Public University Research Articles

Innovation in Teacher Training: Curricular and Operational Keys in Pedagogy Programs

This study addresses the curricular components and operational conditions required for the success of curricular innovations in teacher education programs. This quantitative study analyzed components related to epistemic meanings, organization, design, and curricular policies, as well as operational conditions for the development of curricular innovations in teacher training. A Likert-scale survey was administered to academics from public universities in Chile that train teachers. The method of analysis used SPSSv28 software, establishing a descriptive and inferential analysis through descriptive statistics of sex, age, gender, and position in the organization. The results show that operational conditions, academic teams, organizational aspects, updating of regulatory frameworks, infrastructure, and curricular policies are essential for the success of curricular innovations. We conclude that curricular innovations at the institutional level require the generation of curricular policies that contemplate the design, monitoring, and evaluation of the curriculum to favor the processes of curriculum review and quality assurance.

Business process management and digital transition. The case study of an Italian Public University

Purpose The purpose of this study is to highlight how the digitalization of a public university through a structured Business Process Management (BPM) approach allows for a significant performance improvement, even in a bureaucratized context not inclined to process thinking. Design/methodology/approach The used research methodology centers on a single case study conducted at an Italian public university. The selected process has been examined and redesigned within the BPM lifecycle framework. The AS-IS and TO-BE state, i.e. before and after the organizational change, have been modeled according to BPMN2.0 notation and evaluated through quantitative and qualitative techniques. Findings The authors first carried out a literature review to identify pertinent performance indicators suitable for assessing a BPM project within a public organization. Secondarily, applying the BPM framework to the case study enabled significant improvements in the quality of the process. Third, the authors analyzed the impact on people and the organization and how to soothe the transition to a digitalized process. Originality/value The study’s findings can contribute to the existing body of knowledge on BPM as a digitalization approach in the public sector. The case study is the first of its kind in the higher education context. Its value also resides in highlighting the efficacy of using BPM as a guiding tool for making organizational and technical decisions during the implementation phase within the specific context of this paper.

Elements, Contexts, and Attributes of Teacher Leadership Identified by College Professors in southeastern Mexico

Teacher leadership has its beginnings in Western countries as a response to fast changes that have taken place in the social, political, and economic environments. Currently in the Latin American context it has become a focus of interest for educational researchers particularly because the incipient research on the topic in these contexts. This study focused on knowing the elements, contexts, and attributes identified by college teachers about teacher leadership southeastern Mexico. All full-time faculty from a college at a public university (50) participated in this study, 20% of whom have formal administrative functions in addition to their teaching. The main findings show that: the main elements that are related to the concept of teacher leadership are behaviors focused on interpersonal relationships and school innovation. Regarding the contexts, the development of teacher leadership is often based on institutional context and collaborative work. Regarding the attributes, special emphasis is placed on interpersonal relationships, change, and individual development and recognition. No significant differences were found in the perceptions of participants who have an administrative appointment and those who do not, regarding the contexts and attributes of teacher leadership, except for the elements of the concept of teacher leadership between men and women.

Transforming landscapes: Decoding the impact of universities on urbanization using advanced modeling and perception analysis.

Universities play a crucial role in urban economic and structural development. The government of Bangladesh has undertaken the initiative to establish a public university in each of the 64 districts. These newly founded universities have the potential to impact urban growth significantly. We aimed to project university-induced urban expansion to address this knowledge gap and identify the mechanisms driving urban growth. The classification of supervised and unsupervised methods was employed to analyze urban development for the years 2000, 2010, 2016, and 2022. We used the Cellular Automata and Markov Chain approach to forecast future urban growth and land transition capacity. Additionally, the driving factors and selection of the study area were derived from Focus Group Discussions (FGD), Key Informant Interviews (KII), Probit Model, and Perception Index (PI). The findings of this study reveal a 1.6% urban growth rate within ten years of the establishment of the university, while urban expansion accelerated to 29.78% after ten years. The predictions also indicate a sustained urban growth rate of 4.7% by 2042. Furthermore, the PI index demonstrates that the establishment of the university has resulted in high demand for rental housing, serving as one of the primary drivers of urban expansion. Moreover, the Probit model highlights strong economic capability, proximity to the town, railway station, hospital, and easy access to credit as vital facilitators behind the drivers of urban expansion. Policymakers, the scientific community, and urban planners can benefit from this study in pursuing sustainable city development through university establishment.

An Assessment of Mental Health Challenges of Lesbian, Gay, Bisexual, and Transgender College Students during the COVID-19 Pandemic.

Collegiate mental health continues to be a worrisome public health concern among college students in the U.S. The unprecedented COVID-19 pandemic has caused an upward trend of mental health crises, especially among lesbian, gay, bisexual, and transgender (LGBTQ+) college students. The objective of this study was to assess the mental health statuses, attitudes towards disease control and mitigation measures, and coping strategies among this vulnerable group. A web-based survey was conducted at a medium-sized public university in the mid-Atlantic region during the summer and fall of 2021 when COVID-19 was still a major public health concern. The survey was distributed through the listservs of the college and was advertised through campus-wide social media. Descriptive and inferential statistics including a t-test for the differences in group means and a logit regression model for comparing the groups were used. Our final sample is composed of 611 students with 79% of the respondents identifying as straight, and 20% in the LGBTQ+ group. Our results showed that LGBTQ+ students exhibited higher levels of anxiety and fear compared to the non-LGBTQ+ groups. Also, a large proportion of LGBTQ+ students were negatively impacted by the pandemic as compared to the non-LGBTQ+ groups (p = 0.05), while they generally have more positive views on the public health measures to alleviate the adverse impacts from COVID-19 (p = 0.001). Public health emergency management should adopt appropriate strategies and adapt their services to support the mental health needs of LGBTQ+ students. Our study highlighted the need to design tailored health promotion programs and enhance support systems for LGBTQ+ college students during similar emergencies.

A longitudinal study on the impact of student-teacher and student-peer relationships on academic performance: the mediating effects of study effort and engagement

ABSTRACT Despite the recognised importance of student-teacher and student-peer relationships as well as study effort and engagement in predicting academic performance, the interplay between these predictors has received limited attention in higher education research. Building on Study Demands-Resources theories, this longitudinal study explores the favourable impact of student-teacher and student-peer relationships on academic performance (GPA), mediated by study effort and engagement. In total, 613 undergraduate students (68% female; mean age 20 years) from all 13 Dutch public universities completed two online surveys with a 3.5-month interval. Student-teacher and student-peer relationships, study effort, and study engagement were measured at two time points (t1 and t2), while GPA was only measured at t2. Correlation and path analyses revealed that better relationships with both teachers and peers were longitudinally associated with a higher GPA, mediated by more study effort and engagement. This study contributes to the literature by employing longitudinal data, offering stronger causal evidence for processes underlying academic performance. It underscores the importance of fostering positive relationships with both teachers and peers to improve student performance. The findings suggest that educational institutions should implement strategies to strengthen these relationships, thereby enhancing study effort and engagement, ultimately leading to improved academic performance.

Navigating New Terrain: Exploring Orientation Programs For New Academic Staff and Their Experience

Commencing a new job can instigate anxiety, especially for those without prior work experience. The excitement of a fresh employment endeavour may coincide with feelings of discomfort, stemming from unfamiliar expectations. A comprehensive overview and understanding on orientation programs for new staff can play a crucial role in facilitating their adaptation, fostering departmental understanding, fostering colleague connections, and grasping job essentials. This research seeks to assess orientation activities carried out for new academic staff joining the faculty by the management while investigating the orientation program experience of recently onboarded staff members with less than six years of experience in one of the language academies in a public university in the Klang Valley. An interview and survey were conducted and revealed notable areas of concern including employee benefits, performance expectations, departmental and faculty structures, policies and procedures and training development. The findings delineated key areas of concern as a foundational framework to be concentrated by the management during future faculty staff recruitment. This study also highlights the need to develop a tailored orientation kit for new onboarding staff to the faculty.

Knowledge and Use of Social Networks in University Students from Mexico and Spain

<p>It is unclear how social networks can be utilized in educational settings. An exploratory study was conducted to examine the differences between university students in Mexico and Spain in terms of their perceptions of knowledge and utilization of networks in the university environment. An overall sample of 378 students was collected from two public universities, one in Mexico and one in Spain. This study utilized descriptive statistics as part of a contingency analysis, X<sup>2</sup> with correction was used for the analysis of differences, Mann-Whitney U for the analysis of independence, Mantel-Haenszel test for association degree, Cramer's V for strength of association, Spearman's correlation coefficient for correlations. According to the results, the use of social networks is clearly related to country of origin, but not to gender. It seems that Instagram is a platform widely used by both Mexican and Spanish students, but it is not used in educational environments. Therefore, the use of social networks in higher education contexts differs by country, as does the knowledge of social bookmarking and the distribution of content to share information and resources.</p>

Factors Associated with Student Feedback to Teachers in Quality Assurance in Iraqi Kurdistan

Over the past few decades, the quality of education has emerged as a critical strategic concern in tertiary education institutions worldwide. University managers’ daily tasks now include comparing educational outcomes and rankings, for which quality assurance is significant. Quality assurance incorporates three separate but interdependent elements including student feedback to teachers, teacher portfolios, and continuous academic development. Student feedback concerns the quality and effectiveness of teaching and teacher performance. University instructors often complain about the grades and feedback they gain from students and reckon that the grades are based on students’ rate of success and teachers’ intimacy with students, rather than on teachers’ performances. Therefore, this study is devoted to investigating student feedback and the factors that determine the quality of feedback provided to instructors. To this intent, the study follows the principles of mixed methods in data collection and analysis; using self-reported questionnaires, instructor feedback scores in quality assurance, and student rates of success for each module as well as using IBM SPSS 25 and thematic analysis. The participants include university students and instructors selected from a public university in the Kurdistan Region of Iraq. The study assumes that three factors play a significant role in determining the level of feedback including the rate of success, instructors’ intimacy and rapport with students, and the quantity of material provided to students. The study concludes with far-reaching implications for higher education institutions in the Kurdistan Region of Iraq.

Exploring attitudes toward ChatGPT among college students: An empirical analysis of cognitive, affective, and behavioral components using path analysis

The advent of generative artificial intelligence (AI) applications, such as ChatGPT, has significantly impacted various aspects of human life, including higher education. This study explores university students' attitudes toward ChatGPT, focusing on the cognitive, affective, and behavioral components of attitudes, on the basis of Mitcham's philosophical framework of attitudes toward technology. A total of 595 university students from six public and private universities in northern Peru participated in an online survey. The results of the structural equation modeling (SEM) analysis revealed that the affective component (β = 0.672∗∗∗) and the cognitive component (β = 0.260∗∗) positively influence the behavioral component of students' attitudes when ChatGPT is used. Moreover, the cognitive component (β = 0.931∗∗∗) positively influences the affective component of students' attitudes. However, gender and age did not have significant moderating effects on the relationships between the cognitive and affective components and the behavioral component. The discussion highlights that these findings contribute to understanding the psychological mechanisms underlying the adoption of ChatGPT in educational settings and offer valuable guidance for implementing this technology in teaching and learning processes. In conclusion, this study represents a significant advancement in comprehending attitudes toward generative AI technologies in higher education and opens new avenues for future research in this field.

Empowering student learning

This case study explores the impact of a student partnership in an undergraduate psychology course focused on alcohol use and disorders at a large public university in the United States. It shares insights into the process of creating a student partnership program, pairing a student with an instructor, and sharing feedback via observation notes from the student perspective. This case study highlights the value of this student partnership by detailing the course implementations inspired by observation notes and conversations about pedagogical goals. The three pedagogical goals of the partnership were to foster an accessible learning environment, increase student engagement, and structure the course based on learning outcomes. The partners share their final thoughts on the process through a discussion of the strengths of and future opportunities from this experience.

Effect of servant leadership on lecturers’ attitudinal and behavioral loyalty in Nigeria: conservation of resource theory perspective

PurposeThe purpose of this study is to draw from the conservation of resources (COR) theory and investigate two separate models termed Model A and Model B. Model A examines the mediating role of life satisfaction (LS) on the relationship between servant leadership (SL) and lecturers’ attitudinal loyalty (AL) and behavioral loyalty (BL). Model B examines the sequential mediating role of LS and AL on the link between SL and BL.Design/methodology/approachData were collected using a cross-sectional survey from 247 public university lecturers which were analyzed through SPSS, structural equation model (AMOS 23), and PROCESS Macro v4.0.FindingsStudy findings revealed that LS fully and partially mediates the relationships between SL and lecturers’ AL and BL, respectively. Furthermore, LS and AL sequentially mediate the relationship between SL and BL.Practical implicationsThe study provides insight to university management into how their selfless and caring behavior can contribute to lecturers' retention. As such, university management should provide an environment that fosters a culture of selfless and caring leadership behavior.Originality/valueThe study contributes to the theoretical development of SL by explicating the mechanism that links SL and positive outcomes in the workplace. The major contribution lies in exploring the mediating role of LS on the link between SL and lecturers’ AL and BL on one hand and the sequential mediating role of LS and AL on the link between SL and BL on the other hand in a context characterized by high-power distance.

Exploring the University Social Responsibility Initiatives and Sustainable Development in Malaysia: A Carroll Model Approach

Universities, as catalysts for social change, have significant influence over the societal, cultural, economic, and intellectual domains. They play a vital role in shaping the future and fostering beneficial social transformation. Aiming to explore the implementation and role of University Social Responsibility (USR) initiatives in achieving sustainable development in Malaysia, this research adopted Carroll’s Model as a framework. A qualitative content analysis through a directed approach was performed on the official website of the Top 15 Malaysian Universities in Times Higher Education (THE) Impact Ranking 2023. THE Impact Ranking 2023 is a worldwide ranking that evaluates universities’ commitment to sustainability in four key areas: research, stewardship, outreach, and teaching. The research revealed the upsurge in USR initiatives in Malaysia by public and private universities within the framework of economic, legal, ethical, and philanthropic responsibilities. Equally important, the research discovered that Malaysian universities demonstrate high institutional and policy support to attain sustainable development in Malaysia. Most of the USR programs led by public and private universities are aligned with addressing specific global challenges outlined in the United Nations' 17 Sustainable Development Goals. As a theoretical contribution, the research adds to the literature on the Carroll Model Approach in the context of Malaysian universities. As a practical contribution, the research guides universities, policymakers, and stakeholders on the strategies that foster sustainability practices through USR initiatives.

Breaking Barriers: Examining the Participation of Female Students in the Student Representative Council at a Public University in Zimbabwe

Breaking Barriers: Examining the Participation of Female Students in the Student Representative Council at a Public University in Zimbabwe

Copyist or Creative? The Emergence of the Woman Fashion Artist in Britain, 1880–1920

Abstract The period between 1880 and 1914 was a critical time for the redefinition of high fashion as a form of art, with couture garments displayed at international exhibitions and couturiers like Paul Poiret claiming the legal protection applied to artworks for his fashion designs. At the same time, a massive expansion in illustrated journals and catalogs selling mass-produced garments offered new possibilities for graphic artists, including women trained in the applied arts by public and private colleges. These trends intersected in the figure of the female “fashion artist,” who conceived new designs or presented them to the public—but did not stitch them. In some cases, this person was a designer working for a dressmaking firm or sample house, while others were copyists of existing garments. This article will analyze surviving documents produced by British women fashion artists; examine the life cycle of fashion artists, as revealed in census data; analyze the pathways for training and career development; and consider the ways in which fashion artists were discussed in women’s magazines, both as role models for employment and as fashion mediators.

University autonomy in human resource management: An analysis of the state of public universities in the Mekong Delta Region, Vietnam

This study delves into the intricacies of human resource management practices within public universities in the Mekong Delta region of Vietnam specifically focusing on autonomous institutions. We conducted a comprehensive survey across five public universities, engaging 245 managers, 414 lecturers and 156 experts leveraging the statistical analysis tool SPSS. In-depth interviews provided nuanced insights increasing our quantitative approach. Our multifaceted analysis of human resource management processes encompassed several critical dimensions: workforce planning, adjustments to professional titles, workforce quality assessment, training quality and the work environment. The findings underscore that workforce planning prioritized administrative positions yet faced formidable challenges and exhibited suboptimal success rates. Notably, the timely monitoring and adjustment of professional titles for public employees during job transitions were conspicuously absent. Furthermore, the actual workforce quality remained unassessed significantly impacting job assignments, training effectiveness and career progression. Subpar training and staff development quality influenced by prevailing social hierarchies hindered the efficient allocation of roles. Moreover, the work environment suffered from a deficit of openness and knowledge sharing adversely affecting faculty development. Our results illuminate the pressing need to fortify workforce planning strategies, enhance employee evaluation methods and elevate training approaches. Additionally, fostering friendly, open work environments aligned with the unique context of Vietnamese public universities emerges as a pivotal avenue for improvement.

Functions of the Editor of the University Publishing House: from Regulations to Modern Realities

Functions of the Editor of the University Publishing House: from Regulations to Modern Realities

Eighteen-year trends in the rates of intra-operative cardiac arrest and associated mortality at a public university hospital in Brazil.

Intra-operative cardiac arrest is a rare but life-threatening event. Over the past two decades, various initiatives have improved the care of patients undergoing surgery at our quaternary teaching hospital in Brazil. We aimed to evaluate the epidemiology of intra-operative cardiac arrest and associated 30-day mortality over an 18-year period. A secondary aim was to identify associated risk factors. We conducted a retrospective observational study using data collected from 1 January 2005 to 31 December 2022. Factors associated with cardiac arrest and mortality were identified using multivariable logistic regression analysis. Among the 154,178 cases, the overall rates of intra-operative cardiac arrest (n = 297) and associated 30-day mortality (n = 248) were 19.3 (95%CI (16.6-21.9)) and 16.1 (95% CI 13.9-18.3) per 10,000 anaesthetics, respectively. These decreased over time (2005-2010 vs. 2017-2022) from 26.3 (95%CI 21.0-31.6) to 15.4 (95%CI 12.0-18.7) per 10,000 anaesthetics, and from 23.4 (95%CI 18.8-28.1) to 13.7 (95%CI 10.8-16.7) per 10,000 anaesthetics, respectively. Factors associated with intra-operative cardiac arrest included children aged < 1 year (adjusted OR (95%CI) 3.51 (1.87-6.57)); ASA physical status 3-5 (adjusted OR (95%CI) 13.85 (8.86-21.65)); emergency surgery (adjusted OR (95%CI) 10.06 (7.85-12.89)); general anaesthesia (adjusted OR (95%CI) 8.79 (4.60-19.64)); surgical procedure involving multiple specialities (adjusted OR (95%CI) 9.13 (4.24-19.64)); cardiac surgery (adjusted OR (95%CI) 7.69 (5.05-11.71)); vascular surgery (adjusted OR (95%CI) 6.21 (4.05-9.51)); and gastrointestinal surgery (adjusted OR (95%CI) 2.98 (1.91-4.65)). We have shown an important reduction in intra-operative cardiac arrest and associated 30-day mortality over an 18-year period. Identification of relative risk factors associated with intra-operative cardiac arrest can be used to improve the safety and quality of patient care, especially in a resource-limited setting.

E-formative feedback in emergency remote learning: First-year student teachers' experiences and challenges

This study examined the role of e-formative feedback in emergency remote teaching and learning for first-year student teachers. Numerous scholars have acknowledged the pedagogical value of formative feedback in teacher education. However, there is a pressing need for significant improvement in the quality and accessibility of e-formative feedback provided to student teachers in online learning environments. This study explored the nature of e-formative feedback, technological challenges, and pedagogical practices employed by teacher educators when implementing formative assessment in emergency remote learning contexts. The study is underpinned by Interactive Tutoring Feedback model as the theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing a case study methodology as a means of inquiry. The empirical investigation involved 20 first-year student teachers selected purposively from a large public university in South Africa. Data were collected through semi-structured interviews and analysis of learning management system logs, with thematic analysis employed to analyse the data. The findings revealed that meaningful e-formative feedback could have been enhanced by addressing contextual factors such as limited internet connectivity and a lack of familiarity with online learning platforms. While student teachers valued the quality of e-formative feedback, they expressed concern regarding their ability to consistently access and engage with feedback to improve their learning in the isolated online environment. This paper recommends providing both student teachers and teacher educators with the necessary technological support and training to effectively utilise e-formative feedback and enhance student teachers' academic achievement and professional development during emergency remote learning.

A Serial Mediation Model of the Relationship between Digital Entrepreneurial Education, Alertness, Motivation, and Intentions

This research leverages insights from both social cognitive theory (SCT) and stimulus-organism-response theory (S-O-R) to investigate how digital entrepreneurship education (DEE) influences undergraduate students’ digital entrepreneurial alertness (DEA), motivation (DEM), and intentions (DEI). The main objective of the study was to examine whether individual levels of DEA and DEM independently and sequentially mediate the relationship between DEE and DEI. To collect the data, convenience sampling was utilized, involving 221 students from a single public university in Saudi Arabia, and a theoretical model was examined utilizing structural equation modelling (SEM) techniques in SPSS AMOS (Version 27). The results found that DEE had a significant positive impact on students’ DEIs, DEA had a significant positive impact on students’ DEI, and DEM had a significant positive impact on students’ DEI. Moreover, the results of the serial mediation analysis indicated that DEA and DEM served as independent and sequential mediators in the relationship between DEE and DEI. These findings provide further insight into the association between DEE and DEI, offering valuable implications for both entrepreneurship education curriculum developers and government policymakers. This study adds substantial contributions to the existing literature on entrepreneurship education and DEI.