the discourse on technology-enhanced language education and its practical implications.

Knowledge, perception, and practice of health professions students and academics regarding halal pharmaceuticals: A cross-sectional study

Knowledge, perception, and practice of health professions students and academics regarding halal pharmaceuticals: A cross-sectional study

Toxic leadership in higher education: a typology of behaviours

ABSTRACT The objective of this study was to create a psychometrically valid and reliable toxic leadership scale (TLS) for use in higher education workplace environments. The TLS was administered to a sample of 482 faculty members employed by three public universities in Jordan. Another aim of the study was to determine the level of toxic leadership based on the perceptions of faculty members. In addition, the current study sought to ascertain how perceptions of toxic leadership varied according to differences in gender, level of education, experience, and academic rank. The findings of the study revealed that the TLS is composed of 15 items spread over three factors named managerial harassment, falsified show, and dictatorship. Results also indicated the presence of toxic leadership in public higher education with a low degree for the managerial harassment factor. However, moderate degrees of toxic leadership were found for the falsified show and dictatorship factors. Regarding the demographics of faculty members, the findings showed that lower academic ranks and less experienced faculty members had lower views of toxic leadership, while men had greater perceptions of toxic leadership. The study provided numerous recommendations for theory development and practitioners in higher education.

Faculty Experiences: Virtual versus Traditional Problem-based Learning during COVID-19 in a Saudi Medical College

Abstract Background: The COVID-19 pandemic has forced a fast change to new teaching approaches based on online education. Problem-based learning (PBL) was one of the modified teaching strategies. The current study sought to examine faculty perceptions of virtual versus traditional PBL during the COVID-19 pandemic at a Saudi medical college. Methods: This is a retrospective cross-sectional study conducted at King Saud University’s College of Medicine. We compared the perceptions of faculty members who facilitated traditional face-to-face PBL in 2019–2020 and virtual PBL in 2020–2021. An online survey with demographic and practice data was distributed. The faculty’s perception of PBL facilitation, student learning, and overall satisfaction was investigated using a 5-degree Likert scale: 15 items grouped into three main areas. All of the questions were written in a way that compares traditional and virtual PBL. Mean scores were determined for all parts, and the findings were reported as mean standard deviation, with scores of 3 and above considered positive, and scores of <3 considered negative. The data were analyzed with SPSS version 25.0. Results: In the study period, 57 faculty members facilitating PBL replied to the survey (response rate 67.85%). There were no gender variations in the representation of participants (male 56.1%, female 43.9%), and they come from a variety of basic and clinical departments. The majority of participants (91.3%) have more than 2 years of PBL facilitation experience, and 64.2% have received training in both virtual and traditional PBL facilitation. The faculty assessment of facilitating virtual PBL was favorable as overall satisfaction, with the mean of the components in the satisfaction section being 3.67. In terms of facilitation preferences, we discovered that despite the amount of effort involved in facilitating traditional PBL sessions (mean = 3.47), their motivation to facilitate traditional PBL was higher than that of virtual PBL (mean = 3.33). Faculty perceptions of students’ learning in PBL were more traditional, with the mean of the items in this section (such as students’ motivation, participation, and group dynamics) being higher (3.616). Conclusions: The faculty’s satisfaction with their abilities to properly facilitate virtual PBL sessions did not detract from their motivation to be in direct personal interaction with students during PBL sessions. To ensure faculty care about students’ learning in virtual PBL, their perception had to be correlated to their learning outcomes.

Perception of Faculty Members about Improving the Quality of Learning for Students with Disabilities at Higher Education Institutions

The study examined teacher knowledge, awareness, and perceptions of students with disabilities in higher education. At the University of Karachi, 264 faculty members from the science, social sciences, education, and management departments participated in a mixed-methods study. The findings suggested that faculty members lacked disability understanding, leading to stress and limited decision-making competence. They also lack confidence in teaching students with disabilities. The study suggests expanding enrollment, establishing supervisory authority, providing barrier-free infrastructure, adjusting teaching methodologies, community awareness initiatives, and promoting equity policies. Further research should explore Universal Design for Learning, assistive technology, individualized teaching approaches, attitudes, policy views, ICT influence, and student academic achievement.

Exploring the perceptions of faculty members about research courses in undergraduate pharmacy curriculum: A qualitative study.

The commitment of pharmacy graduates to patient care and research is crucial to advancing pharmaceutical science and practice. Consequently, the value of involving undergraduate pharmacy students in research has been increasingly recognized. Given that the College of Pharmacy at Qatar University offers two undergraduate pharmacy research courses, it is relevant to explore the perception of faculty members of the delivery, impact, facilitators, barriers, and suggested improvements in these courses. This exploration will help to improve the existing curriculum and to highlight the prospective impact of student involvement in undergraduate pharmacy research courses on the personal and professional growth of students, as well as on the progressive evolution of the pharmacy profession. A qualitative exploratory case study was performed in which five virtual focus groups were conducted. All eligible faculty members from the clinical pharmacy and pharmaceutical science departments with experience supervising students who had taken one or two undergraduate pharmacy research courses were invited to participate. The focus group questions were based on the Theoretical domain framework of behavioral determinants. Verbatim transcription was performed, and the collected data were thematically analyzed using the computer-assisted coding software NVivo®. Of the 26 eligible faculty members, 21 participated in this study. Five deductive themes were identified: social professional role and influences, beliefs about capabilities, skills, beliefs about consequences and goals, and environmental resources and behavioral regulations. Overall, faculty members identified themselves as assessors and mentors. Participants expected students to possess independence, responsibility, and motivation. They believed that students generally required more practical research skills. Several benefits of incorporating students into undergraduate research have been highlighted, including increased publication productivity and quality. However, several hurdles to undergraduate research in pharmacy have been identified, including limited resources, limited timeframes, and sometimes delayed ethical approval. Faculty members expressed optimism regarding the undergraduate research courses. However, some logistical concerns, including the lengthy ethical approval process and resource availability, must be addressed to optimize the effectiveness of these courses.

THE DYNAMICS OF SCIENTIFIC DESCRIPTION OF INDIVIDUALLY COINED AUTHOR’S NEOLOGISMS: FROM ‘VIOLATING’ THE LANGUAGE SYSTEM TO REALIZING ITS POTENTIAL

The description of author’s neologisms (occasional words) by linguistics demonstrates the dynamics of their scientific understanding: initially perceived as ‘violators’ of language standards, they eventually acquire the status of speech units that reveal the potential of the linguistic word-formation subsystem. In this regard, the canonical markers of occasionalisms need to be reconsidered. The most complicated marker of the author’s neologism is non-normativity: the very fact of its occurrence or inconsistency (structural or semantic) with the language word-formation standards could be considered non-normative. The question of the normativity/non-normativity of an occasional word in academia could be considered within the framework of diachronic and synchronic approaches. The study of the non-normativity markers of author’s neologism is most productive if carried out on the basis of a single semantic family realized in the text: within this approach occasional expressions that seem individually non-normative often form a coherent system that fits perfectly into linguistic word-formation standards. Within the academic perception discourse author’s neologism as a realized potential of the word-formation system should be distinguished from actual neologism - the result of word formation. In fact, the criteria for distinguishing neologisms from occasional words are not always clear, the boundaries are unsteady: there are many cases when an occasionalism starts to reproduce itself and enters the language vocabulary which might indirectly indicate that native speakers perceive it as a standard lexical unit. The change in the status of an occasional word in linguistics as well as general attention to the functioning of language noted in modern linguistics led to the fact that the author’s neology began to be studied at school: educational information about it is included in contemporary school Russian textbooks and workbooks.

Women academics’ motivation for higher education and empowerment: a qualitative case study in Pakistan

ABSTRACT Women’s empowerment is an important goal of the educational processes around the world. Women in developing countries need support and motivation for attaining higher education and empowerment. This qualitative-exploratory study sought to explore the perceptions of Pakistani female university academics living inside predominantly patriarchal social structures regarding their motivation for and issues in attaining higher education and empowerment. The study also aimed at understanding the notion of empowerment and areas where women academics have achieved empowered status. The study also investigated women academics’ access to higher education, and its impact on their current social positioning in a traditional social setup. A total of 30 purposefully selected women academics from public sector universities in Northwest Pakistan constituted the study sample. The data were collected through semi-structured interviews and were analysed using thematic analysis. The findings revealed that patriarchal social structures in and outside workplaces influence women academics’ motivation for higher education and empowerment. However, some motivational factors, including economic stability, professional identity in society, intellectual fulfilment and support of fathers and husbands seemed instrumental in contributing to women academics’ pursuits of higher education and attainment of positions in academia.