University Policy Research Articles

Perception of Plagiarism Among Medical Postgraduate Students: An Observational Study.

Introduction Plagiarism is appropriating another person's ideas, words, results, or processes without giving appropriate credit and usually claiming them to be one's own. Thus, plagiarism is a dishonest act of fraud or cheating. Objectives The objective of this study is to assess the perception of plagiarism among medical postgraduate (PG) students. Materials & Methods: An educational observational study was conducted among second-year PG students about the perception of plagiarism by using pre-test and post-test questionnaires after an orientation session on plagiarism and data analysis before the start of dissertation analysis. Questions included were on awareness and attitude towards plagiarism. Results A survey involving 91 PG students assessed their understanding of plagiarism. Remarkably, the majority (97.7%) demonstrated awareness of plagiarism, yet only 18.6% had authored a published article. It was discovered that about 30% of the students had resorted to plagiarism at some point during their academic pursuits. Approximately 70.9% of the PG students were acquainted with the University's plagiarism policy. The survey highlighted a notable enhancement in plagiarism awareness among PG students, with their attitudes toward plagiarism evolving after participating in the session. Conclusion Plagiarism can be avoided by implementing rigorous guidelines, ensuring strict policy adherence, and providing comprehensive training before commencing work.Training, retraining, and strict institute policies will help increase awareness about plagiarism and reduce the percentage of plagiarism in scientific writing.

Lecturer identity as a nexus between EMI planning and practice: a case study at the University of Lleida (Spain)

ABSTRACT The implementation of EMI programmes in Spain has put a strain on content lecturers who need to navigate a series of tensions related to the language of instruction, which have been shown to shape their professional identity. This study aims to explore how an EMI lecturer balances university language policies, ideology, and beliefs about English language teaching and learning and classroom practice in an EMI Strategic Marketing subject taught at the University of Lleida. The results show that, in the absence of explicit guidelines from the university, the EMI lecturer puts forward language-related methodological principles that are rooted in their personal journey of learning English and not so much in their content specialist identity. EMI is a magnifying glass of the challenges involved in enacting language policies in higher education and of the instrumental role of the content lecturer in this process.

The Life Happens Pass: Use of a Flexible and Fair Assignment Extension Policy

Students sometimes struggle with life events that interfere with the timely completion of course assessments and assignments. For instructors, equity concerns arise because some students may feel comfortable requesting extensions outside those indicated in the syllabus and university policy, whereas others may not. This Quick Fix article describes an extension policy called the “life happens pass” that provides an opportunity for instructors to balance empathy and fairness. It also describes lessons we learned through its implementation. The policy allows each student to request a one-time, seven-day, “no questions asked” extension for any assessment except the final exam. Across 28 classes, approximately one-third of students used this “life happens to pass”; remarkably, most students kept to the original due date. Furthermore, the average rate of use was consistent across course levels. Together, these results suggest that the policy adds flexibility to assist students when needed while maintaining structure in the course. From the instructor perspective, this policy has helped us fairly support students while decreasing stress associated with decision making about extension requests.

Organizational and managerial context of project-based learning development in higher school

The article is devoted to the study of the organizational and managerial context of the development of project-based learning in Russian universities. The sample of the study is represented by twelve universities of different types (federal, research, reference) Volga, Ural, Siberian and Southern Federal districts. Based on the traditional analysis of official documents posted on the official websites of universities, an assessment of key aspects of university policies in the implementation of project-based student education was carried out, reflecting the development of the organizational infrastructure of the analyzed practice and forming an environment of social interaction between students, teachers, curators, employers and representatives of educational management. The development of assessment tools was based on the methodology of systemic, organizational and managerial, process, situational and temporal approaches. The purpose of the study is to analyze the organizational and managerial context of project–based education in Russian universities. It is established that the institutional practices of implementing project-based learning in the universities under study have different resource capabilities and are implemented along different trajectories that have their own logic. The study recorded that in the information space, and accordingly in the organizational and managerial environment, diversity is represented in determining the goals and effectiveness of project training. The demarcation lines in the existing organizational and managerial models are strategic forks that ensure: the mass or selectivity of project-based education in universities; orientation towards educational and/or product results; integration of project-based learning into the educational process or the implementation of students' project activities beyond their educational activities. The dependence between the organizational design of project training and its resource provision – regulatory, personnel, and information support is revealed. The scale and intensity of managerial innovations associated with the transition of the educational process to project-based learning formats are more typical for universities included in the “Priority-2030” university development program. They determine not only serious institutional and organizational changes, but also the transformation of social interaction practices in higher education.

‘Walking out from the flat’: Pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad

Globalisation and internationalisation have significantly shaped the global status of English as a lingua franca (ELF). Recently, it has been argued that ELF should be understood from a multilingual perspective in English-medium instruction (EMI) education. Although EMI policy and practice have been examined and discussed in scholarship, an examination of ELF in relation to EMI is essential for bridging the gap between the policy and practice level of EMI. This qualitative study unpacked the study-abroad ELF experiences and needs for support of Chinese pre-service English language teachers after their first month of postgraduate teacher education study at a Scottish university. After thematic analysis of the focus group data, the findings revealed participants’ negativity in their daily and academic ELF experiences, though limited positive ELF experiences existed. Participants called for extra-curricular activities, a more engaging and communicative pedagogy in EMI classroom, and international student diversification and engagements with peer support in international universities. They urged curriculum innovation in English and intercultural communication education. This study sheds light on the development of curriculum, language policy, and student support in international universities. The paper ends with further insights into ELF experiences in a broader context where ELF is intertwined with EMI.

Exploring generative AI literacy in higher education: student adoption, interaction, evaluation and ethical perceptions

Purpose Current knowledge and research on students’ utilization and interaction with generative artificial intelligence (AI) tools in their academic work is limited. This study aims to investigate students’ engagement with these tools. Design/methodology/approach This research used survey-based research to investigate generative AI literacy (utilization, interaction, evaluation of output and ethics) among students enrolled in a four-year public university in the southeastern USA. This article focuses on the respondents who have used generative AI (218; 47.2%). Findings Most respondents used generative AI to generate ideas for papers, projects or assignments, and they also used AI to assist with their original ideas. Despite their use of AI assistance, most students were critical of generative AI output, and this mindset was reflected in their reported interactions with ChatGPT. Respondents expressed a need for explicit guidance from course syllabi and university policies regarding generative AI’s ethical and appropriate use. Originality/value Literature related to generative AI use in higher education specific to ChatGPT is predominantly from educators’ viewpoints. This study provides empirical evidence about how university students report using generative AI in the context of generative AI literacy.

Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemic

In the wake of the COVID-19 pandemic, the global workforce, including higher-education professionals, experienced substantial changes in their working conditions. Responding to the crisis, universities swiftly adapted their operational modes, thus inevitably impacting the work–life balance (WLB) of their staff. This study examines the WLB factors and their outcomes for higher-education staff, among both teaching and non-teaching staff, in Hong Kong and Thailand, during the initial stages of the pandemic through the lens of the job demands and resources model (JD-R model). The results of 1800 questionnaires completed by respondents from government-funded universities in both locations revealed a significant difference in the WLB between the two cases, with the Hong Kong respondents reporting lower levels of WLB compared with their Thai counterparts. The Hong Kong teaching staff exhibited a higher utilization of family-friendly policies (FFPs), whereas the non-teaching staff reported significantly lower levels of both policy utilization and overall WLB. The results also revealed significant differences in terms of how work, family, and personal-resource and demand factors were correlated to the WLB outcomes. This study advocates for tailored adjustments in university policies, basing the policies on the specific staff category and emphasizing the need for targeted support. In the Hong Kong context, attention should be directed toward enhancing WLB and FFP utilization among non-teaching staff. In contrast, in Thailand, a focus on refining the policies to better support the WLB of teaching staff is recommended.

Croning academics: menopause matters in higher education

ABSTRACT This writing is born out of our experiences of becoming older women, academy hags, facing the performative demands of the neoliberalizing patriarchal university. We are raging. With the figure of the Crone, and feminist-killjoy-croning as our creative and livid research method (Ahmed, S. 2023. Feminist Killjoy. London: Penguin Random House), we squeeze time out/with impossible university spaces and schedules to tend to grey matters. This paper traces the normalization of menopause policies in workplaces and universities, following the social trending and capitalization of menopausal and ageing matters. We question what menopause policies do and argue they constitute a failed project for the advancement of gender equality and should be abandoned. Inspired by Barad’s (2021. “Dialogue with Karen Barad Dialogues on Agential Realism.” In Dialogues on Agential Realism: Engaging in Worldings through Research Practice, edited by H. P. Juelskjær and A. W. Stine, 118–141. London: Taylor and Francis) call to engage in ‘spacetimemattering’, we create webs of entanglement through the objects of university menopause policies. We grey, fade out/ fit in, sweat, bleed, scowl. Powered by fury and frustration, we scrape away the genealogical underpinnings of menopausal bodyminds.

The limited impact of free college policies

Despite the growing popularity of free college proposals, countries with higher subsidies often exhibit higher enrollment rates, but not necessarily higher graduation rates. This paper investigates the mediating role of student effort in the impact of tuition-free policies. We estimate a dynamic model of college enrollment, academic progression, and graduation using comprehensive student-level data from Colombia. In the model, student effort directly influences class completion and moderates the risk of poor performance or dropout. Simulating two policy scenarios — universal free college and performance-based free college — we find that universal free college triggers the largest enrollment increase but minimal change in graduation rates, aligning with observed cross-country patterns. Meanwhile, performance-based free college induces a more moderate enrollment expansion while simultaneously yielding a higher graduation rate. This divergence stems from the differing mechanisms of these policies: universal free college primarily addresses financial constraints, whereas performance-based incentives promote enhanced student effort.

Is Erasmus going green? The carbon footprint of European academic mobility and sustainability policies of European universities

The European Union has promoted academic mobility for almost half a century. A side effect of that has been a growing carbon footprint, as most academic mobility in Europe is done by air. Based on mobility data for 2014−2020, we analysed its spatial distribution and identified dominant destinations. Juxtaposing these results with research on higher education institutions’ environmental measures and policies, we have identified that the willingness to reduce the carbon footprint is emerging yet tenuous, and more declarative than actual. We recommend more decisive steps to reduce air travel within Europe, outlining the possibilities for carbon footprint reduction without harming European academic mobility itself.

Examining Implementation Priorities in Adult-Friendly University Policies

Examining Implementation Priorities in Adult-Friendly University Policies

Leveraging Power: A Multiple Embedded Case Study of Institutional Change Efforts for Racial Equity at Four Private Universities

ABSTRACT Despite research signaling the need to advance racial equity in university policies and practices, power dynamics in institutional change processes are not well understood. Using a constructivist embedded multiple case study design, critical theoretical perspective, and explanation-building technique, we analyzed how four private institutions with demonstrable change in student success and closing racial equity gaps in graduation rates enacted diversity, equity, and inclusion efforts over the last 5 years. Findings led to understanding how institutional agents synergistically used strategies in two phases: one, advocates, partnerships and coalitions, and capacity-building; second: resources, assessment, and accountability.

University Extension and Social Responsibility: Synergies and Discourses Around University Educational Policies

Objective: The objective of this article is to show the relationship between university social responsibility and educational policies and management from the scenarios of university extension and social projection. Theoretical Framework: The topics of university extension, university social responsibility, stakeholders in the framework of institutional governance are highlighted, which provide a solid basis for understanding the context of the research. Method: The methodology adopted for this research comprises a qualitative study of documentary analysis at international, Latin American and local level of normative documents, with emphasis on higher education institutions attached to the state university system (SUE). Data collection was carried out with the support of the Atlas Ti. 23 tool. Results and Discussion: Among the most important findings is that public universities have included university social responsibility (RSU) in the framework of extension and social projection policies, through the incorporation of management practices linked to their mission areas. Research Implications: It is concluded that it is important to permeate the internationalization processes, continuing education and educational quality, as well as academic and administrative management. Originality/Value: This study contributes to the literature because it presents strategies to support university decision-making in relation to society. The relevance and value of this research is evidenced in the possibility of modifying and permeating aspects that are immersed in such diverse aspects as educational quality, internationalization, design of indicators, continuing education, etc.

Thinking Outside of The Box! It Is High Time - Riddance of Archaic Methodology

The overarching objective of this opinion piece is endlessly learning and adjusting to the challenges of the modern academic world. These observations and reflections are based on first-hand experience teaching three courses: civil procedure, the law of evidence, and legal drafting. Throughout the semester, there was extensive interaction with the students - thrice a week for approximately 3 hours each class. This opinion underscores the importance of thinking outside the box and strictly adhering to the rules, regulations, and university policies in its letter and spirit across the board, whether it pertains to student attendance, assignments, projects, or grading. Also, the opinion touches on the demerits of archaic teaching and offers few recommendations for fixing it.The semester has flown away in a blink of an eye. It seems like yesterday flying from New York to Islamabad. My enthusiasm peaked and was entirely driven by the desire to give back to my birth country by teaching law as taught in the United States of America – specifically, to those who would never have a chance to go abroad for studies. The underlying desire had been and will always be - to share my approximately forty (40) years of experience, knowledge, and daily breathing in the life of law in the world's litigious society – the United States of America. In April 2023, Dr. Asif Khan, NUST head of the law department, came to Washington, DC. We both were judging the JESSUP Competition. We discussed the idea of my teaching Civil Procedures, Evidence, and Legal Drafting for the fall semester of 2023. Despite fierce opposition from family and close friends, I agreed to the proposal. I started preparing the coursework/syllabus and everything needed for the semester.

Effectiveness of Mental Health Promotion Policies and Programs of State Universities

The Mental Health Law, also known as RA 11036, is the approved legal basis for promoting awareness about mental health. It mandates every local government unit and academic institution to create its programs following the general guidelines set by the Philippine Council for Mental Health created under this law. Moreover, because there is a growing number of adolescents suffering from mental health problems, there is an excellent need for universities to take care of students’ mental health. This study primarily seeks to assess the effectiveness of mental health promotion policies and programs in the state universities of Region 2 in the Philippines and to know if there are significant differences between the respondents’ assessed effectiveness when grouped according to their profile variables: students (age, sex, years of stay, course) and implementers (educational attainment, years of experience, number of seminar/training & employment status). The study utilized a quantitative method, specifically using a survey questionnaire. Sampling was done through stratified and convenience sampling. The study’s results show that both students and implementers rated the efforts of the state universities in implementing mental health promotion policies and programs as “effective.” Implementers consistently gave higher ratings than students. Moreover, significant differences were present among the respondents’ assessed effectiveness of the academic institutions when grouped according to university, sex, and course/program. Regarding years of stay, only the indicator “facility access and referral mechanisms for psychosocial support” received a significant difference rating.

Entrepreneurial university support and entrepreneurial career: the directions for university policy to influence students’ entrepreneurial intention and behavior

PurposeAcademic scholars have tested students’ entrepreneurial intention (SEI) through the Theory of Planned Behavior (TPB) and Social Cognitive Theory (SCT). Still, the link between entrepreneurial intention and career is missing in previous studies. An extensive literature review developed the rationale that existing theories in the entrepreneurial discipline have limitations in linking entrepreneurial intention with career. This research is conducted to develop a comprehensive model for the relationship between entrepreneurial university support, student entrepreneurial intention, behavior and career. Stimulus-Organism-Behavior-Consequence (SOBC) paradigm from organizational behavior research is borrowed to entrepreneurship literature.Design/methodology/approachThe cross-sectional data was collected from Pakistani university students enrolled in business incubators. A sample of 100 responses was tested with a partial least square–structural equation modelling approach.FindingsThe study established that by the underpinning of SOBC, entrepreneurial university support influences students’ entrepreneurial intention. It is also found that the students’ entrepreneurial intention strongly influences their entrepreneurial behavior, leading them to entrepreneurship careers.Research limitations/implicationsThe policies influencing students’ entrepreneurial intention and behavior can be developed using the SOBC paradigm. Higher education institutions can improve students’ entrepreneurial intentions and behavior to lead them to entrepreneurship careers.Originality/valueThis research introduced the SOBC paradigm in entrepreneurial intention and behavior literature. SOBC underpinning explored a new dimension of entrepreneurial intention and behavior literature.

First-Generation African Students in STEM Disciplines in South African Universities

ABSTRACT First-generation student (FGS) is a complex term, which has a wide diversity of individuals, this special group of students are the first in their families to attend universities and have unique struggles at universities. The research engaged in a qualitative way with FG African students and their experiences in pursuing their degrees in STEM disciplines. Underpinned by the theory of intersectionality, ten self-identified first-generation African students participated in semi-structured interviews. In which,five major themes were identified—motivation, resilience, toxicity, racism, and politics, and Black Tax. Furthermore, this study recommended structural programming, university policies, and increased faculty and staff diversity as strategies that will benefit all students and provide support for FG African student in STEM disciplines in South Africa.

Students’ perspectives of providing sexual acts, materials, and services for financial compensation at a large, public, Midwestern university

Objective To understand university students’ experiences with sex trading for financial compensation at a large public, Midwestern university. Participants 34 university students (26.5% graduate, 70% white, 70% cisgender women, 38% heterosexual). Method We used a community-engaged, directed content analytic approach to analyze semi-structured, in-depth interviews with st udents who were familiar with sex trading. Results Students perceive sex trading to include (1) selling personal items or fluids for another’s sexual pleasure, (2) virtual sex trades, and (3) in-person sex trades. Students were motivated by financial needs and wants, work flexibility and conditions, curiosity and empowerment. Consequences were positive (e.g., supporting themselves, community) and negative (e.g., blackmail, detrimental health effects). While negative consequences had deleterious effects on students’ wellbeing, the benefits were viewed as critical. Conclusions Findings call for harm reduction approaches that span campus services, university and federal policies. Future research should explore students’ experiences in differing academic and regional contexts.

Tobacco-free university campus policies: A systematic review

Objective: This systematic review aims to provide an update of the scientific evidence regarding tobacco-free/smoke-free campus policies (TFC/SFC), using a complex interventions approach. Participants/methods: We searched the PubMed, Scopus and Web of Science databases using a combination of ‘tobacco-free’ or ‘smoke-free’, ‘campus’, ‘university or college’ and ‘policy’ search terms on all indexed articles published up until June 2023. Studies were included if they presented research on pre-/post-implementation of TFC/SFC or policy components. Two coders extracted and synthesized the data and assessed the risk of bias. Results: A total of 113 studies were included, reporting data from 2005 to 2023 across 17 countries. The data was categorized into three of the four phases of the Medical Research Council (MRC) framework, i.e. “feasibility (n=24), “implementation” (n=34), and “evaluation” (n=69). This review finds that a policy draft, communication, enforcement strategies, and cessation services are critical policy components. TCF/SFC are effective for reducing tobacco use and secondhand smoke exposure, but they also increase vaping. Little research has investigated the effect of TFC/SFC on smokeless tobacco use. Conclusion: This review addresses remaining uncertainties in evidence on the TFC/SFC implementation process. We go on to provide a series of recommendations for university administrators.

A higher education marketing perspective on choice factors and sources of information considered by prospective first-year students in Botswana

The increasing nature of competition in the higher education sector of Botswana means that universities need to craft strategies to be more competitive. The recipe for competitiveness is primarily hinged on the ability of institutions to be cognisant of the factors that influence prospective learners in selecting a university of choice to study. They also critically need to know the sources of information where prospective learners acquire information to redirect their marketing strategies. To achieve these objectives, the purpose of this study was to investigate the factors influencing the choice of university of study as well as their sources of information in influencing choice decision-making. The study followed a qualitative research approach and data was collected using in-depth interviews. Thematic narrative analysis was used to unpack the underlying influences on decision-making. The findings indicate that prospective students get their information from multiple factors. The most influential sources identified are family and friends, career fairs and exhibitions, social media, and to a lesser extent the mass media and promotional materials. The findings also showed that prospective university students’ choice of university is influenced by a variety of factors. These include university location, availability of accommodation, perceptions of university reputation, quality of academic programs, alignment of lifelong interests and desires, and the perception of employability. There are other factors that are less influential as degree of persuasion, funding issues, costs associated with applications as well as government processes and procedures. These findings have potential to influence university marketing strategies and policies in seeking competitiveness and improvement in enrolment numbers.