Undergraduate Degree Programs Research Articles

Validation of intercultural competence scale in the Ethiopian context: Exploring the factor structure and psychometric properties among university students.

Although intercultural competence is a crucial factor for university students' academic achievement and inter-ethnic conflict resolution, psychometrically sound intercultural competence scale is not available in the Ethiopian context. The aim of the present study was to translate the original English version of intercultural competence into Amharic language and validate the scale in the Ethiopian context. In the processes of retaining culturally equivalent translated measure symmetrical approach was used. Data were collected from 476 (Male = 244 and Female = 232) arbitrarily selected university students with an age mean of 22.35 enrolled in undergraduate degree programs at Ambo University. The total sample was randomly split into two equal-sized group to execute exploratory factor analysis (EFA, N = 238) and confirmatory factor analysis (CFA, N = 238). The result of the study showed that both EFA and CFA supported a significantly correlated four-factor model of intercultural competence (Attitude, Awareness, Knowledge, and Skills). Moreover, the Amharic version of the intercultural competence scale showed good psychometric properties in terms of content validity, construct validity, internal consistency, and good fit indices to the data. This generally justifies the use of the Amharic version intercultural competence scale in the Ethiopian context. To satisfy the needs of the labor market, universities in Ethiopia should promote intercultural dialogues that improve the intercultural competence of university students.

Psychometric Properties and Factor Structure of the Hamilton Anxiety Rating Scale among Korean University Students during COVID-19

Background The Hamilton Anxiety Rating Scale (HAM-A) is a 14-item instrument that is extensively used in clinical and epidemiological studies to determine the presence of anxiety symptoms. Despite the widespread application of the HAM-A in research, it remains unclear whether the instrument’s construct is best represented as uni- or multidimensional. This study aimed to assess the reliability and construct validity of the Korean version of the HAM-A through its factor structure. Methods Accordingly, a cross-sectional design was employed to conduct an online survey with 252 university students enrolled in an undergraduate degree program for 4 years in South Korea during the recent coronavirus (COVID-19) pandemic. Confirmatory factor analyses (CFAs) were employed to identify the two-factorial structure of the instrument, i.e., psychic/psychological and somatic. Results The results revealed that the reliability and item characteristics were favorable. Confirmatory factor analyses identified a two-factorial structure of psychic/psychological and somatic with a moderate correlation between the two latent constructs, thus suggesting a single overarching construct of anxiety. Conclusion Our findings suggest that the Korean version of HAM-A was found to be a valid and reliable instrument that can be employed to screen Korean university students for anxiety.

Readiness for New Ventures in South Africa Through Entrepreneurship Education: A Reflective Thematic Approach

The purpose of this research is to investigate what factors affect students' readiness to start their own businesses once they graduate from college. Case study research was conducted with an emphasis on an undergraduate degree program at a South African university. Data was collected through semi-structured interviews with 15 program participants and analyzed using a reflective theme analysis method. Our findings suggest that the experiential learning methodology employed at the university increases students' levels of self-efficacy in the realm of entrepreneurship, i.e., their belief in their own abilities to create and run successful firms. They look at the benefits of going into business for themselves with optimism. However, our findings suggest that certain students may lack the confidence to take initiative and try new things, making the social support system of teammates and teachers all the more important for helping them feel safe enough to try new things and succeed.

Reflecting on why transformation students in a comprehensive bursary programme may be academically unsuccessful

It is imperative that higher education institutions reflect on the success of transformation initiatives aimed at providing students with academic, financial, and other support. Programmes such as the Thuthuka Bursary Fund aim to provide students with a comprehensive bursary programme that offers multi-faceted support. By conducting interviews with 11 students who were previously in the Thuthuka bursary programme between 2017 and 2021, and lost their bursary at various stages of their undergraduate degree programme due to poor academic performance, this study qualitatively examined the effectiveness of multi-faceted bursary programmes in an attempt to determine, based on student reflections, what factors were the most prevalent in contributing to their poor academic performance. These students received a comprehensive bursary for student fees, accommodation, and other living expenses. The findings of this study suggest that various factors led to these students losing their bursaries, with the overarching factors including inadequately tailored mental health-focused support and mentoring based on the students’ specific needs. The interview participants noted that many of these support services were offered; however, the students opted not to make use of these. The findings suggest that academic success and the enhancing of wellbeing are interwoven; the specific context of bursary holders should be considered in programme design considerations. Of vital importance is the understanding of students’ backgrounds, as these present unique challenges to their integration into higher education institutions. The stigma ofasking for help should be eradicated as far as possible through specific design choices in the support offered to these students. The findings provide insight that can be used by various bursary programme planners to design their programmes better and to consider the effect of students losing their bursaries in the higher education environment system.

Building More Flexible Special Education Teachers: UDL Integration in a Dual-Licensure Program

In this article, we describe how our general and special education faculty collaborated to infuse the Universal Design for Learning framework into our special education preparation program, a dual-licensure special education and elementary education (K-6) undergraduate degree program. We describe the curriculum reform processes and outcomes of the UDL curriculum enhancement project, along with specific examples from multiple courses. Additionally, we highlight the need to continuously evaluate such efforts so that areas for improvement can be identified and addressed. For instance, we realized that our teacher candidates still needed more support to transfer what they learned about UDL from their coursework to their planning and practice in student teaching. In sum, we did not just create a plan, implement it, and consider it completed. We recognized a gap in the original plan, made improvements, and re-assessed, just as we would expect our teacher candidates to do when evaluating their own practice.

Operationalising the concept of recontextualisation: leveraging pedagogy and learning strategies in higher education practical courses

This interdisciplinary paper brings together scholarship from the fields of education, psychology, sociology and performance to shed light on three pedagogy and learning strategies to support learners recontextualise knowledge between higher education and work contexts. These strategies include offering multiple different types of performance activities and modes of engagement with different types of people (learners/experts, different cultures, ages, etc.). Secondly, it provides spaces to fail and enables testing of personal strategies with limited risk. Finally, it supports students in connecting ideas and experiences from the past, across educational experiences of different performance practices and into wider contexts such as professional work.The research, which is a pilot, recognises the ways in which these strategies align with and operationalise Guile’s (2010) concept of recontextualisation, offering pedagogues tools to support learning in a similar way in which the concept of scaffolding might be seen to operationalise Vygotsky’s notion of the Zone of Proximal Development (ZPD).This pilot study uses semi-structured interviews and a thematic analysis approach with five graduates from an undergraduate drama degree programme in London. We recognise drama as a practical degree subject and as such consider our findings as generalisable to wider practical fields and disciplines, such as engineering and nursing education, and as having international relevance. The work offers a novel approach to conceptualising and evaluating the ways in which students deploy taught knowledge beyond the classroom, in work. It offers and augments arguments around the ways in which students bridge practice and learning from within the HEI and beyond it.

Enhancing Diversity in Undergraduate Degree Programs in Forestry and Related Natural Resources: a Brief Review of Critical Issues and Promising Actions

Abstract Although forestry and related natural resources (FRNR) undergraduate degree programs in the United States have become increasingly diverse in recent years, women and minorities remain underrepresented in multiple disciplines; this is particularly true in forestry undergraduate programs. We reviewed over one hundred reports and publications to help understand the critical issues that must be addressed to enhance diversity in FRNR undergraduate programs. Based on that review, here we summarize eight critical issues in recruiting and retaining a more diverse FRNR undergraduate student body, and we also present promising actions to address the issues. Our goal is to more widely communicate validated ideas and practices, thereby prompting further discussion and effective actions to make more tangible gains in enhancing the diversity of FRNR undergraduate degree programs in the United States in the future. Study Implications: To be effective managers and stewards of forestry and related natural resources (FRNR), professionals must be effective in developing, communicating, and implementing plans and actions. From recommendations for a single stand or forest, to community-level natural resource issues, to state, regional, and national policy decisions, FRNR professionals must be trusted by increasingly diverse stakeholders in our society. FRNR professions can become more diverse in terms of gender as well as race and ethnicity by developing and implementing actions that address specific critical issues in undergraduate enrollment. A more diverse and society-ready cadre of leaders in FRNR will help to ensure healthy biotic communities are restored, sustained, and valued while meeting long-run societal needs.

Using Industry Certifications to Improve the Marketability and Skill Development of Accounting and Finance Students

This article focuses on optional business certifications that students can obtain while they are completing their undergraduate degree program. These certifications can benefit students in the job market and be helpful in supplementing real world business training in curriculum and address any skill gaps. Several business certifcaitons are represented with pertinent information on the process and benefits of certificate completion. The list of certificates is not meant to be exhaustive, but gives a starting point for business faculty looking to provide opportunities for student career development.

Applicants' success in the ethics entrance exam: A cross-sectional study.

Student selection is the first step in recruiting future social and healthcare professionals. Ethically competent professionals are needed in social and healthcare. It is important to select applicants who have the best possible abilities to develop their ethical competence in the future. Values-based recruitment has been used to inform the recruitment and selection of higher education applicants. However, objective and valid tests in student selection are needed. To assess social and healthcare applicants' success and related factors in the ethics section of the universities of applied sciences digital entrance examination (UAS Exam) to undergraduate degree programmes. A cross-sectional design was used. Social and healthcare applicants needed to identify ethical situations in the ethics section of a national digital entrance examination (UAS Exam) in autumn 2019 (between 29 October and 1 November) in 20 Finnish universities of applied sciences. The process for the responsible conduct of research was followed in the study. Ethics committee approval was obtained from the Human Sciences Ethics Committee in the Satakunta region (27 September 2019). Approval to undertake the study was obtained from the participating universities of applied sciences. Participation to the study was voluntary and based on informed consent. The applicants' (n = 8971) mean scores were 7.1/20 (standard deviation 6.5), and 22.7% of the applicants failed the ethics section. Age, previous education, and place of birth (own/parent) explained the applicants' success in the ethics section (total score and failed exam results). Applicants' success in the ethics section varied indicating that future students may have a different basis to develop their ethical competence. This may impact on (new) students' learning, especially in practical studies.

Exploring the interplay between Mindset, Well-being, and Academic Achievement: Mediating role of Metacognitive Learning

The present survey study explores the mediating role of metacognitive learning in the relationship of growth mindset, subjective well-being, and academic achievement. The sample consists of 407 male and female students of the undergraduate degree program at a private university in Pakistan. The data collection tools were the Growth Mindset Scale (Dweck, 1999, 2006), the subscale of Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich & Groot, 1990), the BBC subjective well-being scale (Pontin et al. 2013), and the Academic Performance Questionnaire (Birchmeier et al. 2015). The AMOS statistical analysis suggested that metacognitive learning strategies mediate the relationship of a growth mindset and subjective well-being with academic achievement. Furthermore, the result has suggested a direct relationship between Growth mindset and academic achievement, also there is a positive relationship between Growth mindset and Subjective Well-being. Overall, this study reinforces the idea that having a growth mindset has a positive impact on one's overall sense of well-being. The present study highlighted the importance of metacognitive strategies in enhancing academic performance thus making it necessary to create an environment in academia where students can embrace a growth mindset which will ultimately increase their well-being and emotional health.

Building a Robust Bioeconomy Workforce: A Policy Approach to Bridging the Gap in Undergraduate Experiential Learning

The U.S. bioeconomy is rapidly expanding and is expected to open the door to over a million jobs by 2030. Experiential learning, also known as “learning by doing”, is a critical component of education and training for workers entering the bioeconomy. To prepare students with the skills they need to succeed in the bioeconomy workforce, we recommend that the NSF create a center to develop experiential learning opportunities in biotechnology and biomanufacturing in four-year undergraduate degree programs. These recommendations include prioritizing project-based learning labs and providing coordination and financial support for industry internships that enable students to tackle industry-relevant problems with hands-on projects.

Student Perceptions of Program Quality: The Value of the Commission on Sport Management Accreditation in the Strategic Development of Sport Management Curricula

A routine critique of programmatic accreditation in the academic discipline of sport management is the tangible return from investment in specialized accreditation. As the sole accrediting body offering programmatic accreditation in the field of sport management education, the Commission on Sport Management Accreditation (COSMA) provides members with a systematic outcome-oriented approach to assist in the development of holistic sport management undergraduate and graduate degree programs. A strategic emphasis on professional competencies’ (e.g., Common Professional Components) and student outcomes’ assessment positions COSMA to be of unique value to accredited programs, specifically in the area of curriculum development. Utilizing direct student feedback, this study examined student perceptions of a sport management undergraduate curriculum at a COSMA-accredited institution. Results indicated that undergraduate students found COSMA-accredited sport management courses to be enjoyable, relevant, and of practical value. Findings are illustrative of the significance of programmatic accreditation through COSMA to the sampled institution in both systematic curriculum development and student perceptions of quality.

A Comparison of the Academic Achievement at the End of the Medicine Undergraduate Degree Program Between Students Who Only Used the University Admission Test and Those Who Used the University Admission Test Plus Marks from the High School National Exam (ENEM) at a Single Brazilian Center.

The role of marks in the University Admission Test (UAT) plus the marks from pre-university academic records in predicting academic achievement at the end of the Medicine undergraduate degree program is not completely known. This study was undertaken to compare the performance of marks in the UAT alone with those of the UAT plus marks from the National High School Exam (ENEM in Brazil) regarding students' outcomes at the end of the Medicine undergraduate degree program. Fifty-one (51) students from the last semester (12th) of our Medicine undergraduate degree program were included in the study. They were divided into a group of those who used the marks obtained in the UAT plus the marks obtained in the ENEM (ENEM group, n=9), and those who only used the marks in the UAT (non-ENEM group, n=42). We compared the academic achievement of the non-ENEM group with that of the ENEM group regarding the mean marks obtained in the clerkship, in the Progress Test (PT), and in the Objective Structured Clinical Examination (OSCE). The mean scores obtained in the disciplines of the clerkship were higher in the non-ENEM group compared to the ENEM group (7.32 ± 0.41 vs 6.98 ± 0.31, p= 0.01). Both groups obtained similar mean marks in the OSCE and in the PT. A moderate correlation was observed between the marks in the clerkship with those of the UAT from the non-ENEM group (p=0.00006; r=0.45). Marks of the UAT alone appear to be associated with a higher academic achievement in the clerkship than marks of the UAT plus scores obtained from the ENEM at the end of the Medicine undergraduate degree program.

Designing Outdoor Education Units for the Block

In 2018, Victoria University in Melbourne, Victoria, Australia implemented the VU Block Model® for the teaching of undergraduate degree programs. This was a radical shift from a traditional 12-week semester approach and required a complete overhaul of how outdoor education units would be taught moving forward. However, there is a lack of literature on the block mode delivery for outdoor education. The aim of this discussion paper is to identify the challenges of designing and delivering outdoor education in an intensive block mode. To explore this issue, the paper examines unit design and delivery practices undertaken in outdoor education curricula at an Australian university. A reflective practitioner case study research method was applied, with two units being evaluated. This approach was adopted due to the broad range of variables influencing program delivery and student engagement. The discussion is formed around the three years of experience that the authors have in designing, delivering, and reviewing the two units. The outcomes, observations and feedback presented in the discussion suggest that this process has improved the quality of teaching and learning and the student experience. Findings provide practical solutions for delivering and assessing tertiary curriculum outcomes consistent with a nationally recognised framework.

Overview of undergraduate degree programs related to human development and family science

AbstractObjectiveThe objective of this overview of academic programs related to Human Development and Family Science (HDFS) is to describe the current status of HDFS in the academy.BackgroundHDFS is an interdisciplinary nexus of family science, developmental science, and early childhood education (ECE), often coexisting in academic units.MethodUniversities were identified using Classification of Instructional Programs (CIP) codes in Integrated Postsecondary Education Data System (IPEDS) data. Program information was identified by review of university websites and online catalogs.ResultsSix hundred thirty‐six programs granted 28,000 HDFS‐related degrees in the United States in 2019. Universities are evenly split between public and private and are geographically diverse. Approximately half of programs self‐identify as HDFS, 30% ECE, 15% developmental science, and 5% family science. The largest number of programs (53%) were in colleges of education, but they were widely dispersed across campuses, with self‐identified HDFS programs likely to be in colleges that reflect a home economics heritage. The most common department name was Human Development and Family Studies/Science, but these were only 25% of programs. Department names and degree names reflect an interdisciplinary collaboration of developmental science with family science but were less likely to reflect early education. There was little correspondence between the name of degrees offered and the CIP codes attached to them.ConclusionHDFS has a large and interdisciplinary presence on university campuses but an unclear identity.ImplicationsHDFS needs to clarify its relationship with ECE and to decide whether to standardize its complex and interdisciplinary identity.

Awareness of Copyright Infringement Among Undergraduates of The State Universities in Sri Lanka

Copyright infringement is known as the use of copyrighted works without the permission of the creators, copyright holders or authors. It is a form of dishonesty and a violation of the authors' economic and exclusive rights. In general, copyright infringement activities have taken place in various ways such as theft, piracy, reuse and plagiarism among students pursuing degree programmes in higher education institutions in Sri Lanka. In this backdrop, this study aims to examine awareness of copyright infringement among students pursuing undergraduate degree programmes at state universities in Sri Lanka. The primary and secondary data have been used in the study. The primary data were collected by Self-Administered Questionnaires (SAQ) distributed to 356 of the selected participants. Selected students are continuing their education in 2016/2017, 2017/2018, 2018/2019 and 2019/2020, including general and honours degree programmes. The samples were selected based on Random Sampling Method (RSM). All received questionnaires were analysed in a descriptive way with the help of SPSS (Version-26) and the results were presented by illustrating in the form of tables. According to the results, it was found that 58.1% of participants were not aware that copyright infringement as an academic dishonesty, as well as copyright law (Intellectual Property Act No.36 of 2003) which is enforced by Sri Lankan government in order to protect intellectual properties. 77.4% of the participants proved that copyright infringement is a kind of prohibited act in their own religion (Islam, Buddhism, Christianity and Hinduism). Moreover, the main factors that lead to copyright infringement of study samples were a lack of awareness of copyright law (38%), the high cost of textbooks (64.6%), and the fear of having low greats in semester examinations (77.4%). The findings of present study would be important to stimulate academics, library personnel, university officials, and policymakers to think of ways to prevent the students from engaging in copyright infringements in future. Moreover, it is a firm belief of the researchers that findings of this study could be a remarkable starting point for future researchers.

Sociological insights: Designing pedagogically sound blended learning programs in enabling contexts

Higher education is currently experiencing an increasing focus on the use of innovative teaching methods to engage student cohorts within an atmosphere of shrinking university budgets. In this milieu, blended learning (BL), or integrating audio-visual materials into current face-to-face course designs, has become an increasingly attractive option that increases flexibility for students whilst adhering to challenging budgetary demands. In this paper, implementing BL in two sociology courses of an Australian university???s pathways program will be subject to critical reflection. Enabling pathways are free open-access programs offered to people who do not have the qualifications required for direct entry into an undergraduate degree program. We disseminated a suite of BL modules during 2019. These modules included visual learning objects featuring experts within their disciplinary fields and have a focus on bringing sociological theory into a real-world context. This paper aims to critique this pedagogical practice within a widening participation framework. We will examine the challenges of teaching students from under-represented backgrounds, including flexibility, engagement and infrastructure, and suggest a new pedagogical framework to address these challenges in a supportive environment.

Digital quality’s role in US online higher education

PurposeThe emergence of internet-based business models has given rise to online higher education institutions (OHEIs) that offer their undergraduate and graduate degree programs exclusively online with minimal physical presence. Research on OHEIs discusses the need for external legitimacy and resource acquisition, often ignoring the role of quality among these institutions. Hence, this study aims to investigate the role of digital quality of education on OHEIs’ survival.Design/methodology/approachGuided by four different inter-disciplinary theories, a conceptual framework is offered based on a comprehensive literature review.FindingsThe role of digital quality of education in improving the survival and strategic competitiveness of institutions in the US online higher education industry is highlighted.Research limitations/implicationsThis conceptual paper highlights how the digital quality of education becomes increasingly important over the life cycle of OHEIs.Practical implicationsThe proposed framework suggests that despite the competition provided by traditional and well-entrenched players, OHEIs can improve their survival and competitiveness if they invest strategically in the digital quality of education.Originality/valueThis study offers an overarching conceptual framework developed through an integration of multiple theoretical perspectives and grounded in the US online higher education industry.

Uneven Paths: Agricultural Pathways that Lead Students to Enroll

For colleges of agriculture (COAs) throughout the US, recruitment and retention of undergraduate students is a matter of existential importance. We analyzed personal statements written by applicants accepted to an undergraduate degree program at [State] College of Agriculture and Life Sciences (CALS) to determine what previous interactions with agriculture played an important role in the decision to apply. The 491 students who submitted written materials as a part of their application to CALS described an array of agriculture pathways that we classified as categories of work and volunteer experience, clubs, coursework, personal history, and leisure. Our study found that 319 students, or 65%, described at least one pathway that played a role in their choice to apply. We found that most pathways were dominated by White students. Just 8.8% of students with at least one agriculture pathway were from a minoritized group. Further, we calculated the mean first term [State] CALS GPA (FTGPA) and graduation rate after six years for each of the pathway groups. We found that students who discussed FFA participation had relatively high FTGPAs and graduation rates. Additionally, students intending to become veterinarians had relatively high FTGPA but low six-year graduation rates.

Course Development to Address Gaps in Horticulture Content Standards for Students in an Agricultural Education Undergraduate Degree Program

Agricultural Education teacher licensure programs face a growing list of coursework needed to meet requirements with a shrinking number of credit hours available. A new course – ‘Greenhouse and Landscape Fundamentals for Educators’ was developed at Purdue University with an Agricultural Education Teacher Licensure B.S. degree program. Data utilized in creating the course included: 1) an evaluation of current Agricultural Education coursework; 2) a review of state and national Agricultural Education content and academic standards; and 3) a survey of current Indiana Agriculture teachers. Responses from the survey (n=72) of high school teachers of horticulture and/or landscape management show 61% of respondents had teaching greenhouses at their schools, and 62% reporting they were not confident with operating and maintaining a greenhouse based on bachelor level coursework they took. Respondents indicate needing more coursework in several topics: greenhouse management landscape design, landscape installation and maintenance, and plant identification. Results pointed to gaps in existing required coursework. The new course was specifically tailored to meet the needs of the Agricultural Education undergraduate students, and equip them with information and resources to call upon when they begin their teaching careers.