University Lecturers Research Articles

Exploring an Innovative Educational Governance Framework: Leveraging Artificial Intelligence in a Stakeholder-Driven 'Open Campus Model' in South East Nigerian Universities

As a cornerstone of societal progress, integrating Artificial Intelligence (AI) into educational methodologies with robust stakeholder engagement represents a pivotal stride towards optimizing the efficacy and relevance of education in an era characterized by rapid development. The disruptive impact of events such as the COVID-19 pandemic has underscored the urgent need for innovative solutions to educational challenges, particularly in Nigeria, where academic activities halted amid the crisis. In response, this study explores the potential of the "Open Campus Model" (OCM), a transformative educational governance framework supported by AI. The research, conducted through a comprehensive literature review and a workshop at Alex Ekwueme Federal University Ndufu-Alike, Nigeria, identified key themes: Educational Practices Enhancement, Educational Innovation with AI, Governance and Participation, Collaborative Learning and Inclusivity, and Access and Equity. An unstructured questionnaire with ten questions facilitated in-depth interviews with 63 participants, including university lecturers, administrators and educational stakeholders from South East Nigeria. Data from the interviews underwent thematic analysis, revealing that OCM, supported by AI, enhances educational practices, fosters collaborative learning, and promotes inclusivity and equity. The study concludes that implementing OCM can address current educational challenges in Nigeria, recommending further research to refine and expand the model's application.

The Role of Psychological Capital Towards Work Engagement at Private University Lecturers in Bandung

The objective of this study was to explore the role of psychological capital in work engagement among lecturers at private universities in Bandung. Utilizing a quantitative research methodology, the study involved 50 lecturers, comprising 36 men and 14 women. The Utrecht Work Engagement Scale (UWES) and the Psychological Capital Questionnaire (PCQ) were employed as instruments. Initially, the research involved an in-depth review of relevant literature. Following this, the scales were distributed to the participants, and the collected data were subjected to factor analysis. The analysis was conducted using SPSS 16 software, employing linear regression techniques. The findings indicate that psychological capital significantly influences work engagement, accounting for 46.1% of the variance. Specifically, the self-efficacy component contributes 24.8% to work engagement, the hope component contributes 34.0%, the optimism component contributes 40.5%, and the resilience component contributes 25.6%. These results suggest that psychological capital plays a crucial role in enhancing work engagement among lecturers at private universities in Bandung.

Understanding barriers to optimal supervision and delivery of the National Certificate (vocational) curriculum through TVET college lecturers’ reflective evaluations

Understanding barriers to optimal supervision and delivery of the National Certificate (vocational) curriculum through TVET college lecturers’ reflective evaluations

Improving Lecturer Performance Through Strengthening Service Leadership, Empowerment, Achievement Motivation, And Trust in Muhammadiyah Tangerang University Lecturers

Improving Lecturer Performance Through Strengthening Service Leadership, Empowerment, Achievement Motivation, And Trust in Muhammadiyah Tangerang University Lecturers

Metadiscourse in MOOC Video Lectures: Comparison with University Lectures and Disciplinary Variation

Abstract Based on Hyland’s (2018) interpersonal model of metadiscourse, this study explores MOOC video lecturers’ use of metadiscourse and compares it to traditional university lecturers’. Disciplinary variation in metadiscourse in the MOOC video lectures has also been investigated. The MOOC corpus consists of sixteen MOOCs across three disciplinary areas, including Arts and Humanities, Engineering and Physical Sciences, and Social Sciences. The results suggest that despite slight differences, the most frequently appearing metadiscourse in the MOOC corpus resembles the patterns found in university lectures, which reveals the remarkable similarities in using metadiscourse between MOOCs and traditional face-to-face lectures. However, different instructional contexts and teacher-student relationships indeed contribute to the variance in the employment of metadiscourse. Overall, MOOC video lecturers employed more interactive metadiscourse but less interactional metadiscourse than university lecturers. Cross-disciplinarily, the use of metadiscourse in MOOC video lectures is considerably influenced by disciplinary features. MOOCs containing more discipline-specific content and requiring intensive cognitive effort tend to use more interactive metadiscourse and engagement markers; while for MOOCs that may include more perspectives than basic facts, boosters and attitude markers seem to be employed more frequently. Possible reasons and purposes of the differentiated use of metadiscourse across disciplines are discussed in detail.

Penerapan Assessment Of, For Dan As Learning Dalam Perkuliahan Di Perguruan Tinggi Keagamaan Islam Indonesia

The research aims to describe (1) how assessment of learning (AoL), assessment for learning (AfL) and assessment as learning (AaL) are applied by lecturers in Islamic universities in Indonesia, (2) what steps of the AaL the lecturers take, (3) how the lecturers give feedback of the AaL to students in the sociocultural-regious context of Indonesia Islamic universities, and (4) what problems and solutions of applying the AaL. The research methodology is an explanatory sequential mixed-methods. The population is lecturers of Islamic universities in Indonesia and the sample is 108 lecturers by cluster random sampling. The lecturers applying the AoL, AfL and AaL unitedly and separately in high level are 10 (9,26%)—19 (17,59%) people, and those specifically applying the AaL are 10 (9,26%) people. Steps of the AaL taken by the lecturers are (1) writing and distributing teaching plans to students, (2) motivating students to do self-regulated learning, (3) asking students to assess student’s own learning outcome, (4) asking students to assess their colleagues’ learning outcome and (5) giving feedback to students. The lecturers give feedback to students in Indonesia Islamic universities. Problems of applying the AaL deal with the lectuers’ low understanding of the AaL and students’ low level of self-regulated learning.

Exploring Early Career Teacher Attrition and Career Switching in Higher Education: A Narrative Study

Teacher attrition and career switching from teaching to non-teaching professions are global phenomena in the field of education. Empirical evidence shows that almost 50% of early career school teachers voluntarily leave teaching within five years. This qualitative study examines the narratives of two former Bangladeshi private university lecturers who reluctantly left teaching after five (lecturer A) and four years (lecturer B) respectively of full-time university teaching. Using Smith and Ulvik’s conceptual framework, which thematizes the case of leaving teaching in a four-stage process (i.e., pre-teaching career thought, entry, primary experience, and exit), this study employs a pathogenic perspective of teacher attrition and collects teaching leavers’ narratives. The data analysis utilizes Connelly and Clandinin’s three tools of narrative analysis: broadening, burrowing, and re-storing. The findings and implications are discussed.

Enhancing Energy Supply Reliability for University Lecture Halls Using Photovoltaic-Battery Microgrids: A South African Case Study

Institutions of higher learning in South Africa are grappling with occasional power outages in lecture halls, leading to disruptions in academic activities and occasional loss of lecture hours. Therefore, this study presents a comprehensive evaluation of a grid-connected solar PV/Li-ion battery microgrid (μG) system aimed at maintaining a constant power supply to selected lecture halls at a university in the Western Cape, South Africa. The microgrid design, modelling, and simulations, conducted in the MATLAB/Simulink environment, include the solar PV, Li-ion battery, energy consumption of the lecture halls (load profile), boost converter, bidirectional converter, and grid. Using the detailed design, modelling, and simulation, the study evaluates the economic and environmental impacts of integrating μGs, focusing on enhancing energy reliability, reducing operational costs, and mitigating CO2 emissions. The results indicate that integrating the microgrid resulted in a significant 51% reduction in energy cost and a decrease in greenhouse gas emissions by 530 kgCO2e per hour. In Cases 2 and 4, where the battery supplied power, the annual battery degradation costs are 6.08% and 14.9% of the initial cost, respectively. The μG ensures an uninterrupted power supply and improves the overall reliability of the university’s energy infrastructure. It promotes environmental sustainability goals of zero emissions and maintains continuous academic activities during grid outages. Furthermore, it fosters a conducive learning environment, supports innovation and creativity in sustainable energy technologies, and sets a standard for other higher education institutions to integrate renewable energy-powered μGs.

A Comparative Study to Assess the Occupational Stress, Coping Strategies and Quality of Life among Governoment and Private Intermediate College Lecturers working in selected colleges at Guntur, Andhra Pradesh

The research is on comparative study of occupational stress, coping strategies and quality of life among teaching staff of Intermediate college lecturers working in Guntur. Concept of occupational stress has been of great debate among employers in different organizations and higher institutions since the last decades. Causal-comparative research design was adopted in the study and population comprised of lecturers in four Intermediate colleges in Guntur. the research hypotheses and questionnaires used as research instrument showed that there is significant difference between level of occupational stress to the coping strategies and quality of life among Private Intermediate colleges in Guntur. Percentage count table and Chi- square statistics was used to analyzed the questionnaire and hypotheses. Method: A Comparative study with Descriptive test design was used the simple random technique in which lottery method was used to select the samples for this study. Objectives: The design was adapted To assess, compare and to find the correlation of the level of occupational stress, coping strategies and quality of life among intermediate college lecturers working in the Government College and private college. Also to associate the occupational stress, coping strategies and quality of life with their selected demographic variable among them. Results: Mean, Standard deviation and Independent “t” test value of level of occupational stress, level of coping strategies and quality of life of intermediate college lecturers of government and private college lecturers In Government College the mean score in occupational stress was 33.02 with standard deviation of 14.39 where as in private college the mean score was 41 with standard deviation of 22.77. The calculated “t” test value was 2.094 which is statistically significant at the level of 0.05. In the level of coping strategies the mean score in Government College was 73.84 with standard deviation 11.2 and in private college the mean score was 80.1 with standard deviation of 12.9. The obtained independent “t” test value was 2.59 which is statistically significant the level of 0.05. The obtained mean score of quality of life in Government College was 15.3 with standard deviation 9.48 and in private college the mean score was 15.4 with standard deviation 12.8. The estimated independent “t” test value was 0.044 which is statistically not significant at 0.05 level. Conclusion: From the data of statistical findings, the occupational stress, poor coping strategies and low quality of life is effecting more in Private intermediate college lecturers than Government Intermediate college lecturers who were working in Guntur, Andhra Pradesh.

Integrating Quality and Sustainability: Exploring the Dynamics of Internal Quality Assurance Systems and Sustainable Development Goals in Vietnamese Higher Education

This study explored the integration of internal quality assurance (IQA) systems with sustainable development goals within the Vietnamese academic context, aiming to elucidate the perceptions, experiences, and challenges faced by lecturers. Employing a qualitative methodology, in-depth interviews were conducted with 10 university lecturers, and the data was interpreted through Constructivist Epistemology (CE) and Interpretive Phenomenological Analysis (IPA). Findings underscored the profound influence of collaborative dialogues, leadership dynamics, experiential learning opportunities, and cultural nuances on the melding of IQA processes with sustainability initiatives. Participants highlighted the tension between the prescriptive nature of IQA and the adaptive essence of sustainable development, emphasizing the need for a balanced approach. Furthermore, the role of leadership in shaping institutional narratives emerged as a pivotal factor, with a clear vision and commitment facilitating seamless integration. Cultural factors, unique to the Vietnamese context, either propelled or hindered this fusion, revealing the deep interplay between cultural values and academic practices. The study concluded that while challenges persist, the merging of IQA with sustainable development objectives offers promising avenues for fostering holistic education, grounded in both quality and sustainability. The findings have implications for academic institutions, policymakers, and educators striving to align quality assurance mechanisms with evolving global sustainability objectives.

INDUSTRIAL ERGONOMICS: EXAMINING ERGONOMIC PRACTICES AND COMPUTER VISION SYNDROME (CVS)

Computers have become a major component in daily life, especially in the context of higher education in this digital age. University lecturers increasingly rely on computers to perform various daily tasks, which is a trend that has intensified particularly in the wake of the Covid-19 pandemic. The growing dependence on computers raises concerns about the negative health implications that may arise from long-term use. One of the main effects is Computer Vision Syndrome (CSV). CSV is a result of continuous computer use and can have a negative impact on eye health. One strategy to address this issue is to implement ergonomic principles when using computers. This study aims to investigate ergonomic practices among university lecturers, as well as the prevalence of CSV among them. In addition, this study aims to determine the relationship between CVS and ergonomics. This study involves data collection through questionnaires which the respondents are university lecturers in Malaysia. A total of 245 randomly selected respondents answered the questionnaire distributed through an online platform. The data obtained was analyzed using descriptive and Chi Square analysis, exploring ergonomic practices such as eye distance from the screen, viewing angle, keyboard position, light intensity, position of neck, head, wrist, thigh position and stretching practices. According to the study's findings, over 56% of lecturers incorporate ergonomic principles when using computers; nevertheless, only 38.4% of respondents adhere to the recommendation for keyboard viewing distance. Next, the CVS symptoms are categorized into three, namely eyes, vision and head, neck, and shoulders. A comparison between these three categories of symptoms showed that the head, neck, and shoulders symptoms were the most significant with 42.1% of the respondents showing moderate and severe symptoms. It is followed by vision and finally symptoms to the eyes, with the percentage of 22.9% and 19.6%, respectively. In addition, it was found that one vision symptom is associated to monitor distance (p 0.05). The findings from this research contributed valuable insights into understanding the occupational risks associated with prolonged computer use in academic settings. By raising awareness and potentially implementing preventative measures, this study helps to promote better well-being among university lecturers.

Impact of the Climate Background of Students on Thermal Perception: Implications for Comfort and Energy Use in University Lecture Theatres

Impact of the Climate Background of Students on Thermal Perception: Implications for Comfort and Energy Use in University Lecture Theatres

The Effects of Professional Occupational Competence Deficiencies on the TVET Lecturers: A Case Study

The quality of TVET college lecturers significantly affectsthe development and performance of students and, as a consequence, the economy. This study utilises Wenger’s theory of social learning to explore the impactof professional occupational competence deficiencies on TVET lecturersat selected public colleges in Gauteng Province, South Africa. This study aimedto explore the effects of professional occupational competence deficiencies on the TVET lecturers across selected TVET colleges in the Gauteng Province, South Africa. Central to the challenge of lecturersprofessional occupational competence deficiencies is the lack of training and development to capacitate them with the necessary knowledge and skills to ensure that they play their roles optimally in providingstudents with quality education. A case study design was adopted in this study, underpinned by a qualitative research approach. A purposive sampling technique was used to select participants from five public TVET colleges in Gauteng Province. Data were collected from fifteen sampled participants through semi-structured interviews and processed through Atlas.ti. Thematic analysis technique was used to analyse the data.The findings of this study show that due to professional occupational competence deficiencies, TVET lecturers are experiencing profound challenges such as low self-efficacy, self-regulation failure, low motivation, anger, and resentment towards college management.To improve TVET lecturers’ competence, efforts need to be made to focus on teaching professional occupational competenciesas a priority. This study outlines the challenges that professional occupational competence deficiencies pose for the TVET sector and, by implication,the national development imperatives of South Africa.

Readiness to Implement Project-Based Learning: The Influence of Knowledge and Attitude among Community College Lecturers

Implementing project-based learning (PjBL) at community colleges can result in highly competent and competitive students. However, due to a lack of research, the level of readiness among community college lecturers to apply PjBL remains an issue. As a result, the aim of this study is to establish the level of readiness among community college lecturers in terms of knowledge, attitudes, and skills to implement PjBL. This study also seeks to ascertain the influence of knowledge and attitude factors on community college lecturers' ability to execute PjBL. This study was carried out using a quantitative approach and a survey design. Data was collected using a questionnaire. The study sample included 400 community college lecturers who were chosen using a stratified convenience sampling approach. Descriptive analysis was used to examine the mean scores of knowledges, attitude, and skills in implementing PjBL, while inference analysis using multiple regression tests was used to determine the contribution of knowledge and attitude variables to PjBL implementation skills. Both analyses were carried out using the SPSS Statistics for Windows 26.0 programme. The findings showthat community college lecturers are highly prepared to apply PjBL. Overall, the knowledge and attitude variables contributed 64.1% to the skills in applying PjBL, with the knowledge factor having a larger effect than the attitude factor. The findings have an impact on lecturers in terms of preparedness and aid management in understanding the factors that influence lecturers' readiness. This understanding is crucial for planning and delivering appropriate support services to lecturers in their professionaldevelopment.

Malay Translation of Attitudes Toward Career Counselling Scale for University Students in Malaysia

The purpose of this study is to translate the Attitudes Towards Career Counselling Scales (ATCCS) into Malay version. The researcher also tested the validity and reliability of the instrument using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). A total of 500 final-year undergraduate students at four public universities in Malaysia were included in this study (100 for EFA, 400 for CFA). There are four experts involved in the translation process. The three experts consist of a university lecturer in the field of counseling and a translation specialist. The face and content validity of the instrument involved five experts and resulted in a high validity score of 0.95. Two factors were formed through EFA, namely value and stigma, based on an eigenvalue of above 1. The total cumulative percentage is 64.95% and is considered strong. All items have factor loading values above .6. The result of the CFA analysis shows that the ATCCS measurement model had fulfilled the fit index RMSEA (0.089), CFI (0.926), TLI (0.914) and Chisq/df (4.191). The results also show that convergent validity and composite reliability were achieved. These two factors have an internal consistency value (Cronbach's alpha) of value α =.95, stigma α =.88, total ATCCS α =.85, and these values are within an acceptable range. The conclusion from the EFA and CFA conducted is that the Attitudes Toward Career Counselling in the Malay version meets the criteria of validity and reliability of the instrument to be used by future researchers in determining students' planned happenstance skills among university students.

Developing Scenarios for Exploring Teacher Agency in Universities: A Multimethod Study

Lecturers who are actively engaged in shaping their teaching and teaching practices demonstrate agency. Teacher agency has increasingly been described as a key factor in educational development at universities. Lecturers are expected to innovatively develop courses and continuously improve their teaching practices to respond to, for example, student needs and labor market demands. In this multimethod study, we examined the process of developing and validating scenarios for measuring teacher agency in universities. We conducted four studies to create 23 scenarios that capture the complex nature of teacher agency. First, we interviewed university lecturers to identify bumpy moments in their teaching practice, and so found scenarios based on real-life experiences. Then, we employed two expert panels, to evaluate and refine the scenarios, which enhanced their validity. Finally, we used a pilot study to standardize the data collection procedures. Our multimethod study has established reliability by triangulating methods and researchers, involving multiple stakeholders, and providing detailed descriptions of the research process. This project holds implications for research and practice. The scenarios can be used in professional academic development programs for the collection of research data and to promote self-reflection, peer consultation activities, and professional growth and agency among university lecturers.

Exploring Discovery Learning Applied in English Language Teaching of Higher Education

The study aims at exposing the discovery learning applied at high education. The study applies descriptive qualitative design applying phenomenology. The subjects in this study were 3 lecturers of a private university in Yogyakarta, Indonesia. The data were gained from interviews and documentations. The data are analyzed using triangulation involving data reduction, data display, and drawing conclusion. The analysis results show that there are benefits and challenges of discovery learning applied in higher education. In conclusion, discovery learning has been one of alternative teaching ways in higher education. Keywords: discovery learning, English language teaching, higher education

Transistion from clinical practitioner to academic educator: the experiences of radiography lecturers in Nigeria

Background: Clinical educators are essential in radiography education programmes. Transitioning from clinical practicing radiographers to academic educators is a rewarding journey. This study was designed to examine the experience of Radiography Lecturers in the Nigerian universities that converted from radiography practitioners to academic educators. Materials and methods: A Google form questionnaire-based study design was conducted among 35 radiography lecturers in Nigeria. Only lecturers in Nigerian Universities who had worked as radiography clinical practitioners before transited to academics and consented to participate in this study were included. The questionnaire captured responses on socio-demographic variables, challenges, barriers, successes of transition from practitioners to academic educators. Results: The majority 17(48.6%) of the respondents earned income of above #251,000.00 as a practicing radiographers. Of the 35 respondents, the majority 12(34.3%) each respectively earned #101,000.00 -#150,000.00 and #151,000.00 - #200,000.00 as an academic radiographers. Majority 17(48.6%) of the respondents agreed that the main challenge they are encountering as an academic educator is rigorous research activities. Family issues affected smooth transition process as 23(65.7%) of the respondents agreed to that. Majority 18(51.4%) perceived mentorship as the key factor responsible for smooth transition from practice to academic. There was statistically significant relationship between gender and challenges encountered by the responders (χ2 = 28.194, p = 0.00). Conclusion: The respondents experienced different challenges as they transited from clinical practice to academic. Mentorship is the key factor that militated against the smooth transition process. There was statistically significant relationship between gender and challenges encountered by the responders.

Influence of massive open online courses implementation on satisfaction and continuance intention of students

PurposeThe engineering courses offered in Somali universities attract many students, ranging between 300 and 500 every semester, making the management and delivery of the course challenging. The increasing popularity of massive open online courses (MOOCs) has led to rapid growth in enrollment, posing difficulties in effectively managing and delivering content to large volumes of learners. To this end, this study aimed to explore the influence of MOOC implementation factors on learners’ continuance intention and satisfaction to provide insights that can enhance the learning experience and ensure long-term engagement.Design/methodology/approachThe study utilized a survey approach based on an extensive literature review to collect data on the challenges faced by Somali universities in managing and delivering engineering courses. The survey included a series of questions, and 148 responses were collected from students enrolled in different programs. The collected data were analyzed using partial least squares-structural equation modeling and deep neural network approaches.FindingsThe result demonstrated that MOOC implementation factors, including course design quality, instructor reputation, self-paced flexibility, information relevance, platform usability and student support services, significantly affect students’ continuance intention and satisfaction. Therefore, the study recommends universities should enhance MOOC implementation factors to improve the quality of teaching and increase students’ continuance intention to study in a MOOC environment.Originality/valueThe study provides empirical evidence on how MOOC implementation factors affect the level of satisfaction and continuance intention of engineering students. It suggests that the findings could be useful for university management and lecturers to increase teaching and learning quality in the course and develop new strategies and approaches that suit modern-day learners. The study also aims to enhance the efficiency and effectiveness of class delivery and improve student engagement in the learning process.

Under the Radar: A Survey of Students’ Experiences of Discrimination in the German University Context

Universities are commonly imagined as “enlightened institutions” that leave no room for discrimination. While studies from other countries and some studies from German universities cast doubt on this notion, the extent and characteristics of university students’ experiences of discrimination in Germany are not yet sufficiently researched. Therefore, the aim of this study was to assess university students’ experiences of discrimination in a cross-sectional online survey. A total of 890 students completed the questionnaire. Of these, 45% reported that they had witnessed discrimination in the university, while 28% reported first-hand experiences. For those who had experienced discrimination themselves, it occurred repeatedly (68%) or regularly (15.5%). The most common grounds for discrimination were sex or gender (33% of all reported grounds for discrimination), non-German origin (12.5%) and having a chronic illness (7%). University lecturers were mentioned most often (by 80% of those who reported discrimination) as the perpetrators of discrimination. Taking these findings into consideration, universities should revisit their policies and structures that protect students against discrimination and support them in the case of harassment. This could entail obligatory training for university employees but should also consider that the university’s hierarchical structure facilitates abuses of power and can therefore be considered a variable in its own right.