Tertiary Education Research Articles

Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions

Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.

Integrating Autonomous Learning in University Teaching for Students

Abstract: Autonomy not only plays an integral part in helping students gain academic success when pursuing tertiary education but also boosts the quality of education to meet high demands in society. Another important advantage of autonomy is that it can be a ground preparation to foster students' higher learning. From real social situations and educational changes, this paper summarizes some factors influencing autonomy and some ways to integrate learners' autonomy in teaching in order to help students succeed in their learning process.

Students’ Personal Experience vis-à-vis Personal Interest Towards Philippine Traditional Dances with Respect to Dance Steps, Music, Costume, and Dance History for Preservation Endeavors: Does it Matter?

The primary aim of this research is to investigate the immediate influence of students’ personal experiences and their degree of interest in traditional dances of the Philippines in relation to preservation efforts. Respondents for the study are students from a higher education institution in the Philippines. After obtaining data and performing multiple regression analysis, it was observed that overall personal experience has a direct influence to level of interest. Moreover, students’ personal experience has a direct influence to their interest towards dance steps and costumes, except music and dance history. Therefore, offering a wide range of varied and substantial activities students is imperative, commencing from early education through to their tertiary education years, to enhance enthusiasm and involvement in the safeguarding of these intangible cultural heritages. Limitations and recommendations for physical education teachers in the higher education sector, institutional projects and collaborative efforts, and future research directions are also presented.

Investigating Tertiary Education Students’ Self-Efficacy and Willingness towards Using Online Collaborative Tools for Learning in Kogi State Tertiary Institutions

Online Collaborative tools are computer software designed to help people involved in a common task achieve their goals. Descriptive survey design was used for the study. The study is aimed at Investigating Tertiary Education Students Self-Efficacy and Willingness towards using Online Collaborative Tools for Learning in Kogi State Tertiary Institutions The population of this study comprises all tertiary students of the five (5) selected tertiary institutions in Kogi State. The target population for this study was tertiary education students of the Faculty of Education, Sciences and Arts in selected Federal and State Tertiary institutions in Kogi state. A sample size of four hundred and eighty (480) respondents were sampled using Researchers’ Advisors Model (2006). The findings revealed that there is no significant difference in the opinions of respondents (students) on the available online collaborative tools for learning among tertiary education student in Kogi State Tertiary Institutions. This is because the computed probability is 0.701 which is higher that the p-value of 0.05 level of significance. In conclusion, it was suggested that, among other things that there should be available online collaborative tools for learning among tertiary education student in Kogi State Tertiary Institutions. The study further recommended that tertiary education students should be trained to use online collaborative tools for learning purposes in Kogi State Tertiary Institutions.

Health literacy of rheumatology patients in three clinics in Australia and its association with sociodemographic and clinical characteristics.

To describe and compare health literacy (HL) using contrasting instruments of Rapid Estimate of Adult Literacy in Medicine (REALM) and the Health Literacy Questionnaire (HLQ) in patients attending three Australian rheumatology clinics and their associations with sociodemographic and clinical characteristics. We conducted a cross-sectional study of rheumatology patients at Liverpool (Sydney) and Canberra public hospital clinics and a private Liverpool clinic using the REALM test and HLQ sociodemographic and clinical questionnaires. One-way analysis of variance and multivariate ordinal and binary logistic regressions were used to examine the association between HL and sociodemographic and clinical factors. A total of 278 people participated (111 Liverpool public, 112 private, 55 Canberra public clinic). Compared with Canberra, Liverpool patients were older, non-native English speakers, had less than a tertiary education and were more likely to have comorbidities. A total of 40% of Liverpool public, 29% of private and 13% of Canberra patients had suboptimal REALM HL scores (P < 0.05). Lower REALM scores were associated with male gender, <10 years of education, being born outside Australia/New Zealand and English as a secondary language, but was not associated with clinical characteristics. All nine HLQ domain scores did not differ across sites despite intergroup comparisons as stratified by REALM bands. Completing 10 years of schooling was associated with better scores in three HLQ scales: 'Navigating the healthcare system' (P = 0.009), 'Ability to find information' (P < 0.001) and 'Reading and understanding information' (P < 0.001). Patient HL as measured by the REALM differed across sites, explained by differences in gender distribution, country of birth, English as the primary language and years of education. HL as measured by the HLQ did not differ across sites and was more informative for understanding differing patient HL needs.

The Enhancement of Statistical Literacy: A Cross-Institutional Study Using Data Analysis and Text Mining to Identify Statistical Issues in the Transition to University Education

Statistics modules are included in most university degrees, independent of the degree area, and this means that many students face these modules underprepared and struggle because of a lack of statistics knowledge. The Maths Support Centre (MSC) in the University College Dublin (UCD) provides support for various mathematics-related subjects, with statistics students being the second-largest cohort of visitors. The overall goal of this paper is to identify the common statistical issues students face during the transition from secondary education to tertiary education. The main data set for this study is the data from UCD students who have accessed the UCD MSC since 2015/16 for statistics support; the categorization of statistical concepts has been made with the statistics module description for each statistics subject at the Universidad Rey Juan Carlos (URJC). First, we conducted a categorization of statistical concepts taught in university (based on URJC’s catergorization); after that, UCD MSC tutor comments were categorized and validated, and subsequently descriptive analyses and text mining were used on the UCD MSC comments to achieve a deeper understanding of the statistical issues. The statistical issues presented were categorized as descriptive statistics (22.8%), probability (44%), statistical inference (29.2%), and statistical software (4%). Students struggled with material that was introduced at university level rather than material seen at secondary level. Our findings on students’ main statistical issues contribute to the development of a suite of evidence-based educational applications and games to support undergraduate students internationally in first- and second-year statistical modules.

Promoting quality education through blended learning during and post COVID-19 pandemic

Purpose The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic. Design/methodology/approach The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study. Findings The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning. Research limitations/implications The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era. Practical implications This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics. Originality/value As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.

Students’ reading self-concepts at an institution of higher learning in South Africa

Background: South Africa’s reading problems are evident in tertiary education, particularly among students studying in a foreign language. Therefore, many reading researchers in South Africa have argued that poor reading skills among tertiary students are a direct result of poor reading skills at school. Some research has found that psychological factors such as test anxiety, self-concept, and attitude have a negative and significant impact on student academic performance.Objectives: Therefore, the current study focuses on self-concept as it specifically explores university students’ self-perceptions as readers.Method: The study followed a qualitative research approach, and a case study design was deemed relevant for the study. A targeted sample of 65 respondents was selected to answer the open-ended questionnaire. Thematic analysis was used to analyse the collected data.Results: The findings showed that university students defined themselves as readers in different ways and their reading self-concepts were based on their reading behaviour. The students specifically described themselves as readers who enjoy reading, analytic readers, or reluctant readers with poor and slow reading abilities displaying inconsistent reading habits; they admitted that they only read for academic purposes including tests and exams.Conclusion: Students’ reading self-concept has implications for reading instruction, student support, choice of reading material, reading motivation, and syllabus design.Contribution: The findings of the study provide data that could create English lecturers’ awareness of their students’ reading self-concepts so that they could change their students’ reading culture.

Examining the Nexus between Tertiary Education Enrollment Trends and Employment Opportunities in Pakistan: A Quantitative Analysis

Examining the Nexus between Tertiary Education Enrollment Trends and Employment Opportunities in Pakistan: A Quantitative Analysis

Significance Of Information Sources To Integrated Pest Management Usage Among Poultry Farmers In Kwara State, Nigeria

Sources of information on the use of combined pest control measures for a sustainable ecofriendly environment are germane in poultry production. A multistage sampling procedure was used to select 120 respondents using an interview schedule. Data collected on socioeconomic characteristics, sources of information, pest prevalence, constraints, and utilisation of Integrated Pest Management (IPM) in Kwara State were analysed with percentages, frequency, weighted mean score, mean, Chi-square, and Pearson’s Product Moment Correlation at α 0.05. The result shows that respondents were members of the Poultry Association of Nigeria (PAN) (96.7%) with mean age and years of business experience were 43.0±9.9 and 7.3±5.8years respectively. Most of the respondents had tertiary education (84.2%) and produced broilers (51.7%) in four cycles a year (57.5%). The most utilized IPM information sources were from co-farmers (68.3%) and workshops (67.5%); with the most prevalent pest being flies (x̅=1.48) and was low for 54.2% of the respondents. The respondents’ most utilised IPM method was the prompt elimination of dead birds from the flock (x̅=2.86) which was high for 60%. However, respondents’ most prominent constraint to IPM usage was the government’s insufficient pesticide subsidy (x̅=2.69); and was high for 60.0%. A significant relationship existed between respondents’ IPM usage and sources of information like family (X2=0.938; p=0.005) and internet (X2=1.000; p=0.000); years of education attainment (r=0.022; p=0.021), prevalent pest (r=0.577; p=0.051) and constraints to IPM usage (r=0.186; p=0.012). IPM information sources positively influence its utilisation, hence such sources should be empowered by the relevant stakeholders for a sustainable eco-friendly environment.

Skin color and socioeconomic inequality: the persistence of colorism among black Jamaicans

ABSTRACT Colorism is an important determiner of life outcomes among Black people. Yet, we know little about how it impacts socioeconomic conditions outside the United States. This study expands the existing literature on intraracial stratification by using Jamaica as a case example. Drawing on data from the 2010 and 2023 waves of the AmericasBarometer social survey, I examine the impacts of colorism on two key indicators of socioeconomic status. Although colorism is often regulated as a “public secret,” findings reveal that it is a significant determinant of socioeconomic outcomes. And while the penalty of skin color has lessened in 2023 for tertiary education and household amenities, it remains for incomplete primary education. Findings thus: (1) provide empirical evidence of the continued significance of colorism within Jamaica, (2) expand the extant literature, and (3) highlight the need for the consideration of “racial” inequality in fostering equity, even in majority African-descended nations.

Changing education landscapes and (in)equality in Wales: An exploration of barriers to tertiary education using linked UK Census and education data

ObjectiveThe Wales Commission for Tertiary Education and Research (CTER) was created in 2024 to oversee a complex system of training and education for adults and young people. The objective of our research was to examine demographic features that prevent or encourage engagement with education after formal schooling, that can be used to inform future CTER strategies. ApproachThis research considered the personal and family characteristics of learners, and evaluated differentials between characteristics in terms of enrolment, progression/exit and completion in different tertiary education settings (Sixth Forms, Further Education, and Higher Education). Using novel data linkages across 5 different data sources, we used household characteristics from the UK Census 2011 to help contextualise the experiences of learners and explore the manifestation of inequalities in the tertiary education system. ResultsThe results indicated that inequities were apparent. Gender, Special Education Needs (SEN) status, and household characteristics including disability, deprivation, socio-economic, occupational and education status’ created barriers to continued engagement in education post schooling. Conclusions and ImplicationsThe complex and disparate nature of data collections was highlighted by the research, whilst the findings offer areas and characteristics that CTER should consider when creating new initiatives or governance systems for the tertiary education sector in Wales in order to reduce persistent inequalities. Recommendations for CTER that were drawn from the research included: 1) a more cohesive approach to data collection across the tertiary sector, and 2) strategies should assess impacts for those experiencing multiple forms of disadvantage.

Knowledge and Perception of Prostate Cancer Screening among Male Employees of a Private University in Ogun State, Nigeria

Introduction: The burden of prostate cancer has steadily increased over the years. Patients in developed countries present with the disease early but contrastingly, men in developing countries present late leading to higher mortality in these countries. This variation in presentation is essentially because of differences in screening for the disease which usually depends on knowledge and perception of screening among men. This study assessed the knowledge and screening of prostate cancer screening among men in a tertiary institution in Nigeria. Methods: The study employs a descriptive cross-sectional study of 211 men who were selected using a convenience sampling method. Data was collected using a structured interviewer-administered questionnaire. Knowledge of prostate cancer was graded as adequate or inadequate while perception was categorised as good or poor both using mean scores. Data analysis was done using IBM SPSS version 22 and presented as tables. P&lt; 0.05 was taken as statistically significant. Results: The mean age of participants was 55.90±7.80 years and most of them (98.6%) had tertiary education as the highest level of education. About three-fifths (58.8%) of the respondents had adequate knowledge while 41.2% had inadequate knowledge about prostate cancer screening. More than half (53.1%) of the respondents had a good perception of prostate cancer screening while 46.9% had a poor perception. The occupation had statistically significant associations with the perception of participants of prostate cancer screening. Conclusion: Knowledge and perception were good among participants who were mostly educated. Occupation was also significantly associated with perception. Educated men may be deployed as peer educators for prostate cancer.

Assessing the implementation of a tertiary care comprehensive pediatric asthma education program using electronic medical records and decision support tools

Background Self-management education is integral for proper asthma management. However, there is an accessibility gap to self-management education following asthma hospitalizations. Most pediatric patients and their families receive suboptimal or no education. Objective To implement a comprehensive pediatric asthma education program and evaluate subsequent self-management knowledge in patients as well as behavior change outcomes reflected in the frequency of asthma related repeat emergency department visits and hospitalization. The program implementation was informed by the Knowledge to Translation Action Framework and the i-PARIHS model for quality improvement and involved several iterative stages. Methods We implemented a comprehensive asthma education program for the families of all children 0-18 years old who had been admitted for an asthma exacerbation to the Children’s Hospital of Eastern Ontario (CHEO), beginning on April 1, 2018. The program was adapted to the stages of the Knowledge Translation to Action Framework including undertaking an environmental scan, expert stakeholder feedback, reviews, addressing barriers, and tailoring the intervention, along with evaluating knowledge and health outcomes. Education was delivered over 1-2 h in personalized individual or small group settings, within 4 wk of hospital discharge. All education was provided by registered nurses or respiratory therapists who were also certified asthma educators. The EPIC electronic medical record was used to facilitate referral and scheduling of asthma education sessions, and to track subsequent acute asthma visits. We compared the frequency of a repeat asthma emergency department (ED) visit or hospitalization within 1-year following an initial asthma hospitalization for children who would have received comprehensive asthma education, to a historical cohort of children who were hospitalized between April 9, 2017 – Apr 8, 2018, and did not receive asthma education. Results The program had a high enrollment, capturing nearly 75% of the target population. Most families found the program to be acceptable and reported increased knowledge of how to manage asthma. We identified a crude overall 54% reduction in repeat hospitalizations among children 1 year after implementation of the asthma education program (i.e. 10.2% (23/225) repeat hospitalization rate pre- implementation versus 4.8% (11/227) post-implementation). In adjusted time-to event analysis, this reduction was prominent at 3 months among those who received comprehensive asthma education, relative to those who did not, but this improvement was not sustained by 1 year (HR =1.1, 95% CI =0.55- 2.05; p-value = 0.6). Discussion Although we did not find long-term improvements in ED visits, or hospitalizations, in children of caregivers who participated in comprehensive asthma education, the asthma education program holds potential given that most patients found it to be acceptable and that it increased asthma management knowledge. A future asthma education program should include multiple sessions to ensure that the knowledge and behavior change will be sustained, leading ultimately to long-term reductions in repeat ED visits and hospitalizations.

Non-Oil Revenue and the Impact on the Economic Development of Nigeria

Nigeria as one of the major oil-producing countries in the world has been diversifying into more non-oil revenue while more attention is paid to tax revenue as it has the potential of taking the country to the Promised Land. As a result, the study sought to examine Non-Oil Revenue and its impact on the Economic Development of Nigeria, leveraging on tax revenue for the period 1994–2023. The objectives of the study examined the effect of corporate income tax, capital gain tax, value-added tax, customs and excise duties on economic growth. Tertiary Education Tax, Stamp duty, and Other Levies were used as controlled variables. Data were sourced from the Central Bank of Nigeria (CBN) Statistical Bulletin and Federal Inland Revenue (FIRS) Statistical Reports. ARDL Regression Analysis was applied to test the hypotheses. The findings revealed that the coefficients of variation for the lag values showed that the RGDP was positively impacted by TDT and CED, while negatively impacted by CIT, CGT, VAT, and SD. The ARDL model's R2 and Adjusted R2 statistics together explained almost 69% of the variation in RGDP, according to the adjusted R2 of 0.518719. This implies that a significant portion of volatility is still unaccounted for despite the model's poor predictive power. The study concluded that the aggregate tax revenue does not show the hope of taking the country to the promised land, as only two (CED and TDT) showed a positive relationship with the economic growth of the country. Thus, it recommended that the Nigerian government need to pay more attention to tax income since it can promote the necessary growth in the nation.

Challenges of Teaching English Language as a Second Language in Sierra Leon

Purpose: English language is not the Language of anyone and no one owns proprietary right over English language not even Britain neither America. The Language has today gained global relevance and it is by far the most widely used Language in the world. The teaching and learning of English are important in Sierra Leone due to its status. English in Sierra Leone is a Second language and it is our official language. It is the Language of the Government, Parliament and the Court. It is the Language that is used in our schools, colleges and universities. It is the Language of instruction in academic institutions. It is a compulsory discipline for secondary education in Sierra Leone. It is compulsory in the first- and second-year levels of tertiary education according to the Tertiary Education Commission policy in the Country. However, the standard of teaching English in Sierra Leone has fallen drastically and the need to examine the challenges of teaching English language as a second language is eminent. Materials and Methods: The Research adopted a mixed method. The use of this methodology plays out in maintaining the validity and reliability of the Research. Findings: The Research shows that the lack of teaching proficiency by the teachers is the most relevant challenge that faces the teaching of English in Sierra Leone. This was seconded by lack of structured department and thereafter the negligence of the Government of Sierra Leone. Implications to Theory, Practice and Policy: The Research recommends that the Government should encourage citizens to study and master the Discipline at tertiary levels through the provision of scholarships and other facilities. Besides, the Government and other stakeholders in education need to invest in the teaching of English language through professional training, provision of learning materials amongst others.

Factors associated with age at first screening for cervical cancer among adult Cape Verdean women: a cross-sectional study

BackgroundCervical cancer ranks third in terms of cancer incidence and mortality in Cape Verde. Understanding the factors associated with the age of cervical cancer screening (CCS) is essential because it helps identify populations at risk of delayed screening, enabling targeted interventions to ensure timely detection and treatment, ultimately reducing the burden of cervical cancer. We examined the factors associated with age at first screening for cervical cancer among adult Cape Verdean women.MethodsData from the 2020 WHO STEPs survey were used. We analyzed data from 1,082 women aged 30–69 years who had ever screened for cervical cancer. Bivariable and multivariable logistic regression models were computed in STATA version 18.ResultsOverall, 30.6% of women in the study had their first CCS before or at age 30. Except for visits to the health facility within the last 12 months, all variables significantly predicted women’s first age for CCS in the crude model. In the adjusted model, women with tertiary education showed greater odds [AORs = 9.85; 95% CI: 4.12–23.54] compared to those with no formal education. Compared to those who were never married, previously married women had significantly lower odds of screening at an early age [AOR = 0.63; 95% CI: 0.39–0.99]. Women without hypertension had higher odds [AOR = 1.66; 95% CI: 1.18–2.34] of early screening compared to those with hypertension. Also, women who were currently working had significantly higher odds of early screening than those unemployed [AOR = 1.49; 95% CI: 1.09–2.04].ConclusionIn conclusion, implementing targeted educational campaigns, addressing socio-economic barriers, and integrating cervical cancer screening into routine healthcare services can increase the early screening uptake among Cape Verdean women. There is a need to integrate CCS in the routine healthcare services of women living with hypertension. Also, the positive association between formal education and age at first screening, it is imperative for the Cape Verdean public health departments to implement comprehensive education programs within schools to promote awareness about CCS.

Unleashing the potential: a quest to understand and examine the factors enriching research and innovation productivities of South Asian universities

South Asian universities play a crucial role in driving economic development through research and innovation. However, these institutions often face challenges that hinder their productivity in these areas. To address these challenges, this study aims to understand and examine the factors enhancing research and innovation productivity in universities across South Asian countries, specifically Bangladesh, India, Nepal, Pakistan, and Sri Lanka. Using panel data from 2009 to 2021, the study employs the newly developed dynamic common correlated effects (DCCE) approach by Chudik and Pesaran (2015a). The results revealed that the factors found to be enriching research productivity, though the impact is negligible, are patent rights, funding for tertiary education, information technology, and publications. However, tertiary school enrollment is not a significant factor. On the other hand, for innovation productivity, the influencing factors with a negligible impact are patent rights, funding for tertiary education, and information technology. In this case, neither tertiary school enrollment nor publications play a significant role. Furthermore, the research productivity of the universities in South Asian countries is negligibly stimulating the countries’ GDP per capita, while the innovation productivity of the universities is not. Moreover, examining these relations using models such as mean group (MG), pooled mean group (PMG), and augmented mean group (AMG) can produce misleading results due to cross-sectional dependence among the units. Nonetheless, PMG outperformed AMG, followed by MG. Policy recommendations were suggested based on the findings.

Integrating the sustainable development goals into health professions’ curricula: using the nominal group technique to guide their contextualisation

BackgroundTo embed the Sustainable Development Goals in health profession education, educators must contextualise them to their profession and geographical region. This study used the nominal group technique to contextualise the SDGs for Australian nutrition and dietetics tertiary education programs by determining the specific knowledge, skills, and values required for graduating dietitians to practise sustainably.MethodsIn 2022, 23 experts in food and sustainability attended a group session that employed the nominal group technique to discuss the Sustainable Development Goals knowledge, skills, and values Australian dietetic students should develop. After the group session, participants ranked the Sustainable Development Goals according to their perceived level of importance for student dietitians. These data were analysed using multi-methods, including a summation of the rankings, directed qualitative content analysis and reflexive thematic analysis.ResultsThe three highest-priority Sustainable Development Goals identified were (1) Zero Hunger, (2) Good Health and Well-Being, and (3) Responsible Consumption and Production, which were then considered with the qualitative findings. The main categories that were generated from the content analysis reflected the broad knowledge, skills, and values student dietitians should develop. The preliminary codes provided specific details for each of the main categories. The thematic analysis generated two additional themes: the importance of Indigenous ways of knowing, being and doing, and authentic experiential learning activities.ConclusionsThe method employed for this study provides a useful framework for health professions to contextualise the Sustainable Development Goals to their profession and geographical region. For this study, the ranking process and the qualitative data analysis enabled the Sustainable Development Goals to be reframed in a way that would be meaningful for dietetic educators and students and demonstrate the interrelatedness of the goals. The direct qualitative content analysis and reflexive thematic analysis identified the knowledge, skills, and values student dietitians should develop.

Crop Farmers' Enterprise Information Needs In Reality Television Show Utilization In Oyo State, Nigeria

The emerging scenario of robust Agricultural Extension and Advisory Services (AEAS) in Africa presupposes the need for Reality Television Shows (RTS) to support AEAS demand and delivery Systems. A variant of the entertainment-education (EE) genre, RTS provides an ample platform for effective AEAS. Given this, this study investigated crop farmers’ information needs in RTS utilization in Oyo State, Nigeria. A four-stage sampling procedure was used to select 140 crop farmers who own a television set randomly, while data was collected with the use of a structured questionnaire on respondents’ characteristics, perceived benefits and constraints to utilization of RTS and information needs on farmers’ crop enterprises from RTS. Data were analyzed using frequencies, percentages, means and PPMC at P= 0.05. Findings show that respondents were predominantly male (68.6%), married (65.7%) with tertiary education (40.0%), while mean age, farming experience and annual income were 46.10±13.395years 11.36±8.83years and N464464.29±95,805.94, respectively. The likelihood of RTS to facilitate the adoption of improved technologies (4.41±3.11) and the provision of information on key factors like marketing channels and production cost (2.73±3.11) were some of the perceived benefits by respondents. However, they had reservations about the language barrier (2.3643±4.9081) as a constraint to the maximal exploitation of the potentials of RTS. Respondents’ information need was high for irrigation system (2.61±2.54), harvesting activities (1.96±0.81), and marketing outlets (3.00±2.05), across production, harvesting and marketing information needs. It is recommended that proposed RTS should use local language for RTS dissemination, while addressing the most pressing information needs of the crop farmers.