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Revisiting university students' intention to accept AI-Powered chatbot with an integration between TAM and SCT: a south Asian perspective 结合 TAM 和 SCT 重新审视大学生接受人工智能聊天机器人的意愿:南亚视角
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-28 DOI: 10.1108/jarhe-11-2023-0514
Md. Rabiul Awal, Md. Enamul Haque

Purpose

This paper aims to explore students’ intention to use and actual use of the artificial intelligence (AI)-based chatbot such as ChatGPT or Google Bird in the field of higher education in an emerging economic context like Bangladesh.

Design/methodology/approach

The present study uses convenience sampling techniques to collect data from the respondents. It applies partial least squares structural equation modeling (PLS-SEM) for analyzing a total of 413 responses to examine the study’s measurement and structural model.

Findings

The results explore that perceived ease of use (PEOU) negatively affects intention to adopt AI-powered chatbots (IA), whereas university students’ perceived usefulness (PU) influences their IA positively but insignificantly. Furthermore, time-saving feature (TSF), academic self-efficacy (ASE) and electronic word-of-mouth (EWOM) have a positive and direct impact on their IA. The finding also reveals that students' IA positively and significantly affects their actual use of AI-based chatbot (AU). Precisely, out of the five constructs, the TSF has the strongest impact on students’ intentions to use chatbots.

Practical implications

Students who are not aware of the chatbot usage benefits might ignore these AI-powered language models. On the other hand, developers of chatbots may not be conscious of the crucial drawbacks of their product as per the perceptions of their multiple users. However, the findings transmit a clear message about advantages to users and drawbacks to developers. Therefore, the results will enhance the chatbots’ functionality and usage.

Originality/value

The findings of the study alert the teachers, students and policymakers of higher educational institutions to understand the positive outcomes and to accept AI-powered chatbots such as OpenAI’s ChatGPT. Outcomes also notify the AI-product developers to boost the chatbot’s quality in terms of timeliness, user-friendliness, accuracy and trustworthiness.

目的本文旨在探讨在孟加拉国这样一个新兴经济国家的高等教育领域,学生对基于人工智能(AI)的聊天机器人(如 ChatGPT 或 Google Bird)的使用意向和实际使用情况。研究结果结果表明,感知易用性(PEOU)对采用人工智能聊天机器人(IA)的意向有负面影响,而大学生的感知有用性(PU)对其IA有积极影响,但不显著。此外,省时功能(TSF)、学术自我效能感(ASE)和电子口碑(EWOM)对他们的IA有积极和直接的影响。研究结果还显示,学生的内省对他们实际使用基于人工智能的聊天机器人(AU)有积极和显著的影响。确切地说,在五个构念中,TSF 对学生使用聊天机器人的意愿影响最大。另一方面,聊天机器人的开发者可能没有意识到他们的产品在众多用户眼中的关键缺点。不过,研究结果为用户和开发者传递了明确的优势和缺点信息。原创性/价值研究结果提醒高等院校的教师、学生和决策者了解积极的成果,并接受人工智能驱动的聊天机器人,如 OpenAI 的 ChatGPT。研究结果还提醒人工智能产品开发人员提高聊天机器人在及时性、用户友好性、准确性和可信度方面的质量。
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引用次数: 0
The influence of family social capital toward the entrepreneurial intention among prospective graduates in Tanzanian universities 家庭社会资本对坦桑尼亚大学准毕业生创业意向的影响
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-28 DOI: 10.1108/jarhe-08-2023-0389
Ruth Elias

Purpose

The study examines the influence of family social capital on prospective university graduates' entrepreneurial intentions in Tanzania. The study also looks at the way entrepreneurial education amplifies the primary link between the study variables.

Design/methodology/approach

Cross-sectional data were gathered at a specific period from potential graduates in Tanzanian universities using structured questionnaires under the quantitative approach. The links between family social capital, entrepreneurship education and entrepreneurial intention were examined using the PROCESS macro.

Findings

Family social capital significantly influences the entrepreneurial intention of prospective Tanzanian university graduates. The entrepreneurial intentions of prospective graduates from Tanzanian universities are positively and significantly impacted by entrepreneurship education. The relationship between family social capital and the entrepreneurial intention of prospective graduates from Tanzanian universities is positively and significantly moderated by entrepreneurship education, and as a result, the positive impact of family social capital is amplified with increased entrepreneurship education.

Research limitations/implications

This study examines the impact of family social capital on the entrepreneurial intention of the prospective graduates from Tanzanian Universities. Other studies may look at the impact of family social capital on entrepreneurial intention when controlled with social capital acquired after university life. This is to check if the entrepreneurial intention has changed in any way.

Practical implications

Universities should stress the importance of offering entrepreneurship education as a way to complement and amplify the influence of family support on encouraging people to intend to pursue entrepreneurial opportunities. This is because the presence of entrepreneurship education increases the positive impact of family social capital on entrepreneurial intention. Furthermore, families should have the culture of having good relationship that brings strong family social capital which are necessary for the intention to pursue entrepreneurship opportunities.

Originality/value

The study advances the literature on analysing the entrepreneurial intention of prospective graduates in Tanzanian universities by giving empirical evidence from Tanzania. The report also identifies entrepreneurship education as a crucial programme to enhance the impact of family social capital and entrepreneurial intention on aspiring graduates in Tanzanian universities. Furthermore, the study shows the importance of family social capital on the prospective graduate’s intention to pursue entrepreneurship opportunities.

目的本研究探讨家庭社会资本对坦桑尼亚未来大学毕业生创业意向的影响。研究还探讨了创业教育是如何放大研究变量之间的主要联系的。设计/方法/途径在特定时期,采用结构化问卷调查的定量方法从坦桑尼亚大学的潜在毕业生中收集横向数据。研究结果家庭社会资本对坦桑尼亚大学准毕业生的创业意向有显著影响。创业教育对坦桑尼亚大学准毕业生的创业意向有积极而显著的影响。家庭社会资本与坦桑尼亚大学准毕业生的创业意向之间的关系受到创业教育的正向和显着调节,因此,随着创业教育的增加,家庭社会资本的积极影响会被放大。研究局限性/意义本研究探讨了家庭社会资本对坦桑尼亚大学准毕业生创业意向的影响。其他研究可能会考察家庭社会资本在与大学生活后获得的社会资本进行对照时对创业意向的影响。实际意义大学应强调提供创业教育的重要性,以此补充和扩大家庭支持对鼓励人们追求创业机会的影响。这是因为创业教育的存在会增加家庭社会资本对创业意向的积极影响。此外,家庭应拥有良好的关系文化,从而带来强大的家庭社会资本,这对追求创业机会的意向是必要的。 原创性/价值 本研究通过提供坦桑尼亚的经验证据,推动了有关分析坦桑尼亚大学准毕业生创业意向的文献。报告还指出,创业教育是加强家庭社会资本和创业意向对坦桑尼亚大学有抱负的毕业生的影响的重要计划。此外,研究还显示了家庭社会资本对未来毕业生追求创业机会的意向的重要性。
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引用次数: 0
Access and success in higher education: fostering resilience in historically disadvantaged students in South Africa 高等教育的入学与成功:培养南非历史上处于不利地位的学生的适应能力
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-26 DOI: 10.1108/jarhe-05-2023-0217
Emnet Tadesse Woldegiorgis, Otilia Chiramba

Purpose

This qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.

Design/methodology/approach

This research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.

Findings

The study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.

Originality/value

This research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

目的 本定性研究探讨了南非历史上处于不利地位的高等教育学生在入学和成功方面所面临的障碍。本研究利用在六所高等教育机构开展的混合方法研究项目中收集的经验数据。研究重点是人文和科学院系中的知识获取和成功问题。数据集包括涉及 34 个学生和 10 个教职员工案例的访谈记录。研究结果该研究揭示了弱势学生在进入大学和从基础教育向高等教育过渡时所面临的多方面挑战,包括难以理解入学程序、经济障碍和语言能力问题。研究强调大学应采取积极主动的措施,如提供全面的早期支持、识别高危学生并与学校合作,为未来的学生做好更充分的准备。研究还提倡利用复原力理论来解决与这些学生的入学和成功相关的社会公正问题。此外,研究还建议开发包容性课程,并强调大学有必要在学术和社会方面积极支持弱势学生。研究利用实证数据,揭示了弱势学生在从高中过渡到高等教育过程中所面临的障碍,同时也探讨了他们的适应策略。
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引用次数: 0
A collective inquiry into betweenness: emerging scholars of color navigating the socialization process 对 "之间性 "的集体探究:有色人种新兴学者在社会化进程中的导航
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-26 DOI: 10.1108/jarhe-08-2023-0405
Ahreum Lim, Daeun Jung, Eunsun Lee

Purpose

As emerging scholars of color with transnational backgrounds, we collectively recount our socialization experiences in US higher education institutes. We explore moments of betweenness as catalysts for envisioning a more inclusive academia that operates beyond the tokenism of diversity.

Design/methodology/approach

Employing betweener autoethnography (Diversi and Moreira, 2018), we inquire into the sense of impasse encountered by South Korean female emerging scholars in the field of education in becoming an outsider within the academic system.

Findings

Chronicling our shifts in perspectives of our positionality, we interweave inquiries motivating us to challenge normative pressures and map our betweener experiences onto the Wiedman and DeAngelo’s (2020) socialization model. Through this process, we wedge open in-between spaces in the socialization process that accommodate the nuanced positionality of transnational scholars.

Originality/value

Integrating postcolonial critiques on the Western-centric meritocratic academia, this piece sheds light on the complexity and fluidity of emerging transnational scholars’ socialization processes. The thick, nuanced description deepens the understanding of the complexity of their identity negotiation within the dominant logics of academia. Our inquiries interwoven through betweener autoethnography serve as guidance for mentoring international graduate students and transnational scholars.

目的作为具有跨国背景的新兴有色人种学者,我们共同讲述了我们在美国高等教育机构中的社会化经历。我们探讨了 "中间性"(betweenness)时刻作为催化剂的作用,以憧憬一个超越象征性多样性的、更具包容性的学术界。设计/方法/方法我们采用 "中间性 "自述法(Diversi and Moreira, 2018),探究韩国女性新兴学者在教育领域成为学术体系局外人时所遇到的僵局感。研究结果根据我们对自身定位的视角转变,我们将促使我们挑战规范压力的探究交织在一起,并将我们的 "局外人 "经历映射到 Wiedman 和 DeAngelo(2020 年)的社会化模型中。通过这一过程,我们在社会化过程中楔入了开放的中间空间,以适应跨国学者细微差别的地位。原创性/价值结合后殖民主义对以西方为中心的功利主义学术界的批判,本文揭示了新兴跨国学者社会化过程的复杂性和流动性。厚重、细致的描述加深了人们对他们在学术界主导逻辑中进行身份协商的复杂性的理解。我们的探究与自述相互交织,为指导国际研究生和跨国学者提供了指导。
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引用次数: 0
An observational study of teachers' and students' behaviors in synchronous online classrooms 同步在线课堂中师生行为的观察研究
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-25 DOI: 10.1108/jarhe-07-2023-0277
Carlos González, Daniel Ponce

Purpose

This paper aims first to describe the most prevalent teachers’ and students’ behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors.

Design/methodology/approach

An adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.

Findings

The most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area – social sciences and humanities –and teaching in technical institutions.

Practical implications

In a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning.

Originality/value

Despite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.

目的本文首先旨在描述紧急远程教学中同步在线课堂上最普遍的教师和学生行为;其次,辨别行为特征;第三,研究哪些特征可以解释观察到的行为:最普遍的行为是:教师展示和学生接收,其次是教师引导和学生与课堂交谈。此外,聚类分析还显示出两个组别:传统组和互动组。本研究为充分发挥在线和混合式教学的潜力提供了观察证据。原创性/价值尽管在 COVID-19 期间同步在线授课非常普遍,但有关在这种情况下发生的实际行为的观察研究却很少。大多数研究都是基于调查和访谈。本研究填补了这一空白。
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引用次数: 0
Does higher ranking ensure higher student satisfaction: evidence from higher education institutions in India 排名越高,学生满意度越高:印度高等教育机构提供的证据
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-25 DOI: 10.1108/jarhe-08-2023-0358
Sam Thomas

Purpose

Prospective students and other stakeholders in the education system use global and national rankings as a measure of the quality of education offered by different higher educational institutions. The ranking of an Institution is seen as a measure of reputation and has a significant role in attracting students. But are students happy in the top-ranked institutions? Does a high rank translate into high student satisfaction? This study answers this question taking data from top educational institutions in India.

Design/methodology/approach

This study examines how the top-ranked higher education institutions in India fare on student satisfaction. Using the data on key performance indicators published by the National Institutional Ranking Framework (NIRF) and student satisfaction scores of these institutions reported by NAAC, the study explores a possible relationship between the ranking of an institution and its student satisfaction score.

Findings

The study finds no significant relationship between the ranking of an institution and its student satisfaction score. The only institutional performance dimension which has a positive correlation with student satisfaction is graduate outcome. The diversity dimension is seen to be negatively correlated with student satisfaction.

Practical implications

The importance of modifying the ranking frameworks to account for the real drivers of student satisfaction is highlighted. The items in the student satisfaction survey should be regularly updated to reflect the actual concerns of the students. This is very important given the fact that the number of Indian students going abroad for higher education recorded a six-year high in 2022 at 750,365.

Originality/value

With more than 50,000 institutions catering to over 40 million students, India has the largest higher education system in the world. Given the high level of competition among these institutions, ranking and accreditation have become important parameters used by students for selection of an institution. But do top-ranked higher education institutions have the most satisfied student community? The assumption is disproved using the most credible secondary data. This study is the first of its kind in the Indian context. It has huge implications for the most respected ranking frameworks.

目的 未来的学生和教育系统中的其他利益相关者将全球和国家排名作为衡量不同高等院校教育质量的标准。院校排名被视为声誉的衡量标准,在吸引学生方面发挥着重要作用。但是,学生在排名靠前的院校学习是否快乐?高排名是否意味着高学生满意度?本研究利用印度顶尖教育机构的数据回答了这一问题。本研究探讨了印度排名靠前的高等教育机构在学生满意度方面的表现。研究利用国家院校排名框架(NIRF)公布的关键绩效指标数据和 NAAC 报告的这些院校的学生满意度得分,探讨了院校排名与其学生满意度得分之间可能存在的关系。唯一一个与学生满意度呈正相关的院校绩效维度是毕业生成绩。实践意义强调了修改排名框架以反映学生满意度真正驱动因素的重要性。学生满意度调查的项目应定期更新,以反映学生的实际关切。鉴于 2022 年出国接受高等教育的印度学生人数达到了 750 365 人,创下了六年来的新高,这一点非常重要。由于这些院校之间竞争激烈,排名和认证已成为学生选择院校的重要参数。但是,排名靠前的高等教育机构是否拥有最满意的学生群体呢?本研究利用最可靠的二手数据推翻了这一假设。这项研究在印度尚属首次。它对最受推崇的排名框架具有重大意义。
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引用次数: 0
Wait! What’s my job? Role ambiguity and role conflict as predictors of commitment among faculty 等等,我的工作是什么?角色模糊和角色冲突是教职员工承诺的预测因素
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.1108/jarhe-11-2023-0549
Assil Homayed, Silva Karkoulian, F. Jordan Srour

Purpose

Faculty play a unique role in universities performing duties along the three fronts of teaching, research and service. While it might be teaching that contributes most to the bottom line of a small university, it is often research by which faculty merit is judged. This study explores the relationships between role ambiguity, role conflict and commitment (affective, normative and continuance) as mediated by job satisfaction among faculty members.

Design/methodology/approach

A sample of 133 faculty members at a US-accredited university in Lebanon served as the basis for this study. The faculty members completed a survey covering scales on role ambiguity, role conflict, commitment and job satisfaction in addition to demographic variables.

Findings

We find that a decrease in role ambiguity strengthens affective and normative commitment but weakens continuance commitment. Structural equation modeling indicates that job satisfaction partially mediates the relationship between role ambiguity and affective commitment, while not mediating the relationship between role ambiguity and normative and continuance commitments. Similar findings hold for job satisfaction as a mediator in the relationship between role conflict and commitment.

Originality/value

Based on statistical modeling, this work (1) puts forth a revised scale for organizational commitment tailored to academia and (2) provides guidance to higher education institutions in terms of the differential impacts on faculty commitment that stem from reducing role-ambiguity versus role-conflict. Managerial recommendations focus on improving normative and affective commitment through the design of policies to reduce role conflict among faculty.

目的教师在大学中发挥着独特的作用,在教学、研究和服务这三条战线上履行职责。虽然教学可能对小型大学的底线贡献最大,但评判教师优劣的标准往往是研究。本研究探讨了教职员工的角色模糊性、角色冲突和承诺(情感承诺、规范承诺和持续承诺)之间以工作满意度为中介的关系。除人口统计学变量外,这些教职员工还完成了一项调查,调查内容包括角色模糊性、角色冲突、承诺和工作满意度。结构方程模型表明,工作满意度部分地调节了角色模糊性与情感承诺之间的关系,而没有调节角色模糊性与规范承诺和持续承诺之间的关系。基于统计建模,这项研究(1)提出了一个为学术界量身定制的组织承诺修订量表;(2)为高等教育机构提供了指导,使其了解减少角色模糊与角色冲突对教职员工承诺的不同影响。管理建议的重点是通过制定政策来减少教职员工的角色冲突,从而提高规范承诺和情感承诺。
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引用次数: 0
Do not forget about me, do not forget about you. Usability of a mobile app for professional identity formation 不要忘了我,也不要忘了你。专业身份形成移动应用程序的可用性
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.1108/jarhe-02-2023-0063
Silvia Lizett Olivares-Olivares, Miriam Lizzeth Turrubiates Corolla, Juan Pablo Nigenda Alvarez, Natalia Mejía Gaviria, Mariana Lema-Velez, Miguel Angel Villarreal Rodríguez, Luis Carlos Franco Ayala, Elena María Trujillo Maza, Isabel Barriga Cosmelli, Klaus Puschel Illanes

Purpose

Professional Identity Formation is the dynamic evolution to “think, act and feel” to become part of a professional community. This document presents the development and the study that aimed to assess the usability of a m-Learning Identity App (MLIA) focused on the formation of professional identity among undergraduate medical students.

Design/methodology/approach

MLIA development included four phases: Conceptual, prototype, pilot and implementation, before further deployment. The conceptual model was designed by eight faculty members from three Latin American universities. The prototype was developed and tested with stakeholders. The pilot was performed during 5 weeks before the implementation. Cross-sectional data collected during implementation from 138 medical students who completed a survey to assess the usability of MLIA are presented. During deployment, 977 posts were made on Professional Identity Formation, and examples of these posts are presented.

Findings

The prototype and pilot phases demanded improvements. The survey explored (1) Familiarity, (2) Perceived ease of use, (3) Perceived usefulness for Professional Identity Formation, (4) Satisfaction, (5) Intention to reuse (6) Digital aesthetics and (7) Safety. Results from the usability assessment suggest that students perceived MLIA as a secure space with positive aesthetics and ease of use.

Research limitations/implications

Important limitations of the present study include, firstly, that it does not provide information on the effectiveness of the MLIA in shaping professional identity in medical students, it focuses exclusively on its development (conceptual model, prototype, pilot and implementation) and usability. Secondly, the study design did not consider a control group and, therefore, does not provide information on how the App compares with other strategies addressing self-reflection and sharing of meaningful experiences related to professional identity.

Originality/value

MLIA introduces a different approach to education, simulating a secure, easy-to-use, social media with a friendly interface in a safe environment to share academic and motivational moments, transitioning from being to becoming a professional.

目的 职业认同的形成是 "思考、行动和感觉 "的动态演变,是职业群体的一部分。本文件介绍了移动学习身份应用程序(MLIA)的开发和研究情况,旨在评估移动学习身份应用程序(MLIA)的可用性,重点关注医学本科生专业身份的形成:MLIA的开发包括四个阶段:概念、原型、试点和实施,然后再进一步部署。概念模型由来自拉丁美洲三所大学的八名教师设计。原型是与利益相关者一起开发和测试的。在实施前的 5 周内进行了试点。在实施过程中,收集了 138 名医学生的横向数据,这些学生完成了一项调查,以评估 MLIA 的可用性。在部署期间,在专业身份形成上发布了 977 个帖子,并介绍了这些帖子的实例。调查内容包括:(1) 熟悉程度;(2) 感知到的易用性;(3) 感知到的对专业身份形成的有用性;(4) 满意度;(5) 再使用的意愿;(6) 数字美学;(7) 安全性。可用性评估结果表明,学生认为 MLIA 是一个安全的空间,具有积极的美感和易用性。原创性/价值MLIA引入了一种不同的教育方法,模拟一个安全、易用、界面友好的社交媒体,在一个安全的环境中分享学术和激励时刻,从成为专业人士过渡到成为专业人士。
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引用次数: 0
Class modality transition during COVID-19 pandemic: implications for unforeseen events COVID-19 大流行期间的类别模式转换:对意外事件的影响
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-22 DOI: 10.1108/jarhe-03-2023-0088
Lei Wen, Danya Mi, Daehyun Moon

Purpose

This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.

Design/methodology/approach

Due to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects.

Findings

Thanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general.

Originality/value

These teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.

设计/方法/途径由于 COVID-19 大流行,全球许多大学和学院在 2020 年春季从面授过渡到在线授课。研究结果由于教师在过渡期间实施了有效的教学技巧,包括教师录制的在线讲座视频、在线课堂材料、提前发布答案密钥、通过电子邮件频繁沟通以及观看讲座视频奖励积分等,学生总体上仍然对自己的学习成果持积极态度。原创性/价值这些教学技巧可用于在不可预见的情况下提高学生的学习体验和满意度,适用于混合课程和在线商业课程。
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引用次数: 0
Doctor of philosophy students’ academic success and the role of personal values 哲学博士学生的学业成功与个人价值观的作用
IF 1.7 Q2 Social Sciences Pub Date : 2024-03-21 DOI: 10.1108/jarhe-11-2023-0530
Richard Jaffu

Purpose

The study determined the role of personal values in doctor of philosophy (Ph.D.) students’ academic success in Tanzania. Specifically, it looked into the influence of openness to change values, self-enhancement values and conservation values on Ph.D. students’ academic success.

Design/methodology/approach

The study employed a cross-sectional survey design, in which 200 Ph.D. students from Tanzanian universities were involved by responding to a questionnaire. The relationship between the variables was determined by using structural equation modeling, and testing of the measurement model was done by confirmatory factor analysis (CFA).

Findings

The results indicate that personal values influence Ph.D. students’ academic success. Particularly, openness to change values have an ß value of 0.209 and p value of < 0.001, self-enhancement values have an ß of 0.173 and p-value of < 0.001 and conservation values have ß of 0.339 and p-value of < 0.001.

Practical implications

In the quest to improve Ph.D. students’ academic success, universities and Ph.D. students should foster openness to change values, self-enhancement values and conservation values in Ph.D. students.

Originality/value

The results of this study extend the use of the Schwartz theory of basic human values in explaining the academic success of Ph.D. students in Tanzanian universities. Past studies that applied this theory were based on secondary school and college students. Moreover, based on the author’s knowledge, this study is one of the early studies to systematically look into the role of personal values on Ph.D. students’ academic success. Thus, the study contributes to the existing literature on personal values and academic success because previous studies on this subject could not examine Ph.D. students’ success in isolation.

目的本研究确定了个人价值观在坦桑尼亚哲学博士(Ph.D.)学生学业成功中的作用。设计/方法/途径本研究采用横断面调查设计,200 名坦桑尼亚大学的博士生参与了问卷调查。研究结果表明,个人价值观会影响博士生的学业成功。结果表明,个人价值观影响着博士生的学业成功,其中,开放求变价值观的 ß 值为 0.209,p 值为 0.001;自我提升价值观的 ß 值为 0.173,p 值为 0.001;保护价值观的 ß 值为 0.339,p 值为 0.001。本研究的结果拓展了施瓦茨人类基本价值观理论在解释坦桑尼亚大学博士生学业成功方面的应用。以往应用该理论的研究都是基于中学生和大学生。此外,据作者所知,本研究是较早系统探讨个人价值观对博士生学业成功所起作用的研究之一。因此,本研究对现有关于个人价值观和学业成功的文献有所贡献,因为以往关于这一主题的研究无法孤立地考察博士生的成功。
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Journal of Applied Research in Higher Education
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