Undergraduate Students’ Perceptions of Professors Concerning Academic Rules and Relations: Does Sex Matter?

2020 ◽  
Vol 201 (1) ◽  
pp. 28-33
Author(s):  
Ahmad Daghigh ◽  
Vahid Daghigh ◽  
Mohsen Niazi ◽  
David T. Morse
Keyword(s):  
Undergraduate Students ◽  
Middle Eastern ◽  
Educational Experience ◽  
Student Ratings ◽  
Complete Data ◽  
Female Faculty ◽  
Policy Communication ◽  
Main Effect ◽  
Male Faculty

A common metric in appraising the classroom and educational experience is student ratings of courses and faculty. Our purpose in this study was to investigate whether the ratings of faculty in a co-educational Middle Eastern university concerning observation of university rules and policy, communication with colleagues, and communication with students differ based on sex—both that of the faculty and that of the student furnishing the ratings. Data were collected from 847 undergraduate students at Kashan University, of whom 626 had complete data. Statistically significant, though small, differences were observed for the main effect of student sex (females>males on following rules) and female faculty were rated more highly than male faculty on following rules and relationships with students. No differences by student sex or faculty sex on relationships with colleagues were noted, nor was there an interaction of student sex and faculty sex on the ratings.

scholarly journals It Is Hard to Read Minds without Words: Cues to Use to Achieve Empathic Accuracy

2021 ◽  
Vol 9 (2) ◽  
pp. 27
Author(s):  
Sara D. Hodges ◽  
Murat Kezer
Keyword(s):  
Undergraduate Students ◽  
Middle Eastern ◽  
Cross Cultural ◽  
Empathic Accuracy ◽  
Past Work ◽  
White American ◽  
Middle Easterners

When faced with the task of trying to “read” a stranger’s thoughts, what cues can perceivers use? We explore two predictors of empathic accuracy (the ability to accurately infer another person’s thoughts): use of stereotypes about the target’s group, and use of the target’s own words. A sample of 326 White American undergraduate students were asked to infer the dynamic thoughts of Middle Eastern male targets, using Ickes’ (Ickes et al. 1990) empathic accuracy paradigm. We predicted use of stereotypes would reduce empathic accuracy because the stereotypes would be negative and inaccurate. However, more stereotypical inferences about the target’s thoughts actually predicted greater empathic accuracy, a pattern in line with past work on the role of stereotypes in empathic accuracy (Lewis et al. 2012), perhaps because the stereotypes of Middle Easterners (collected from a sample of 60 participants drawn from the same population) were less negative than expected. In addition, perceivers who inferred that the targets were thinking thoughts that more closely matched what the target was saying out loud were more empathically accurate. Despite the fact that words can be used intentionally to obscure what a target is thinking, they appear to be a useful cue to empathic accuracy, even in tricky contexts that cross cultural lines.

scholarly journals Women Don't Ask? Women Don't Say No? Bargaining and Service in the Political Science Profession

2013 ◽  
Vol 46 (02) ◽  
pp. 355-369 ◽  
Author(s):  
Sara McLaughlin Mitchell ◽  
Vicki L. Hesli
Keyword(s):  
Political Science ◽  
Department Chair ◽  
Academic Profession ◽  
Academic Programs ◽  
Conventional Wisdom ◽  
The Political ◽  
Female Faculty ◽  
Research Support ◽  
Leaky Pipeline ◽  
Male Faculty

AbstractThis article examines the dual problems of “women don't ask” and “women don't say no” in the academic profession. First, we consider whether female faculty bargain more or less frequently than male faculty about such resources as salary, research support, clerical support, moving expenses, and spousal accommodation. Analyzing a 2009 APSA survey, we find that women aremorelikely to ask for resources than men when considering most categories of bargaining issues. This finding goes against conventional wisdom in the literature on gender and bargaining that suggests that women are less likely to bargain than men. Second, we seek to understand if women are reluctant to say no when asked to provide service at the department, college, university, or disciplinary levels. We find that women are asked to provide more service and that they agree to serve more frequently than men. We also find that the service women provide is more typically “token” service, as women are less likely to be asked by their colleagues to serve as department chair, to chair committees, or to lead academic programs. The implications of these results for the leaky pipeline in the academic profession are discussed.

scholarly journals Academic Misconduct: An Investigation into Male Students’ Perceptions, Experiences & Attitudes towards Cheating and Plagiarism in a Middle Eastern University Context

2016 ◽  
Vol 6 (1) ◽  
pp. 158 ◽  
Author(s):  
Bilal M. Tayan
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Information Source ◽  
Middle Eastern ◽  
Academic Misconduct ◽  
The Internet ◽  
First Year ◽  
Male Undergraduate ◽  
Students Attitudes ◽  
The University

Academic misconduct in many educational institutions in the Middle East is an inherent problem. This has been particularly true amongst the university student population. The proliferation of the Internet and the ownership of mobile and electronic devices, have, in part, witnessed rates of cheating, plagiarism and academic misconduct cases steadily increase across higher education contexts. Though the growth of the Internet as an information source and gateway to knowledge has increased substantially in recent years, it has, however, opened up a plethora of varying forms and rates of academic dishonesty. This study was conducted through an online Likert scale questionnaire. Its purpose was to investigate first year male undergraduate students’ attitudes, experiences and perceptions towards plagiarism and cheating in a university located in Saudi Arabia. The study aimed at addressing themes in relation to the meaning, forms, source, frequency and reasons of cheating and plagiarism. The study indicates that cheating and plagiarism is common among students, while a need to address student awareness and clarify student expectations towards academic integrity was also identified. The study also proposes several recommendations to alleviate the levels of academic misconduct, be it cheating in exams or plagiarising content, in the Saudi university context.

Piping hot dogs: a case of a Malaysian franchise

2011 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Sethela June ◽  
Asmat-Nizam Abdul-Talib
Keyword(s):  
Undergraduate Students ◽  
Fast Food ◽  
Small Firms ◽  
Middle Eastern ◽  
Subject Area ◽  
First Year ◽  
Content Type ◽  
Start Up ◽  
New Business ◽  
International Franchising

Subject area Internationalization, entrepreneurship, franchising, international marketing. Study level/applicability First year undergraduate students of Management courses. Case overview This case is about a newly established fast food company that expands very rapidly in Malaysia. Growing from merely a single pushcart, the company has evolved into one of the most successful purely-local food franchise businesses with almost 100 franchises throughout the country and abroad. The company keeps on looking at bigger expansion plans abroad and eyeing the Middle Eastern markets. Expected learning outcomes After carrying out this exercise, students are expected to be able: to understand how a new business start up grows; to provide a simple illustration on how internationalization of small firms can took place; to analyze the various factors of considerations prior to internationalization; to identify the basic issues of international franchising and how the system works. Supplementary materials Teaching note.

scholarly journals Differences in Egyptian Students’ Attitudes to Academic Dishonesty and Related Behaviors: The Case of Business Students

2014 ◽  
Vol 5 (4) ◽  
pp. 175-185
Author(s):  
Dina Metwally
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Predictive Accuracy ◽  
Business Students ◽  
Middle Eastern ◽  
Academic Cheating ◽  
Academic Behaviors ◽  
University Admission ◽  
Significant Difference ◽  
Research Findings

Academic cheating is one type of unethical academic behaviors or academic dishonesty. The level of cheating among undergraduate students has tremendously increased. Academic cheating is crucial as it affects the credibility and predictive accuracy in university admission criteria. Despite the concern with academic dishonesty (cheating), most research has been conducted in Western context. Western research has been useful in providing in-depth understanding of causes of academic cheating however; it is uncertain whether the same research findings are applicable to Arab/Middle Eastern countries. This study focuses on academic cheating among Egyptian undergraduate students. The aim is to explore differences in students’ attitudes and reported behaviors to cheating across academic years. Research findings report no significant difference among business students with regard to behaviors and attitudes to academic dishonesty. Except for few statements, students have similar responses to the used scenarios. Findings of this study have important implications to the faculty and its staff. More attention should be given to the communication of right academic behaviors to students, students’ evaluation and assessment, invigilation system, punishment of wrong behaviors, and evaluation of academics.

scholarly journals Perceived Stress Among Faculty and First Year Students at a College of Pharmacy

2021 ◽  
Author(s):  
Melinda Verdone ◽  
Milena Murray ◽  
Brooke Griffin ◽  
Sally Arif ◽  
Jennifer Phillips ◽  
...  
Keyword(s):  
Perceived Stress ◽  
Family Care ◽  
Female Students ◽  
Pharmacy Students ◽  
First Year ◽  
Female Faculty ◽  
Family Obligations ◽  
First Year Students ◽  
Stress Levels ◽  
Male Faculty

Purpose: Female faculty and students could be affected by stressors disproportionately compared to male counterparts, especially those with children or family obligations. A study was undertaken to determine: 1) stress levels of pharmacy faculty and first-year pharmacy students; 2) whether gender affected faculty and/or student stress levels disproportionally; and 3) how child and family care responsibilities influenced stress levels. Methods: All first-year (P1) students enrolled in a College of Pharmacy were surveyed along with faculty. Stress levels were assessed using the Perceived Stress Scale (PSS10). Additional demographic information, including items related to children and family obligations, was collected. Results: Faculty reported average perceived stress levels (M=15.50) while first-year students reported high perceived stress levels (M=21.14). Perceived stress levels of female faculty (M=16.43) were higher than those of male faculty (M=12.00). Perceived stress levels of female students (M=22.60) were higher than those of male students (M=16.78). Perceived stress levels of female faculty with younger children (M=18.85) were higher than those of male faculty with younger children (M=9.67). Perceived stress levels of female students with ≥10 hours of family obligations per week (M=22.71) were higher than male pharmacy students with ≥10 hours (M=12.80). Conclusion: Lower levels of perceived stress for faculty compared to students may be due to the development of coping strategies coinciding with maturity. Results suggest more time spent on family obligations is negatively associated with stress levels for females, but not males. Colleges of pharmacy should invest resources to help reduce stress levels in faculty and student populations, particularly for the female gender.

scholarly journals Gender Patterns in Faculty Participation: A Decade of Experience at a Mid-sized University

2017 ◽  
Vol 29 (3) ◽  
pp. 1-32
Author(s):  
Maroussia Ahmed ◽  
Margaret Denton ◽  
Julia S. O’Connor ◽  
Isik Urla Zeytinoglu
Keyword(s):  
Gender Differences ◽  
Decision Making ◽  
Task Force ◽  
Female Faculty ◽  
Faculty Participation ◽  
Professional Activities ◽  
Gender Patterns ◽  
Equitable Treatment ◽  
Academic Year ◽  
Male Faculty

This article examines the progress made at a mid-sized Ontario university in reducing gender differences in faculty participation and experience of participation in university administration, decision-making, teaching, research, and other professional activities. Based on a survey of female and male faculty and the report of a Task Force on the Integration of Female Faculty, a number of recommendations were to be implemented beginning in the 1992/93 academic year. Progress is examined in light of a commitment to integration based on the principles of inclusion, visibility of procedure, equitable treatment, and climate of support. The article concludes by discussing issues related to participation, which have relevance beyond the specifics of this case.

Relating Case Presentation Style and Level of Student Knowledge to Fact Acquisition and Application in Accounting Case Analyses

2001 ◽  
Vol 16 (2) ◽  
pp. 205-222 ◽  
Author(s):  
Jeff Gobeil ◽  
Fred Phillips
Keyword(s):  
Undergraduate Students ◽  
Interactive Effect ◽  
Future Research ◽  
Presentation Style ◽  
Student Knowledge ◽  
Case Presentation ◽  
Selection Decisions ◽  
Main Effect ◽  
High Knowledge ◽  
Key Dimensions

We examine how the presentation of accounting cases in narrative (i.e., story-based) or expository (i.e., fact-based) style combines with the level of student knowledge to affect two key dimensions of accounting case analyses: acquisition and application of relevant case facts. Results from an experiment with 210 undergraduate students in an introductory financial accounting class indicated that level of student knowledge (measured by course grade) was associated with the acquisition of accounting case facts through a statistically significant main effect. That is, high-knowledge students acquired a greater number of relevant facts from an accounting case than did low-knowledge students. The main effect of case presentation style and its interactive effect with student knowledge on case-fact acquisition were not statistically significant. In a subsequent problem-solving task, the interaction between case presentation style and student knowledge level exerted a statistically significant effect on the application of accounting case facts. Specifically, low-knowledge students were better able to apply case facts when the case was presented in narrative rather than expository style, whereas high-knowledge students performed equally well regardless of case presentation style. Implications of these results for instructors' case-selection decisions are discussed, and directions for future research are outlined.

Motivational intermediaries of self-regulation among university students

2017 ◽  
Vol 9 (3) ◽  
pp. 448-464 ◽  
Author(s):  
Douglas Russell ◽  
Racquel Warner
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Online Survey ◽  
Time Perspective ◽  
Middle Eastern ◽  
Self Regulation ◽  
Future Time Perspective ◽  
Content Type

Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

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