Senior Lecturer Research Articles

Assessment of Business Education Lecturers on Instructional Delivery in Colleges of Education in Kaduna and Kano State

The study assessed the business education lecturers on instructional delivery in colleges of education in Kaduna and Kano State. Two research questions guided the study and two null hypotheses were formulated and tested at a 0.05 level of significance. The descriptive survey research design was used for the study. The population of the study comprised 32 business education lecturers from the Federal Colleges of Education, Kano (FCE Kano and FCE (T) Bichi), Kano State College of Education, Kumbosto, Federal College of Education, Zaria and Kaduna State College of Education, Gidan-Waya, Kaduna State. Since the population size is manageable, the researchers used all populations, and so, there was no sample size for the study. The researchers developed a structured questionnaire for data collection. The instrument was validated by two experts from the rank of senior lecturer and above from the business education department of Ahmadu Bello University, Zaria. Cronbach Alpha method was used to test the reliability of the instrument which yielded a coefficient value of 0.90. Mean and standard deviation was used to answer the research questions while Analysis of Variance (ANOVA) was used to test the two null hypotheses formulated for the study at a significance of the level of 0.05. The findings revealed among others that Business education lecturers give prompt feedback on students learning outcomes. Based on the findings of the study, it was recommended among others that, the college authority should employ more lecturers in the area of business education programmes for comprehensive curriculum delivery to the students.

Pedagogical Challenges Facing The Teaching Business Studies in Secondary Schools in Bauchi State, Nigeria

The study determines the Pedagogical challenges facing the teaching of business studies in Bauchi State, Nigeria. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. The descriptive survey research design was used for the study. The population of the study comprised 248 business studies teachers from secondary schools in Bauchi State. Since the population size is manageable, the researchers used all populations. The researchers developed a structured questionnaire for data collection. The instrument was validated by two experts from the rank of senior lecturer and above in the department of Test and Measurement of Nasarawa State University, Keffi. Cronbach Alpha method was used to test the reliability of the instrument which yielded a coefficient value of 0.77. Mean and standard deviation was used to answer the research questions while a t-test was used to test the two null hypotheses formulated for the study at 0.05 level of significance. The finding indicated among others, that some Business studies courses are taught mostly by unqualified teachers. Data analysis revealed that some of the teachers were not familiar with the curriculum and since some of the teachers were not trained, they set internal examinations that only tested the low levels of the cognitive domain that is knowledge and comprehension while the national examinations tested all the levels of the cognitive domain. The study concludes that the Government should employ qualified lecturers in the area of Business Studies in the state, providing appropriate resources, retraining teachers in pedagogical competency needs. Appropriate recommendations were made including retraining of the teachers.

Persepsi Para Pemangku Kepentingan Atas Kemampuan Pemelajar Matakuliah Bahasa Inggris Pada Sebuah STIE di Jawa Barat

This study aimed to examine the ability of English learners at a business school in West Java and whether there were differences in perceptions among stakeholders regarding the ability of learners. This research was part of the English curriculum design project at the institution. This research used mixed methods. The sampling was carried out in a non-random stratified manner. Subsequently, the questionnaires were distributed to various stakeholders. We managed to capture 90 students’ questionnaires, 8 questionnaires for senior lecturers in expertise courses, 5 questionnaires for English teachers, 4 questionnaires from the Institution, and 5 questionnaires from the industry or graduate users. The interviews were conducted with the Institution. Using the nonparametric chi-square test (two-way chi-square test), the observation value was 28.1937, while the expected value was 13.2767, which means Ho was rejected and Ha was accepted. In other words, students' perceptions of their English language skills were in contrast to those of other stakeholders (English teachers, the lecturers, the institution, and the industry). The perceptions of other stakeholders were supported by the results of the TOEFL test which showed the low ability of students. These students' perceptions affected their motivation in learning English because they were satisfied. It is recommended that teachers and institutions straighten the perceptions of these students without being a demotivating factor in learning English at STIE. It would be even better, if teachers and institutions could motivate students so as to eliminate the cognitive dissonance.
 Keywords: Curriculum design, stakeholders’ perceptions, students’ capabilities, english for specific purposes, english for academic purposes, business english

Fostering Students’ Critical Thinking Skills in EFL Advanced Classroom

Today, language educators advocate the teaching of critical thinking skills in colleges and higher institutions because it is said to be one of the fundamental skills that can prepare a potential candidate for the job market in the 21st century. Unfortunately, the development of critical thinking has received little emphasis in Benin educational system. Therefore, this paper presents a study on fostering EFL students’ critical thinking skills in the advanced classroom. Based on a qualitative method, this study aims at exploring EFL teachers’ knowledge of critical thinking and teachers’ view on the importance of developing higher cognitive skills with their advanced learners and to find out how to foster critical thinking in the advanced classroom. To reach this goal, interviews with seven (7) senior lecturers and a focus group of twelve (12) advanced students were used to collect data. The findings reveal that teachers are aware of the concept of critical thinking but in practice, many of them do not teach their students these cognitive skills because to them they are discouraged with the educational system which has regressed in terms of quality teaching. Students are no longer assigned challenging tasks that will enable them to develop their cognitive skills. Besides, many teachers seem to ignore the importance of critical thinking skills for their learners’ career opportunities. However, teachers mentioned group discussion as a strategy for fostering critical thinking in the EFL classroom. Both teachers and students reported that the challenges to meet in order to achieve critical thinking includes students’ poor reading and listening skills, negative attitudes towards learning, class size, content coverage and teachers’ training. Teachers are of the opinion that critical skills should be developed with learner’s right from secondary schools. This will help them to excel in their academic courses.

Research Productivity of Academics in Medicine and Allied Health Sciences Disciplines in Nigerian Universities: A Cross-sectional Multi-stage Cluster Study

Background: Research is the act of inquiry to know and is one of the pivotal points and fundamental goals of a university. It is an important part of an academic job and is believed to be the next most valued part of their duty after teaching. Objectives: This study aims to determine the research productivity of Nigerian academics in medicine and allied health sciences disciplines in Nigeria. Methodology: 177 participants completed a 41- items questionnaire that elicits information on sociodemographic, the institution, the program, and research productivity (research papers, conferences attendance and presentation, and book chapters) using a multistage cluster random sampling of Nigerian Universities. Results: Majority of the included participants were male (70.06%), married (79.14%), and below the senior teaching cadre (38.99%). Majority of the academicians do not have any training overseas (67.06%) and have indicated time as a constraint to research productivity (67.06%). Three papers in the past two years is an indication that Nigerian academics in the medical and allied health sciences, on average, may not be deemed to be highly productive. Professors (16.58+27.14) and those in higher ranks (Readers: 11.84+11.22 and senior lectures 12.58+13.53) have published more papers than their counterparts in the junior cadre (lecturer I and II: 4.87+6.58 and 2.69+3.87). Academics in the present study has a median research grant of zero in the past two years. A simple majority of the participants (55.29%) agree on mandating of PhD for promotion and career advancement of academics. There is no difference in the number of papers published (6.04+10.52 and 7.62+13.21) or conferences attended (7.42+19.14 and 4.04 +4.02) between academics in private and public Universities. Conclusion: Apparently low and dismal productivity by these academics in medicine and allied health sciences affirm the need for capacity building on an ongoing basis.

Leave of absence under the Mental Health Act 1983.

Richard Griffith, Senior Lecturer in Health Law at Swansea University, considers a recent decision of the Upper Tribunal that limits the use of leave of absence provisions when testing a detained patient's rehabilitation.

Reshaping Sustainable University Education in Post-Pandemic World: Lessons Learned from an Empirical Study

The outbreak of COVID-19 has affected people all around the world. Governments had no choice but to put people in self-isolation to stop the spread of the virus. As a result, all companies and educational institutions switched to working or studying from home. The purpose of the study is to investigate the impact of COVID-19 on student teaching and learning in the context of Malmö university. Furthermore, the study proposes recommendations for sustainable post-pandemic education at Malmö University. The study includes ten semi-structured interviews with students followed by a workshop with ten senior lecturers teaching bachelor’s and master’s courses. The study uses snowball sampling to select students for the interviews and senior lecturers for the workshop. A qualitative data analysis technique, thematic analysis, is used for data analysis on the data collected from interviews with students and the workshop with senior lecturers. The results from the study suggested that online education leads to several benefits for students, such as better time management, higher lecture attendance, flexibility, and discipline in their studies. However, the shift to online education has caused a communication deterioration between students and teachers. Less social interaction with other students leads to depression, anxiety, and stress. The recommendations for post-pandemic education include the unified selection of digital learning tools across courses, a designated budget for digital learning tools, training support, and hybrid learning methods. In conclusion, the study proposes blended and hybrid learning to improve higher education at the university, requiring digital tools to minimize students’ communication barriers.

About the Contributors

About the Contributors

Impact of Mentoring Regular Teachers’ Attitude on the Implementation of Inclusive Education at Basic Education in Lafia Metropolis, Nasarawa State, Nigeria.

This study examined the impact of mentoring regular teachers’ attitude on the implementation of inclusive education at basic education in Lafia metropolis, Nasarawa State, Nigeria. The study was premised on 2 research questions and 2 hypotheses The design of the study was quasi-experimental while the population of the study was 539 regular teachers at Basic Education level in Lafia metropolis. The sample size of the population was 42 (26 male and 16 female) regular teachers drawn from 2 schools using purposive sample technique. A 28-item instrument used for data collection was Teachers’ Attitude Scale (TAS) developed by the researchers. TAS was validated 3 lecturers who were not below Senior Lecturer from Federal University Lafia, Nigeria. A pilot study was conducted at Akwangwa, a neighbouring district to the study area. The responses of the respondents were subjected to reliability analysis using Cronbach Alpha. Meanwhile, TAS was polytomously scored and reliability estimate of 0.86 was obtained. TAS was administered to the regular teachers in both the experimental and control groups at both pre-test and post-test stages by the researchers. Research questions were answered using mean and standard deviation while analysis of covariance (ANCOVA) was used in testing the formulated null hypotheses at 0.05 alpha level of significance. The findings of the study revealed that mentorship significantly improved regular teachers’ attitude in the implementation of inclusive education and gender was not found to be a significant factor on regular teachers’ attitude in the implementation of inclusive education at basic education in Lafia metropolis, Nasarawa State, Nigeria. Keywords: Mentoring, gender, inclusive education, attitude, regular teachers DOI: 10.7176/JEP/13-24-10 Publication date: August 31 st 2022

Floods in a Changing Climate. Inundation Modelling

This book is organized into eleven chapters and consists of three parts with different characteristics to discuss. Written by Giulano Di Baldassare as lead author and in certain chapters contributed by other authors: Paul D. Bates, Timothy J. Fewtrell, and Jeffrey C. Neal in Chapter 8; Luigia Brandimarte in Chapter 2; and Ioana Popescu in Chapter 3. Giulano Di Baldassare is known as a researcher and senior lecturer at the UNESCO-IHE for Water Education based in Delft, The Netherlands. His lectures included: hydrodynamics and remote sensing, hydrological statistics, flood management, and others related to fluids and hydraulic field. As an academic, Dr. Di Baldassare has authored more than 30 peer-reviewed journals, 60 other scientific articles, and was awarded the Outstanding Young Scientist Award from the European Geosciences Union. In addition, he applied practical his knowledge to projects relate to flood disaster mitigation, such as the coordinator of the FP7 KULTURisk EC project.

Exploring the Understanding of Technical University Lecturers on Continuous Professional Development in Ghana

The main objective was to determine the understanding of technical university lecturers in Ghana on continuing professional development and the importance it plays in their career prospects. The study was qualitative with a sample size of forty-eighty. The sample was taken from six deans of faculties, six heads of departments, and thirty-six lecturers. The participants were chosen from two technical universities. Two interview schedules were used to interview the participants. The deans and heads were interviewed with a different schedule, and the other was used to interview the lecturers. Some of the research findings included that CPD is any training, activity, or program that improves one’s knowledge, competencies, and skills in their field of specialty. It was also revealed that CPD allows lecturers to develop themselves. The ultimate objective of CPD is to help lecturers be efficient and effective in their teaching to impact their students positively. The study recommends that lecturers above fifty years who do not qualify for study leave with pay to embark on terminal degrees but certify all the criteria for promotion be promoted not above the senior lecturer position. Keywords: Career prospects, Competencies, Knowledge, Professional Development, Skills.

9 - Digital Technologies and Election Management in Zimbabwe: Pseudo-democratic Transition and Contorted Delirium?


 
 
 This article examines the extent to which the adoption of biometric voter registration in election management in Zimbabwe has appeared a phantom on the horizon regarding democratisation. While the emergence of digitalised election management brought with it expectations of credible electoral processes and outcomes in a country with a history of rampant electoral malpractices in manually managed processes, the phenomenon is yet to yield positive results regarding democratisation in Zimbabwe. Despite the shift from manually managed electoral process to a digitalised approach, the quagmire of irregularities has persisted in Zimbabwean elections. This is largely attributable to the trajectory of governance in Zimbabwe which appears to militate against the exploitation of the opportunities presented by digital technologies in democratising elections in the county. This said, the conclusion drawn from this article is that the configuration of political power, particularly issues of the breach of the democratic principles of separation of power and separation of personnel, are disingenuous to technology-induced democratic transition to credible elections. Secondary research was used to obtain data for this article as data were gathered from books, journal articles, newspaper articles and institutional reports.
 
 
 
 
 
 
 Torque Mude, Senior Lecturer, Department of Politics and Public Management, Midlands State University, Zimbabwe. Research Fellow, Regional Integration and AfCFTA Cluster, United Nations Economic Commission for Africa, Sub-Regional Office for Eastern Africa, Kigali, Rwanda. Email: mudetorque@gmail.com; mudeta@staff.msu.ac.zw; torque.mude@un.org
 
 

How to conduct collaborative research studies.

AnaesthesiaEarly View Reviewer Recommendations How to conduct collaborative research studies C. Hughes, Corresponding Author C. Hughes Clinical Research Fellow cara.hughes@glasgow.ac.uk @StudyVerve Unit of Academic Anaesthesia, Critical Care and Peri-operative Medicine, University of Glasgow, UK Correspondence to: C. Hughes Email: cara.hughes@glasgow.ac.ukSearch for more papers by this authorK. El-Boghdadly, K. El-Boghdadly Consultant, Honorary Senior Lecturer @elboghdadly Department of Anaesthesia and Peri-operative Medicine, Guy's and St Thomas' NHS Foundation Trust, London, UK Centre for Human and Applied Physiological Sciences, King's College London, UKSearch for more papers by this author C. Hughes, Corresponding Author C. Hughes Clinical Research Fellow cara.hughes@glasgow.ac.uk @StudyVerve Unit of Academic Anaesthesia, Critical Care and Peri-operative Medicine, University of Glasgow, UK Correspondence to: C. Hughes Email: cara.hughes@glasgow.ac.ukSearch for more papers by this authorK. El-Boghdadly, K. El-Boghdadly Consultant, Honorary Senior Lecturer @elboghdadly Department of Anaesthesia and Peri-operative Medicine, Guy's and St Thomas' NHS Foundation Trust, London, UK Centre for Human and Applied Physiological Sciences, King's College London, UKSearch for more papers by this author First published: 20 July 2022 https://doi.org/10.1111/anae.15814Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

Challenges Confronting Postgraduate Supervision at the National University of Lesotho:

Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors.The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enroll in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field.
 Key words: Postgraduate supervision, constructivism, reflective practice, supervisory guidelines, challenges in supervisory practice

Current and future trends in the teaching of removable partial dentures in dental schools in Malaysia: A cross sectional study

AimsTo investigate, using a validated questionnaire, the teaching of removable partial dentures (RPDs) in dental schools of Malaysia. Materials and methodsA validated questionnaire to investigating trends in the teaching of RPDs in dental schools in Oceania was emailed (in English version form) to Heads of Restorative/Prosthodontics/course coordinators in the 13 dental schools in Malaysia. Follow-up reminders were sent and participants were given six weeks to complete and return the questionnaire. Data was entered into an Excel spreadsheet and results compiled and analyzed. ResultsCompleted questionnaires were received from 13 dental school – a 100% response rate. All schools (n = 13) provided a preclinical technical course in RPD design. In most schools (n = 9, 69.2%), course work was supervised by senior lecturers while rest of the institutions made use of associate professor/professors. There were significant differences (p<0.05) between dental schools in terms of the contact hours dedicated to preclinical teaching. Students received an average of 62 h of instruction. Didactic instruction was the primary focus with practical (78 h) and didactic teaching (32 h). All dental schools (n = 13) provided practical surveyor design teaching (8 h). The staff student ratio for formal lectures (1:61), tutorials (1:29) and lab demonstrations (1:12) were recorded. Majority of the schools (n = 11, 84.6%) employed paired teaching in clinical sessions. All schools (n = 13, 100%) emphasized on increased teaching of RPD design and prescription writing in future clinical RPD courses. ConclusionTeaching of RPDs in Malaysia may be considered sufficient and comparable to the teaching in other parts of the world. Clinical significanceWhilst the teaching of partial dentures at Dental Schools in Malaysia provides the core competencies involved in partial denture design and construction based on sound fundamental, scientific principles they should address the challenges of teaching partial dentures and other areas of dental education including improving working conditions for dental professionals.

Treatment as a whole approach to intervention without consent.

Richard Griffith, Senior Lecturer in Health Law at Swansea University, discusses this provision under the Mental Health Act 1983, to include physical disorders that are increasingly remote from the person's mental disorder.

Topographic Algorithms: Reimagining Environmental Sensing and Representation

Click to increase image sizeClick to decrease image sizeKEYWORDS: “Sensors”“Environment”“Drones”“Algorithms”“Speculative”“Data” Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsRichard A CarterRichard A Carter is an artist and senior lecturer in Digital Media at the University of Roehampton. Carter is interested in examining the more-than-human within digital activities, objects, and environments. Carter’s research is embedded within his artistic practice, meditating on the potentialities of sensing, knowing, and writing at the intersection between human and machinic actors.

Notes on Contributors

Previous articleNext article FreeNotes on ContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreLeora Dahan Katz is an assistant professor at the Hebrew University of Jerusalem Faculty of Law. Her main areas of research include legal philosophy, normative ethics, and the philosophy of punishment, with special interest in blame and retribution. [email protected]Kyle G. Fritz is an assistant professor in the Department of Public Policy Leadership at the University of Mississippi. In addition to his work on moral standing and hypocrisy, he focuses on the consistent application of ethical principles in policy, including conscientious objection and punishment. [email protected]Nathan Robert Howard is an assistant professor in the Philosophy Department at Texas A&M University. He received his PhD from the University of Southern California in 2019. His main research interests concern the relation between virtue and reasons. Along with Mark Schroeder, he is the author of The Fundamentals of Reasons, under contract with Oxford University Press.Daniel J. Miller is a visiting assistant professor at West Virginia University. His research consists of work on blameworthiness and ignorance, the ethics of blame and forgiveness, and moral responsibility and control. More recently he has applied his research to several questions arising in health care ethics. [email protected]Kieran Oberman is a senior lecturer in the School of Social and Political Science at the University of Edinburgh. His research is in various areas of political philosophy, including war, poverty, and immigration.Daniel Telech is a postdoctoral fellow at the Polonsky Academy at the Van Leer Jerusalem Institute. His main areas of research are ethics, moral psychology, and philosophy of action. He is especially interested in issues of responsibility and agency that concern the nature and norms of our responses to persons qua blameworthy and praiseworthy agents. [email protected] Previous articleNext article DetailsFiguresReferencesCited by Ethics Volume 132, Number 4July 2022 Article DOIhttps://doi.org/10.1086/719507 © 2022 The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.

Contributors

Previous article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreJingyang Huang (黄靖洋) is a PhD candidate in the Division of Social Science at Hong Kong University of Science and Technology. His research interests include comparative political economy, Chinese politics, especially local development and government-business relations in China. His dissertation is about China’s security-industrial complex.Enshen Li (李恩深) is senior lecturer at the School of Law, The University of Queensland. His research interests lie primarily in the fields of criminal justice, criminology and sociolegal studies, with a special focus on criminal law and punishment in China. He is the author of Punishment in Contemporary China: Its Evolution, Development and Change (2018) and has published in British Journal of Criminology, Law & Social Inquiry, Social & Legal Studies, Terrorism and Political Violence, and Columbia Journal of Asian Law, among others.Susan McCarthy is professor of political science and program director of Asian & Asian American studies at Providence College in Rhode Island. Her research focuses on the politics of religion and ethnicity in contemporary China.Yuan Teng (滕媛) is assistant professor in the Faculty of Education, Central China Normal University. Her research focuses on sociology of education, rural education, and rural community development in China.Kellee S. Tsai (蔡欣怡) is dean of humanities and social science and chair professor of social science at Hong Kong University of Science and Technology. Her research interests include the political economy of contemporary China, subnational development, informal institutions, and reverse migration in China and India. Recent publications include a coedited volume, Evolutionary Governance in China: State-Society Relations under Authoritarianism (2021), and articles in China Quarterly, Journal of Contemporary China, Politics & Society, Studies in Comparative and International Development, and World Development.Dan Wang (王丹) is associate professor in the Faculty of Education at the University of Hong Kong. She has expertise in the sociology of education. Her current research focuses on issues of education and community development in rural China.Yinxian Zhang (张尹霰) is assistant professor of sociology at Queens College in the City University of New York (CUNY). Her research focuses on political opinion, ideology, and the online public sphere in both authoritarian and non-authoritarian settings. Previous article DetailsFiguresReferencesCited by The China Journal Volume 88July 2022 Published on behalf of the Australian Centre on China in the World at the Australian National University Article DOIhttps://doi.org/10.1086/721029 Views: 243Total views on this site © 2022 The Australian National University. All rights reserved.PDF download Crossref reports no articles citing this article.

Adoption Of Formalized Mentoring Among Academic Staff in Selected Nigerian Universities

The study investigated how mentoring is being adopted and practiced among academics in three universities in Edo State, Nigeria. A survey research design was used. A structured questionnaire was administered to 459 academic staff across the three universities in Edo State. The data collected were analysed using descriptive statistics and the Binomial test. The study finds that mentoring though not formalized was widely practiced in universities in Edo State. Both senior and junior lecturers agreed that mentoring was very important in teaching the younger colleagues how to better perform their jobs. Given the above findings, the study recommends that universities in Edo State should as a matter of necessity formalize the adoption of mentoring among academic staff thus giving it institutional support to make it more effective with measurable outcomes. Also, a mentoring programme of universities should be structured in a way that would incorporate the uniqueness of the different areas of specialization in advancing mentees' career development.