Public University Research Articles

Factors associated with obsessive-compulsive symptoms in medical students during the COVID-19 pandemic in Peru: a cross-sectional study.

Motivation for the study. The COVID-19 pandemic contributed to the development of mental disorders among medical students, including obsessive-compulsive symptoms. However, evidence on this problem in this population is still limited. Main findings. One in 10 medical students presented clinically significant obsessive-compulsive symptoms. Implications. The health crisis has had a negative impact on the mental health of medical students. Therefore, it is crucial to implement future interventions to promote the preservation of their psychological well-being. To determine the prevalence of obsessive-compulsive symptoms among medical students in Peru during the COVID-19 pandemic and its associated factors. Cross-sectional study in 270 medical students from a Peruvian public university. Participants were recruited through non-probability sampling. Obsessive-compulsive symptoms were assessed with the Yale-Brown Obsessive Compulsive Disorder Scale (Y-BOCS). After the descriptive analysis, Poisson regression with robust variance was used to determine the factors associated with probable obsessive compulsive disorder (probable OCD). The crude (PRc) and adjusted (PRa) prevalence ratios were calculated, along with their respective 95% confidence intervals (95% CI). The prevalence of obsessive-compulsive symptoms was 13.3% in medical students. During bivariate analysis, students with probable OCD were younger (p=0.044) and had a lower level of knowledge about COVID-19 (p=0.045). The crude model showed a lower prevalence of probable OCD among those with an adequate level of knowledge compared to those with an inadequate level (PR: 0.52, 95% CI: 0.28 to 0.98). However, after adjusting for other variables, none of the described variables were statistically significant. One in ten medical students presented clinically significant obsessive-compulsive symptoms. Implementing future interventions is crucial to preserve the mental well-being of this vulnerable population.

“See me for who I am”: An exploratory study of undergraduate music major belonging

The purpose of this exploratory instrumental qualitative case study with nested mixed methods was to examine undergraduate music majors’ perceptions of their sense of belonging within one public university music program. We surveyed undergraduate music majors within a single music program and completed purposeful and targeted follow-up interviews of selected respondents who represented a diverse cross-section of the student body. Quantitative analysis included descriptive demographic statistics and linear multiple regression with belonging as the dependent factor. There was a statistically significant relationship between faculty interactions and student sense of belonging ( p < .001). Qualitative findings suggested that student–faculty interactions were a primary contributor to a student’s sense of belonging, as well as the importance of a network of friends and the overall school culture. Implications of these results may assist music administration and faculty members in developing a culture of belonging within their respective studios or departments.

COMPARING TURKISH PRE-SERVICE STEM AND NON-STEM TEACHERS' ATTITUDES AND ANXIETY TOWARD ARTIFICIAL INTELLIGENCE

Identifying student teachers’ attitudes and anxiety toward artificial intelligence (AI) in regard to their field of study might be helpful in determining whether and how AI will be employed in their future classrooms. Hence, this study aims to compare pre-service STEM and non-STEM teachers’ attitudes and anxiety toward AI. In this quantitative research, the causal-comparative research design was adopted. The study involved 520 pre-service teachers from a faculty of education at a public university in Türkiye. Among all, 51.5% were pre-service non-STEM teachers while 48.5% were pre-service STEM teachers. Data were collected through the Turkish versions of “the General Attitudes toward Artificial Intelligence Scale” and “the Artificial Intelligence Anxiety Scale”. Diagnostic analytics were performed, and descriptive statistics and MANOVA were performed to analyse the data. As a result, pre-service teachers, in general, were mostly positive about AI, but undecided to be anxious about AI. STEM student teachers had more positive attitudes toward AI than non-STEM student teachers, and non-STEM student teachers were more anxious toward AI than STEM student teachers. The results imply that non-STEM teacher education curricula should be redesigned to be AI-integrated to better prepare teachers of the future as teachers with TPACK integrated with AI. Keywords: artificial intelligence, anxiety toward artificial intelligence, attitude toward artificial intelligence, pre-service STEM teacher, pre-service non-STEM teacher, pre-service teacher

Cheating and Validity Concerns in Online Formative Assessments: Lessons from a Tanzanian Public University

The global shift towards online teaching, learning, and assessment, accelerated by the COVID-19 pandemic, underscores the critical role of effective online assessment methods in ensuring educational success. While online formative assessments offer flexibility and accessibility, concerns persist regarding the authenticity and integrity of assessment results. This study explores the perceptions of university lecturers on the validity of online formative assessments and the strategies employed to enhance assessment integrity. A questionnaire with open and closed ended questions was used to collect data on the perceptions of lecturers on how cheating is evident in the online assessments. The data were analyzed using descriptive and content analysis. Findings reveal a mixed perception, with lecturers generally acknowledging the benefits of online assessments but expressing reservations about authenticity and integrity. Strategies employed include diverse question formats, time-related measures, and technological tools, yet challenges remain in ensuring effectiveness. Recommendations include enhancing question diversity, implementing plagiarism detection tools, and collaborating with regulatory bodies to standardize assessment practices, ultimately contributing to a robust and valid online assessment environment in Tanzanian universities.

Impact of Marketing Strategies on Strengthening the Image of Public Universities in Ecuador

This article analyzes how marketing strategies impact the strengthening of public universities' images in Ecuador. In a systematic literature review, it shows that the main problems affecting institutional reputation are found in the lack of qualified personnel in their communication departments, as well as administrative management deficiencies. Then, it introduces some of the emerging relational tools, like artificial intelligence and neuromarketing, whose effectiveness has been already tested with a view to improving institutional perception. The competitiveness theory will provide insights for understanding how universities can acquire differential advantages within an increasingly globalized and competitive market for educational services. It follows that effective marketing strategies, digital marketing, and personalized contents help in increasing visibility, thereby attracting more students and enabling international collaborations. The article concluded that what public universities need to do is integrate such strategies coherently with their institutional objectives for effective positioning and improved public perception.

Pioneering Digital Ventures: Investigating Proactive Personality, Education, and Opportunity in Malaysian Higher Education

Digital entrepreneurship has become increasingly important in the context of Industry 4.0. This study explores the connections between digital entrepreneurial intention, proactive personality, entrepreneurial education, and entrepreneurial opportunity among Malaysian public university students. Additionally, it examines the mediating roles of attitudes, subjective norms, and PBC, guided by the TPB. A quantitative research design was employed, collecting data from 250 students, which was then analyzed using SPSS to test the proposed model. The findings reveal that entrepreneurial education and PBC are significant predictors of students’ digital entrepreneurial intention. Moreover, proactive personality, entrepreneurship education, and entrepreneurial opportunity indirectly influence digital entrepreneurial intention via PBC. These results contribute to a more nuanced understanding of the factors driving digital entrepreneurial intention and highlight the importance of fostering educational environments that support entrepreneurship. The study provides valuable insights for educators and policymakers to develop strategies that enhance digital entrepreneurial capacities among students, promoting innovation and self-employment opportunities

Shaping the future: perspectives on the Integration of Artificial Intelligence in health profession education: a multi-country survey

BackgroundArtificial intelligence (AI) is transforming health profession education (HPE) through personalized learning technologies. HPE students must also learn about AI to understand its impact on healthcare delivery. We examined HPE students’ AI-related knowledge and attitudes, and perceived challenges in integrating AI in HPE.MethodsThis cross-sectional included medical, nursing, physiotherapy, and clinical nutrition students from four public universities in Jordan, the Kingdom of Saudi Arabia (KSA), the United Arab Emirates (UAE), and Egypt. Data were collected between February and October 2023 via an online survey that covered five main domains: benefits of AI in healthcare, negative impact on patient trust, negative impact on the future of healthcare professionals, inclusion of AI in HPE curricula, and challenges hindering integration of AI in HPE.ResultsOf 642 participants, 66.4% reported low AI knowledge levels. The UAE had the largest proportion of students with low knowledge (72.7%). The majority (54.4%) of participants had learned about AI outside their curriculum, mainly through social media (66%). Overall, 51.2% expressed positive attitudes toward AI, with Egypt showing the largest proportion of positive attitudes (59.1%). Although most participants viewed AI in healthcare positively (91%), significant variations were observed in other domains. The majority (77.6%) supported integrating AI in HPE, especially in Egypt (82.3%). A perceived negative impact of AI on patient trust was expressed by 43.5% of participants, particularly in Egypt (54.7%). Only 18.1% of participants were concerned about the impact of AI on future healthcare professionals, with the largest proportion from Egypt (33.0%). Some participants (34.4%) perceived AI integration as challenging, notably in the UAE (47.6%). Common barriers included lack of expert training (53%), awareness (50%), and interest in AI (41%).ConclusionThis study clarified key considerations when integrating AI in HPE. Enhancing students’ awareness and fostering innovation in an AI-driven medical landscape are crucial for effectively incorporating AI in HPE curricula.

Modeling the Contribution of Grit, Enjoyment, and Boredom to Predict English as a Foreign Language Students' Willingness to Communicate in a Blended Learning Environment.

The complex relationships between emotions experienced by learners and learners' personality traits, such as grit, that influence students' willingness to communicate in a second language (L2 WTC) have come under increasing attention. To date, investigators have focused primarily on WTC and the role of emotions in traditional face-to-face settings rather than in blended learning environments. To expand this research, we examined whether grit, foreign language enjoyment (FLE), and foreign language boredom (FLB) among university-level EFL students would be predictive of L2 WTC in a hybrid online and face-to-face learning setting. We studied 345 participants (252 females and 93 males) enrolled in English courses in a blended learning environment from three public universities in Saudi Arabia. We utilized structural equation modeling (SEM) to test a model that combined grit with two emotions (enjoyment and boredom) and L2 WTC. Our results revealed that FLB had the largest relationship to students' L2 WTC followed by FLE and grit, respectively. In this paper, we discuss these results and present some pedagogical implications of these data for teachers and learners of English as a foreign language (EFL).

Pandemic and Politicisation in Argentina: Nursing Professional Trajectories in the Conurbano Bonaerense Region

The article analyses the politicisation of nursing personnel during the COVID-19 pandemic in Argentina, focusing on the trajectories of nurses trained in the public universities of the so-called ‘conurbano bonaerense’, especially in the young universities of the ‘Bicentenario’, rooted in a territory with strong traditions of popular political participation. The pandemic context accelerated the struggles for professional recognition among nurses. Analysing this process constitutes a significant contribution to the social studies of health and illness in Latin America, particularly regarding the role of gender. The pandemic has highlighted the necessity of making the history and demands of the nursing profession visible. Against this background, this article emphasises the challenging working conditions and lack of recognition faced by the nursing profession in Argentina, both materially and symbolically. Based on the analysis of narratives provided by nurses in the context of the COVID-19 pandemic, the article analyses three politicisation trajectories of nursing graduates of Universidad Nacional Arturo Jauretche, on the conurbano bonaerense, the metropolitan area of Buenos Aires. We demonstrate the importance of the institutional context of the universities in this territory and underline its significance for the politicisation process we have observed.

Designing the digital transformation model of public university libraries in Iran based on Delphi method

Designing the digital transformation model of public university libraries in Iran based on Delphi method

The distribution of insufficient effort responses according to the methods of classifying and interpreting students’ evaluation of teaching effectiveness

PurposeThis study explores the distribution of insufficient effort responders according to methods of classifying students’ evaluation of teaching effectiveness in higher education. Five different methods were found in the literature to classify students’ evaluation of teaching effectiveness in higher education.Design/methodology/approachQuantitative research methodology was used to achieve the goals of this study. Data from a major public university was used through 20 five-point items that are designed to measure students’ evaluation of teaching effectiveness. The dataset that consisted of 26,679 surveys was analyzed. Detecting insufficient efforts responding was based on item response theory procedures.FindingsThe results show that insufficient effort responders are distributed differently to students’ evaluation of teaching effectiveness in higher education levels according to different methods of classifying these levels. The results of this study suggest using a percentage of students’ agreement of 4 or 5 for each item to classify SET levels and deleting IERs before interpreting SET results.Research limitations/implicationsAccording to the results of this study, it is recommended to research the relationships between IER and SET scores and students’ motivation to participate in evaluating teaching effectiveness.Practical implicationsAccording to the results of this study, it is recommended to:1– Exclude the IERs from the dataset before generating SET reports. 2– Use the percentage of 4 (agree) and 5 (strongly agree) satisfactions of SET items to classify and interpret SET results.Originality/valueReviewing the literature shows the absence of studies that explore the distribution of insufficient effort responders according to methods of classifying students’ evaluation of teaching effectiveness in higher education. The results suggest using a percentage of students’ agreement of 4 or 5 for each item to classify SET levels and deleting IERs before interpreting SET results.

Social work programs in Malaysian public universities: an analysis of barriers to producing competent social workers

ABSTRACT The University of Science Malaysia (USM) has developed a social work program for in the Social Welfare Department officers since 1975 to produce practically competent social workers. Courses offered at public universities should include relevant knowledge, skills, and field experiences to ensure that students can effectively communicate and resolve clients’ issues. The Council on Social Work Education (CSWE) listed 10 standards of social work education, namely the profession, ethics, diversity, social justice, populations at risk, human behaviors, social welfare, practices with individuals, groups and communities, research and skill development. The study aims to evaluate effective social work programs by analyzing the obstacles encountered by public university students in Malaysia to fulfill CSWE standards. A total of 279 final-year students from six public universities pursuing a Bachelor’s degree in social work participated, with questionnaires analyzed using the Statistical Package for the Social Sciences (SPSS) 23.0. Results indicated effective social work education, with students encountering moderate barriers. Students demonstrated competence aligned with the Social Work Act, which was crucial for addressing psycho-social and socio-economic issues in Malaysian communities. This study also highlighted the importance of producing skilled social workers to enhance societal well-being, assisting individuals, families, and communities in resolving various challenges.

Impact of state tuition guarantee policy on enrollment in public universities

PurposeThis study estimates the effect of the Truth-in-Tuition policy on the enrollment of first-year students, minority students and all students (total enrollment) in Illinois universities.Design/methodology/approachEconometric models yield robust estimates using state- and time-fixed effects. This research uses the nonparametric Difference-in-Difference (DID) method. Variation in the starting of the Truth-in-Tuition policy across the Midwestern states is used as a natural experiment.FindingsResults demonstrate that the Truth-in-Tuition policy helped increase freshman enrollment but did not significantly impact minority enrollment. This policy, however, shows a much larger drop in total enrollment in Illinois universities.Originality/valueA comparison between regionally competing institutions under different policy regimes was not analyzed earlier.

University campuses’ location-allocation: a case study of Egypt with insights from the Japanese context

PurposeThis paper aims to identify the most suitable location for a university campus in Egypt based on governorates’ social needs by employing the analytic hierarchy process (AHP). The paper, then, reflects the findings retrieved from the Egyptian context on the Japanese context to reveal how different countries deal with the location-allocation decision problem for university campuses.Design/methodology/approachThe AHP is employed to evaluate and rank Egyptian governorates based on 13 distinct criteria obtained from governmental open-source databases. These criteria measure the social needs of each governorate, guiding the decision on the location of new university campuses.FindingsThe results expose a disparity between Egypt's current campus development plan and recommendations derived from AHP analysis. The location-allocation decision for new university campuses appears to be influenced by subjective assessments, indicating a gap between planned developments and identified social needs. Additionally, contextual social and cultural differences between developing and developed countries impact the identification and fulfilment of the demand for a new university campus.Originality/valueThis paper contributes by offering decision-makers a robust location-allocation framework. It serves as a valuable tool for policy formulation in establishing new public universities in both developing and developed countries. Comparative analysis with the Japanese context enriches the understanding of how countries address the location-allocation decision problem for university campuses, emphasising the significance of context-specific considerations in such decisions.

The costs of open access publication

This article explores the financial dynamics of open access (OA) publication in Catalan universities by combining four data sources: publication data coupled with article processing charge (APC) estimates; information on journal subscriptions, transformative agreements and APC payments made by universities; acknowledgements of APC funding sources in OA scholarly outputs; and a survey of authors. The findings reveal a consistent increase in OA publication across Catalan universities, with 60% of the articles indexed in the Web of Science being published in either gold or hybrid OA in 2022. In parallel, investment in the research publishing system shows an upward trend. Resources allocated to journal subscription licenses have been redirected towards transformative agreements, leading to a rise in hybrid OA publications. Additional budget allocations have been made to accommodate APCs for gold OA journals. Authors employ varied funding sources for gold and hybrid OA, with university funding programmes and research grants commonly facilitating gold OA, while transformative agreements often support hybrid OA. Authors associated with Catalan universities frequently benefit from funding schemes and transformative agreements that are accessible to their coauthors. However, survey responses underscore the multifaceted nature of researchers’ financial support, including personal assets and waivers. Authors express frustration with the evolving OA landscape, particularly concerning the exorbitant publication fees. Nevertheless, the allure of high-impact journals and expedited peer review processes continues to incentivize authors towards gold OA. Researchers voice concerns regarding the lack of equitable funding programmes and potential conflicts of interest within gold OA models, which signals the risk of compromising peer review integrity to prioritize profits. This study underscores the need for further research to deepen our understanding of scholarly publishing expenditure and inform strategies for fostering a sustainable, equitable OA ecosystem.

Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.

Influence of personal and career burnout on female employers' subjective evaluation of workplace acoustic environment.

Burnout is an increasingly common problem in modern work settings that significantly affects people's health and well-being. Several studies have emphasized the impact of career burnout on employees' performance and efficiency. It is unknown whether career burnout mediated by personal burnout may affect employees' perception of their workplace physical environment attributes. This research aims to understand if personal and career burnout can affect employers' acoustic environment evaluation of their workplace. Considering commonly experienced or highly experienced personal and career burnout among working women, the study targeted female university faculty members. The research involved stratified sampling and employed data from 272 individuals across five public and private universities in Tehran. Collected data were analyzed using SmartPLS (latest release 4.1). The results revealed a significant link between personal and career burnout and the subjective evaluation of workplace acoustic environment. Career burnout mediated the relationship between personal burnout and negative evaluation of the workplace acoustic environment. This study provides compelling evidence that experiences of burnout, whether related to personal or career aspects, substantially impact the subjective assessment of the acoustic environment within the workplace. The results underscore the complex interplay between an individual's degree of burnout and their subjective perception of the acoustic dimensions of their work environment. The findings extend our understanding of how psychological factors might shape our interpretation of the physical workplace.

Cognitive and affective links between childhood adversity and psychological adjustment in emerging adults with chronic medical conditions.

Childhood adversity has been linked to poor psychological adjustment and decreased emotion regulation (ER) abilities. The extended process model of ER outlines the pivotal role of cognitive appraisals in the generation and expression of emotion as well as the pursuit of ER. The aim of the current study is to examine whether illness-related cognitive appraisals (i.e., illness uncertainty and illness intrusiveness) and emotion dysregulation serially mediate the relationship between childhood adversity and psychological adjustment for emerging adults with chronic medical conditions (CMCs). Participants included 557 undergraduate college students (Mage= 19.53 years, SD = 1.34) enrolled in a Midwestern public university with self-reported CMCs. Participants completed measures of adverse childhood experiences (ACEs), illness uncertainty, illness intrusiveness, emotion dysregulation, anxious symptoms, and depressive symptoms. A path analysis was conducted examining ACEs → cognitive appraisals (i.e., illness uncertainty, illness intrusiveness) → emotion dysregulation → depressive and anxious symptoms. The overall model was significant and predicted 63.5% of the variability in anxious symptoms and 60.2% of the variability in depressive symptoms. All anticipated direct and indirect paths were significant. The current study indicates that greater childhood adversity is indeed associated with negative appraisals of one's CMC, such as greater perceived uncertainty and intrusiveness. Negative illness-related cognitive appraisals thus may limit one's ability to effectively employ adaptive strategies to regulate emotions, which could contribute to greater depressive and anxious symptoms.

Beyond the blues: The protective influence of adaptability and well-being on university students' mental health.

Theoretical approaches suggest that adaptability and well-being could serve as protective factors in influencing mental health. However, it remains empirically unclear how students' prior adaptability and well-being predict depression (and vice versa) in the long term. Hence, using a longitudinal design, the present study explores the reciprocal relations among university students' adaptability, well-being, as well as depression before, during, and after the lockdown resulting from the COVID-19 pandemic. In a sample of 7527 Chinese university students (51.7% female; mean age = 18.38, standard deviation [SD] = 0.77), we measured adaptability, university-related well-being, and depression. Self-report assessments were administered before (Time 1, October 2019), 1 year after (Time 2, March 2021), and 2 years after (Time 3, March 2022) the COVID-19 outbreak in a comprehensive public university in China. Cross-lagged panel analysis revealed that prior adaptability and university-related well-being negatively predicted subsequent depression, even when statistically controlling for demographic factors such as gender, family economic status, and so on. Moreover, results showed positive reciprocal relations between adaptability and university-related well-being. Findings indicate that adaptability and university-related well-being have long-term protective effects on the mental health of university students, which could mitigate the negative effects of COVID-19 or other crises. The implications for practice and suggestions for future research are discussed.

Motivational factors and course difficulty as predictors of teaching evaluations: a study of U.S. undergraduates

ABSTRACT Student evaluations of teaching (SETs) are widely used in higher education to assess instructional effectiveness and inform faculty personnel decisions. However, the factors influencing SETs remain a topic of ongoing research. This study investigated the predictive role of students’ motivation-related perceptions, as conceptualised by the MUSIC model (eMpowerment, Usefulness, Success, Interest, and Caring), and course difficulty in explaining variability in course and instructor evaluations. Participants included 2,949 undergraduate students from 30 courses across various disciplines at a large public university in the United States. Hierarchical linear modelling analyses revealed that students’ perceptions of the MUSIC components were significant predictors of both course and instructor evaluations at the student and course levels. Perceived course difficulty was negatively associated with evaluations, but the effect was smaller compared to the motivation-related variables. The final models explained substantial proportions of variance in course (67.6%) and instructor (65.2%) evaluations at the course level. The findings highlight the importance of fostering a motivationally supportive classroom environment to enhance students’ perceptions of empowerment, usefulness, success, interest, and caring, which in turn, can lead to more favourable evaluations of teaching effectiveness. SETs should be used as a tool to inform instructors’ pedagogical decisions rather than for personnel evaluation. Limitations and future research directions are discussed, including examining the influence of student diversity on SETs and referencing more recent literature.