Private Higher Education Research Articles

Community engagement challenges and perceptions in private higher education institutions

This paper focuses on the challenges and perceptions related to community engagement in private higher education institutions (PHEIs) in South Africa. Community engagement is now considered as important as teaching and learning, as well as research and innovation at universities. The Council on Higher Education expects formal engagement from public and private higher education institutions. However, PHEIs face unique challenges such as resource constraints, conflicting priorities, lack of tradition, and differing perceptions of community engagement. The study used qualitative data collection methods, including desktop research and semi-structured, in-depth interviews with five academics from different PHEIs. The findings emphasised the need for PHEIs to develop strategies to build sustainable relationships with their communities despite these challenges.

Are Taiwan private universities ready for a tsunami in the era of under-enrolment? Exploring Taiwanese private higher education in typology, regulatory framework, and emerging crisis

ABSTRACT In the 1980s, a significant growth of Taiwan’s private higher education (PHE) paralleled the political transition, social movement, as well as economic development. This paper discusses typology, state regulation, current challenges and future perspectives of PHEIs in Taiwan, referring to the changes in the policy environment from state-steering model to a pluralist-market one. There are three major findings in the study. First, in the era of under-enrolment, financial issues have led to the closure of several demand absorbing institutions. Second, a couple of semi-elite and under semi-elite private universities are seeking more external resources to enhance their academic strengths and global competitiveness in the global rankings and governmental funding. Third, the Ministry of Education launched the ‘exit plan’ scheme to resume its control over those under-enrolled PHEIs.

Dividing small groups into problem-based learning tutorials: an experience report

This article aims to provide a critical and reflective account of the experience of the pedagogical support service at the Christus University Center - Unichristus, during the implementation of the heterogeneous division of tutorial groups by personality traits, in the active methodology, Problem-Based Learning (PBL). Method: This is a descriptive experience report of a study carried out at a private higher education institution in Fortaleza. The participants were 12 teachers who acted as tutors and 120 students who were new to the PBL methodology. The activity was systematized into three moments: application of the QUATI psychological typology test to the students, classification of the students into extroversion and introversion attitudes, division of the tutorial groups into similar proportions of introverted and extroverted students. The educational action involved training the teachers in group dynamics, revealing the personalities of their respective students and a round table discussion after the end of the semester. Results: the heterogeneous division of groups and teacher training led to an improvement in the management of tutorial groups. Conclusion: the experience showed that the tutors' prior knowledge of the personality traits of the tutorial group members and their heterogeneous formation can contribute to improving the teaching-learning process in PBL, especially with regard to looking at existing personalities individually.

From Technophobia to Techno confidence: Integration of iPad Software Applications in Teacher Training

The COVID-19 pandemic had a profound effect on higher education worldwide, underscoring the need for effective technology integration to enhance teaching and learning. This study aimed to address technophobia by introducing four iPad software applications to a group of 35 first-year Bachelor of Education preservice teachers specializing in the Intermediate phase at a private higher education institution in Westville, KwaZulu-Natal, South Africa. Conducted over six weeks in the second semester of 2024, the qualitative case study collected data through pre-intervention questionnaires, classroom use of Stop Motion, iMovie, Keynote and Plotogon in mathematics, natural science, and technology lessons, and a post-intervention focus group discussion. The findings demonstrated strong technological engagement under instructor guidance, with 91% of participants using at least one application during the intervention. The primary objective was to enhance preservice teachers' Technological Pedagogical Content Knowledge and reduce technophobia through hands-on experiences with iPad software applications. The findings revealed that preservice teachers envisioned using these four applications to create interactive, engaging, and student-centered classrooms, where learning is enriched through collaboration, creativity, and subject-specific tools for mathematics, natural science and technology. While many preservice teachers found the software applications easy to use, concerns about accessibility and teacher proficiency, especially due to socioeconomic disparities, highlighted the need for additional technology training. Stop-motion, Keynote and iMovie iPad software applications were believed to be crucial for developing technological pedagogical content knowledge, with Keynote particularly effective for blending abstract topics and concepts with innovative teaching strategies. It was recommended that Keynote be integrated into teacher training to create engaging worksheets and presentations. Stop Motion and iMovie could be used to create entertaining and interactive animations. Interestingly, the findings revealed that Plotagon was not used by the preservice teachers, possibly indicating technophobia or a lack of familiarity and confidence with the iPad software application. The study emphasized the importance of incorporating iPad software applications to assist primary school preservice teachers in overcoming technophobia and building confidence in technology integration. This integration of Stop Motion, Keynote, iMovie, and Plotogon could enhance teacher and learner experiences through creative and innovative instructional designs in mathematics, natural science, and technology.

Private Expenditures of Teacher Candidates Studying at Mersin University, Türkiye

Private higher education expenditures constitute one of the factors determining higher education demand. In this study, it is aimed at determining the level and types of teacher candidates’ private expenditures, and the factors influencing the probability of making higher private expenditures. The sample of the study was drawn among the students enrolled in Mersin University Faculty of Education in 2013, 2016, 2019, and 2022. A model comprising five factors influencing the probability of making private expenditures higher than the average was developed. In this model educational background, family background, other cost related variables, higher education aspirations and future teaching labor market expectations were included as determining factors. Data were collected by a questionnaire developed by the researcher. Model was estimated by logistic regression analysis. Results show that variables representing all five factors have significant impact on the probability of making higher private expenditures. It is concluded that the model has a power on explaining the problem of the study.

Degrees of Freedom: Rethinking Higher Education Credentials in South Africa

The shifting landscape of higher education and the labour market has necessitated re-evaluating conventional degree programmes, leading to an exploration of macro-credentialing as a link between university offerings and industry requirements. This paper examines the traditional dominance of the degree and the concurrent rise of strategic partnerships between higher education institutions and businesses, with the goal of developing credentials more closely aligned with the dynamic needs of the modern workforce. Traditionally, university degrees have been viewed as the bedrock of educational achievement and a prerequisite for professional success. However, rapid technological advancements and changing economic demands have exposed limitations in the degree model, particularly its often inflexible curriculum and lengthy completion time. Consequently, there is growing interest, especially within Private higher education, in macro-credentialing, which encompasses an array of non-degree awards that can be directly linked to specific skill sets and employment opportunities. Through qualitative analysis of partnership models across diverse industries and countries, this study identifies core elements contributing to the successful integration of macro-credentials into educational and professional spheres. These elements include co-creating curricula (between industry and the university), shared governance structures between educational and corporate entities, and robust assessment methodologies that validate learner competencies consistent with industry standards. Additionally, the study explores potential challenges and resistance within academia and industry, including credential recognition issues, balancing theoretical knowledge versus practical skills, and economic impacts on traditional degree pathways. It proposes strategic approaches to mitigate these challenges, emphasising the importance of transparency, stakeholder engagement, and continuous evaluation. The incorporation of macro-credentialing via university (both public and private), TVET college and Community College - Business partnerships possesses considerable potential to tackle future student discipline trajectories, the dire unemployment of South African youth and the growing needs of upskilling via life-long learning. It demands continuous innovation in educational models to guarantee they promote individual career achievements and societal progress in an increasingly intricate global economy. This paradigm transition from the conventional degree to a more adaptable, competency-based credentialing structure signifies a crucial development in matching education and industry.

Reflections on Research and Research Intelligence in a Private Higher Education in South Africa: A Collaborative Autoethnographic Study

Globally, higher education remains a highly competitive environment, where striving towards good institutional reputation, as well as academic and research stature is high on the agendas. As such, research intelligence is fast becoming a topic of discussion. Measuring progress and success is a strategic and data-driven process. This paper reports on a collaborative autoethnographic study on a research capacity development project. It further explores the importance of the management of research towards creating, managing and utilising data-driven research intelligence in a private higher education institution in South Africa. Reflecting on this project, stretching over a five-year period, the study aims to shed light on further implementations by exploring how available data could translate into research intelligence. The study considers the role of research intelligence by comparing it to the strategic value of strategic and business intelligence. It explores how reliable research intelligence could inform and support strategies in developing a maturing academic environment, and how current and potential solutions could be applied for strategic decision making. The study adds knowledge to an under-researched area in higher education in South Africa. It offers recommendation for more effective management of research data and research intelligence.

Generative AI tools in Teaching and Learning: An Enabler to Creating Work-Ready Students in the 4IR.

Higher education is experiencing a paradigm shift with the advent of generative artificial intelligence (AI) tools and large language models. This transformative approach is revolutionising education and the world of work and, if harnessed correctly, has the propensity to shape future minds. The study sought to understand academics and teaching and learning (T&L) specialists' perceptions at a private higher education institution (PHEI) in South Africa on how Generative AI tools should be used in T&L to prepare students adequately for the world of work. This qualitative exploratory study purposively selected 40 academics and T&L specialists across ten sites from a PHEI in South Africa. Three themes emerged from the data: curriculum integration, discourse, partnerships and collaboration and training and awareness. To prepare students for the world of work that uses AI, it is important to integrate Generative AI into the curriculum and teaching and learning, considering industry-specific requirements through continuous discourse, partnerships and collaboration between stakeholders. The training and awareness of Generative AI tools are necessary for lecturers and students to understand better how to use Generative AI tools correctly and responsibly.

Neuroscience-Informed Design of Learning Materials: Examining the Impact of Emotion, Interest, and Attention on Learning

The impact of emotional design on learning, particularly related to emotional valence, is a topic of interest in the domain of online and distance learning. This study, situated in the South African private higher education context, sought to explore how students learn and why certain learning materials better promote learning than others. The study used psychophysiological assessments, including eye-tracking, galvanic skin responses, and facial expressions, to explore the relationship between emotional arousal, interest, and attention in online learning. Nineteen students aged 18 to 24 were shown 11 different variations of an online module's first page, each differing in design elements, for 9 seconds to gauge their initial reactions. Emotional responses were measured using the Self-Assessment Manikin (SAM), and qualitative discussions provided further insights into students' preferences. The findings produced valuable recommendations for instructional design that fosters interest and enhances the learning experience. By integrating neuroscience techniques and educational psychology principles, the study established a link between emotion, interest and attention as key factors influencing student engagement and memory retention. This finding is significant as it highlights the importance of designing learning materials that capture students' initial interest, providing valuable insights into the universal principles of effective learning design. It emphasises the importance of emotional design in learning materials and the need for a balance between emotional arousal that generates interest but avoiding cognitive overload. The study underscores the critical role of purposeful learning design in creating engaging and effective learning experiences for students.

Optimising Instructional Design Strategies to Mitigate Cognitive Overload

A lack of unified instructional design strategies to mitigate cognitive overload in higher education necessitated this study to explore how instructional design could mitigate cognitive overload in first-year commerce students. Grounded in the Cognitive Load Theory (CLT), which posits that excessive information impedes conducive student learning experiences and metacognition. The research is situated within a South African private higher education institution (PHEI) and explores a qualitative analysis using a three-pronged approach. Firstly, a literature review on CLT and its application in instructional design impacting students' learning experiences was conducted. Secondly, the researchers evaluated the institution’s 2023 instructional design of modules and their presentation through the learning management system (LMS) using multimedia learning. The purposive sample consisted of eight first-year modules within the Bachelor of Commerce degree program to assess the learning design elements against the principles of CLT. The researchers, being three instructional designers used secondary data and peer-reviewed the module evaluations to validate the findings and verify the impact of CLT on students' learning based on the institution's existing instructional design strategy. By evaluating the PHEI’s current instructional design practices against CLT principles, this study aimed to identify effective strategies to manage cognitive load and enhance the student learning experience within the higher education context. The research findings of this study indicated that the integration of CLT into instructional design could mitigate cognitive overload, thereby improving the student learning experience, and metacognition and providing guidelines for the refinement of instructional design strategies. The value of the research outcomes was anticipated to contribute to the development of improved instructional design strategies using multi-media learning to address cognitive load. The value of the research outcomes was anticipated to contribute to the development of improved instructional design frameworks and strategies that addressed cognitive load, enabling effective and conducive learning environments in higher education. These insights aimed to guide future research in curriculum design and teaching and learning practices in higher education and to recommend instructional design strategies to manage cognitive load thus mitigating the challenges of cognitive overload experienced by students and enhancing the student learning experience.

Pedagogical Presence as a Mediator of Tertiary Students’ Unconscious Conflicts During Learning

This paper explores the notion of presence pedagogy in the private higher education sector, drawing on contributions from social constructivism and psychoanalysis, specifically the concept of affective containment. Higher education is a space that, by its nature, invokes feelings of defensiveness, uncertainty, weakness and anxiety in students, who arrive in the tertiary space carrying their own unconscious conflicts that interact with the external world. These unconscious processes culminate in behaviours and interactions that influence learning and relational dynamics with their educators. This theoretical paper presents an explanation of the unconscious, but observable processes that neoliberal students transition through in the learning process and offers a position that can usefully serve educators in negotiating and containing these unconscious processes. This paper offers the argument that presence pedagogy can be usefully employed as a method for the educator to perform the role of ‘container’ of these unconscious processes. Presence pedagogy is conceptualized as an educator’s capacity to be reassuring and attentive to their students and draws on relational practices such as an ethics of care to enact appropriate psychological and pedagogical care for the student in learning contexts. This paper proposes that presence pedagogy can usefully mediate students’ unconscious conflicts to settle into a productive place of learning, where the tensions between inner worlds and external demands are contained by the educator and adapted into meaningful learning experiences. By dovetailing an ethics of care with core constructivist tenets, educators can simultaneously hold the student, and the line, forging productive learning experiences while maintaining boundaries and professionalism. In so doing, the student is ‘contained’, and anxieties are mediated to facilitate a learning experience in which anxiety is tolerated and processed by both student and educator. This is not an easy task, nor without risks and limitations, but this paper offers imaginings of how a presence pedagogy might be enacted in a contact private tertiary environment to meaningfully engage with students’ unconscious conflicts in the learning space.

Technostress Among Information Specialists/Librarians at a Private Higher Education Institution in South Africa: Are They Spared?

In the digital age, information specialists at Private Higher Education Institutions (PHEIs) played a crucial role in managing vast amounts of digital information and providing essential services to support academic activities. However, the increasing reliance on technology brought about a phenomenon known as technostress—stress or psychosocial strain experienced due to the use of information and communication technologies (ICT). The aim of this study was to explore information specialists/librarians' experiences of technostress in the context of technology integration into library services at a private higher education institution in South Africa. It sought to identify the specific challenges librarians faced due to the adoption and use of technology and to understand how these challenges affected their daily tasks, job performance, and overall job satisfaction. The study was underpinned by the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), which provided a framework for understanding how individuals cognitively appraised and coped with stressful situations. Utilizing a qualitative approach guided by the interpretivist paradigm, the research gathered comprehensive data through qualitative semi structured interviews. A purposive sample of information specialists from a leading Private Higher Education Institution (PHEI) was selected, and thematic analysis was employed to analyse the interview transcripts. Participants were invited for semi-structured interviews until saturation was achieved. The thematic results of the qualitative study illustrated the effects of technostress on information specialists at the PHEI. Participants experienced system failures, technical glitches, and challenges with new tools, which significantly increased their stress levels. This stress manifested itself in physical symptoms such as eyestrain and headaches, as well as emotional symptoms such as anxiety and frustration, often exacerbated by increased screen time and poor ergonomics. The impact on work performance varied, with some experiencing minimal or positive impacts on productivity, while others experienced significant disruption to their work and well-being. The findings improved the understanding of technostress in higher education and provided recommendations for creating a supportive work environment and promoting the well-being of information specialists/librarians. Practical suggestions were made to address the identified challenges and improve the wellbeing and effectiveness of information specialists within the PHEI. This study informed strategies to effectively combat technostress among information specialists/librarians at a PHEI.

SERVQUAL Gap Analysis Between Two Private Higher Education Institution Campuses in South Africa

Private Higher Education Institutions (PHEIs) have expanded globally, embedding themselves in highly competitive markets. To navigate this environment, the enhancement of service quality, particularly through the SERVQUAL model, is crucial for gaining a competitive advantage. This paper addresses the gaps in the SERVQUAL application within PHEIs, focusing on their impact on service quality. The primary objective is to propose a measurement matrix to identify and analyse SERVQUAL gaps across PHEI campuses. The study compares two campuses, ABC and XYZ, and reveals significant discrepancies, particularly in the dimensions of reliability and responsiveness, where Campus ABC underperforms. These findings highlight the critical need for PHEIs to address service quality deficiencies in order to remain competitive and meet evolving student expectations. The research concludes that continuous improvement in service quality is essential for PHEIs to attract students and sustain their competitiveness in a globalised education market.

Higher Education Institution Clustering Based on Key Performance Indicators using Quartile Binning Method

The Key Performance Indicators of Higher Education Institutions (KPI-HEIs) are a crucial component of the internal quality assurance system that supports the achievement of excellence status for higher education institutions. Many private higher education institutions face challenges in independently analyzing the key performance assessment indicators of Private Higher Education Institutions (PHEIs), which often require complex methodological approaches and specialized expertise. The research aims to cluster PHEIs based on achieving key performance indicators (KPIs). Research the method used descriptive statistical methods and quartile binning techniques to analyze and cluster data based on the achievement of KPI-HEIs. The research results, based on descriptive statistical analysis, identified outliers in eight KPI-HEIs, along with a dominance of zero values in KPI 1, KPI 2, KPI 6, KPI 7, and KPI 8, with the highest proportion reaching 90.91% for KPI 8. Based on these findings, clustering using the quartile binning method resulted in four clusters of PHEIs based on KPIs: Cluster 1 consists of 19 institutions with poor, Cluster 2 consists of 14 institutions with fair achievement, Cluster 3 consists of 16 institutions with good achievement, and Cluster 4 consists of 17 institutions with very good achievement, which can serve as examples for other institutions. This research concludes that the quartile binning method successfully categorized private higher education institutions based on their achievement of KPIs into four clusters: poor, fair, good, and very good. This outcome demonstrates the effectiveness of the method in understanding the performance distribution of these institutions. It provides valuable insights for stakeholders to develop data-driven strategies aimed at enhancing educational quality.

Privatisation of Higher Education: A Study on Students’ Perspective

Education is globally considered as an important investment in building human capital. Human capital is the means of all technical innovation and economic growth. Providing education to all is considered as primary duty of the government. The government has shifted its focus from higher to primary education, while opening the door for the private sector to participate in higher education, a development known as the privatization of higher education. This has sparked a growing trend of educational privatization across the country. At the same time, the demand for higher education in India is rising rapidly. The government of India realized that public budgets cannot adequately fund higher education need of vast population. So, the government has taken measures such as, hike in student fees, student loans and privatization; in justification of availability and mobilization of resources to expand higher education. These measures have made higher education a lucrative business for industrialists. A large number of private institutions are encouraged to enter in education sector. On the one hand privatization of higher education made education assessable to the masses; on the other hand, it brings fee hike, poor quality, exploitation of professionals etc. There are views for and against privatization of higher education in India. Though some have been criticizing the concept even before it has come to be defined and taken off the ground, others consider it very useful and need of the hour. As students are the most important stakeholders of education system. The present study is an attempt to analyses the attitude of students of higher educational institutions towards privatization of higher education.

Between Policies and Practices: a Quantitative Analysis of Teacher Training in Private Higher Education in São Paulo

Objective: The objective of this study is to investigate, analyze and discuss the aspects, paths and perspectives that permeate teacher training in Higher Education at a private university in São Paulo. Theoretical Framework: This research is based on theories and discussions in the areas of the history and philosophy of education, teaching and learning, teacher training, curriculum theories, active methodologies, reflective and researching teachers, and French discourse analysis. Method: This research will have a mixed approach, i.e. it will be quantitative and qualitative at the same time. It will make use of quantitative processes that require logistical and numerical proof, when we tabulate the answers to the questionnaires answered by the teachers. It will also use qualitative processes when analyzing the responses from the focus group conducted as data collection in this study. Results and Discussion: This study will investigate teacher training by collecting information from the teachers themselves who work in private higher education. Therefore, the main objective of this work is to understand how the training of these educators has been carried out in order to propose new paths and strategies to enrich teaching work. Research implications: One of the possible outcomes of this research will be a proposal for teacher training based on learning communities, in which there is space for discussion, creation and reflection on teaching and learning environments in higher education. Spaces for teachers to exchange and share information. U1, the university that is part of this study, already creates moments of reflection for the institution's teachers, as we will see in the course of this article. Originality/Value: The discussion about the training of higher education teachers at private universities in Brazil does not have many studies investigating the pedagogical work of these professionals, so this study seeks to understand the pedagogical work and training of these specific educators.

Transformative Assessment Review

The rapid advancement of generative artificial intelligence (AI) in education and the workforce necessitates that students acquire critical competencies, including digital literacy, data integrity, and ethical AI use, to navigate an increasingly AI-driven world. Equally, academic staff must be upskilled to effectively guide students in the ethical and practical applications of AI. This project examines how a private higher education (HE) institute has modified its Quality Assessment Framework (QAF) to incorporate an AI competence dimension, improve HE assessment and foster students’ competencies. This new dimension complements the existing QAF elements—Intellectual Quality, Significance, and Student Support to ensure a holistic approach in preparing students for AI-integrated academic and professional environments. This project’s framework and innovative tools, such as the enhanced QAF and an AI-driven Generative Pre-trained Transformer (GPT) assessment review tool, support educators in adapting curriculum and assessment design, and empower them to integrate AI competencies seamlessly into the curriculum. The development of these tools drew upon established frameworks, particularly the QAF (Gore et al., 2009) and the AI Assessment Scale (AIAS) by Perkins et al. (2024), which categorises AI usage across five levels, guides assessment reviews and ensures consistent standards for AI integration in student work. A trial, conducted across selected disciplines at the institute, involved academic staff as assessment reviewers and utilised the GPT tool to streamline the assessment review process by aiding in feedback provision, coding, and suggestions for improvement. Evaluation of the tool includes qualitative and quantitative methodologies, gathering academic feedback on usability, clarity, and effectiveness, as well as comparative studies to assess review time and quality before and after GPT integration. Usability testing evaluates workflow compatibility, while academic performance data provide insights into the tool’s impact on student outcomes. Initial results on the tool’s success in enhancing assessment alignment with institutional goals and fostering a comprehensive understanding of AI competence were also examined. Developing and implementing these tools has presented challenges, including the complexity of aligning them with diverse curriculum needs across disciplines, the time investment required for staff training, and the necessity of continuous updates to keep pace with AI technology. Addressing these challenges has been crucial to ensuring the effectiveness and sustainability of these solutions. This digital poster provides insights into the project, covering its development process, trial outcomes, challenges encountered, and future directions for integrating AI competence in higher education assessments.

Preparing pre-service teachers for Generation Alpha: A social innovation perspective

Background: This era of exponential technological advancements makes us profoundly aware of the role that education must play to ensure that ‘humankind’ is not only able to live but thrive in a world challenged by environmental and social issues. Many of our pre-service teachers are digital natives. However, they will have to be taught to become digital integrators in a learning space where technological innovation aligns with social innovation. This calls for teacher education institutions to critically analyse their curriculum design.Aim: This study aims to investigate the extent to which pre-service teachers are prepared to teach Generation Alpha and it also highlights the imperatives for reimagining teacher education curricula for future generations within the context of social innovation.Setting: This study is conducted on fourth-year Bachelor of Education students who attend a private higher education institution and teacher educators based in teacher education institutions in Gauteng, South Africa.Methods: A qualitative case study research strategy is used in this study. Data were collected through focus group interviews and individual interviews. The raw data were analysed through content analysis.Results: The key findings of this study indicate that fourth-year BEd students believe that they are not adequately prepared to teach Generation Alpha learners within the context of social innovation. This belief is validated by teacher educators.Conclusion: Pre-service teachers must be competent in technological innovation, social innovation and global citizenship to enable them to produce learners who are socially, and ethically responsible, as well as emotionally intelligent innovators, leaders and communicators.Contribution: To mobilise and expedite these competencies, teacher education institutions must redesign their pedagogical models and teacher education curricula to align with the educational needs of the future generations.

A qualitative exploration of nursing master's research supervision in a private higher education institution

BackgroundCompleting a Master's thesis is crucial for earning a master's degree and showcasing students' academic and professional skills. However, the process is often challenging owing to its solitary nature and the complexity of its supervisory relationships. PurposeThis study aimed to explore the experience of Nursing Master's Research Supervision and its impact on their thesis journey. DesignExploratory descriptive qualitative research design. Setting and participantsThe study was conducted at a private nursing institute in Islamabad, Pakistan, from January 2022 to May 2022. The study included 12 students enrolled in the Masters of Science in Nursing program. MethodsFocus group discussions and in-depth interviews were conducted online, using a semi-structured guide. Students were recruited through purposive sampling. Data were analysed using manual content analysis through a collaborative approach. Rigor was ensured using Lincoln and Guba's trustworthiness criteria. SRQR reporting guidelines were used. ResultsThe study explored graduate students' thesis supervision experiences and discovered six influential categories: “Expectations from Supervisor”, encompassing preceding knowledge and teaching perceptions; “Supervisor Accessibility”, involving physical access and cooperation; “Adverse Supervision Experience”, detailing challenging interactions; “Supervision Meeting Management”, addressing problem-solving and scheduling; “Assistance and Support”, covering collaboration, software, and resources; and “Suggestions”, offering guidance on thesis write-up and research committee roles. ConclusionThe study elucidated students' expectations about supervisor expertise, access difficulties, negative experiences, and the need for clear guidelines. Improved communication, defined roles, and increased support for thesis writing and assessment are crucial for satisfactory supervision. Further investigation of supervisors' viewpoints is advised.

Utilization of Digital Financial Transactions and Perspectives of Digital Payment among School Employees

This descriptive-correlational research determined the utilization of digital financial transactions and perspectives of digital payment of the employees in one private higher education institution in the Philippines and correlated these to their demographic and household profiles. A total of 115 employees participated in this study. Contingency coefficient, Chi-square test, and Spearman rho correlation test were used to determine the association of the variables. Findings reveal that the majority of the participants prefer cash for their financial transactions. In general, they are confident in making financial transactions using digital devices. They often utilize digital payment to pay for mobile recharge/loads and cable/internet, and many of the participants have been using digital payment methods for more than three years and above. Findings further show that, generally, the participants have positive perceptions toward digital payment. Single individuals, graduates of education courses, and families with two to three household members below 18 years old prefer cash transactions more than the other groups. There are demographic and household factors that are significantly correlated with confidence in and frequency of making digital financial transactions and the time period of using digital payment methods. Findings may imply the inclusion of digital and financial literacy in the development program for employees to increase awareness and understanding of the benefits, safety measures, and convenience of digital finance.