Academic Staff Training Research Articles

HUMAN RESOURCE MANAGEMENT AND TEACHER ENGAGEMENT NEXUS: A STUDY OF PRIVATE SCHOOLS

This study comprehensively examines the human resource management practices implemented by administrators in private schools within the Ayawaso West Municipality of the Greater Accra Region of Ghana. It specifically highlights the critical aspects of academic staff recruitment, appraisal, and training. Utilizing the Resource-Based View (RBV), Herzberg’s Two-Factor Theory, and Human Capital Theory, a robust quantitative approach was adopted, gathering data through structured questionnaires completed by 100 respondents, including both school administrators and teachers. The analysis was conducted using descriptive statistics, such as frequencies and percentages, to effectively assess respondents' perceptions of various human resource practices. The findings compellingly demonstrate that effective human resource strategies involve the provision of comprehensive orientation and induction programs, targeted on-the-job training, and systematic training needs assessments. Moreover, recruitment and selection processes are enhanced by offering study leaves for further education, promoting initiative among teachers, and establishing a clearly defined reward management philosophy. Additionally, the study reveals that appraisal and training are strengthened through performance feedback, guidance and counseling services, and support with academic matters. Based on these findings, it is recommended, among others, that school administrators elevate their human resource strategies by incorporating continuous professional development opportunities and cultivating supportive work environments, both of which are essential for enhancing staff performance and retention.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0502/a.php" alt="Hit counter" /></p>

Digital Literacy as a Tool for Enhancing Access and Utilization of Digital Information - A Case Study in Kenya

Technology is pervading every aspect of our lives. Therefore, the skills to navigate and accomplish tasks through technology have to be developed. Digital literacy is a tool for promoting effective access to and utilisation of digital information. This study investigates the adequacy of digital literacy skills among academic staff in selected public universities in Kenya. Data was collected using questionnaires and interview guides from 113 participants comprising 86 academic staff, 23 library staff and 4 university librarians. SPSS was used to analyse quantitative data while qualitative data was analyzed thematically. The findings showed that academic staff believed to be digitally literate could not practically use the skills in accessing and utilizing digital information. The study recommends continuous digital literacy training for both academic staff and library staff.

Use and Acceptance of Open Educational Resources in Library and Information Science Departments in South African Higher Education Institutions

Technology advancement has caused various changes in education, a phenomenon which demands academics to keep up with these changes. Covid-19 caused multiple educational challenges, as online teaching had to be adopted and implemented quickly. The scarcity of online teaching and learning resources has been one of the major problems in South African education. The establishment of open educational resources (OERs) came with some solutions during the trying times of the pandemic, where direct contact with other people was significantly reduced. OERs are educational materials in the public domain introduced with an open licence, such as digital textbooks, research papers, lecture notes, assignments, tests, projects, audios, videos, and animations. It emerged in this study that library and information science (LIS) departments have some awareness of OER. LIS staff employ OERs in their work. However, LIS students rarely utilise them in their studies. It was discovered that LIS departments experience challenges regarding the awareness of copyright, technological problems, quality assurance, and a lack of understanding OER. It can be concluded, based on the findings, that LIS departments were not fully prepared for the changes (moving to online learning) implemented in response to the pandemic. Thus, the study recommends that there should be improved OER awareness, academic staff training, workshops, adequate ICT infrastructure, and improvement of technical skills to increase the utilisation of these resources in LIS departments. This paper depicts an overview of OER and the involvement and opportunity it holds for library and LIS professionals.

Optimizing quality enhancement cells in higher education institutions: analyzing management support, quality infrastructure and staff training

PurposeThis study aims to investigate the relationship between management support, quality infrastructure, staff training and the effectiveness of quality enhancement cells (QECs) established in higher education institutions.Design/methodology/approachData were acquired via a structured questionnaire dispatched to faculty members across 12 public and private universities, primarily situated in Punjab, Pakistan. Among the 200 questionnaires distributed, 180 were retrieved and 140 were deemed valid. The proposed relationships were examined using SPSS–25 and PLS–SEM.FindingsThe results show a positive and significant relationship between management support, quality infrastructure and staff training with QECs' effectiveness. The study also highlights that the effectiveness of QECs is “Good” in only two of the 12 universities, while in most universities it is “Barely Acceptable”. Furthermore, QECs' effectiveness is slightly better in public universities compared to private institutions.Research limitations/implicationsThe study employs convenience sampling and a cross-sectional approach, focusing on faculty members from 12 universities, primarily in Punjab, Pakistan. To enhance future research, larger samples and probability-based sampling should be considered, while involving quality managers and students for a broader perspective.Practical implicationsThe research suggests policymakers and university leaders should strengthen their support by providing resources, quality infrastructure and training for academic and administrative staff. This would enhance the effectiveness of QECs and improve the overall quality of education in both public and private universities.Originality/valueThis study contributes to the literature on quality assurance in higher education by emphasizing the significance of QECs concerning management support, quality infrastructure and staff training – areas that are often overlooked in Pakistani universities.

STAFF TRAINING AND ACADEMICS JOB PERFORMANCE IN TERTIARY INSTITUTIONS IN NIGERIA

This research explores the nexus between training programs and the job performance of academic staff in Nigerian tertiary institutions, relying on secondary data gleaned from both print and online sources. Through a comprehensive review of publications, we discerned a pivotal relationship between consistent academic staff training and heightened job performance. Our findings underscore the positive impact of training on the effective implementation of teaching, research, and community service programs by academicians. The study's conclusion emphasizes the integral role played by ongoing training initiatives in shaping the performance landscape within tertiary institutions. Academic staff, when equipped with diverse skills through continual training, exhibit enhanced proficiency in executing their responsibilities across teaching, research, and community service realms. This research contributes valuable insights to the discourse on professional development within academic settings. In light of our discoveries, we advocate for the establishment of structured training programs tailored to the unique demands of academic roles. These initiatives, supported by continuous professional development and institutional backing, stand poised to elevate the overall performance of academic staff in Nigerian tertiary institutions. This paper serves as a call to action for educational institutions to prioritize training as a strategic investment in the advancement of higher education in Nigeria.

Artificial Intelligence for Education and Research: Pilot Study on Perception of Academic Staff

Artificial Intelligence (AI) tools have been used across various sectors of the global economy. The use of AI has been associated with both benefits and drawbacks, which is why the goal of this research was to identify the attitudes of academic staff of higher education institutions (HEIs) towards using AI for both academic and research purposes. To attain the goal, there was designed a questionnaire, which was distributed to members of academic staff of different biological genders and ages from 10 European countries. Irrespective of biological gender, age, or country, responses were similar. First, academic staff emphasized the importance of having AI-related regulations at HEIs. Second, academic staff were positive about using AI for information searchers and preparation of teaching materials. Third, academic staff were concerned about AI-related plagiarism issues, which is why they were reluctant to approve the AI use for research and thesis writing. Fourth, slightly more than 40% of the respondents indicated the use of AI. This points to the lack of AI skills among academic staff, which was further supported by a set of basic purposes for which AI was claimed to have been used. One implication of this research relates to the organization of the study process. Managers of HEIs should introduce institutionalized training in AI for academic and research purposes for academic staff to promote digital equality. Another implication of the study relates to the areas of AI training for academic staff. It should cover the topics of AI for the design of teaching materials, formative and summative assessment, and plagiarism check.

Factors Militating Against the Effective Execution of TET Fund Approved Projects in Northeast Zone Nigeria: Implication for Policy

The study examined the Factors Militating against the effective execution of Tet Fund approved Projects in Northeast Zone Nigeria: Implication for policy. The objectives of the study are to examine the efficiency of conduct and accessing of approved Tet fund projects on growth development in polytechnics in the Northeastern States and to examine the state of effective Administration of Polytechnics strategies in utilizing of Tet fund Grants in Northeast Zone. Data were collected from primary source and secondary source for the study. However, as a survey study the data for the research will be collected through questionnaire and interview, The research design used for this study is both quantitative and qualitative. The study area is Northeast zone, Nigeria. And the data collected will be analyzed using STATA statistical tools. Based on the findings it was found that the amount allocated to the polytechnics in the Northeast is not sufficient to cover staff request on training and development, execution of capital projects. The study recommends that Tet fund should review the amount allocated to each polytechnic to cover their request (training and development and capital project). Also, whenever funds are allocated to institutions and are not assessed, such funds should be roll over or reallocated in the next year budget, again TET Fund need to embark on periodic evaluation and supervision of projects it is supporting or funding in higher institutions in the region. This evaluation and supervision should not be restricted to capital projects alone. Projects on manpower development like academic staff training, conferences, workshops, engineering fabrications, supply of equipment among others should also be subjected to severe evaluation and supervision by TET Fund.

User Perceptions of Academic and Clinical Electronic Medical Records in an Undergraduate Nursing Program

Background: Electronic Medical Records (EMRs) are a widely used technology within health care. Nursing students require preparation during undergraduate education for the use of EMR. Nursing educators in universities also need to be proficient with EMR. This study reports the experiences and attitudes of nursing students and nurse educators using a simulated Academic Electronic Medical Record (AEMR) system within a nursing degree. Aim: To determine nursing student and nursing educator experience with and attitudes towards EMR and AEMR. Methods: Nursing students across three years of a Bachelor of Nursing program and nurse educators teaching with an AEMR system completed an online survey. Results: Findings from participating nursing students (n=103) revealed a favourable view of the learning and clinical relevance of AEMR (87.5%). Less than half (45.5%) of the surveyed students had been exposed to EMR whilst on clinical placements. In contrast most of the students (38.8%) who had been employed in a health care setting within the previous five years had used an EMR. Nurse educator responses (n=7) showed that most (n=5) had experience with EMR and viewed AEMR as important for student learning, with fewer (n=3) regarding it as an easy system to use. Conclusion: The survey revealed that both students and educators were satisfied with AEMR - and that AEMR use was acceptable for use in the University setting. However, the survey shows student exposure to EMR on placement is low. AEMR applications have the potential to bridge the gap in student experience however adequate support and training for academic staff in the use of AEMR is required.

Self-harm in university students: A comparative analysis of data from the Multicentre Study of Self-harm in England

BackgroundIncreases in poor mental health and suicide have been identified among university students in the UK. However, little is known about self-harm in this group. AimsTo describe and identify care needs of university aged-students who self-harm via comparisons with an age-equivalent non-student group who self-harm. MethodsObservational cohort data from The Multicentre Study of Self-harm in England were used to investigate students aged 18 to 24 years who presented to emergency departments for self-harm, 2003 to 2016. Data were collected via clinician reports and medical records from five hospitals in three English regions. Characteristics, rates, repetition, and mortality outcomes were investigated. ResultsThe student sample included 3491 individuals (983, 28.2 % men; 2507, 71.8 % women; 1 unknown) compared to 7807 (3342, 42.8 % men; 4465, 57.2 % women) non-students. Self-harm increased over time in students (IRR 1.08, 95%CI 1.06–1.10, p < 0.01) but not in non-students (IRR 1.01, 95%CI 1.00–1.02, p = 0.15). There were differences in monthly distribution of self-harm with more presentations by students in October, November, and February. Characteristics were broadly similar, but students reported more problems with studying and mental health. Repetition (HR 0.78, 95%CI 0.71–0.86, p < 0.01) and mortality (HR 0.51, 95%CI 0.33–0.80, p < 0.01) were lower in students than non-students. ConclusionsSelf-harm in students may be directly related the student experience, such as academic pressure, relocation, and the transition to independent living. Wellbeing initiatives targeting these factors, alongside mental health awareness training for academic and non-academic staff may help to support students at risk.

ASSESSMENT OF INFORMATION AND COMMUNICATION TECHNOLOGIES ADOPTION AMONG ACADEMIC STAFF OF AGRICULTURE IN TERTIARY INSTITUTIONS IN KATSINA STATE, NIGERIA

The study examined the information and communication technologies adoption among academic staff of agriculture in tertiary institutions in Katsina State, Nigeria. The population of the study consisting of 122 academic staff teaching Agriculture in tertiary institutions in Katsina State and entire population was used for the study. Data were collected using structured questionnaire and analyzed using both descriptive and inferential statistics. The result reveals that 37.2% of the respondents were within age bracket of 41-50 years with a mean of 51 years. Majority (94.2%) of the lecturers were married and 44.5% of respondents had 1-5 in their household with a mean of 8 persons. More than half (53.2%) of respondents had a Bachelor Degree. The result further revealed that 43.4% of the lecturers had a teaching experience of 16-20 years with a mean of 15 years and 21.3% are assistant lecturers. The results further revealed that, GSM had high adoption level in the study with a mean of = 3.00, search engines = 2.94, E-mail = 2.84, computer = 2.91 and printer = 2.65. The regression analysis result reveals that age of the lecturers and teaching experience were positive and significant (P≤0.01), Household size and educational level were also positive and significant (P≤0.05). The major constraints that hinder adoption of ICTs in the study area were computer Illiteracy = 3.75, unstable power supply = 3.76, poor economic conditions of the academic staff = 3.56, changes in Government policies = 3.66, limited technical support from institution = 3.54, Internet and electronic insecurity = 3.64. The study concluded that, socio-economic characteristics of academic staff play a significant role on the adoption of ICT facilities for lecturing, research and records management in Tertiary Institutions in Katsina State. It is recommended that, there should be a policy of continuous training of academic staff on the use of modern ICTs for improved job performance and delivery, relevant government agencies should make effort at ensuring steady power supply to increase the effective use of ICT facilities by the academic staff in the study area.

The Need to Focus on Digital Pedagogy for Online Learning

Abstract As pedagogical approaches to teaching and learning continue to evolve to meet the needs of students in a rapidly changing, globalized world that is heavily influenced and reliant on digital technologies, it is anticipated that the learning environments in Higher Education will also be transformed. Consequently, this transformation of learning environments is often synonymous with the adoption of and continued focus on the potential benefits of online learning in the Higher Education sector. It is within this context that this paper reports on a small-scale case study in a large Nordic university where the learning management system, Blackboard was piloted and implemented using a top-down approach consisting of the comprehensive training of academic staff, students and support staff. The explorative approach used in this study identifies three common themes in the data as it follows a group of academic beta testers (N=23) who are involved in the initial phases of implementation. The study explores the educators’ primary use of Blackboard, whilst attempting to understand how academics perceive and interpret the role of online technologies to support effective pedagogical practices. Drawing on data from participant interviews, the study highlights the need for increased academic support for online learning design and a renewed focus on staff development of effective pedagogical practices

On the effectiveness of remuneration of public universities’ lecturers in Poland

RESEARCH OBJECTIVE: The aims of this article are: (1) to define the role of remuneration of academic staff in shaping human capital; (2) to present the dynamics of changes in the remuneration of lecturers in Poland and its comparison with changes in the minimum wage, economic growth and the inflation rate; (3) to propose a model of changes in the minimum wage of a professor as a function of changes in the minimum wage.&#x0D; THE RESEARCH PROBLEM AND METHODS: In order to ensure the proper level of training of academic staff, it is necessary to implement a remuneration system to attract and retain the best staff. To that end method of analysis and logical construction was used, which allowed to present a method for optimization of remuneration of academic staff in Poland.&#x0D; THE PROCESS OF ARGUMENTATION: The insufficient funding in Polish higher education was identified, especially the low-level of salaries of academic staff in relation to the their high responsibility. Then, the dynamics of change of professor’s minimum wage, the national minimum wage, the GDP, and the CPI were analyzed and compared. On these basis, a model for remuneration of academic staff in Poland was proposed.&#x0D; RESEARCH RESULTS: The results showed that the minimum wage of a professor in 2012–2023 grew slower than the minimum wage on average, and in 2023 it is approximately twice as high as the minimum wage. As a solution to the problem of determining the professor’s remuneration, the article proposes a model that will transparently determine the change on an annual basis.&#x0D; CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: With regard to higher education, an appropriate remuneration system allows for the creation of academic staff that guarantees high-quality education in all aspects, i.e. theoretical knowledge, practical knowledge and cognitive skills.

Professional training of future academic staff and digitalization of education: analysis of mutual influences

Today’s modern society is developing quite dynamically due to the use of the latest technologies and their implementation in quotidian life. The same trends are characteristic for the development of higher education and all participants involved in this process. The purpose of the article is to analyze the mutual influence of the professional training of future scientific and pedagogical workers and the trends of education digitization. Particularly, the importance of acquiring digital competence was established – the importance of this process was confirmed by the use of content analysis of the literature: search engines found 60 most concerning articles for the years 2015–2023. In the results, materials of empirical and theoretical content were elaborated. It should be noted that students in Ukraine are not enough competent in the use of igital technologies, but some of them have not completely realized the essence of the responsibility and academic integrity regarding the use of various sources. The results also show that there are a number of difficulties (for example, lack of motivation and knowledge about digital competencies) in the professional training of future scientific and pedagogical workers using digital technologies. The conclusions summarize that digital skills will become especially relevant in the future, so the training of teachers and scientists should pay great attention not only to the use of digital technologies and resources in teaching, but also theoretical counseling, the formation of students' ability to critically perceive the digital content. Therefore, the system of professional training of future scientific and pedagogical workers should focus on the formation of digital literacy, critical thinking, and information competence of students. At the same time, the mutual influence on the digitalization of education is possible. Thanks to the cooperation with employers, teachers will change the content of training in accordance with the current requirements of the labor market, so digital training mechanisms will also need an improvement.

Perspectivas y retos de la formación doctoral en América Latina

This paper describes the perspectives and challenges of doctoral education in Latin America, as it is a process of fundamental social importance, due to its potential contributions to the development of knowledge. Based on a well-founded analysis, it is revealed that doctoral education in this region is growing significantly, as Higher Education Institutions increase this academic offer, after fulfilling the requirements imposed by the regulatory and control agencies in their countries. It should be noted that there is a risk of low-quality doctoral education, which, while providing a greater number of doctoral graduates, has limited impacts on scientific production. Therefore, the promotion of suitable academic environments for doctoral education, the continuous advanced training of academic staff, the creation of doctoral programs in strategic areas, the development of quality doctoral education, the creation of scientific communities and national and international inter-university cooperation emerge as themain challenges which, if overcome with solvency, will make it possible to educate doctors capable of contributing to scientific production, promoting social development and contributing to the reduction of Latin America's dependence on knowledge producedin developed countries.

The impact of monitoring and evaluation of Tertiary Education Trust Fund in human capial development among Nigerian universities

This study abstract was designed to examine the concept of monitoring and evaluation of tertiary education trust fund (TETFUND) in human capital development among Nigerian universities, the under-funding process of universities, poor academic staff training and development which are said to be the major causes of brain drain within the university community. The study also examined the major effects of poor human capital development, ineffective stimulus grant intervention by government at both federal and state levels as well as counterpart funding of Nigerian public universities.The study adopted the qualitative approach and the qualitative approach designed to evaluate and review past work done by previous researchers and as well facts and results from different sources. The population of Nigerian tertiary institutions stands at 226 federal, polytechnics and colleges, but the study specifically studied 91 public universities in the country. The method of data collection is the review of past analysis, participant observation and statistical and data results. The findings of the study noted that due to the huge population of Nigeria, the current 6% educational budget for the country is too low, with a population of two hundred million, the educational budget should commiserate with the size of the gross domestic product (GDP). The study also indicates that human capital development, monitoring and evaluation in the university system is lacking compared to what is obtainable in the budgetary allocation of the educational sector of other countries and these has led to the major issues and causes of brain and drain. Monitoring and Evaluation in human capital development are said to be interrelated most especially in terms of research, human resource management and man powerdevelopment of skill and unskilled employees. the study recommends that effectiveness of more research grants and funding for universities, extensive program for manning research, drastic reforms in the education sector to meet the 21st public policies and create employment opportunities for graduates, conducive environment by government, which will create investment in the education sector.The study recommended that much emphasis should be laid on public universities in Nigeria, therefore there is a need public college of education and polytechnics to be considered in future research. Furthmore, this study, being a qualitative study, it is pertinent for a quantitative approach to be adopted in future study and reference.

Provisions Regarding In-Service Training of Academic Staff in Law No. 2547 and in Other Legal and Administrative Regulations in Türkiye

The subject of this study is the academic staff and the legal regulations regarding the training and development of academic staff. The main purpose of the study is to clarify the subject by explaining both the related concepts and the relevant texts of the law and to fill the literature gap on the subject. Based on the qualitative research approach and content analysis research design, the main sources are the relevant legal and administrative regulatory acts. These sources are the Higher Education Law numbered 2547 and the Law No.7100, which provides amendments to this law, the Regulation on the Principles to be Followed in National and International Employment No.18214 which clarifies the related law texts, the provisions of the amended regulation numbered 30297, The Higher Education Personnel Law No. 2914, and finally, the Academic Staff Training Program Directives of the universities. All in all, there are some important legal and administrative regulatory acts on academic staff training in Türkiye. However, numerous legal and administrative regulations, excessive diversity and inconsistency in practices render this specific legal domain complicated. Furthermore, due to the lengthy process of academic staff training and development, higher education suffers from faculty understaffing.

A unified approach to faculty development

Due to the effect of the global pandemic and rising student cohort numbers, simulated practice placements are being implemented into nursing curricula. To deliver simulation-based education (SBE) within the Higher Education Institutions (HEI) staff must be adequately prepared. For SBE to be effective, thoughtful consideration to appropriate staff training is important [1]. A structured unified approach is more beneficial as it sets the same aspirations and contributes to a shared philosophy [2]. This unified approach meant both Health Board and HEI staff were being trained to delivery simulation in the same way, which was new for this HEI. Creating a faculty for simulation emulates a community of practice and also comprises essential networking with other simulationists [2]. It helps support Benner’s novice to expert theory as staff start of as novices and subsequently develop emulating that robust educational training for SBE faculty development is essential [3]. Importantly, it addresses quality assurance and governance frameworks in meeting the requirement of the International Nursing Association for Clinical Simulation Learning (INACSL) [3], Association for Simulated Practice in Healthcare (ASPiH), and Nursing and Midwifery Council (NMC) standards. The overall aim of this innovation was to implement a unified approach to faculty development training for academic staff within an HEI. Three training sessions were delivered in January and February 2022. HEI staff attended a one-day session. Health Board Simulation Educators facilitated the sessions for the HEI Academic Staff. Using a unified approach to this faculty development had a positive outcome in supporting HEI staff to be upskilled in the delivery of SBE. It has also resulted in the subsequent development and implementation of a 2-day training course comprising the following sessions: Session 1 – Introduction to clinical skills and simulation and writing learning outcomes and scenarios; Session 2: Technology supporting simulation; Session 3: Preparation, briefing, and debriefing; Session 4: Running an immersive simulation session. This in-house training programme will continue to be delivered to HEI staff undertaking SBE and evaluated. Using a unified approach enhances the quality and parity of the delivery of SBE within the HEI. A unified approach to faculty development within the HEI will continue to be delivered to upskill staff in SBE. Collaboration with clinical partners in faculty development is crucial in the delivery of SBE to ensure a unified evidence-based approach. 1. Bryant K, Aebersold ML, Jeffries PR, Kardong-Edgren S. Innovations in simulation: Nursing leaders’ exchange of best practices. Clinical Simulation in Nursing. 2020;41:33–40. 2. Peterson DT, Watts PI, Epps CA, White ML. Simulation faculty development: a tiered approach. Simulation in Healthcare. 2017;12(4):254–259. 3. Hallmark BF. Faculty development in simulation education. Nursing Clinics. 2015;50(2):389–397.

Teaching in a Pandemic: An Exploratory Study into University Instructors’ Perceptions of Work-from-Home Opportunities and Challenges during the COVID-19 Lockdown in South Africa

Recent studies have investigated the impact of the COVID-19 pandemic on the economy, organisations, and education in South Africa. However, research on the work-from-home opportunities and challenges during the COVID-19 lockdown is still scarce in the context of South Africa. This study, therefore, explored university instructors’ perceptions of work-from-home opportunities and challenges in South Africa. The study, guided by the SWOT analysis as the theoretical framework, was located within the qualitative research paradigm. It leveraged a sample of ten academics drawn from the Faculty of Education at a rural-based university using a purposive sampling technique. Data were collected using a semi-structured interview and analysis was thematically performed. The findings revealed that WFH arrangements offered opportunities for working from home without incurring the cost of travelling, saved commuting time, provided new ways of teaching and learning with evolving digital platforms, and allowed for prioritising of time for self-development and relaxation. WFH challenges included social isolation, disconnection from colleagues, fatigue from performing monotonous routines daily, inadequate data, and poor internet connectivity. Thus, the study recommends the provision of internet facility support and technological training of academic staff of universities on innovative and pedagogical approaches to teaching and learning for blended and/or online teaching in preparation for any similar disruption of education in the future.

Nursing students' perceptions on motivation strategies to enhance academic achievement through blended learning: A qualitative study

Students who are motivated to learn novel knowledge and skills are needed to provide high-quality nursing services. Student nurses increasingly lose motivation as their program progresses due to various factors, especially in light of the recent academic situation with online education. As a result, the purpose of this study is to elucidate ways for improving academic motivation among Saudi nursing people who enrolled in blended learning. This study used a qualitative exploratory study design based on the phenomenological exploration, with 20 nursing students from a prominent Saudi institution. The qualitative analysis of the verbatim conveyed by the student nurses has yielded in the emergence of two main themes; “Extrinsic Motivation” and “Intrinsic Motivation”. Under the first theme the following subthemes emerged; “University support through policy”, “Instructor skills and communication”, “Curricular organization”, “Quality clinical experiences”, and “Conducive blended environment”, while under “Intrinsic Motivation”, the thematic analysis resulted in, “Coping with blended environment” and “Control over learning process”. Educators, students, academic staff, and clinical training are all identified as areas where academic motivation can be improved. In principle, boosting educational quality and instilling a good attitude among nursing students boost academic motivation.

Alleviating cross-cultural challenges of Indian subcontinent students: University staff perspectives

The growth in student numbers from the Indian subcontinent countries has increased exponentially in the Australian higher education system over the past decade. Unfortunately, this growth has not been accompanied by initiatives to address the distinctive cross-cultural challenges faced by this cohort. This paper seeks to identify academic and professional staff perceptions of how they can help alleviate the social and academic challenges faced by subcontinent students. Thematic analysis of multiple focus group interviews established a range of simple initiatives that university staff and decision-makers could introduce to alleviate these challenges. Academic and professional staff should clearly and repeatedly articulate course, assessment and integrity expectations and make use of pre-arrival and orientation interactions. The pedagogic environment should be customised to subcontinent students in the classroom, and written teaching materials should be supplemented with engaging videos, ideally subtitled. The introduction of cross-cultural awareness training for academic and professional staff would improve the learning experience of subcontinent students. Adequate resourcing of academic skills and English language support and mental health support services also emerged as valuable initiatives. The cross-cultural awareness training for academic and professional staff should also be customised to their specific roles.