scholarly journals Academic procrastination' relation to undesirable behaviours among faculty members from the students' perspective

2021 ◽  
Vol 16 (6) ◽  
pp. 3091-3108
Author(s):  
Fadi S. Samawi ◽  
Asri A. Alramamna ◽  
Bilal A. Alkhatib ◽  
Nedal A. Alghafary

Background: Academic procrastination had been reported widely to be in association with unwanted behaviours among university students. However, this association was not studied extensively in higher educational institutions. Aim: This research aimed to measure the level of academic procrastination among college students and the unwanted behaviours among faculty members from students' viewpoints. Method: The research sample consisted of 430 students randomly selected for the summer semester 2016/2017 using the descriptive correlation approach. An instrument to measure academic procrastination was developed to achieve the aims of the research. Results: The findings indicated that the level of academic procrastination was medium, whereas unwanted behaviours were high. The findings result showed a negative association between academic procrastination and unwanted behaviours. One of the most dimensions of unwanted behaviours that forecasted academic procrastination is the dimension of managing and organising classrooms. Keywords: Academic procrastination; educational psychology; descriptive approach; university students/Jordan; unwanted behaviours.  

2021 ◽  
pp. 83-87
Author(s):  
L.F. Kaskova ◽  
V.M. Batig ◽  
I.I. Drozda ◽  
Y.Kh. Kilmukhametova

In recent years, there has been noted a tendency to deterioration of dental health in children and teenagers. Therefore, it is important to study the dental status of children who attend different educational establishments to identify risk factors for dental diseases and develop means of their elimination. The survey of adolescents studying in various educational institutions (school, college, university) in Chernivtsi was conducted according to the generally accepted method. The study of the prevalence (%) and intensity of caries (CPV of teeth) was taking into account the degree of caries activity in each age period: compensated (1st), subcompensated (2nd), decompensated (3rd). A total of 107 schoolchildren, 317 college students, and 116 university students were surveyed. Adolescents are 15 to 18 years old. To conduct the study, the average rates of caries in each age group were calculated to determine the degree of caries activity in each age period, taking into account the area where adolescents live. The following indicators were obtained for the Chernivtsi region: – 15 years: compensated form – up to 4 caries-affected teeth, subcompensated – 5-7, decompensated – 8 or over; – 16 years: compensated – up to 5, subcompensated – 6-8, decompensated – 9 or over; – 17 years: compensated – up to 7, subcompensated – 8-10, decompensated – 11 or over; – 18 years: compensated – up to 8, subcompensated – 9-11, decompensated 12, or over. Our research showed that college students in all studied age periods (15, 16, 17, and 18 years) had worse results than teenagers in the comparison groups (schoolchildren of 15-16 years, university students of 17-18 years). About 62% of all examined teenagers had the first degree of caries activity, 19.5% had the 2nd, and 18.5% had the 3rd degree of caries. Teenagers enrolled in college were divided according to the degree of caries activity: in the 1st degree – 36.3%, 2nd – 32.2%, 3rd – 31.5%, at school: 1st degree – 100%, at university: 1st degree – 97.4%, 2nd – 2.6%. At the age of 18, the number of college students who have a decompensated degree of caries activity increases to 36.6% due to a decrease in the number in the group with a subcompensated degree. University students in 100% of cases had a compensated degree of caries activity. Caries intensity rates in each age group are lower in schoolchildren than in college students and are the lowest in university students. In teenagers with the first degree of caries activity, the highest rate of caries intensity was observed in college (15-18 year adolescents), and the lowest – at school (15-16 years). University students, despite being 17-18 years old, had lower rates than college teens. All students had the first degree of caries activity. When comparing the rate of caries intensity in the studied 15 year-olds with the compensated degree of caries activity, it was found that in schoolchildren it is 1.7 times lower than in college students, in 16 year-olds – 1.5 times. At the age of 17 and 18 – 1.7 times, compared to university students. Thus, our research showed that college students of all studied age groups had worse indices than teenagers in the comparison groups. They have a more severe course of caries. The results suggest that further studies into the causes of caries in college students need to be conducted.


2020 ◽  
pp. 227853372096355
Author(s):  
Malakkaran Johny Jino ◽  
Hima Elizabeth Mathew

Formalisation emerges as an important aspect of organisational structure, especially in the wake of disruption of organisational routines. Also, there is a growing recognition that, in recent decades, higher educational institutions started adapting several business-like managerial practices into their system. In this context, the present study aims to determine the likely effect of organisational formalisation on ethical and unethical behaviour among teachers/faculty members. In addition, the study assesses the mediating mechanism of moral efficacy in the aforementioned relationships. A survey-based method was utilised to collect data from the 689 faculty members affiliated with different higher educational institutions in southern India. Structural equation modelling results revealed that formalisation has a significant positive relation with faculty member’s ethical behaviour. However, the study did not provide evidence for the predicted negative relationship between formalisation and unethical behaviour. Further, the results suggested that moral efficacy plays a significant mediating role in both these relations. Results reinforce the underlying theoretical mechanism of social cognitive theory that human function is a reciprocal determinism between person, his/her environment, and behaviour. Implications and limitations of the study are discussed.


2020 ◽  
Author(s):  
Stella Appiah

Abstract Background The subject of continuous quality of nursing education programme is an extremely sensitive issue worldwide, particularly in Philippines where high number of their trained registered nurses are exported to both developed and developing countries. The assessment of quality of nursing education programmes are usually measured using passing rates in licensure examinations by several government organizations. However, few studies have associated quality of nursing education to the quality of nursing instructors, this study probed further and determined whether the quality of nursing education programmes differs according to profile of faculty members in Philippines colleges of higher education in higher educational institutions. Methods A cross-sectional survey study design was employed in this study. One hundred and eight-five (185) faculty members in fifteen (15) higher educational institutions were selected for the research using purposive sampling. The study was carried out with the period of January 1 – June 30, 2017. Close-ended structured questionnaires based on study objectives were used to collect data. Frequency and Percentages were used to analyse the profile of faculty members whereas weighted means from a four liker’s scale was used to interpret the extent of perceived quality of nursing education programme. Results Majority, 39% and 46% of faculty members had 1–5 years’ clinical experience and 6–10 years of teaching experience respectively. Study participants with a grand weighted mean of 3.84 out of 4.00 strongly agreed that quality of nursing education programme is synonyms with other universities in the world. Significant differences existed in the quality of mission/vision/goals/objectives (p-value = 0.008), curriculum and instruction (p-value = 0.038), administration of nursing programme (p-value = 0.025), faculty development programme (p-value = 0.003), physical structure and equipment (p-value = 0.016), student services (p-value = 0.017), admission of students (p-value = 0.010) and quality assurance system (p-value = 0.009) in relation to teaching experience of faculty members. Conclusion Faculty members strongly perceived nursing education programmes to be of good quality in this study. Teaching experience of instructors predicted significant differences in the quality of nursing education programme in all the quality matrix indicators. However, clinical experience and job category of faculty members rather showed that quality of nursing education is the same throughout all the higher educational institutions.


Author(s):  
Mostafa Al-Emran ◽  
Khaled Shaalan

In the last few years, the way we learn has been shifted dramatically from traditional classrooms depending on printed papers into E-learning depending on digital pages. Mobile learning (M-learning) is a recent technology that has been developed rapidly to deliver E-learning using personal mobile devices without posing any restrictions on time and location. In this work, we investigate students and faculty members’ attitudes towards the use of M-learning in higher educational institutions within two countries in the Gulf Region (Oman & UAE). Two questionnaire surveys have been conducted: one for students and another for faculty members. In these surveys, 383 students and 54 instructors have taken part within the study. An independent sample t-test was performed to examine whether there exist a significant difference among the students’ attitudes and the faculty members’ attitudes towards the use of M-learning with regard to gender and country. Results indicated that students in the UAE were more positive towards the use of M-learning than those in Oman. Moreover, results revealed that 99% of the students own mobile devices, in particular smartphones and tablets, while only 1% has not. Results of this study could help policy makers for better decision making in building the M-learning infrastructure in the higher educational institutions in general and specifically within the Arab Gulf region.


2018 ◽  
Vol 5 (1) ◽  
pp. 4-19 ◽  
Author(s):  
Mangala Vadivu Vivakaran ◽  
M. Neelamalar

Social media tools are observed to play a vital role in the renovation of the conventional teaching and learning practices across the globe. Though primarily developed for online social communication, social media platforms tend to possess suitable tools that can be used for instructional purposes in order to initiate active learning among students. Additionally, the social publishing features that support User Generated Content (UGC) act as powerful drivers in converting social media sites into informal, networked and constructive virtual learning environments. The present study aims to analyse the use of social media platforms for educational purposes in developing nations such as India. The study intends to examine the penetration and reception of social media platforms in higher educational institutions in urban as well as the technologically deprived rural areas. An extensive survey was conducted among the faculty members in the higher educational institutions in the state of Tamil Nadu, India. The research reveals the present diffusion level of social software in the academic sector of Tamil Nadu, a state containing a varied technological landscape due to its internal digital divide and many other infrastructural discrepancies. Additionally, factors that induce and the barriers that affect the pedagogical employment of social media tools by the higher education faculty members have been identified.


IEEE Access ◽  
2018 ◽  
Vol 6 ◽  
pp. 14268-14276 ◽  
Author(s):  
Waleed Mugahed Al-Rahmi ◽  
Norma Alias ◽  
Mohd Shahizan Othman ◽  
Ahmed Ibrahim Alzahrani ◽  
Osama Alfarraj ◽  
...  

2019 ◽  
Vol 43 (1/2) ◽  
pp. 166-187 ◽  
Author(s):  
Muhammad Awais Bhatti ◽  
Mohammed Alshagawi ◽  
Ahmad Zakariya ◽  
Ariff Syah Juhari

Purpose Globalization has brought many challenges to organizations, namely, in managing the performance of multicultural workforces to achieve organizational objectives. Past researchers have highlighted many factors that influence the employee’s performance, but the nature and scope of these factors is limited to the conventional setting. Therefore, the purpose of this paper is to develop a comprehensive framework to better understand the role of the psychological diversity climate, HRM practices and personality traits (Big Five) in job satisfaction and performance of the multicultural workforce. Design/methodology/approach Data were collected from 258 faculty members working in Saudi Arabia’s higher educational sector. Structural equation modeling was used with Amos 18 to analyze the data. Findings The findings of this study suggest that managers should adopt diversity practices to improve the psychological diversity climate among multicultural workforce. In addition, diversity training and unbiased performance appraisal systems also increase the faculty member’s job satisfaction and performance in multicultural settings. Finally, managers should consider openness to culture and sociability traits while selecting faculty members to work in multicultural settings. Originality/value This framework has never been tested in higher educational institutions and in multicultural setting.


2016 ◽  
Vol 12 (1) ◽  
pp. 178
Author(s):  
Sayeeduzzafar Qazi ◽  
Vikram Jeet

A sound HRM system can be generated through the effective HRM practices. HRM practices refer to all activities that are directed towards the management of human resources and the employment of the resources for fulfillment of desired organizational objectives. Job satisfaction “as summation of employees feelings in four important areas namely, job, management, personal adjustment and social relations”. The present study was conducted on 526 faculty members randomly drawn of Government and Private affiliated higher educational institutions of India using questionnaire method. The results indicates that faculty member of government higher educational institutes has a moderate level of satisfaction with the overall HRM practices. Employees were more satisfied with training, teamwork and employee participation and satisfied to small extent with performance appraisal and compensations. The study also revealed that there is no significant difference between the government and private educational institution’s faculty scores on all HRM practices. A significant positive correlation has been obtained among the job satisfaction with the dimensions of the human resources management in both government and private higher educational institution’s faculty members.


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