Impact of University Climate on Teachers’ Morale in Public Sector Universities in Pakistan

An institution that works for individuals or is fretful with fulfilling the requirements of students may have a climate where the teachers sense an assured egotism and self-importance, have their place in that organization. Various factors are involved to get the highest competence and output from the teachers i.e. service safety, positive institutional climate, and good income. The self-confidence of professors and a positive university climate play an important role to give the students a quality education. This study identified the university atmosphere and examined the influence of the university environment on the confidence of professors. A mixed-methods approach was used to perform the study. The initial seven plus ten declarations on the tool signify the exposed environment, and the preceding seven plus ten avowals represent the confined environment. A self-developed morale scale and face-to-face meetings were steered for data collection. The population of the study was 4210 teachers and 350 heads of departments in Punjab province. The sample was 35 leaders, 255 male and 171 female teachers from public sector universities in Punjab, using proportional, and stratified random sampling techniques. Tested the readability test of the revisions with participants, the null hypotheses were tested. Both data were analyzed with quantitative and qualitative analytical tools that followed the content analysis technique. The results showed that most public sector universities in Pakistan have an open climate like a closed university climate. However, it was found that noteworthy variance existed in the ethical level of teachers working in open and closed atmospheres.

NETWORKED PROFESSIONAL LEARNING: THE INFLUENCE ON UNIVERSITY TEACHERS’ SELF-EFFICACY TO CREATE A POSITIVE UNIVERSITY CLIMATE

The aim of this study is to evaluate the influence of networked professional learning on university teachers’ self-efficacy to create a positive university climate. The study also provides, on the one hand, the theoretical overview of the scientific papers by Ukrainian and foreign scholars related to clarifying the understanding of the research leading concepts of “networked professional learning” and “informal learning” in scientific literature and, on the other hand, empirical research into the influence of networked professional learning on university teachers’ self-efficacy to create a positive university climate. The experimental research was conducted in two stages. During the first stage of research a total of 267 university teachers who volunteered to participate in the research were interviewed for eliciting information concerning their participation activity rate in specially focused network pedagogical communities. During the second stage 108 university teachers selected from the total population by homogeneous sampling completed a questionnaire on teacher self-efficacy developed by A. Bandura. Although the findings of the study show that not all university teachers believe that there is a clear link between networked professional learning and high level of university teachers’ self-efficacy, the majority of respondents recognize the increasing influence of informal learning in general and networked professional learning in particular on their professional growth. For understanding the research leading concepts and interpreting obtained findings methods of scientific literature analysis and mathematical statistics were used.

Pathways Toward Zero-Carbon Campus Commuting: Innovative Approaches in Measuring, Understanding, and Reducing Greenhouse Gas Emissions

While universities are significant generators of transport-related greenhouse gas (GHG) emissions, they are uniquely qualified to encourage more sustainable travel behaviors toward achieving rapid decarbonization to meet our global climate action goals. Building on previous university climate action plans, this paper contributes to the literature by describing new and innovative methods in surveying and geospatial analytics. The new geospatial methods involve mapping individuals’ routes to campus, and the creation of Commute/Policy Zones—walk, bike, transit, and motorized—proving useful in (1) quantifying emissions per mode and weighting the survey sample; (2) exploring and testing various policy scenarios; and (3) guiding policy discussions with key stakeholders throughout the campus community. This study also tests four synergistic policy options that, if implemented, could realize a pathway to zero-carbon campus commuting for San Diego State University (SDSU) by 2030, including: (1) more on-campus student housing; (2) expanding public transit use; (3) electrifying vehicles; and (4) electrifying public transit. Finally, the economic and health costs of auto-commuting for SDSU are considerable: Annually, personal auto-commuting is estimated to cost $46.7 million, healthcare costs from non-GHG air pollutants are $1.67 million, and $81 million worth of time (5.4 million hours) is lost in car commutes to campus. SDSU is also estimated to subsidize each parking space at over $700 per year. By reducing the demand for internal combustion engine vehicles, increasing housing near campus, improving access to walking, biking, public transit, and shared mobility technology, and repowering everything through renewable energy, a zero-carbon transportation network is within reach.

Scientific Row over Renewables Leads to Free Speech Legal Fight

A Stanford University climate researcher’s $10 million defamation suit could test a First Amendment defense in science litigation.

A BEHAVIORAL MODEL FOR MEASURING UNIVERSITY CLIMATE ENTREPRENEURSHIP SEBAGAI SALAH SATU SOLUSI KESEJAHTERAAN KELUARGA DI SURABAYA

This study uses a model of behavior that involves the integration of individuals, organizations, and institutions as determinant factors and their effects on academic entrepreneurial behavior. In a comprehensive model of behavior puts academic entrepreneurial intention as intervening varible that affect academic entrepreneurial behavior. Academic entrepreneurial intentions are directly affected by the perceived desirability, perceived feasibility, and innovation values fit. And these variables indirectly affect academic entrepreneurial behavior. This behavioral model using Structural Equation Modeling (SEM) as a tool to test the statistical test that the institutional environment which will positively affect mempengarruhi individual entrepreneurial intentions among members of the university community as a solution to the welfare of the family. The results of this study prove that all proposed hypothesis is accepted.