Public Education Institutions Research Articles

Examining Institutional-Level Factors and Campus Climate on Sexual Misconduct Reporting to Title IX Coordinators and in Annual Security Reports

ABSTRACT The present study examines the relationship between institutional-level factors and perceptions of campus climate and rates of sexual misconduct reporting to Title IX coordinators and in Annual Security reports. Data is drawn from public 4-year institutions of higher education (IHEs), community colleges, and independent IHEs in Maryland (n = 42) from 2018 to 2020. Regarding institutional level factors, higher residentiality, higher percentages of graduate students and students supported by Pell grants, and higher rates of alcohol and drug use violations were associated with higher rates of sexual misconduct reporting. On campus climate measures, only higher percentages of students reporting they know whom to contact to report sexual misconduct was associated with increased reporting. Implications for sexual misconduct prevention training and the integration of alcohol and drug use prevention into sexual misconduct prevention education are discussed. Directions for future research are also outlined.

Leadership Intervention: Strategies and Outcomes in Public Education of Tambopata

The research aimed to determine the influence of the executive leadership workshop on the educational quality of public educational institutions in Tambopata - Madre de Dios, 2023. This purpose was achieved, as the general hypothesis was validated, supporting that the executive leadership workshop positively influences the educational quality of public educational institutions in Tambopata - Madre de Dios, 2023. This is based on the Mann Whitney U test, since a significance of p-value 0.000 < 0.05 was reached; therefore, it is evident that the educational quality is favored by the executive leadership workshop. Guiding leadership is essential to promote and improve the quality of education. Educational leaders, such as school principals or department heads, are responsible for establishing a clear vision, motivating their teams, and promoting an environment conducive to learning and student development, which is achieved through leadership that impacts the quality of education in a certain way, establishing a shared vision and setting clear and achievable goals for the educational institution.

Investigating the Relevance of the Development and Implementation of Strategic Plans in Public Sector Education Institutions: A Case of Public Teacher Training Colleges in Malawi

The hub of every academic institution of higher learning rests upon key areas of policies and how they are developed, managed and championed. This research study investigated the relevance of development and implementation of strategic plans in public sector education institutions in Malawi. In 2019 and 2020, GIZ championed the development of strategic plans in TTCs. This was done by facilitating the training of Principals in the quest to develop strategic plans. Field data was collected using both qualitative and quantitative approaches through document analysis, questionnaires, and focus group discussion guide. The findings of the study indicate that the strategic plans are relevant in public TTCs because of the following factors: government policy, strong committed leadership, organizational culture, structure and effective communication. The study findings support Bryant (2013) in his evaluation report in Malawi and the study by Nyakeriga (2015) who identified the same factors as influencing the development and implementation of strategic plans. The structure is identified by the setup of the public TTCs, with the principal being the top manager, followed by the Deputy Principal, Heads of Departments, Teaching Practice Coordinator, and Assessment Committee chairperson. through the organizational culture, Quality Assurance and Monitoring and Evaluation work to track the progress of the implementation process in the TTCs. The study also showed plans the activities in the strategic plan inform TTC budgets. However, the study has firmly established that completing the activities in the strategic plans is a challenge. The study attributes this to erratic and inadequate funding, lack of knowledge on the implementation process and lack of political will. The study proposes investment in continuous professional development with all education stakeholders to fully understand the concept of strategic planning and implementation in order to achieve set objectives.

The effects of leadership behaviours on departmental performance in Ethiopian public research universities

AbstractDespite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching‐learning, research and leadership lived experiences in higher education institutions and interviewed using semi‐structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t‐test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS‐23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching‐learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.Context and implicationsRationale for the studyLeadership is one of the indispensable factors that determine organisational success. However, empirical study findings that show the effects of leadership behaviours on departmental performance in public higher education institutions were scarce.Why the new findings matterThe new findings matter because the transactional leadership dimension of leadership behaviours and the teaching‐learning dimension of departmental performance are practiced predominantly in the sampled research universities. The findings demonstrated that the stated dimensions of leadership behaviour are positively and significantly related to departmental performance. It is more informative and contributes to knowledge and practice that the combined contributions of leadership behaviours are larger than their separate contributions.Implications for practitionersThe findings of the study have policy and practical implications for improving effectiveness of higher education leadership and departmental performance dimensions: the teaching‐learning process, research and community services in the context of Ethiopian public research universities. This finding further implies that schools and department heads need to use a combination of appropriate leadership behaviours in order to improve departmental performance dimensions.

Challenges and opportunities of English as the medium of instruction in diploma midwifery programs in Bangladesh: a mixed-methods study

BackgroundEnglish is generally recognized as the international language of science and most research on evidence-based medicine is produced in English. While Bangla is the dominant language in Bangladesh, public midwifery degree programs use English as the medium of instruction (EMI). This enables faculty and student access to the latest evidence-based midwifery content, which is essential for provision of quality care later. Yet, it also poses a barrier, as limited English mastery among students and faculty limits both teaching and learning.MethodsThis mixed-methods study investigates the challenges and opportunities associated with the implementation of EMI in the context of diploma midwifery education in Bangladesh. Surveys were sent to principals at 38 public midwifery education institutions, and 14 English instructors at those schools. Additionally, ten key informant interviews were held with select knowledgeable stakeholders with key themes identified.ResultsSurveys found that English instructors are primarily guest lecturers, trained in general or business English, without a standardized curriculum or functional English language laboratories. Three themes were identified in the key informant interviews. First, in addition to students’ challenges with English, faculty mastery of English presented challenges as well. Second, language labs were poorly maintained, often non-functional, and lacked faculty. Third, an alternative education model, such as the English for Specific Purposes (ESP) curriculum, has potential to strengthen English competencies within midwifery schools.ConclusionsESP, which teaches English for application in a specific discipline, is one option available in Bangladesh for midwifery education. Native language instruction and the middle ground of multilingualism are also useful options. Although a major undertaking, investing in an ESP model and translation of technical midwifery content into relevant mother tongues may provide faster and more complete learning. In addition, a tiered system of requirements for English competencies tied to higher levels of midwifery education could build bridges to students to help them access global evidence-based care resources. Higher levels might emphasize English more heavily, while the diploma level would follow a multilingualism approach, teach using an ESP curriculum, and have complementary emphasis on the mother tongue.

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

Assessing the Impact of Strategic Planning on Organizational Success in Public Educational Institutions: A Case Study of Kabwe District, Zambia

This study aims to assess the impact of strategic planning on organizational success in public educational institutions, focusing on a case study of Kabwe District, Zambia. The paper reviews the current strategic planning practices in these institutions, identifies areas that require improvement, and explores the perceptions of senior administrators regarding the influence of strategic planning on academic performance, financial management, and stakeholder satisfaction. Additionally, the study identifies the challenges and opportunities faced by public educational institutions in implementing strategic planning practices. Recommendations are made to address these challenges and improve strategic planning practices in public educational institutions in Zambia. The ultimate goal is to enhance organizational effectiveness, efficiency, and overall success in the education sector.

Knowledge management drivers and its results: a quantitative study in a public higher education institution

PurposeThe purpose of this study was to evaluate the influence of knowledge management (KM) drivers on perceived KM results in a public higher education institution. A structured theoretical model based on leadership, people, processes, knowledge processes, technology, learning and KM results was developed and tested.Design/methodology/approachA survey was conducted with the employees of a public higher education institution where an administrative reform was initiated. A valid sample of 257 respondents was obtained. The data were obtained from the application of a structured questionnaire based on the KM drivers and their results. A five-point Likert-type scale was used to measure respondents' answers. The main data analysis technique was structural equation modeling.FindingsThe results indicate knowledge processes, leadership and people factors have a positive and significant impact on KM results. On the other hand, organizational processes, technology and learning factors were not significant. However, the service length of servants in the institution influences the perception of knowledge drivers.Practical implicationsPublic institutions should be attentive to people with more time of service because they may have difficulties with technological advances, reorganization of processes and adaptation to new ways of sharing knowledge.Originality/valueThis study advances on the analysis of KM results in the public sector and tests the moderation effect of time of service.

Examining Teachers' Professional Relationships, Friendship, and Trust Networks via Social Network Analysis

In this study, Social Network Analysis method was used to determine the professional relationships, friendships and trust networks that teachers established with their colleagues. The study group of the research consists of 35 teachers working in a public secondary education institution in Aydın province. A three-question structured interview form developed by the researchers was used to determine teachers' social networks. Data analysis was carried out through the UCINET 6.0 program. When the findings regarding the positions of teachers in the professional relationship network, friendship network and trust network were examined, it was determined that the network structure with the highest number of connections was the friendship network (ties = 97), followed by the professional relationship (ties = 95) and the trust network (ties = 66). In all social networks, teachers with mathematics, guidance, literature and biology branches were found to be at the center of the network, acting as a bridge between other actors and providing information and resource flow. According to the findings, it was determined that the network with the highest density (dens. = 0.082), bilateral (dia. = 0.198) and triad (triad = 0.330) reciprocity rate was the friendship network. This study, which examines the professional relationships, friendships and trust networks that teachers establish with their colleagues, is thought to be important in revealing the relationships between teachers and analyzing the current situation.

Systems and Processes Related to Placement of Graduates at Public Health Education Institutions in India

It is desirable that public health education institutions should ensure the placement of their students in relevant organisations by establishing placement systems and processes. This would help them to achieve the goal of enhancing public health through capacity building. The present study was conducted using survey design, and purposive sampling was used to contact institutions delivering postgraduate level public health education programmes in India. Eighty institutes across India were contacted, out of which 26 institutions participated in the study. The study identified placement initiatives undertaken by various institutions. Institutions are engaged in establishing placement cell; engaging faculty, students, alumni and external contacts in placement process; organising alumni meet and employers’ meet, campus recruitment activities and are also involved in research related to placement. However, these initiatives need to be synchronised so as to effectively strategise the placements. In order to facilitate the placement of graduates effectively, public health education institutions should establish placement systems and processes. The first step in this regard can be creating standard operating procedures (SOPs), which can be referred to as a guiding document by the placement cell. The study brings value to the public health education institutions to adopt a systematic approach towards placement of its graduates.

The Impact of Internet Addiction on Mental Health: Exploring the Mediating Effects of Positive Psychological Capital in University Students

Introduction: The widespread use of the internet has brought numerous benefits, but it has also raised concerns about its potential negative impact on mental health, particularly among university students. This study aims to investigate the relationship between internet addiction (IA) and mental health (MH) in university students, as well as explore the mediating effects of positive psychological capital (PsyCap) in this relationship. Objective: The main goal of this study was to examine the psychometric properties of the measures and to determine whether internet addiction could negatively predict university students’ mental health, mediated through PsyCap. Method: A cross-sectional design with an inferential approach was employed to address this objective. The data were collected using the Psychological Capital Questionnaire (PCQ-24), Internet Addiction Scale (IAS), and Keyes’ Mental Health Continuum-Short Form (MHC-SF). The total sample of this study comprised 850 students from two large public higher education institutions in Ethiopia, of whom 334 (39.3%) were female and 516 (60.7%) were male, with a mean age of 22.32 (SD = 4.04). Several analyses were performed to achieve the stated objectives, such as Cronbach’s alpha and composite reliabilities, bivariate correlation, discriminant validity, common method biases, and structural equation modeling (confirmatory factor analysis, path analysis, and mediation analysis). Confirmatory factor analysis was conducted to test the construct validity of IAS, PCQ-24, and MHC-SF. Additionally, the mediating model was examined using structural equation modeling with the corrected biased bootstrap method. Results: The preliminary study results found that the construct validity of IAS, PCQ-24, and MHC-SF was excellent and appropriate. Furthermore, the findings demonstrate that internet addiction had a negative and direct effect on PsyCap and MH. Moreover, PsyCap fully mediated the relationship between IA and MH. Additionally, this study confirmed that all the scales exhibited strong internal consistency and good psychometric properties. Conclusion: This study contributes to a better understanding of the complex interplay between IA, PsyCap, and MH among university students, confirming previous findings. Recommendation: The findings, discussed in relation to the recent and relevant literature, will be valuable for practitioners and researchers aiming to improve mental health and reduce internet addiction by utilizing positive psychological resources as protective factors for university students.

Senses and meanings of primary health care academic visions in nursing

Introduction: Primary Health Care (PHC) has acquired different meanings for different people, at specific times and places, which poses important challenges for its understanding. Objective: To analyze the meaning(s) and sense(s) of Primary/Basic Health Care in the academic views on Nursing/Health in the context of undergraduate Nursing courses offered at two public Higher Education Institutions. Materials and methods: Qualitative study with an exploratory approach. Semi-structured interviews and documentary analysis were used as data collection techniques. Results: The senses/meanings of Primary Health Care converge with the population's gateway to the health system at the first care level and with the first contact of a person with the health service. However, it is still considered as a less important service within the care network. Conclusion: Primary Health Care means a relevant possibility for Nursing/Health care through health promotion and disease prevention actions, with a commitment to respond to most of the population's health needs.

Изучение математических представлений у младших школьников с расстройствами аутистического спектра и интеллектуальными нарушениями

The aim of the study is to summarize the results of an experimental research aimed at exploring cognitive development and mathematical concepts among pupils in grades 1-4 with autism spectrum disorders (ASD) and intellectual impairments for further exploration of effective methods and approaches to forming mathematical concepts. The experiment was conducted at the State Public Educational Institution of Moscow “School No. 2124 'Center for Development and Correction'”. It involved 72 pupils in grades 1-4, ranging in age from 7 to 12 years old. Using the psychological and pedagogical diagnostics of cognitive development of children aged 3-4 and 4-5 (E. A. Strebeleva), the CARS scale for determining the degree of autism (E. Schopler, R. J. Reichler, R. F. DeVellis, K. Daly), testing and assessment materials developed and practically evaluated by the pedagogical team of School No. 2124, data were obtained on the low level of cognitive development among first-grade pupils starting school under the adapted basic education program of primary general education for students with ASD (variant 8.4), as well as the insufficient level of cognitive development among pupils in grades 2-4 relative to the mathematics program offered to them. Scientific novelty lies in the following: a correlation was identified between pronounced autism spectrum disorders and the low level of formation of mathematical concepts among younger school children with ASD and intellectual impairments. During the study, it was found that children with severe autism exhibit a low level of elementary mathematical concepts. As a result of the research, different levels of mastery of mathematical concepts among pupils in grades 1-4 with ASD and intellectual impairments were determined, their typical errors and the need for various types of assistance in task completion, as well as different dynamics in the assimilation of mathematical concepts among pupils in grades 1-2 and 3-4 were identified.

Beyond Pedagogical Expertise: Best Practices of Classroom Advisers Toward an Effective Advising Framework

Teachers do not just teach as they also fill the role of being classroom advisers of their students. This study explores their best practices through their lived experiences in managing the students in terms of their academic responsibilities, behavior, and even personal problems. The study employed a qualitative research design specifically a phenomenological approach wherein the participants of the study were selected through homogeneous purposive sampling. A series of semi-structured interviews were conducted after that, the interviews were transcribed and analyzed. The researcher came up with six emergent themes: (1) Raison d’etre: Reason for Being; (2) Development through Challenges; (3) Secure Attachment; (4) Observance of In Loco Parentis; (5) Adaptive Strategies, and; (6) Evidence of Success. It was found that classroom advisers described their lived experiences as challenging yet fulfilling duties. The best practices of classroom advisers involve establishing a connection with the students, valuing individuality, having constant communication, providing guidance, practicing parenting roles, yearning for the success of the students, being proactive, observing inclusivity in the classroom, and setting boundaries. The evidence of the success of their best practices, as presented by participants, includes gaining the trust of their students through listening and sharing stories, receiving messages of appreciation, and seeing the students transform for the better. An Effective Advising Framework was proposed based on the findings of the study which could be helpful in the classroom advisers for both public and private educational institutions.

Mechanisms for facilitating academic entrepreneurship in higher education

PurposeThe commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.Design/methodology/approachOur research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.FindingsThe results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.Research limitations/implicationsThe study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.Practical implicationsObserved factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.Social implicationsthe engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.Originality/valuePoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.

Medical education in Mongolia: Challenges and opportunities.

In the early twentieth century, Mongolia saw the establishment of Western medicine and educational system, supplementing its pre-existing history of eastern medicine. As a lower-middle-income country with vast landmass and low population density, Mongolia's medical education landscape has evolved significantly. The inception of the Mongolian National University of Medical Sciences in 1942 marked a pivotal moment, initiating the modern era of medical sciences and specialized training programs in the country. Initially shaped by Soviet Union-styled medical curriculum, the system has undergone substantial reform since the constitutional shift to a market economy in the 1990s. This transformation aligned the curriculum with international standards and modern educational approach, focusing on producing skilled medical professionals. Presently, over 10 public and private institutions of higher education in Mongolia provide comprehensive undergraduate, graduate and post-graduate training for medical training. These institutions vary in student enrollment, teaching staff, learning environments, and program models, contributing to the diverse landscape of medical education in the country.

Understanding Students’ Attitudes Towards Affirmative Action Policy in Higher Education in India

To mitigate the severe educational horizontal inequalities in India, affirmative action (AA) measures in higher education (HE) have been implemented for socially excluded groups, such as the Scheduled Castes (former “untouchables”), the scheduled tribes (whose status resembles indigenous groups in other countries), and other classes lower in the caste hierarchy. Despite the introduction of AA measures, societal attitudes generally remain resistant to caste‐based reservation policies. Interestingly, very few studies in India have examined AA support among the most directly affected group of people when it comes to AA measures in HE—college students. The current article aims to fill this gap. It asks: Which factors (such as students’ background characteristics, pre‐college credentials, experience in college, and caste‐based beliefs) underlie college students’ attitudes (support or resistance) towards AA? This study builds on a large‐scale survey conducted among 3200 students studying in 12 public higher education institutions across six provinces in India. The results of the empirical analysis indicate that students’ attitudes towards AA are shaped and influenced by their social identity and educational experiences in college. It is also noteworthy that caste‐based biases and prejudices affect students’ attitudes particularly and may explain opposition to AA.

Why might home-based work duties be perceived by female academics as extreme? A qualitative study

PurposeThis study aims to answer the following question: Why might home-based work duties be perceived by female academics as extreme?Design/methodology/approachWe employed a qualitative research method through semi-structured interviews with 33 female academics from three public universities selected from amongst 26 public institutions of higher education in Egypt. Thematic analysis was subsequently used to determine the main ideas in the transcripts.FindingsWe find that the sudden implementation of home-based work makes the academic duties of female academics extreme. Moreover, the following four factors help explain the extremity/intensity of the home-based work of female academics: mental and physical fatigue resulting from WFH, the inability to adequately meet family commitments when working from home (WFH), poor resources for home-based work and reduced ability to focus on the obstacles facing them in their academic career.Originality/valueThis paper contributes by filling a gap in human resources management and higher education in which empirical studies on female academics WFH and extreme academic duties have been limited so far.

Health behaviours among school adolescents of a Public Educational Institution, Lima-Peru

The stage of adolescence is one of the most complex, therefore it involves the adolescent in multiple risks that need to be evidenced and understood for their timely intervention to avoid complications for their state of integral well-being. To determine the health behaviors of adolescents in a state educational institution in Peru. The study was developed using a quantitative, observational, and cross-sectional approach in a population of 607 adolescent schoolchildren from 3rd to 5th grade of secondary school, to whom a survey was applied through the Global School-based Student Health Survey questionnaire (GSHS). Among the relevant findings in relation to nutritional behavior, physical activity, and hygiene, it was found that adolescents consumed soft drinks one or more times a week (44.5%), performed physical activity for more than one hour daily (12.2%) and used soap to wash their hands (44.2%). Regarding sexual behavior, they began their sexual relations before the age of 14 (14.3%) and talked with their parents or guardians about HIV (58.5%). Regarding mental health, violence, tobacco, and alcohol consumption, they stated that they considered the possibility of suicide (30.6%), were assaulted one or more times in the year (31.0%), used tobacco for the first time before of 14 years (17.5%) and alcohol in the same way (28.2%). Finally, in relation to protective factors, they indicated that their parents understood their problems (36.2%) and that their peers were kind and helped (39.5%).

Organizational culture, compensation systems, decision-making, and efficiency of public higher education institutions: case study of the University of Sfax

Organizational culture, compensation systems, decision-making, and efficiency of public higher education institutions: case study of the University of Sfax