Postgraduate Students Research Articles

What can multi-factors contribute to Chinese EFL learners’ implicit L2 knowledge?

Abstract The goal of second language (L2) learning is spontaneous, unreflective L2 use, relying primarily on implicit L2 knowledge. While most research has compared the methods and effects of explicit and implicit instruction, less attention has been given to individual differences (IDs) and their impact on implicit L2 knowledge. A sparse body of research has addressed the relationship between IDs and implicit L2 knowledge considering age effects and age-related language analytic ability, with conative and affective factors receiving scant attention. This paper, grounded in the control-value theory, advocates a holistic view to comprehensively investigate how language analytic ability, language learning motivation, learner beliefs, and foreign language anxiety can contribute to implicit L2 knowledge among Chinese postgraduate students. The findings indicate that cognitive, conative, and affective factors have direct or indirect effects on implicit L2 knowledge. Implications for L2 teaching and research are discussed in detail.

Negotiation in group interaction: Longitudinal evidence from Chinese postgraduate EFL learners

Negotiation serves to solve communication problems in second language (L2) learners’ peer interaction including negotiation of meaning (NoM), negotiation of form (NoF), negotiation of content (NoC) and negotiation of procedure (NoP). The four negotiation types are initiated through negotiation strategies. This study examined how negotiation types and negotiation strategies were distributed and how the distributions developed. The data came from five rounds of group interaction conducted by 52 Chinese postgraduate students in a semester. The findings reveal significant differences in the distributions of negotiation types and negotiation strategies. NoC occurred significantly more frequently than NoM and NoF. Each negotiation type had its major negotiation strategies and they had significantly higher percentages than the other negotiation strategies. Specifically, NoM was mostly initiated by clarification requests, NoF by recasts, NoC by explicit appeals for assistance, and NoP by direct negotiations. Both competitive and supportive growths occurred in the longitudinal trajectories. This study provides a comprehensive and developmental insight into negotiation in EFL learners’ peer interaction and offers significant pedagogical implications.

Preference and Use Pattern of Electronic Books among Postgraduate Students in a Nigerian University

This study investigated the preferences and use patterns of e-books among postgraduate students at Prince Abubakar Audu University. Four (4) research objectives guided the conduct of this study. A descriptive survey method was used for the study and a questionnaire was used for data collection. Statistical tools used for this analysis were frequency counts, simple percentages, and mean scores. The study concludes that eBooks are highly valued by postgraduate students, due to their ability to enhance productivity and effective learning. The ease of use and clear graphical illustrations further contribute to the preference for eBooks, making them indispensable tools in the academic pursuits of postgraduate students. The study highlights that eBooks are extensively utilized for a variety of academic purposes, including coursework completion, research, exam preparation, assignments, and reference needs. Despite the evident benefits, the study reveals varying levels of satisfaction among students, with a significant portion using eBooks only to some extent. Several challenges impede the optimal use of eBooks, such as high costs, device-related inefficiencies, limited access to computers or the internet, readability issues, and the need for operational skills. The study recommended that university libraries should expand their eBook collections and seek partnerships with publishers to provide more affordable or even free access to essential academic texts and universities should consider initiatives to provide or subsidize devices optimized for reading eBooks, such as tablets or e-readers with suitable screen sizes.

A comparative study of the E-Learning usage of postgraduate students

This research paper undertakes a comprehensive study to explore the usage of e-learning among postgraduate students, with a particular focus on comparing their experiences across various universities and academic programs in India. The primary objective was to assess the effectiveness and perception of e-learning platforms and to identify any prevalent challenges and satisfaction levels among those in this demographic group. The study employed a structured questionnaire distributed to 500 postgraduate students from different universities with a stratified random sampling technique ensuring a representative mix of participants. The data collection included both online surveys and in-person questionnaires, focusing on aspects such as e-learning usage, challenges, content quality, assessment, and support systems. Key findings revealed a generally positive attitude toward e-learning, with most students acknowledging its effectiveness in enhancing their educational experience. However, variations in satisfaction levels indicate the need for tailored e-learning strategies that cater to diverse student needs. Gender-based analysis highlighted specific challenges faced by female students, particularly in terms of interaction and self-discipline. Furthermore, comparative analysis across universities revealed slight differences in e-learning satisfaction, suggesting the influence of institutional factors. This study fills a significant gap in the literature by providing a comparative analysis of e-learning usage among postgraduate students across various educational settings. The findings have broad implications, emphasizing the need for adaptable and inclusive e-learning strategies. Educational institutions can leverage these insights to enhance the effectiveness and inclusivity of their e-learning offerings, ensuring that they align with the diverse needs of postgraduate students.

The Influence of Corporate Branding on Students' University Choice in Kenya

This article presents an exploratory study investigating the influence of corporate branding on the university choice of postgraduate students in selected universities in Kenya. The purpose of the research was to understand how internal, external, and service mix branding strategies shape students' perceptions and decisions. This study was significant as it sought to offer insights into the critical role of branding in the competitive higher education sector in Kenya. The study analyzed various branding strategies employed by universities, focusing on their effectiveness in shaping students’ perceptions of academic excellence, reputation, facilities, and overall value proposition. Data was collected through surveys with postgraduate students, providing a comprehensive view of the branding landscape. The findings highlighted that effective corporate branding significantly enhances the perceived academic strengths and unique programs of universities. The correlation between strong branding and perceptions of prestige was largely positive, as it required careful management to ensure that the emphasis on branding complements and enhances the actual quality and inclusiveness of the education provided. The promotion of state-of-the-art facilities and comprehensive branding that communicated the overall value and benefits of attending the university, including career prospects and alumni success, positively impacted students' choices. The study concluded that corporate branding substantially influences students' university choices in Kenya. It recommends that universities invest in robust and consistent branding strategies that clearly communicate their strengths and unique offerings. The study recommends that universities use both traditional and digital media to enhance their brand presence and engage with prospective students. It suggests that universities continuously assess and adapt their branding strategies to stay competitive in the dynamic educational environment in Kenya.

The Practice Innovation of Law Competition from the Perspective of New Liberal Arts

The new liberal arts in the United States and domestic promotion have formed a top-down from the outside to the trend of education reform. Law students, whether undergraduates or postgraduate students, should become the leading force in the construction of new liberal arts. The participation of law students in the competition is mostly limited to moot court, court debate and other oral argument competitions, but the participation in the comprehensive cross-over competition in the new liberal arts background is seriously insufficient. The academic circle pays little attention to the literature presentation of competition research, there is a contradiction between the degree of attention to competition and the conversion rate of teaching reform articles, and the problems existing in traditional competition practice and new problems in the background of new liberal arts are emerging. The practice of legal professional competition has a low degree of embracing and contributing to the new liberal arts. Therefore, in order to improve law students' comprehensive qualities and abilities such as information acquisition ability, writing ability, PPT making ability, expression ability and presentation ability, teamwork ability and leadership ability, risk identification, response ability and resolution ability, contingency ability and scientific research ability through competition practice, Universities and teachers should dig deep into the practice levels and elements of the legal profession, actively guide students to participate in the national business competition of multi-disciplinary integration, and improve the "six-level practice method".

Examining the Use of Address Terms among Postgraduate Students in an Online Speech Community and Their Implication

This paper examined the terms of address as an important part of verbal behavior through which the behavior, norms and practices of a society can be identified. As a classic study in sociolinguistics, Brown and Gilman (1960) pronominal address system highlighted the semantic power and solidarity in relation to address terms. Since then, several studies have emerged on address terms in various social domains notably academia, religion, politics and many more. However, most of these studies did not give much consideration to online speech communities. This study therefore focuses on sociolinguistic analysis of address terms among postgraduate students in an online speech community using ethnographic approach. The study selected three (3) postgraduate online groups from the University of Cape Coast. One hundred and fifty chats (150) were collected from each group and studied to reveal the key address terms used by the students to address each and also the factors influencing the choice of the address terms. The study revealed that the key address terms used among postgraduate students are personal names, descriptive phrases and titles. Again, the study revealed the following as the factors influencing the choice of address terms: situational and socio-cultural factors, level of formality, innovativeness and playfulness, gender and age variations.

Exploring the Heublein Model to Resolve Postgraduate Student Dropout in a Malaysian Public University

Exploring the Heublein Model to Resolve Postgraduate Student Dropout in a Malaysian Public University

YouTube as a learning modality for clinical procedures among medical and dental students: A study in public sector teaching institutes.

To evaluate the effectiveness and analyse the influence of YouTube as a learning modality for clinical procedures among medical and dental students in a public-sector setting. The cross-sectional study was conducted at the medical and dental constituent institutes of Jinnah Sindh Medical University and Jinnah Postgraduate Medical Centre between August and October 2023, and comprised undergraduate, graduate, and postgraduate students of either gender aged 18-40 years. Data was collected using a self-administered, structured, closed-ended 16-item questionnaire, which was developed in the English language and explored the usage of YouTube as a source of information about medical and dental clinical procedures. Data was coded and analysed using SPSS 26. Of the 314 participants, 153(48.7%) were medical students and 161(51.3%) were from the dental stream, 175(55.7%) were females, and 139(44.3%) were males. YouTube was a helpful tool for 143(45.5%) students who used it when needed, 172(54.8%) used it occasionally before attempting procedures, while majority of the dental students 140(44.6%) used it to study for prosthodontics. There were 154(49%) students who supported the idea that faculty should recommend watching relevant videos on YouTube, while 256(81.5%) preferred other websites. YouTube was mostly used for learning clinical procedures by the students.

Educating Professionals to Develop Nature-Based Solutions (NBS) as Infrastructure for Water Pollution Control: A Course Proposal

The objective of this study was to design a university-level course focused on Nature-Based Solutions (NBS) for water pollution control. The work unfolded in three phases: the initial planning, course delivery, and assessment of learning outcomes. In the planning phase, a set of competencies was outlined using the Developing a Curriculum Method (DACUM), resulting in defined learning outcomes and a structured course outline. Subsequently, the course was conducted over a two-week period, employing a hybrid format including both online and in-person sessions. The assessments of the learning outcomes included one test, an assignment, a satisfaction survey, and the post-course feedback. As a result of the planning phase, four competencies, seven learning outcomes and four course units were defined. The participant cohort encompassed a diverse group of 50 individuals, including undergraduate and postgraduate students, professionals working in industry and institutions, and professors. The assessment of the learning outcomes showed good results. However, issues regarding the mathematical calculations and field-trip experience were noted, suggesting areas for course enhancement. The participants expressed high satisfaction levels across the various course components. Notably, 70% of the participants indicated the application of the acquired knowledge in their professional endeavors. These findings underscore the successful implementation of the course, establishing it as a pioneering university-level program in NBS for water pollution control.

Preservation of theses and dissertations in the era of digitization: a case study of selected universities in Oyo state, Nigeria

PurposeDigital preservation of theses and dissertations (TDs) is crucial for the archiving (long-term preservation) of intellectual content of undergraduate and postgraduate students in universities. This paper aims to investigate the digitization of TDs in three selected academic libraries in Oyo State, south-west Nigeria.Design/methodology/approachDescriptive survey research design was used for this study. The instrument for data collection was the questionnaire. The study comprised 78 professionals and paraprofessional librarians in the three selected university libraries in Oyo State.FindingsThe study revealed that digital preservation of TDs in university libraries is at the developmental stage. Also, the study revealed that most participants strongly agreed that the main purpose for embarking on the digital preservation of TDs was to influence the web ranking of the institutions. Web archiving was the widely adopted method of digital preservation in university libraries. Poor information and communication technology infrastructure, absence of policy and poor funding were identified as major challenges militating against the effective digital preservation of theses in the libraries. Hence, it was recommended that the management of university libraries should be more committed to providing substantial funds to meet the financial obligation for digital preservation initiatives.Originality/valueThe study provides insight into a case study of digitization of theses and dissertation i academic libraries in three selected universities to serve as a basis for further research.

The online information behaviour of first-year PhD students: addressing SDG 4

Purpose – The aim of this paper is to contribute to sustainable development in higher education by exploring the online information behaviour (OIB) of first-year full-time PhD students. In the case of first year PhD students, there is a high demand for information to complete their tasks and to finalise their studies. The quality of the education these postgraduate students acquire is dependent on their ability to access quality information devoid of barriers. In other words, there seems to be a lack of research on the online information behaviour of postgraduates in their first year of doctoral studies. Design/methodology – The study examined this phenomenon through the case study method, using the interpretivism paradigm and the quantitative approach. Using convenient and purposive sampling methods, 10 first-year PhD students were sampled from the University of Ghana's student population for 2023. A structured interview schedule was used as the instrument for data collection from the participants of the study. Findings – First-year PhD students are faced with online information-seeking barriers such as poor internet connectivity, limited access to online databases and resources, inability to access the needed paid online resources due to financial constraints, information overload, difficulty in acquiring requisite information and lack of information literacy skills and financial resources. These challenges tend to influence the quality of education they receive negatively given the inequalities in their information literacy skills against the literacy skills of second to final-year PhD students. Practical Implications and Conclusion – The study will contribute to literature on the information-seeking behaviour of first-year PhD students. The lack of information on the subject in Ghana is an issue this study seeks to address. The study has shown that postgraduate students at the University of Ghana do not understand their information needs, although they depend heavily on information for their work and survival.

PERSONALITY TRAITS AND SOCIOECONOMIC STATUS OF POSTGRADUATE STUDENTS TOWARDS IMPOSTOR SYNDROME

Impostor syndrome (IS) is a psychological phenomenon characterized by feelings of incompetence and self-doubt regarding one's achievements, despite external evidence of success. This study aimed to examine the relationship between the personality trait of neuroticism, socioeconomic status, and impostor syndrome among postgraduate students at the National University of Malaysia (UKM). A total of 365 postgraduate students from various disciplines participated in this study. Data were collected using an online questionnaire that measured neuroticism, socioeconomic status, and impostor syndrome. However, there was a weak association between socioeconomic status and impostor syndrome. These findings suggest that neuroticism plays a crucial role in the development of impostor syndrome among postgraduate students, while socioeconomic status has a minimal influence. The implications of this study are important for developing appropriate interventions to address IS among postgraduate students, focusing on emotional management and enhancing self-confidence.

Entrustable professional activities for bedside clinical teachers

BackgroundBedside teaching is an important modality for training medical students and postgraduate trainees in clinical settings. Despite its significance, the effective practice of Bedside teaching has been declining over the past few decades. The literature highlighted the need for structured training, assessment, and certification or in other words entrustment of bedside teachers. The current study aims to develop and validate the Entrustable Professional Activities (EPAs) for bedside clinical teachers.MethodsA multi-method study with clinical teachers, medical educationists, and postgraduate medical students was conducted from July 2021-22. First, a nominal group using the jigsaw puzzle technique was conducted with 16 participants to identify EPAs. Then these EPAs were mapped and validated by the skills/competencies identified in the literature. Next, the EPAs were evaluated using the EQual rubric by 3 medical educationists. This was followed by two-rounds of modified Delphi to develop consensus among 90 participants in round-one and 69 in round-two. For qualitative data, a thematic analysis was conducted. For quantitative data, means and standard deviations were calculated.ResultsThe study identified five EPAs for bedside clinical teachers: developing bedside teaching program, planning bedside teaching session, conducting bedside teaching, conducting bedside assessments and evaluating bedside teaching.ConclusionsThis study comprehensively developed and validated a full description of EPAs for bedside clinical teachers. The EPAs identified in the study can serve as a guiding framework for bedside clinical teachers’ training, assessment, and entrustment.

New way to shaping India's academic environment: An assessment of the mechanism of integration of education 4.0 to industry‐centric learning

AbstractThe world around us is evolving due to Industrial Revolution 4.0. This revolution is driving the present‐day education, that is, Education 3.0–creative education towards Education 4.0, that is, industry‐centric education. The present academic environment in India is in the process of developing an educational ecosystem, which will incorporate equal access to education for all stakeholders and promote critical thinking, digital literacy, global awareness and scientific reasoning to name a few. Accordingly, it has become prudent to develop and validate a mechanism for assessing the various steps being taken to realign students to Education 4.0. This study involved 300 undergraduate, postgraduate, and PhD students from eight different schools across diverse program and course outcomes, who were asked to respond to a questionnaire on their own accord. The Pearson product‐moment correlation test was used to statistically analyse the obtained responses. The test results showed that the questions were logical and valid, with a significance level of 0.0115. Furthermore, the reliability of the mechanism was also assessed using Cronbach's α score. This study indicated that three aspects—learning preferences, contribution of learning to knowledge, skills, and personal development, and time spent on learning and nonacademic activities—exhibited high reliability However, two aspects—the emphasis on mental functions and reading and writing—indicated to be of moderate reliability. Thus, it could be said that the questionnaire developed in this study was both reliable and valid for assessing the mechanism being undertaken to realign students to Education 4.0.

Welfare and Enrichment of Managed Nocturnal Species, Supported by Technology.

This paper addresses the potential for technology to support husbandry and enrichment opportunities that enhance the welfare of zoo and sanctuary-housed nocturnal and crepuscular species. This topic was investigated through the medium of a multidisciplinary workshop (Moon Jam) that brought together species experts, zoo designers, Animal-Computer Interaction researchers and post-graduate students in collaborative discussions and design sessions. We explain the context through an examination of existing research and current practices, and report on specific challenges raised and addressed during the Moon Jam, highlighting and discussing key themes that emerged. Finally, we offer a set of guidelines to support the integration of technology into the design of animal husbandry and enrichment that support wellbeing, to advance the best practices in keeping and managing nocturnal and crepuscular animals.

Students' views of a networked practice inquiry course

In the higher education sector both networked learning and inquiry-based learning are signalled as flexible pedagogical approaches which support and encourage the development of skills, competences and qualities expected of “21st century” learning. Whereas networked learning distinctively attends to connectedness enhanced and mediated by technologies for the creation of learning networks and socio[1]material assemblages, inquiry-based learning distinctively brings together teaching and researching encouraging students' learning engagement and development. A networked practice inquiry approach was envisaged as helpful to encourage postgraduate students to engage for learning on and with digital technologies and inspire professional practice development. Past the course experience an interpretative study was taken up in an attempt to obtain an initial picture of the student perspective of this course approach. This paper shares a preliminary qualitative picture describing students’ viewpoint of the networked practice inquiry learning experience. It is a first glimpse into technology enhanced and mediated learning experience of the postgraduate student in Malta. These preliminary findings suggest that students are forward looking. Students demand and celebrate innovative digital tools and practices in and for learning, especially when these are seen accommodating them and resonating to their wider life and work practice experiences. They are generally enthused to assume explorative and inquiry attitudes into life and work practices for learning and practice development. They are also into connectedness for learning but on their own terms. This is a threefold appeal coming from mature students regarding their higher education course experience which, in a local context of fast developing socio-technological change, is simultaneously energising and challenging. Considering that in the local context there is currently a lot of work going on the political and executive tables to see artificial intelligence and immersive technologies compellingly transforming mainstream societal sectors including education, in the local higher education scene we urgently need to make a start for making the course experience the first port of call where one has the "an opportunity to think and dream" as one of the research participants put it; constructively and critically laying down our future and that of the generations to come.

Problems of Legislative Regulation of a Postgraduate Student (Postgraduate in a Military College) Legal Status at a New Stage of the Russian Education System Reformation

Problems of Legislative Regulation of a Postgraduate Student (Postgraduate in a Military College) Legal Status at a New Stage of the Russian Education System Reformation

Assessing the AI Acumen: A study on the knowledge, attitude and behaviour of dental students towards artificial intelligence

The influence of Artificial Intelligence (AI) can be seen in every nook and corner of life. It has become an essential part of human life. Its influence in medical field is also noticeable but in certain aspects utilization of AI in dentistry has not been up to a great extent. This questionnaire-based survey was done to assess the knowledge, attitude and behaviour of dental students about AI. A self-administered closed ended questionnaire consisting of 36 questions was distributed among 3100 interns and post graduate students studying in different parts of Rajasthan. The questionnaire consisted of demographic details of respondents as well as fundamental KAP towards AI.Response rate was 90.32%. The results showed that about 56.75% of respondents had poor knowledge of AI and its application in dentistry. Although their attitude towards AI was fair (48.75%) but their practical experience of using AI was poor (57.89%). There was a significant difference between the KAP of postgraduates when compared to interns (p value < 0.05). Pearsons’s correlation test showed that there was no correlation between knowledge and attitude or knowledge with behaviour as well as attitude and behaviour.There is a lack of awareness about the use of AI in dentistry among dental students. So, there is a need for implementation of practical courses to improve the knowledge as well as practice of AI in dentistry.

Co-Producing Paws on Campus: A Psychoeducational Dog-Facilitated Programme for University Students Experiencing Mental Health Difficulties.

Declining student mental health is a global public health issue. Campus-based animal-assisted interventions (AAIs) are popular and effective interventions to prevent and alleviate symptoms. How to design, implement and evaluate evidence-based, student-centred interventions that enjoy sustained stakeholder buy-in and support is less known. This paper presents the procedures and results of a three-stage co-production method and the resulting curriculum of a novel AAI aimed at university students experiencing serious mental health problems. Stage 1 shaped the focus and structure of the intervention based on online student surveying (N = 204) and consultations with stakeholders (N = 10), including representatives of Student Well-being Services leadership, veterinarians, animal welfare charities and Therapets volunteers. In Stage 2, we conducted co-production workshops with post-graduate students (N = 6), developing the curriculum based on Stage 1 insights. In Stage 3, through iterative prototyping and student feedback (N = 22) the Paws on Campus programme was finalised, resulting in a series of four, one-hour themed sessions: (1) Thoughts and Feelings, (2) Well-being and Welfare, (3) Care and Compassion and (4) Problem Solving and Help Seeking. We describe the co-production method and resulting programme characteristics and provide considerations for others interested in developing effective and sustainable AAIs for their respective populations and contexts.