University Lecturers Research Articles

Navigating the nexus of citizenship fatigue and knowledge sharing: the influence of employee vitality and tenure among university lecturers

Purpose This study aims to examine the influence of employee vitality and tenure on the nexus between citizenship fatigue and knowledge-sharing behaviour among academic staff in Ghanaian higher education institutions. Design/methodology/approach A sample of 876 faculty members from traditional and technical universities was chosen for the study using convenience sampling technique. Data was analysed using PLS-SEM with SmartPLS 4. Findings Results reveal that citizenship fatigue negatively influences faculty members’ knowledge-sharing behaviour. In addition, employee vitality and tenure mitigate the negative influence of citizenship fatigue on faculty members’ knowledge-sharing behaviour. Practical implications The findings suggest that the management of higher education institutions should focus on creating a workplace culture that cultivates workplace vitality and promotes long tenure to reduce the negative influence of citizenship fatigue on the knowledge-sharing behaviour among faculty members. Originality/value This study represents one of the earliest attempts to examine a theoretical framework that connects citizenship fatigue, employee vitality, knowledge-sharing behaviour and employee tenure within the context of higher education.

Impact of Salary and Recognition on Job Performance: A study of Nangarhar University Lecturers, Afghanistan

Impact of Salary and Recognition on Job Performance: A study of Nangarhar University Lecturers, Afghanistan

'Everyone is just so furiously typing': supporting student choices around digital notetaking in university lectures

University of Bristol students have indicated that 65% of them take notes digitally. As learning developers, how do we support students to take fit-for-purpose digital notes against a background of changing technology? In this study we posed two questions: What are the ways in which students currently take digital notes in lectures? What difficulties do students encounter in taking digital notes in lectures? Following formal ethical approval, we collected data using a questionnaire (n=123) and four focus groups (n=17), between January and May 2022. Participants in both included undergraduate and postgraduate students representing arts, humanities and STEMM subjects. Participation was voluntary and results were anonymised. We found that students choose a wide variety of digital tools for notetaking, in response to three interrelated aspects of the university learning environment: (1) perceived social pressure, for example the sound of typing, (2) lecture content, delivery and future assessment, and (3) affordances of digital technologies such as the comparative speed of typed notes. These themes have helped us understand the mechanisms of student notetaking choices and therefore allow us to offer relevant support. In this session we further illustrated the three main themes and presented examples of resources developed in response to them, modelling how learning developers can use these insights to support student notetaking practice: Firstly, through an open-access, online self-study resource that shares illustrative data from the research to inform student practice; secondly, a student-led workshop on OneNote, the most cited app in our student survey; and thirdly, a series of student blog posts on approaches to taking digital notes in different subject areas, as the research indicated lecture content affects digital notetaking choices. We also discussed how student notetaking practices may evolve considering emerging technologies such as generative AI tools.

The Potential of ‘Self-Ie’ Module as SDG’s Work Performance Intervention for Malaysian Low-Performing Civil Servants

Background: The SELF-IE module was developed by integrating the Reality Therapy Theory and the Transtheoretical Model (TTM) of Bahaviour Change, in order to obtain a module that is suitable for the intended target group. The module was applied in programs involving mental health, physical health, counseling, and financial management that acted as a holistic counseling psychology intervention. Objective: The objectives of this study were to obtain the validity and reliability of the SELF-IE module which involved five (5) experts who are psychology officers, university lecturers, and civil servants. Methods: The validity was measured in terms of content validity, whereas the reliability was determined via the Cronbach's Alpha (α) value calculated by the Statistical Package of Social Sciences (SPSS) Results: After the analysis, it was found that the minimum percentage obtained for content validity was 80.4%. Meanwhile, the reliability showed that the degree of agreement among experts was high, with the value of α = 0.864. Conclusion: The results indicated that SELF-IE module has high validity and reliability; thus, it could be used effectively as counseling psychology intervention to assist the low-performing civil servants. The module possessed the potential to also be applied for the same group of employees in private sector as SDG’s tool for work performance improvement.

Real and Virtual Lecture Rooms: Validation of a Virtual Reality System for the Perceptual Assessment of Room Acoustical Quality

Enhancing the acoustical quality in learning environments is necessary, especially for hearing aid (HA) users. When in-field evaluations cannot be performed, virtual reality (VR) can be adopted for acoustical quality assessments of existing and new buildings, contributing to the acquisition of subjective impressions in lab settings. To ensure an accurate spatial reproduction of the sound field in VR for HA users, multi-speaker-based systems can be employed to auralize a given environment. However, most systems require a lot of effort due to cost, size, and construction. This work deals with the validation of a VR-system based on a 16-speaker-array synced with a VR headset, arranged to be easily replicated in small non-anechoic spaces and suitable for HA users. Both objective and subjective validations are performed against a real university lecture room of 800 m3 and with 2.3 s of reverberation time at mid-frequencies. Comparisons of binaural and monoaural room acoustic parameters are performed between measurements in the real lecture room and its lab reproduction. To validate the audiovisual experience, 32 normal-hearing subjects were administered the Igroup Presence Questionnaire (IPQ) on the overall sense of perceived presence. The outcomes confirm that the system is a promising and feasible tool to predict the perceived acoustical quality of a room.

Research on satisfaction of Vietnamese university lecturers

For universities, lecturers are the human resources who directly carry out the training task to create human resource training products for society; lecturers play an important role in determining the strategic development of the school. Universities that motivate lecturers to work will create satisfaction for lecturers, promote creativity to contribute to the school. This study addresses the job satisfaction of lecturers, including public universities and non-public universities to identify and compare the differences in job satisfaction of lecturers at universities in Vietnam. The author uses quantitative methods through a survey of 800 lecturers from 10 universities in Vietnam to collect data for the study. The research results show that salary, work itself, development opportunities, recognition, relationships at work, working environment and conditions have an impact on the job satisfaction of lecturers. However, the level of impact of each factor on the satisfaction of lecturers at public universities is different from that of lecturers at non-public universities; showing a clear difference in job satisfaction of lecturers at two types of universities in Vietnam. With the results of this research, the author finds that salary, work itself, development opportunities, recognition, relationships at work, working environment and conditions have an impact on the job satisfaction of lecturers at non-public universities; lecturer satisfaction also contributes significantly to the success of universities, it determines the quality of higher education, promotes innovation in universities.

Review on Academia Hub: Android Application for Student Attendance System

Until today, most lecturers in universities are found still using the conventional methods of taking students’ attendance either by calling out the student names or by passing around an attendance sheet for students to sign confirming their presence. In addition to the time-consuming issue, such method is also at higher risk of having students cheating about their attendance, especially in a large classroom. Therefore, a method of taking attendance by employing an application running on the Android platform is proposed in this paper. This application, once installed can be used to download the students list from a designated web server. Based on the downloaded list of students, the device will then act like a scanner to scan each of the student cards one by one to confirm and verify the student’s presence. The device’s camera will be used as a sensor that will read the barcode printed on the students’ cards. The updated attendance list is then uploaded to an online database and can also be saved as a file to be transferred to a PC later on. This system will help to eliminate the current problems, while also promoting a paperless environment at the same time. Since this application can be deployed on lecturers’ own existing Android devices, no additional hardware cost is required

Flipped Classroom in the Czech Republic

The Flipped Classroom approach, advocated since the 1990s by scholars such as Alison King, Eric Mazur, Maureen J. Lage, Glenn J. Platt, and Michael Treglia, involves students independently learning theoretical content before class via e-learning resources like video recordings and self-directed programmes. This allows educators to use class time for discussions and scaffolding as students engage in problem-solving tasks individually and in groups. Notable milestones include the establishment of Khan Academy in 2004, MEF University's adoption of flipped teaching in 2011, the founding of the Flipped Learning Network in 2016, and the extensive use of e-learning during the COVID-19 pandemic. This paper examines implementing a flipped classroom project in environmental education in the Czech Republic. In 2018, three academics from different universities initiated the flipping of environmental education courses. The research, framed as combined action research, employed a questionnaire as the primary tool. Data were collected twice: in 2021, at the end of mandatory online teaching due to the COVID-19 pandemic, and in 2024, after three years of regular education. Responses from 288 students were analysed using standard statistical methods, while open-ended responses from 82 students and interviews with four university lecturers were qualitatively assessed. The findings underscore the benefits of electronic materials, particularly students’ appreciation for interactive elements, time flexibility, and the ability to review content multiple times. Students' willingness to watch digital lectures at home decreased post-pandemic, and the perceived efficacy of this method was higher among students during the pandemic. Although students find the flipped classroom method effective, they favour its combination with traditional teaching methods. Educators, cognisant of the method's potential, interpret these results as indicative of “virtual environment fatigue”, noting students’ reluctance to prepare in advance as a significant barrier. They advocate for the widespread implementation of the flipped classroom model across faculties to optimise instruction and eliminate the need for switching between traditional and flipped approaches. This study offers a practical example and insights for educators seeking to integrate the flipped classroom methodology with e-learning tools into their teaching practices.

Correction: Sulaiman et al. Understanding Antecedents of Learning Management System Usage among University Lecturers Using an Integrated TAM-TOE Model. Sustainability 2023, 15, 1885

The authors would like to make the following corrections about the published paper [1]:(1)Adding an affiliation to the first author: Twana Tahseen Sulaiman 1,2,*, Department of Banking and Finance, College of Administration and Financial Sciences, University of Cihan-Erbil, Erbil 44001, Kurdistan Region, IraqSchool of Business and Economics, Universiti Putra Malaysia, Serdang 43400, Malaysia [...]

Effect of servant leadership on lecturers’ attitudinal and behavioral loyalty in Nigeria: conservation of resource theory perspective

PurposeThe purpose of this study is to draw from the conservation of resources (COR) theory and investigate two separate models termed Model A and Model B. Model A examines the mediating role of life satisfaction (LS) on the relationship between servant leadership (SL) and lecturers’ attitudinal loyalty (AL) and behavioral loyalty (BL). Model B examines the sequential mediating role of LS and AL on the link between SL and BL.Design/methodology/approachData were collected using a cross-sectional survey from 247 public university lecturers which were analyzed through SPSS, structural equation model (AMOS 23), and PROCESS Macro v4.0.FindingsStudy findings revealed that LS fully and partially mediates the relationships between SL and lecturers’ AL and BL, respectively. Furthermore, LS and AL sequentially mediate the relationship between SL and BL.Practical implicationsThe study provides insight to university management into how their selfless and caring behavior can contribute to lecturers' retention. As such, university management should provide an environment that fosters a culture of selfless and caring leadership behavior.Originality/valueThe study contributes to the theoretical development of SL by explicating the mechanism that links SL and positive outcomes in the workplace. The major contribution lies in exploring the mediating role of LS on the link between SL and lecturers’ AL and BL on one hand and the sequential mediating role of LS and AL on the link between SL and BL on the other hand in a context characterized by high-power distance.

The Impact of Organizational Culture, Transformational Leadership and Job Satisfaction on the Performance of Private University Lecturers

There are still a small number of private universities that have achieved superior accreditation rankings. The main factor that can influence an institution's accreditation ranking is lecturer performance. Research was conducted to examine the impact of organizational culture, transformational leadership and job satisfaction on lecturer performance. This research uses a survey method covering a population of 489 private university lecturers in Bogor. Data collection was carried out using a questionnaire which was analyzed using the SEM-PLS technique. Research findings show that organizational culture has a direct effect on lecturer performance and indirectly through job satisfaction, while transformational leadership has an indirect effect on lecturer performance through job satisfaction. The recommendation submitted to university leaders is to improve lecturer performance through strengthening the university's organizational culture and increasing lecturer job satisfaction.

Exploring the Challenges of Online Learning in Nigerian Higher Education

This study examines the challenges faced by lecturers in Nigerian higher education institutions when adopting and using e-learning platforms. Through virtual interviews conducted with 12 university lecturers across six regions, the research identifies several key obstacles: unreliable internet connectivity, frequent power outages, and limited access to technological resources. Additionally, inadequate training and institutional support are noted as significant barriers. Thematic analysis was employed to analyze the qualitative data, revealing patterns and common themes related to these challenges. The study suggests that improving internet and power infrastructure, along with enhancing training and technical support, are crucial strategies for overcoming these issues. The findings emphasize the need for targeted interventions to create a more supportive environment for e-learning, aiming to improve the educational experience for both lecturers and students.

Dataset on University Lecturers' Competence and Experiences with Online Learning Platforms in Rwanda

This dataset captures the experiences and self-reported competencies of university lecturers in Rwanda concerning their use of online learning platforms and digital assessment tools. Collected in May 2024, the data reflects responses from lecturers across various academic ranks and years of teaching experience. The survey explores their familiarity and usage of platforms such as Moodle, Google Classroom, and various video conferencing tools, along with their confidence in utilizing digital tools for teaching and assessment. The data is valuable for understanding the challenges and training needs of lecturers in transitioning to online education, offering insights for policymakers, educators, and institutions looking to improve digital learning environments. Keywords: Online Learning, Lecturer Competence, Learning Management System (LMS), Higher Education, Digital Assessment, E-learning, Rwanda

Applied Learning for Developing Knowledge on Artificial Intelligence Among Students

As technology advances in the twenty-first century, innovative approach has been identified for developing skills on artificial intelligence (AI) technologies among students. Hence, to continuously improve the knowledge acquisition process, it is important that university lecturers embrace applied learning for developing hands-on competencies of students. Through applied learning, educators can disseminate knowledge on AI by engaging in the direct application of their expertise and theories, resulting in in-depth understanding by the students. A narrative review technique supported with a theoretical interpretation from ADDIE was applied. Findings revealed that applied learning is suitable for educators to develop and sustain hands-on skills and competencies on AI among students. The five steps of the theory lead to practical change and development, while being able to strengthen the change achieved. Through analyzing, designing, developing, implementing, and evaluation of teaching and training contents, the final goal of transforming students' knowledge on AI is achieved.

Acoustic refurbishments in a university lecture room: effects on speaker's comfort and voice use

Poor acoustic conditions in learning spaces have a detrimental effect on the speaker´s health and constitutes a risk factor for voice disorders. Previous research indicate that an acoustic refurbishment of the learning space has the potential to increase well-being and decrease voice related health problems among teachers, but the research is scarce. In this study, we aim to investigate how different acoustic conditions affect the speakers voice use and self-perceived speaker's comfort. Voice recordings of short speech-tasks and self-evaluations of speaker's comfort were collected from fifteen participants during a three-step acoustic refurbishment of a real-life university lecture room in an experimental setting. The influence of background babble and a classroom soundfield amplification system on vocal parameters and self-perceived speaker's comfort were also investigated. Factor analysis of the speaker's comfort questionnaire revealed a two-factor solution where factor 1 represented vocal behavior and perception of room acoustics, and factor 2 represented the perception of the task in itself. Sum scores for factors 1 and 2 will be calculated and used in a mixed-effects model investigating the effect of room acoustics on self-perceived speaker's comfort.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Patriotic opinions of students and cadets: results of monitoring

In the article, the author, based on an analysis of materials from a survey of students and cadets of KSTU and BFFSA, examines patriotic views of students and draws conclusions about the corresponding opinions. The survey conducted made it possible to monitor the development of the personal qualities of a citizen-patriot. This study will help university lecturers, university teachers of History, Philosophy and of the foundations of Russian statehood to find the most effective methods and forms of pedagogical work within the framework of the taught disciplines in order to carry out effective patriotic education and have a positive impact on the worldview, axiological, value attitudes of modern students. Based on the results obtained, appropriate adjustments can be made to the educational plan of the university.

French colonialism and neocolonialism in Africa: A comprehensive analysis

The study examined how French colonialism has shaped political, economic, and social structures across the continent, focusing on the exploitation of resources, suppression of indigenous governance, and cultural imposition. It further delves into neocolonialism, where former colonies, despite gaining independence, remain economically dependent and politically influenced by France through mechanisms such as economic aid, military interventions, and Francophone networks. The study was qualitative in nature and the research design was descriptive as well as analytical which aimed to describe and analyze the historical and contemporary impacts of French colonialism and neocolonialism. The study was conducted within four selected universities under social sciences departments specifically. Purposive sampling was used to select participants who understand the historical impact of French colonialism and how it continues to influence African nations under neocolonial structures. The study consisted 100 respondents; University Lecturers, Students and selected members from Civil Society Organizations. The data collection process involved documentary review, literature review and conducting individual interviews on the participants. The collected was analyzed using themes and content analysis from the objectives of the study. The findings revealed that French colonialism imposed direct rule, extracting natural resources and exploiting labor, while reshaping social and political structures to align with French interests. Additionally, even after the formal end of colonialism in the mid-20th century, neocolonialism emerged, with France maintaining influence through economic dependencies, political alliances, and military interventions. This neocolonial dynamic has continued to shape the trajectory of African nations, as they navigate sovereignty within a globalized economy still influenced by their colonial past. The study therefore recommended for African nations to prioritize economic self-sufficiency and diversify their trade relationships to reduce dependence on France.

Conceptual Coherence and Dominant Misconceptions in the Concept of Force among Higher Education Students through the Administration of the Force Concept Inventory

The paper reported here is a part of a larger 8000 student survey to determine the common misconceptions regarding Newtonian mechanics among Bhutanese students. The force concept inventory was used as a diagnostic instrument to probe students’ misconceptions regarding the concept of force in physics. The objective of the research was to determine the extent to which student scores demonstrated conceptual coherence, Newtonian thinking, and identify dominant misconceptions. Data was collected from university students majoring in physics (N = 40), year I and year IV pre-service teachers (N=155), by administering the questionnaire face-to-face. Data was analysed using descriptive statistics. Results suggests that students are not able to consistently apply Newtonian mechanics, and none have reached the Newtonian thinking threshold. Dominant misconceptions were identified in relation to kinematics, Newton’s first, second, and third laws of motion, superimposition principle, and kinds of force. Pre-service teacher educators, university lecturers, and curriculum developers should invest time and resources in identifying and addressing the misconceptions.

Investigating the Psychometric Properties of a Personality Questionnaire among University Lecturers in Malaysia

This study investigates the psychometric properties of a personality questionnaire developed for university lecturers in Malaysia, assessing the Big Five personality traits: extraversion, conscientiousness, agreeableness, neuroticism, and openness to experience. A sample of 30 lecturers from Universiti Teknologi MARA (UiTM) and Universiti Malaysia Sarawak (UNIMAS) was examined, with the questionnaire showing strong internal consistency, reflected in a Cronbach’s Alpha of 0.959. Demographic variables, including gender, age, marital status, and academic qualifications, were analyzed to provide further context for the findings. The results validate the questionnaire as an effective tool for assessing personality traits among Malaysian academics, offering valuable insights into how these traits may influence teaching effectiveness and professional behavior. This study contributes to the development of tailored psychometric tools in the Malaysian academic context and provides a foundation for further research into personality and its role in higher education.