As the deteriorating socio-economic environment exacerbates the lack of educational resources for general universities in southwest China, the problem of the competition for employment of their graduates becomes particularly acute. To solve the above problems, based on the theoretical framework of social support, this study selected social support, social adaptation, psychological capital, self-care management ability and other scales to survey students in six universities in Southwest China. The survey results show that: (1) Social support has a significant positive impact on social adjustment. (2) Psychological capital and self-career management ability play a significant chain mediating role in the impact of social support on social adaptation. (3) Due to the lack of objective educational resources, universities should actively establish links with social enterprises so that students can continuously build professional confidence through practice. This will fill the resource gap and enable students to better adapt to society.
{"title":"A Study on Social Support for Career Adaptation of Local College Students in Southwest China","authors":"Zaiming Xia, Hsuan-Po Wang","doi":"10.5430/ijhe.v12n5p64","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p64","url":null,"abstract":"As the deteriorating socio-economic environment exacerbates the lack of educational resources for general universities in southwest China, the problem of the competition for employment of their graduates becomes particularly acute. To solve the above problems, based on the theoretical framework of social support, this study selected social support, social adaptation, psychological capital, self-care management ability and other scales to survey students in six universities in Southwest China. The survey results show that: (1) Social support has a significant positive impact on social adjustment. (2) Psychological capital and self-career management ability play a significant chain mediating role in the impact of social support on social adaptation. (3) Due to the lack of objective educational resources, universities should actively establish links with social enterprises so that students can continuously build professional confidence through practice. This will fill the resource gap and enable students to better adapt to society.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"13 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85825340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to examine the effect of positive emotions on the quality of life (QOL) of college students in China using the Positive Emotion Scale (PES, eight items) and The World Health Organization’s Quality-of-Life Brief Scale (WHOQOL-BREF, 24 items) to conduct a questionnaire survey of 961 college students in China. The study’s results show that female college students have significantly higher positive emotions than their male counterparts, but there is no difference in the QOL between men and women. Positive emotions have a significant positive effect on the QOL of Chinese college students. The findings identified the relationship between college students’ positive emotions and QOL, taking gender differences into account.
{"title":"Effect of Positive Emotions on the Quality of Life of Chinese College Students","authors":"Ziao Hu, Pengfei Chen, Jiafu Liu","doi":"10.5430/ijhe.v12n5p42","DOIUrl":"https://doi.org/10.5430/ijhe.v12n5p42","url":null,"abstract":"The purpose of this study is to examine the effect of positive emotions on the quality of life (QOL) of college students in China using the Positive Emotion Scale (PES, eight items) and The World Health Organization’s Quality-of-Life Brief Scale (WHOQOL-BREF, 24 items) to conduct a questionnaire survey of 961 college students in China. The study’s results show that female college students have significantly higher positive emotions than their male counterparts, but there is no difference in the QOL between men and women. Positive emotions have a significant positive effect on the QOL of Chinese college students. The findings identified the relationship between college students’ positive emotions and QOL, taking gender differences into account.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86501702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.47747/ijets.v3i3.1111
Munyaradzi Chidarikire
This article explores theological rigidity and misconceptions against solutions to increase COVID-19 vaccination among rural learners in Zimbabwe. This qualitative study is anchored on socio-cultural theory by Levi Vygotsky. An interpretive paradigm embedded in a case study design was used to explore the concepts. We used a purposive sampling technique to select nineteen knowledge rich rural Christians drawn from Pentecostals, African initiated Traditional Churches and Evangelicals denominations. In-depth interviews were conducted with the selected informants. Two focus group discussions (FGDs) were administered with participants drawn from each of the three denomination categories, giving a total of six FGDs. Data generated through focus group discussions were analyzed through thematic content analysis. We found that a significant number of rural learners in Zimbabwe have not been vaccinated due to a myriad of reasons. These include their rigid theological beliefs, cultural resistance and political skepticism. Consequently, the paper recommends that there is need for the Government, Church organizations and other stakeholders to collectively engage each other and find solutions to increase the uptake of COVID-19 vaccines among rural learners.
{"title":"Theological Rigidity Against Covid-19 Vaccines Among Rural Christian Learners in Gutu, Zimbabwe","authors":"Munyaradzi Chidarikire","doi":"10.47747/ijets.v3i3.1111","DOIUrl":"https://doi.org/10.47747/ijets.v3i3.1111","url":null,"abstract":"This article explores theological rigidity and misconceptions against solutions to increase COVID-19 vaccination among rural learners in Zimbabwe. This qualitative study is anchored on socio-cultural theory by Levi Vygotsky. An interpretive paradigm embedded in a case study design was used to explore the concepts. We used a purposive sampling technique to select nineteen knowledge rich rural Christians drawn from Pentecostals, African initiated Traditional Churches and Evangelicals denominations. In-depth interviews were conducted with the selected informants. Two focus group discussions (FGDs) were administered with participants drawn from each of the three denomination categories, giving a total of six FGDs. Data generated through focus group discussions were analyzed through thematic content analysis. We found that a significant number of rural learners in Zimbabwe have not been vaccinated due to a myriad of reasons. These include their rigid theological beliefs, cultural resistance and political skepticism. Consequently, the paper recommends that there is need for the Government, Church organizations and other stakeholders to collectively engage each other and find solutions to increase the uptake of COVID-19 vaccines among rural learners.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"35 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74076370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-29DOI: 10.1080/00221546.2023.2250695
Meghan J. Pifer, Tenisha L. Tevis, V. Baker
{"title":"Advancing the Institution and the Individual: Women’s Enactment of Equity-Minded Leadership in Colleges and Universities","authors":"Meghan J. Pifer, Tenisha L. Tevis, V. Baker","doi":"10.1080/00221546.2023.2250695","DOIUrl":"https://doi.org/10.1080/00221546.2023.2250695","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"38 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75802730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 4, 2023
《International Journal of Higher Education》，Vol. 12, No. 4, 2023
{"title":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 4, 2023","authors":"Susan Sun","doi":"10.5430/ijhe.v12n4p96","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p96","url":null,"abstract":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 4, 2023","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134927892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 4, 2023
《International Journal of Higher Education》，Vol. 12, No. 4, 2023
{"title":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 4, 2023","authors":"Susan Sun","doi":"10.5430/ijhe.v12n4p94","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p94","url":null,"abstract":"Reviewer Acknowledgements for International Journal of Higher Education, Vol. 12, No. 4, 2023","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134927893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As an educational philosophy with distinct Chinese characteristics, curriculum ideological and political education has been widely promoted and applied in major universities in China in recent years. This article takes the teaching practice of ideological and political education in the Financial Management course as an example, illustrates the real scenes of content innovation in the teaching practice process, analyzes the innovative ideas of integrating the ideological and political concepts into professional courses in universities, and expounds the specific content of the reconstructed teaching system and evaluation reform of Financial Management teaching based on the ideological and political concepts, Finally, it summarizes the experience in the ideological and political practice of the financial management course and reflects on the problems encountered and the shortcomings therein, with a view to providing broader ideas and research paradigms for the continuous construction of the Financial Management course in the future.
{"title":"Curriculum Ideological and Political Education: An Educational Philosophy with Distinct Chinese Characteristics","authors":"Kexin Wang, Shiqian Zhou","doi":"10.5430/ijhe.v12n4p88","DOIUrl":"https://doi.org/10.5430/ijhe.v12n4p88","url":null,"abstract":"As an educational philosophy with distinct Chinese characteristics, curriculum ideological and political education has been widely promoted and applied in major universities in China in recent years. This article takes the teaching practice of ideological and political education in the Financial Management course as an example, illustrates the real scenes of content innovation in the teaching practice process, analyzes the innovative ideas of integrating the ideological and political concepts into professional courses in universities, and expounds the specific content of the reconstructed teaching system and evaluation reform of Financial Management teaching based on the ideological and political concepts, Finally, it summarizes the experience in the ideological and political practice of the financial management course and reflects on the problems encountered and the shortcomings therein, with a view to providing broader ideas and research paradigms for the continuous construction of the Financial Management course in the future.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"31 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91020102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.47747/ijets.v3i3.1335
Huu Thanh Minh Nguyen, Hoang My Thieu
This mixed-method study investigated social injustice in higher education produced from the internationalized high-quality program (HQP) characterized by adapting the curriculum from prestigious universities abroad and employing English as the medium of instruction in Vietnam, based on White’s (2010) well-being approach as well as Sen’s (2001) capability approach. Using the questionnaire administered to 120 students and 30 lecturers and semi-structured interviews conducted with eight students in a university in Vietnam, the findings suggested that from subjective dimensions of well-being, the superior features of the HQP and pre-sessional English language training were perceived values of endowments that HQP students and their parents situated themselves in. That established a solid linkage to material dimensions reflected in the possibility of securing the economy after program completion. From the capability approach perspective, although such a disparity in endowments was unjustifiable due to problematic program delivery, there were no different entitlements that might have led to social injustice, providing that students of any program could fulfil their education. The issue of financial affordability relating to the HQP implementation has raised concern about unequal access to educational opportunities for all.
{"title":"Well-being and Capability Approaches to Social Injustice in Internationalization of Higher Education: Evidence from Vietnam","authors":"Huu Thanh Minh Nguyen, Hoang My Thieu","doi":"10.47747/ijets.v3i3.1335","DOIUrl":"https://doi.org/10.47747/ijets.v3i3.1335","url":null,"abstract":"This mixed-method study investigated social injustice in higher education produced from the internationalized high-quality program (HQP) characterized by adapting the curriculum from prestigious universities abroad and employing English as the medium of instruction in Vietnam, based on White’s (2010) well-being approach as well as Sen’s (2001) capability approach. Using the questionnaire administered to 120 students and 30 lecturers and semi-structured interviews conducted with eight students in a university in Vietnam, the findings suggested that from subjective dimensions of well-being, the superior features of the HQP and pre-sessional English language training were perceived values of endowments that HQP students and their parents situated themselves in. That established a solid linkage to material dimensions reflected in the possibility of securing the economy after program completion. From the capability approach perspective, although such a disparity in endowments was unjustifiable due to problematic program delivery, there were no different entitlements that might have led to social injustice, providing that students of any program could fulfil their education. The issue of financial affordability relating to the HQP implementation has raised concern about unequal access to educational opportunities for all.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"10 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88460203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-11DOI: 10.1080/00221546.2023.2241329
Nicholas A. Bowman, Shinji Katsumoto, Brooke H. Tran, Alberto Maria Segre
{"title":"Dining Together: Social Networks With International and Domestic Students as Predictors of International Students’ College Success","authors":"Nicholas A. Bowman, Shinji Katsumoto, Brooke H. Tran, Alberto Maria Segre","doi":"10.1080/00221546.2023.2241329","DOIUrl":"https://doi.org/10.1080/00221546.2023.2241329","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"74 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86294903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1080/00221546.2023.2241330
Matthew T. Hora, Zi Chen, M. Wolfgram, Jiahong Zhang, J. Fischer
Internships are widely promoted high-impact practices that can have positive impacts on students’ academic and post-graduate success, yet how specific features facilitate these outcomes is understudied. Instead, internships are often studied in terms of mere participation, without recognizing that these experiences are complex pedagogic spaces shaped by professional cultures and decisions about instructional design. In this sequential mixed-methods study we use sociocultural learning theory to interpret data from online surveys (n=435) and focus groups (n=52) with students at five institutions. Stepwise linear regression analyses of demographic and programmatic variables associated with intern satisfaction, developmental value, and career adaptability indicated that first-generation status, gender, race and income level, and supervisor behaviors were significantly associated with satisfaction and development. Analyses of qualitative data revealed that features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) supervision impacted student experiences. These findings reveal that internships should be designed with careful attention to task scaffolding, student autonomy and supervisor assistance, depending on the professional context and situation. These results highlight the need for colleges and employers to design internships as mentored and culturally shaped learning spaces, provide supervisor training, and consider the cultural backgrounds of students when matching them to internships.
{"title":"Designing Effective Internships: A Mixed-Methods Exploration of the Sociocultural Aspects of Intern Satisfaction and Development","authors":"Matthew T. Hora, Zi Chen, M. Wolfgram, Jiahong Zhang, J. Fischer","doi":"10.1080/00221546.2023.2241330","DOIUrl":"https://doi.org/10.1080/00221546.2023.2241330","url":null,"abstract":"Internships are widely promoted high-impact practices that can have positive impacts on students’ academic and post-graduate success, yet how specific features facilitate these outcomes is understudied. Instead, internships are often studied in terms of mere participation, without recognizing that these experiences are complex pedagogic spaces shaped by professional cultures and decisions about instructional design. In this sequential mixed-methods study we use sociocultural learning theory to interpret data from online surveys (n=435) and focus groups (n=52) with students at five institutions. Stepwise linear regression analyses of demographic and programmatic variables associated with intern satisfaction, developmental value, and career adaptability indicated that first-generation status, gender, race and income level, and supervisor behaviors were significantly associated with satisfaction and development. Analyses of qualitative data revealed that features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) supervision impacted student experiences. These findings reveal that internships should be designed with careful attention to task scaffolding, student autonomy and supervisor assistance, depending on the professional context and situation. These results highlight the need for colleges and employers to design internships as mentored and culturally shaped learning spaces, provide supervisor training, and consider the cultural backgrounds of students when matching them to internships.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":"59 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84788395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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