University Programs Research Articles

Designing Hospitality Curriculum for the Future: A Comprehensive Assessment of an Undergraduate Program in the United States

ABSTRACT Educational curricula require systematic and regular evaluation to maintain relevance and university Hospitality Management programs are no exception. This study assessed gaps and trends in curricular topics, soft skill development, and practical skills and experiences through a case study of a university program in the United States (U.S.). A concurrent mixed-methods approach involving multiple stakeholders guided comprehensive curriculum development and revealed differing values on certain topics and skills. This study emphasizes the need for Hospitality programs to adapt their curriculum by incorporating hands-on industry experience, leadership training, and development of both hard and soft skills, ensuring students are well-prepared for future industry demands. It contributes to the understanding of the industry-academia gap through the lens of education and curriculum, benefiting the reevaluation of similar U.S. programs.

Lincoln Memorial University's advanced programs in veterinary education enhance instructional quality.

Lincoln Memorial University's advanced programs in veterinary education enhance instructional quality.

Addressing Music Performance Anxiety in College Musicians With Mindfulness, Entrainment, and Non-Sleep Deep Rest: A Literature Review

The increasing percentage of college musicians living with mental illness and anxiety, specifically music performance anxiety (MPA), suggests the need for an anxiety reduction program to be instilled within university programs. Using entrainment as a grounding framework, the purpose of this literature review was to synthesize research on mindfulness, entrainment, and non-sleep deep rest (NSDR) to propose that such protocols could offer potential benefits for increasing focus and reducing MPA in college music students. I concluded with proposing that there may be potential for studying the effects of mindfulness, entrainment, and NSDR practices simultaneously.

The role of prosocial tendencies in the relationships between gratitude, perceived social support, and psychological well-being among Chinese university students: a structural equation modeling approach

IntroductionThis study explores the relationships among gratitude, perceived social support, prosocial tendencies, and psychological well-being (PWB) in Chinese university students. Despite growing interest in these constructs, the mechanisms through which gratitude and social support influence PWB remain underexplored, particularly in collectivist cultural contexts where social harmony and interdependence are prioritized.MethodsData were collected from 703 Chinese university students using validated instruments measuring gratitude, perceived social support, prosocial tendencies, and psychological well-being. Structural equation modeling (SEM) was employed to test the direct and indirect effects of gratitude and social support on PWB, with prosocial tendencies modeled as a mediating higher-order factor. Multi-group SEM analysis was conducted to examine gender invariance.ResultsGratitude and perceived social support significantly predicted PWB, both directly and indirectly through prosocial tendencies. Gratitude had a strong positive effect on prosocial tendencies (β = 0.412, p < 0.001), which, in turn, significantly contributed to PWB (β = 0.465, p < 0.001). Similarly, perceived social support positively influenced prosocial tendencies (β = 0.375, p < 0.001) and PWB (β = 0.253, p < 0.05). Mediation analysis confirmed that prosocial tendencies partially mediated these relationships. Multi-group SEM analysis revealed structural invariance across gender.DiscussionThe findings underscore the cultural relevance of gratitude and social support within Chinese society, emphasizing the role of collectivist values in fostering PWB. Practical implications include implementing gratitude-focused interventions and enhancing peer support systems within university mental health programs to promote resilience and well-being among students.

Can a low emission zone improve academic performance? Evidence from a natural experiment in the city of Madrid

In the last decades, various policies have been implemented to reduce air pollution exposure and improve public health outcomes. Among these, low emission zones (LEZs) have been shown to effectively enhance air quality and health outcomes. However, their potential positive externalities on other outcomes, such as academic performance, remain largely unexplored. This study examines the LEZ introduced in the city of Madrid in late 2018 and investigates its impact on the academic performance of students schooled in the designated area. Using a difference-in-differences design, we demonstrate the policy’s effectiveness in improving air quality during its first 4 years. Subsequently, we find a significant increase of 0.20 standard deviations in the average EvAU scores (a high-stakes examination for university admission) among high schools located within the LEZ, a critical advantage for students seeking entry into the most competitive university programmes. Notably, our findings reveal positive spillover effects in the surroundings of the LEZ area and a greater improvement with longer and earlier exposure to cleaner air. Overall, this study offers compelling evidence of the educational benefits resulting from the implementation of a low emission zone that successfully improves air quality.

Saudi Universities as Catalysts for Sustainable Innovation and Entrepreneurship Development

Objectives: The objectives of this study are to investigate how Saudi universities foster innovation and entrepreneurship, how effective their programs are at improving entrepreneurial skills, and how they contribute to Vision 2030 and the Sustainable Development Goals (DSGs), specifically in terms of economic diversification and societal progress. Theoretical Framework: From the standpoint of resource-based view theory (RBV), the paper endeavors to highlight the influence of the entrepreneurial programs and their outcomes on the learners’ ability to identify, launch, and grow their business. Method: A mixed-method approach was used, with both qualitative and quantitative studies. Surveys were issued to current and former Saudi university students to assess their perceptions of entrepreneurial programs. Results and Discussion: According to the survey, university programs led to considerable gains in entrepreneurial abilities and confidence for 80.6% of respondents. Access to capital, a supportive network, and practical business planning and execution tools were all critical success elements. Research Implications: The results highlight the crucial importance of higher education in creating an entrepreneurial ecosystem. The findings underline the importance of colleges serving as innovation hubs by bridging the gap between academics and industry, equipping students with practical tools, and cultivating a creative culture. Originality/Value: This study offers a unique perspective by combining theoretical insights with empirical data to assess Saudi institutions' role as catalysts for innovation. Unlike previous research, it combines an exhaustive study of the entrepreneurial ecosystem with a detailed analysis of individual institutional initiatives, providing actionable recommendations for improving higher education's impact on economic growth.

Lasater clinical judgment rubric in nursing education: a Turkish validity and reliability study

IntroductionGaining clinical judgment competence among student nurses is a significant outcome of nursing education. In this education process, an assessment tool based on observable behaviors is needed for evaluating students’ clinical judgment skills.ObjectiveThis study aimed to evaluate the validity and reliability of the Turkish version of the Lasater Clinical Judgment Rubric, which assesses student nurses’ stages of clinical judgment competency in simulation-based education.MethodThis study was conducted using a cross-sectional methodological design between April and August 2024. For the cultural adaptation and psychometric evaluation of the rubric, simulation videos of 3rd and 4th-year nursing students from a foundation university were used. The language validity of the rubric was performed according to the 10-step translation and cultural adaptation guide of the International Society for Pharmacoeconomics and Outcomes Research; expert opinions were obtained for content validity. The final version of the rubric comprises four stages of the Tanner Model of Clinical Judgment (noticing, interpreting, responding, and reflecting) and 11 dimensions. Four levels of achievement describe the development of each of the 11 dimensions. Sixty-four scenario records of the simulation-based education of 4th -year students in the nursing undergraduate program of a foundation university were examined, and the students were evaluated by two independent observers using the Turkish version of the rubric. The construct validity of the scale was examined using confirmatory factor analysis, and reliability was measured using Cronbach’s alpha coefficient. Interobserver agreement was analyzed using the kappa and intraclass correlation coefficients. Moreover, the discrimination of the rubric was evaluated using an independent samples t-test between the lower and upper 27% groups.ResultsConfirmatory factor analysis revealed that the scale formed a four-factor structure of noticing, interpreting, responding, and reflecting in accordance with the original rubric. Furthermore, confirmatory factor analysis showed that the four-factor structure model had an acceptable and generally good fit and was statistically significant and valid. The fit indices for the model were calculated as χ2/df = 1.70, root mean square error of approximation = 0.06, comparative fit index = 0.94, and root mean square residual = 0.03. Kappa values ranged between 0.72 and 0.92, indicating a significant fit for all the items. The intraclass correlation coefficient values ranged between 0.70 and 0.90 and were statistically significant for all the items. The Cronbach’s alpha value of the rubric was 0.91 and ranged between 0.80 and 0.84 in its subdimensions.ConclusionTherefore, the Turkish version of the rubric is a valid and reliable tool for evaluating student nurses’ clinical judgment competency in simulation-based training.

Study on the Application of Service-Learning Theory to Social Practice in Chinese Universities

This study discusses the application of service-learning theory in social practice in Chinese universities. By analyzing two typical case studies from Nankai University and Sichuan University, it reveals the ways of applying service-learning theory in Chinese university social practice, the implementation path and its positive effects on college students, universities and communities. The results show that the application of service-learning theory in Chinese social practice not only significantly improves college students' academic understanding and sense of civic responsibility, but also demonstrates positive results in cultivating college students' practical skills, interpersonal skills, and teamwork spirit and so on. At the same time, the university and the community have achieved two-way reciprocity. This study further points out that the application of service-learning theory to social practice can make up for the current problems of single content, weak reflection, and unsatisfactory results of social practice programs in Chinese universities. Based on this, the study proposes specific recommendations to promote the integration of service-learning theory and social practice, including emphasizing the education of civic responsibility, increasing social support, and strengthening the effective application of reflection mechanisms, which provide a new theoretical basis and practical strategy for improving the quality of social practice education in Chinese universities.

Trust and trustworthiness in pedagogical competence development programs: tensions between systemic contexts and interpersonal relationships

ABSTRACT Pedagogical competence development programs in universities are gaining in importance across national contexts. In response to the demand for better teaching in higher education, Scandinavian universities have made the programs a standard part of the application for full employment and qualification for a professorship. Though pedagogical competence development programs are not new, such programs have now become a central part of recent political calls for quality in higher education teaching. It is therefore important to investigate what influences these processes and the outcome of involvement in the programs. This will ultimately raise pedagogical competence and broaden the culture for quality teaching in higher education. A qualitative research project investigating challenges and possibilities for pedagogical competence development programs commenced in the fall of 2020. In this article, drawing on interviews with participants and educational developers, a reflexive thematic analysis provides interesting findings on the role of trust in relation to the topic of challenges and possibilities in such programs. This article contributes to the discussion on how we can understand trust and trustworthiness in academic and educational development in higher education in general, and pedagogical competence raising in particular.

The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)

This study aims to assess the impact of Continuing Professional Development (CPD) training on the teaching competence of English language educators at application-oriented universities in Henan, China. By employing a systematic literature review and bibliometric analysis, the study gathers and evaluates relevant data to understand the current state of CPD in English language instruction within this specific geographical and educational context. The research analyzes previous trends and their effects, identifying key areas for future refinement and targeted development. The study provides significant insights and practical implications for enhancing English language teaching competence through CPD in Henan and within the broader educational landscape of China. The findings indicate that recent publications from 2022 to 2024 have a limited citation impact, suggesting a lack of studies specifically addressing CPD’s role in English language training. Addressing this gap will help in the development of customized CPD programs for application-oriented universities, aligning with China’s strategic goals to improve English proficiency and promote international business and technological capabilities. The study also highlights that CPD research often draws insights from psychology and medical training, implying that a multidisciplinary approach can enhance the effectiveness of CPD for English language instruction. The relatively declining citation impact of Chinese educational research compared to European studies underscores the need for Chinese institutions to strengthen global collaborations and publish important findings in accessible journals to increase the global visibility and influence of their CPD advancements.

Examining bilingual school psychologist demographics, training experiences, and multicultural competencies

The number of emergent bilingual (EB) students in U.S. schools is growing rapidly; as a result, many have explicitly looked to bilingual school psychologists (BSPs) to meet their needs. Often, there is an assumption that being bilingual also equips one with the appropriate competencies for bilingual school psychology practice. BSPs, like monolingual ones, still require specific training in the competencies needed to meet EB students’ unique needs. However, little is known about their training experiences, and much variability in credentialing requirements and coursework directly impacts how EB students are served in schools. Thus, utilizing the National Association of School Psychologists’ Bilingual School Psychologist Directory, the present study sought to better understand BSPs across the United States ( N = 235) using questionnaires to gather their demographic information, training experiences and needs, and self-reported multicultural competencies. Results indicated marked variability in how BSPs are trained, with many university training programs lacking the coursework, supervision, and/or practical experiences necessary to obtain appropriate practice competencies. Relatedly, participants reported a high level of multicultural competency overall, but more in regard to theory than skills and knowledge for practice, indicating the need for further training. Recommendations and implications for the training and supervision of BSPs are provided.

Decoding Success: The Role of E-Learning Readiness in Linking Technological Skills and Employability in Hospitality Management Graduates

Technological advancement alongside global epidemics stimulated the widescale implementation of e-learning. However, it is reported that e-learning is in the experimental phase and still requires fundamental improvements, particularly in disciplines that go beyond theoretical knowledge. The current study examines the nexus between e-learning readiness, psychological motivation, technological skills, and employability skills among hospitality management undergraduates. It also explores the moderating effects of student engagement on the linkages among these variables. To that end, this study adopted a quantitative approach and used a self-administered questionnaire survey to collect primary data. The sample included a total of 428 participants who were recruited from undergraduates of hospitality management programs in Egyptian universities using the convenience sampling technique. Data analysis included performing PLS-SEM using Smart PLS 3.0 software. The results confirm the positive effects of psychological motivation and technological skills on both e-learning readiness and the employability skills of hospitality management undergraduates. The study also underscores the mediated role of e-learning readiness in the linkages between study predictors and outcomes. Additionally, the findings highlight the moderating effect of student engagement in supporting e-learning readiness and eventually employability skills. This study adds to the hospitality management body of knowledge and provides valuable insights for education institutions and policymakers to optimize e-learning experiences.

Post-COVID-19 Pandemic Restrictions: Follow-Up on Changes Within Canadian Academic and Fieldwork Curricula.

Background. COVID-19 pandemic restrictions necessitated curricular modifications in Canadian occupational therapy education. Documentation and reflection on temporary or permanent curriculum modifications and their perceived impact on student learning and outcomes is critical. Purpose. To explore and compare reported curricula changes (academic and fieldwork) during restricted and post-restricted delivery periods together with the perceived impact on learners. Method. A cross-sectional online descriptive survey was sent to key representatives from administration, curriculum, and fieldwork at all 14 accredited occupational therapy university programs in Canada. Findings. Overall, many pandemic-restricted curricula delivery and assessment changes shifted back toward pre-pandemic methods. Changes that were maintained were congruent with universal design or perceived limited adverse impact on learning. Both in-person and virtual learning were perceived as important for changing practice needs. Fieldwork placement recruitment remained a challenge, with some programs increasing the use of simulation. Interpersonal competency development and assessment method integrity were more visible and of concern. Conclusion. Interpersonal competency development and assessment method integrity were more visible and of concern. Programs demonstrated remarkable flexibility to shift, adapt, and deliver curricula, but the human cost for this accomplishment is still palpable.

The Role of Universities in Building Strong Institutions as a Sustainable Development Goal

The aim of the research is to assess the impact of implementing sustainable development programmes in universities on their effectiveness in achieving sustainable development goals (SDGs). The research employed the following methods: SWOT analysis, case study, and impact assessment. The standard methods of descriptive statistics were used. Triangulation and internal consistency models were used to check the validity and reliability of research methods. Universities from Group 1 are significantly inferior to universities from Group 2 for all indicators. They have a smaller share of educational sustainable development programmes — 17.5% vs. 52.5%. The level of energy consumption per unit area is higher — 165 kWh/m² vs. 85 kWh/m², and the waste recycling rate is lower — 27.5% vs. 82.5%. Students’ average environmental awareness score is also lower — 3.35 vs. 4.5, with significantly fewer student eco-initiatives — 4 vs. 16.67. Universities are critical to sustainable development, influencing through the integration of strategy, investment, and student engagement. Different universities have their own advantages and challenges, which require adapting strategies to the specific conditions of each of them. Further research may focus on partnerships between universities and businesses and on implementing innovative approaches in project-based learning to achieve the SDGs in Ukraine.

Advancing Equity and Empowering Science Students from Indigenous Communities.

Implementation of Diversity, Equity, Inclusion, and Respect (DEIR) is crucial for supporting students in a culturally safe environment, reducing bias, fostering respect, broadening perspectives, enhancing collaboration, and improving education in science. DEIR with Indigenous reconciliation incorporates Indigenous-based DEIR initiatives as a response to the Truth and Reconciliation Commission (TRC) in Canada to acknowledge the intergenerational trauma and mistrust toward colonial institutions such as universities. Universities can advance reconciliation by incorporating DEIR with Indigenous reconciliation into everyday practices. Indigenous students are significantly less likely to attain degrees in science, technology, engineering, and mathematics (STEM). The lack of Indigenous representation in STEM significantly hinders the inclusion of Indigenous perspectives in scientific processes and decision-making. A collaborative effort is essential to improve Indigenous student recruitment in science programs. Scientists need to educate themselves on the colonial legacies of Indian Residential Schools (IRSs) and Indian Hospitals (IHs), as well as on the biases and barriers that Indigenous students face. While this paper focuses on several Canadian examples, it highlights challenges and traumas that are similarly faced by Indigenous students worldwide. Therefore, supervisors and research groups should actively participate in training sessions and develop strategies aimed at preventing discrimination and fostering inclusivity. This paper highlights the importance of DEIR with Indigenous reconciliation in university science programs and addresses issues of recruiting Indigenous students. The "Calls to Action" outlined in this paper will help scientists and educators understand barriers faced by Indigenous students, advocate for lifelong learning and social stewardship, and foster a more inclusive scientific environment.

Implementing Transitional Math: Perspectives of Illinois Community College Program Leaders

AbstractIn 2016, Illinois initiated a statewide transitional math program to support students to be academically ready in college-level math before graduating from high school. This qualitative study focuses on the perspective of community college faculty and administrators on the statewide implementation of transitional math programs. We find that a successful partnership between high schools and community colleges is perceived as key to designing, implementing, and improving transitional math programs to ensure effective teaching and learning. However, community college leaders perceived that it remains unclear how transitional math programs impact student success, college enrollment, and educational equity. We provided practical implications for both transitional math programs and the broader developmental education reform.

The Fitness, Rest, and Exercise for Strength and Health (FRESH) Study: A Three-Year Comparison of College Students' Perceived and Measured Health Metrics.

The undergraduate college years are a critical transition period for young adults in establishing life-long health behaviors. Background/Objective: Within the FRESH Study, we aimed to understand the relationship between perceived physical health, perceived mental health, and specific health metrics (e.g., physical activity, food insecurity, sleep quality) among college students following the COVID-19 pandemic. Methods: First-year undergraduate students (n = 271) from an urban university were recruited in three study waves (2021-2022, 2022-2023, and 2023-2024). Participants answered online surveys on demographics, health perceptions, physical activity, dietary patterns, beverage consumption, food insecurity, stress, and sleep quality. Results: Overall, participants rated their physical health better than their mental health ('good', 'very good', or 'excellent'; 89.6% vs. 62.2%), even though 30.7% were not of 'healthy weight' status, 34.5% did not meet physical activity recommendations, and 42.2% of students consumed some sugar-sweetened beverages (SSBs). Students reporting suboptimal ('fair' or 'poor') physical and mental health were more likely to report food insecurity (p < 0.001, p = 0.010), poor sleep quality (p = 0.012, p < 0.001), and elevated stress (p = 0.001, p < 0.001). In addition, fast-food consumption (p < 0.001), breakfast consumption (p = 0.031), and food insecurity (p = 0.004) showed changes over three years. Conclusions: These findings call for targeted wellness initiatives addressing nutrition, food insecurity, stress management, sleep improvement, and physical activity among students and in university health programs. The FRESH Study emphasizes the need for continued longitudinal research to track health behaviors and inform future interventions.

Perceptions of students of pedagogical training programs in universities about ways to ensure children’s safety

Introduction. Modern reality demonstrates various threats to children’s safety. Family, society, state and education should act as a guarantor of children’s safety in an unstable world with many different threats and dangers. Therefore, identifying the ideas of students of pedagogical training programs in universities about ways to ensure children’s safety is relevant. Enrichment of scientific information on this issue will allow it to be taken into account when developing the appropriate content of professional training for future teachers. The study was aimed at identifying the ideas of students of pedagogical training programs at universities about ways to ensure the safety of children. Methodology and methods. The survey included 120 students of Yelets State University named after I.A. Bunin (Russian Federation). Closed questionnaires were processed by means of comparison, analysis, generalization, calculation of percentage ratios between answer options (response frequency was calculated); ranking (distribution of quantitative indicators of security methods according to their degree of priority). Results. The following levels of priority were identified for methods of ensuring child safety: 1st – 40%-96% of responses (cultivating respect for teachers, restricting access to dangerous objects, equal distribution of parental attention between older and younger children, etc.); 2nd – 29%-39% of responses (blocking access to “adult websites”, promptly paying attention to health problems, accustoming children to comply with the requirements of grandparents, choosing a qualified doctor, talking to parents with children about problematic situations in communication with teachers, cultivating politeness with the elderly, adult control over the safety of children, etc.); 3rd – 25%-28% of responses (parents’ control over their children’s treatment, following doctor’s orders, teaching traffic rules, life safety lessons, eliminating negative patterns of adult behavior, informing about proper nutrition, etc.). The types of coincidence of views of students under 20 and over 20 years old were identified: complete identity (60%) and incomplete identity (40%). Conclusion. The results of the study will enrich the design and implementation of the content of professional training of students of pedagogical education on issues of ensuring the safety of children.

Factors Influencing Nursing Interns' Engagement in Fall Prevention Activities in Saudi Arabia.

To assess the knowledge, attitudes and engagement of nursing interns regarding fall prevention activities during their internship within hospital settings. This study used a cross-sectional design. This was a cross-sectional, descriptive, correlational study. A convenience sample of 187 nursing interns was recruited from three hospitals in Riyadh, Saudi Arabia. A questionnaire was administered to the participants to collect data on their demographics, knowledge, attitudes and engagement in fall prevention. The collected data were analysed using descriptive and inferential statistics. The participants exhibited insufficient knowledge, relatively negative attitudes and acceptable fall prevention engagement. There was a low-to-moderate positive association only between attitude and fall prevention engagement. Moreover, hierarchical multiple regression analysis showed that attitude was the only predictor for fall prevention engagement. Fall prevention is an important subject that needs more attention from nursing programmes in universities and preceptorship programmes in hospitals to enhance nursing interns' attitudes, knowledge and practices in this regard. The findings of this research could be beneficial for clinical coordinators and faculty members to enhance nursing interns' engagement in preventing falls among at-risk patients. Participants were not involved in the design, conduct, reporting or dissemination of this research.

Peran Grit terhadap Prokrastinasi Akademik pada Mahasiswa Perguruan Tinggi Swasta di Jakarta

This study aims to examine the role of grit in academic procrastination among students at private universities in Jakarta. Grit, as defined by Duckworth (2016, in Utanto &amp; Satiningsih, 2022), is the combination of passion and perseverance to achieve long-term goals. Meanwhile, academic procrastination is defined by Balkis (2013, in Sartika &amp; Nirbita, 2021) as the irrational tendency to delay completing academic tasks. The study employed a quantitative method with a correlational design to investigate the relationship between the two variables. Data were collected from 352 students at private universities in Jakarta through a questionnaire. Academic procrastination was measured using an instrument based on Ferrari’s (1995) theory, while grit was measured using the Short Grit Scale (Grit-S) developed by Duckworth and Quinn. This research used a correlational study with a quantitative approach, including two variables: grit as the independent variable and academic procrastination as the dependent variable. Spearman's correlation analysis was employed, and the results showed an r-value of -0.549 and p = 0.000 &lt; 0.05. This indicates that the higher the level of grit a student possesses, the lower their level of academic procrastination. These findings suggest that characteristics such as perseverance and consistency in pursuing goals can help students reduce their tendency to procrastinate on academic tasks. The study provides significant implications for the development of intervention programs in universities aimed at enhancing students’ grit, helping them better manage their time, and improving academic performance. Additionally, the findings contribute to the literature on educational psychology, particularly in the context of private university students in Jakarta.