University Programs Research Articles

The effect of audit training in universities on the audit expectation gap

The audit expectation gap (AEG) is a phenomenon where there is a difference between what people expect of auditors and what they can do. This research was conducted in 2023 with 336 university students in Vietnam to assess the effect of university training on the AEG related to auditors' responsibilities. The reliability of the scale and the average difference between student groups were tested using SPSS 29 software. The results showed that AEG exists among accounting students who have studied auditing subjects. Most of these students have higher expectations than other students. This study also revealed that the university's auditing program and auditing courses effectively narrowed the AEG to two in nine auditor's responsibilities and one in nine auditor's responsibilities, respectively. However, it is important to note that these changes were only cognitive. Students still expect auditors to fulfill crucial responsibilities such as detecting fraud, predicting bankruptcy, evaluating ongoing operations and serving as the "family doctor" of the enterprise. Therefore, training for students can help narrow the AEG about certain audit responsibilities. A better approach is to strengthen the responsibility and authority of auditors. The future of the audit profession depends on the demands of stakeholders and the capabilities of the profession. The auditing profession must accept new demands for auditor responsibilities in the new context. This also has implications for audit bodies in narrowing the audit expectation gap in Vietnam.

Fostering interaction and engagement in remotely delivered mathematics tutorials in an Irish university

With the initial COVID-19 lockdown of March 2020 in Ireland, many modules in university programmes that were designed to be delivered face-to-face were suddenly switched to remote delivery. The difficulty for both lecturers and students in replicating face-to-face interaction and the frequent lack of lecturers’ visibility of students’ work in such a setting created challenges for teachers and learners alike. In the current study, students’ perspectives were sought on the format of remotely delivered tutorials for two first-year engineering mathematics modules. The format of the tutorials was designed to emulate face-to-face delivery as closely as possible and to promote student engagement, with an emphasis on real-time lecturer-student interaction as well as comprehensive visibility on student progress throughout each tutorial by combining an online mathematics assessment system Numbas with the video conferencing platform Zoom. Overall, students found the format to be a positive alternative to face-to-face tutorials and one that compared favourably with alternative delivery methods. It is hoped that the findings of this study would be of use to other practitioners engaged in remotely delivered mathematics tutorials.

Enhancing distance learning with virtual reality: investigating learners’ engagement and outcomes

With the increasing use of virtual reality (VR) technology in education, it is crucial to understand the factors that affect its effectiveness. One area where VR has been utilized is in online orientation, which can be especially beneficial for distant students to start their university programs. This study examines the impact of the learner attribute, behavioral engagement, on learning outcomes in a 3D desktop VR new student online orientation. Over 100 graduate and undergraduate students participated in the study and the results from regression analyses (n = 115) indicate a very weak positive relationship between engagement and learning outcomes (R = 0.0014, p = 0.98), with a negligible proportion of variance explained by engagement. The coefficient of engagement (−0.0066) suggests a negligible and non-significant effect on the dependent variable, indicating limited predictive power. While participants report high levels of perceived engagement, concentration, control, and skilfulness during the activity, they express difficulty viewing avatars in virtual world as real people. These findings have important implications for the development and implementation of VR-based educational interventions, highlighting the need to consider learners’ engagement.

Speaking Interculturally in the Era of Global Englishes: Voices from Indonesian English Language Teacher Educators

Objective: The objective of this study is to investigate the Indonesian English language teacher educators’ understanding, preferences, and challenges in preparing future English teachers to be able to speak interculturally in the Global Englishes era. Theoretical Framework: The theoretical framework of this study emphasizes how crucial it is to comprehend both the conceptualizing intercultural speakers and the global English era to analyze intercultural speakers' competency in the global English context. Method: The study examined the issue among English language teacher educators working in a teacher education study program of a private university in West Java, Indonesia. Using open- and closed-ended questions distributed to the participants via Google Forms. Results and Discussion: The results obtained reveal that preparing future English teachers to be intercultural speakers who can teach both language and culture is urgent. Integrating cultural aspects and developing intercultural communicative competence is a must. However, teacher educators believe they are not yet ready to be globally competent and become intercultural speakers. Research Implications: This study contributes to the teacher education program by providing valuable information about effective language learning strategies, especially in teaching speaking and intercultural communication.

Exploring EAP English text readability and reader ability of Chinese university students through Lexile measures and metaphorical conceptualizations

This study aimed to ascertain and then close gaps between the readability demanded by degree-level textbooks in English and the reading abilities of Chinese students in a foundation programme of an English-medium university in China. A quasi-experimental research design shows Lexile-based reading interventions conducted both outside and inside class over one year within an English for Academic Purposes (EAP) class which might close the reading gap. Participants' English reading experiences were explored through Metaphor Analysis of their constructed metaphors regarding reading, academic reading and EAP reading strategies. The quantitative results show a significant reading ability growth in the experimental group after engaging in Lexile-based reading activities. This suggests that the Lexile-based reading intervention tends to raise students' reading ability towards a desired standard. Students completing inside-class reading journals made greater reading improvements than those joining outside-class reading tutorials. The metaphor analysis showed conceptualisations within five broad functions of reading evident in the participants’ metaphors: cognitive, affective, socio-cultural, moral-spiritual, and aesthetic. The cognitive and emotional aspects emerge saliently in both positive and negative student comments in metaphors on reading. Pedagogic implications and applications are suggested.

Finding Common Ground: Factors that Encourage Freshmen Students to Choose Values Education Program in Leyte Normal University

Finding Common Ground: Factors that Encourage Freshmen Students to Choose Values Education Program in Leyte Normal University

Abdominal injuries: Online team-based training of senior medical students is preferred over online class-based training.

To explore the application and effect of team-based learning (TBL) based on network platform in teaching surgical abdominal emergency. A total of 80 fourth-year medical students from our university's 5-year clinical medicine program were enrolled. They were randomly assigned to two groups: the control group (n=40) used the online large class teaching method and the experimental group (n=40) used the online TBL. The teaching effect of web-based TBL was evaluated by collecting the subjective evaluation of the experimental group and the objective test results of both groups through a questionnaire. Online TBL was well-received by most students. More than 80% of them found the teaching method interesting, and more than 90% of them gave a high rating to the improvement of their learning ability with online TBL. The experimental group scored significantly higher than the control group in the objective tests (p<0.05). The network-based TBL is preferred by most students. TBL curricula are more conducive to medical student learning and engagement and have better learning outcomes.

Integration of the sustainable development Goals (SDGs) in architecture curriculum – quantifying the extent of SDG contributions

Addressing the Sustainable Development Goals (SDGs) has become of paramount importance for higher education institutions; however, a lack of a transparent, transferrable approach to identifying and quantifying the extent of SDG contributions hinders the ability to benchmark against past performance or other institutions. In this study, a four-level, quantitative SDG contribution classification system was developed and applied to a Bachelor of Architectural Design program of an Australian university, by analysing all learning contents and assessment tasks for all the course of the Program. Results show that overall, the highest contributions were towards targets from SDG11 and SDG7, though most SDGs were addressed at some level. Contributions were mainly associated to lower cognitive learning levels, though there was a shift to higher-level (e.g. applications) contributions towards the last year of the program. Results also show that convenor-driven contributions, especially for some specific SDGs, can be significant, though in most cases SDG contributions were deemed part of core assessment/learning contents. The proposed approach provides a numerical assessment of SDGs contributions of a university-level program, which could be refined in the future and used more systematically by other institutions to benchmark and track progress towards achieving these goals.

Orthopaedic Surgery Residency Program Websites: Assessing Information Gaps and Opportunities for Attracting Applicants.

The quality and volume of information on orthopaedic surgery residency program websites are helpful for informed decision making of prospective applicants. The purpose of this study was to evaluate the content on orthopaedic surgery residency program websites and identify areas for improvement. In November 2023, 203 orthopaedic surgery residency programs were reviewed using the Association of American Medical Colleges Residency Explorer tool. Fourteen nonfunctional websites were excluded, leaving n = 189. Websites were assessed for 11 variables: resources for assisting resident research (eg, biomechanics laboratory, research assistant, and advisors), residents' past institutional affiliations, current resident profiles (including hometown and interests), alumni data, fellowship matches, American Board of Orthopedic Surgery I/II pass rates, Alpha Omega Alpha Society affiliation, target United States Medical Licensing Examination/ Comprehensive Osteopathic Medical Learning Exam Step 2 scores, educational activities (journal club, grand rounds, didactics), evaluation methods, and mentorship. Website variables differed markedly among identified program types, which included community programs, university programs (UPs), and affiliated programs (APs). Disparities were noted in the disclosure of residents' previous institutions ( P = 0.001), the availability of alumni names ( P = 0.001), research resources ( P = 0.001), academic activities ( P = 0.007), assigned mentorship programs ( P = 0.006), and fellowship match information ( P = 0.027). Notably, community programs shared statistically significantly less information in these areas compared with UPs and APs ( P = 0.001). While there was a proportionate sharing of information between UPs and APs, UPs exhibited a slightly higher overall percentage of websites sharing more detailed information. The quality and comprehensiveness of information on orthopaedic surgery residency program websites vary markedly. Most of the orthopaedic surgery residency programs provided information on residents' past institutions and academic activities. However, very few provided information on designated mentorship programs or objective measures such as target Step 2 examination scores and ABOS pass rates. Improving the quality of information available on program websites will enhance transparency and consistency, enabling prospective applicants to make more informed decisions about where to apply and interview.

Exploring Students’ Perception of Quizizz as a Learning Media in Higher Education

The use of game in education has been evidenced to improve students’ engagement in learning. However, much research shows that the use of game in learning is only effective for high school students, while its use for students of higher education is limited. Research on game in education has predominantly been occupied by Kahoot! while Quizizz has received less analysis. This research aims to explore student perception of Quizizz as a learning media and the related obstacles experienced in a library science study program of State Islamic University of North Sumatera in Indonesia. The research uses a combination of quantitative and qualitative methods, such as survey and focused group discussion, with a sample of 272 undergraduate students. The study found that the use of games in learning actively increased student engagement and led to a significant improvement in independence and self-control in learning. During the learning activity students maintain that they gain their self-confidence while enjoying the game. The research suggests that to increase learning achievement, educators should use various teaching strategies that encourage students’ active mental and physical engagement. Additionally, it is expected that this learning experience and content will enhance students' retentive memory.

Digital Competencies of Students Towards the Development of Intergenerational Family Business

Abstract The development of entrepreneurial education programs in universities have a positive impact on the intentions of students to run their own businesses. The aim of the article is to demonstrate that the generation's digital competencies could play an essential role in the development of intergenerational family businesses. The third-generation family members have grown up with technology and possess a unique set of skills and knowledge that can be leveraged to modernize and improve their family business. Research was carried out in 2023 at the University of Ruse with 434 learners. The study shows that students' intention to become entrepreneurs is significantly altered as a result of the acquisition of basic digital skills and competencies.

Evaluating student feedback on the MBBS mentorship program in a medical college

Evaluating student feedback on the MBBS mentorship program in a medical college

Optimizing Teachers’ Continuing Professional Development through Peer Observation: A Critical Analysis for Implementation in a Government College, Dhaka

Peer observation is a useful tool for the professional growth of teachers as it enables two peers work together, observe each other’s teaching, share helpful suggestions, and engage in reflection on their instructional abilities. This study aims to explore the effectiveness of peer observation in tertiary education to foster teachers’ continuing professional development, formulate a framework for its implementation to improve teaching performance and seek possible solutions to some potential challenges regarding the implementation of the peer observation of teaching (POT) program in a Bangladeshi government college. Therefore, the researcher used a secondary data analysis method in which around 30 papers, including journal articles, conference proceedings, research reports, were studied, analyzed, and discussed. Moreover, two case studies in international contexts were reviewed elaborately. The result found that the implementation of peer observation of teaching program would enhance teachers’ professional development and consequently, the students’ success would be accelerated. After analyzing the documents, an implementation plan for POT in the researcher’s college was devised and some strategies were suggested to overcome the challenges that might arise during the process.

A Framework for Evaluating Online Degree Programs Through Student Satisfaction

Student satisfaction is a key indicator in evaluating any degree program's performance. In light of the vast difference between online and traditional degree programs, the factors that affect student satisfaction may vary across different courses. Based on the previous literature, this study explores the factors that may affect student satisfaction with online degree programs. A structured framework is proposed for evaluating online degree programs, including six big categories of factors and three outcome variables related to student satisfaction. Data were collected from an online degree program in a large public university to assess the underlying relationships and identify the key factors affecting student satisfaction. In addition, students’ self-regulated learning behavior was identified as the primary factor leading to the significant difference among the three outcome variables. The implications to school administrators and accreditation bodies were also addressed.

Chronicling the Transition to Competency-Based Medical Education in a Small Subspeciality Program.

Background As medical education programs transition to competency-based medical education (CBME), experiences transitioning in the context of small subspecialty programs remain unknown, yet they are needed for effective implementation and continual improvements. Objective To examine faculty and resident experiences transitioning to CBME in a small subspeciality program. Methods Using a qualitative descriptive approach and constructivist lens, faculty and residents in McMaster University's geriatric psychiatry subspecialty program were interviewed about their transition experiences between November 2021 and February 2022, after the program's soft launch of CBME in 2020. Interviews were transcribed and data were analyzed using thematic analysis. Reflexive memo writing and investigator and data triangulation strategies were employed to ensure rigor and trustworthiness of the data. Results Ten of the 17 faculty members (59%) and 3 residents (100%) participated. Six themes were developed: (1) Both faculty and residents see themselves as somewhat knowledgeable about CBME, but sources of knowledge vary; (2) More frequent feedback is beneficial; (3) Aspects of CBME that are challenging for residents are beneficial for faculty; (4) Competence committees are perceived positively despite most participants' limited firsthand experience with them; (5) Small program size is both a barrier and facilitator to providing and receiving feedback; and (6) Suggestions for improvement are centered on helping manage faculty and resident workload imposed by CBME. Conclusions Incongruent expectations surrounding entrustable professional activity management were highlighted as an area requiring support. Collegial relationships among faculty and residents made it difficult for faculty to provide constructive feedback but improved residents' perceptions of the feedback.

Reimagining the university’s role in the health and well-being of the people it serves

Academic medical centers and university extension programs remain underdeveloped collaborators, despite the complementary objectives between translational science and extension. This case study details the creation of a nationally unique interprofessional organizational structure between the University of Missouri (MU) Office of Extension and Engagement (MU Extension) and the MU School of Medicine to accelerate statewide reach of research and education discoveries using high-touch community health approaches. This article describes specific strategies used to systematically plan for: 1) creation and operation of the new structure, 2) routinization and institutionalizing the work, and 3) sustainability. We further outline challenges and next steps. The development of the backbone organization office of Health Outreach Policy and Education (HOPE) brings together the interprofessional expertise of five units with a common agenda to advance mutually reinforcing activities. HOPE is poised to make significant contributions to amplify MU’s land grant mission, garner additional grant funding, and advance the health of Missourians.

Exploring the digital footprint: Social media use among hematology oncology fellowship programs in the U.S.

9048 Background: Social media platforms have emerged as pivotal tools for communication, outreach, and engagement. This study aims to assess the adoption and utilization of social media among Accreditation Council for Graduate Medical Education (ACGME) accredited Hematology Oncology (HO) fellowship programs, examining the correlation between program characteristics and social media presence. Methods: A comprehensive review was conducted of all ACGME-accredited HO fellowship programs to identify their presence on popular social media platforms, Twitter/X and Instagram. Collected metrics included the presence of official accounts, the date of creation, and follower counts as of February 2023. Additional details such as university affiliation, program size, and geographic location were also gathered to understand their influence on social media usage. Results: Out of 183 programs, 54 programs (29.5%) were found to be using Twitter, while 21 programs (11.5%) had an Instagram presence. Of these, 9 programs (4.9%) had a dual presence. Regional analysis revealed that the East North Central region had the highest Twitter/X presence, with 14 programs (25.9%), while on Instagram, the Pacific region led with 5 programs (23.8%). A significant association was observed between program type (university vs. community) and Twitter/X use. Programs with a higher number of fellowship positions (four or more) were more likely to use social media. In the period post-2021, approximately 20 programs adopted Twitter, and 15 began using Instagram. Descriptive statistics, including median values and interquartile ranges for posts, followers, and accounts followed, along with verification percentages, are detailed in the accompanying table. Conclusions: The use of social media within HO fellowship programs is a strategic tool for increasing program visibility and engaging with the next generation of medical professionals. The findings highlight a predominant use of social media in larger, possibly more resource-endowed programs, and suggest that these platforms may be an effective medium for recruitment in a digital age. This study emphasizes the significance of social media in the contemporary recruitment landscape and lays the groundwork for future research on its impact on program attractiveness and applicant selection processes in the medical field. [Table: see text]

Effect of Social Work Students’ Human Values, Social Interest, and Attitudes Towards Syrians on Xenophobia

The aim of this study is to determine the effect of social work students' human values, social interest levels and attitudes towards Syrians on xenophobia. The study was carried out using the relational screening model; the sample consists of the students studying in the social work undergraduate programs of different universities across Turkey. The data collection tool employed is a survey form consisting of a personal information form, An Attitude Scale Towards Syrians, The Scale of Xenophobia, Human Values Scale and Social Interest Scale. The data obtained from the research have led to the conclusion that the students who received high scores from the Human Values Scale and Social Interest Scale had positive attitudes towards foreigners and Syrians. A statistically significant difference was found in all scales in terms of the gender variable (p

Preservice teachers’ pedagogical competence and transformation learning in a dual online-offline teaching practicum

The amount of research discussing preservice teachers’ (PSTs) critical reflection on teaching practicum in transformative learning (TL) within teacher education programs is evident. However, research investigating PSTs’ pedagogical competence (PC) and TL through the lens of critical reflection on Indonesian EFL teaching practicum settings is limited. The study aimed to investigate what PSTs learned from critical reflection on a dual online-offline teaching practicum for developing PC and how they performed TL. Ten PSTs engaged in a two-month teaching practicum experience within the English teacher education preparation program of a state university in Central Kalimantan Indonesia were purposely sampled in this case study. Multiple data were garnered through reflective journals and focus group interviews. Data were analyzed deductively and thematically to explore prominent themes. The results shed some light on lessons learned encompassing the instructional practices for PSTs’ PC development and their improved PC. PSTs performed TL by boosting students’ ability in changing mindsets and thinking habits in learning and making them aware of learning and becoming better learners. The research implication provides empirical evidence pertaining to how critical reflection on the dual online-offline teaching practicum contributes to PSTs’ PC development and TL performance for professional development.

Representation Process of Prospective Teachers in Solving Mathematical Problems Based on Cognitive Style

This study investigates the correlation between cognitive styles and the thinking process utilized when solving mathematical problems, emphasizing the significance of aligning problem-solving strategies with problem representations. Employing a qualitative approach, the research examines two cognitive styles—Field Independent (FI) and Field Dependent (FD)—chosen based on participants' mathematical abilities. Conducted at Cenderawasih University's Mathematics Education Study Program, the study reveals that students' mathematical problem-solving proficiency remains relatively low, warranting further exploration of their thinking processes. While FI subjects demonstrate competence in aligning thinking processes with mathematical representations, particularly in structuring problem-solving steps, FD subjects exhibit limitations in articulating meaning and verbal representations. These findings underscore the importance of instructing educators not only in teaching mathematical concepts but also in guiding students to articulate problem-solving steps using verbal representations. This study highlights the need for a holistic approach to mathematical education, integrating conceptual understanding with effective problem-solving strategies tailored to individual cognitive styles.