academic productivity
Recently Published Documents


TOTAL DOCUMENTS

326
(FIVE YEARS 111)

H-INDEX

22
(FIVE YEARS 3)

2022 ◽  
Vol 30 (5) ◽  
pp. 0-0

The focus of most of the existing studies on technostress is with regard to working professionals. In spite of the explosion of digital device use in education, not many studies have identified its effects on students. This study examines the presence of technostress among management students aged 22-29 years. Using a sample of 300+ students of a management college of India, this study validates the technostress instrument. With the pandemic, education has seen a paradigm shift. Sessions including classes, interactions, discussions, team projects, assignments, examinations, have gone online and this has ushered the compulsion of spending more time with technology and digital devices (laptops, mobile phones, desktop etc). It examines the effect of technostress on academic productivity of students. The study further explores the students’ expectations from the college to control their technostress, thereby indicating the need of enhancing e-engagement through persuasive communication.


Author(s):  
Elizabeth H. Ellinas ◽  
Tavinder K. Ark ◽  
Kristina Kaljo ◽  
Katherine G. Quinn ◽  
Cassandre R. Krier ◽  
...  

Author(s):  
Nicole Agaronnik ◽  
Grace X. Xiong ◽  
Akachimere Uzosike ◽  
Alexander M. Crawford ◽  
Harry M. Lightsey ◽  
...  

2021 ◽  
pp. 144078332110552
Author(s):  
Wenqin Shen ◽  
Jin Jiang

Since the emergence of global university rankings in the 2000s, East Asian universities have been recruiting academics with doctoral degrees from Western countries to strengthen their competitiveness in the global university league tables. Governments offer scholarships to support students in their overseas doctoral studies and encourage graduates to return. Although much attention is given to researchers with overseas degrees, little is known about their experiences and pre-employment academic productivity. Drawing on a nationwide survey and bibliometric data, this study examines whether and how the institutional prestige of a host university and academic supervision contribute to the academic productivity of government-funded Chinese PhD returnees during their doctoral studies. Results show that supervisors’ research support and collaboration positively affect pre-employment academic productivity. However, a university's prestige does not exert such an influence. Moreover, co-authorship with a supervisor is a crucial mechanism in the influence of supervisors’ research support on PhD students’ productivity.


Information ◽  
2021 ◽  
Vol 12 (12) ◽  
pp. 497
Author(s):  
Harry Barton Essel ◽  
Dimitrios Vlachopoulos ◽  
Akosua Tachie-Menson ◽  
Esi Eduafua Johnson ◽  
Alice Korkor Ebeheakey

The COVID-19 pandemic affected many nations around the globe, including Ghana, in the first quarter of 2020. To avoid the spread of the virus, the Ghanaian government ordered universities to close, although most of them had only just begun the academic year. The adoption of Emergency Remote Teaching (ERT) had adverse effects, such as technostress, notwithstanding its advantages for both students and academic faculty. This study examined two significant antecedents: digital literacy and technology dependence. In addition, the study scrutinized the effects of technostress on two relevant student qualities: academic achievement and academic productivity. A descriptive correlational study method was used to discern the prevalence of technology-induced stress among university students in Ghana. The technostress scale was used with a sample of 525 students selected based on defined eligibility criteria. A confirmatory factor analysis (CFA) was employed to calculate the measurement models and structural models. The divergent validity and convergent validity were estimated with the average variance extracted (AVE) and coefficients of correlation between the constructs. The online survey of 525 university students inferred that technology dependence and digital literacy contributes significantly to technostress. Additionally, technostress has adverse effects on academic achievement and academic productivity. Practical implications, limitations, and future directions for the study were also discussed.


Author(s):  
TALİP YİĞİT ◽  
MURAT DİNÇER

Knowledge, and especially scientific knowledge, is crucial in terms of transforming societies, and making social structures manageable and sustainable. This can be seen in the fact that the universities which are at the top of the global university rankings are mostly located in countries that are the center of attraction. The aim of this study is to examine the positive effects of academic productivity, which is of great importance in optimizing social conditions, on human development on a global scale with a statistically provable technique. In order to understand this relationship more clearly, our study has compared countries according to their academic productivity using the Multidimensional Scaling Analysis method and established a relationship between this and human development. As a result of the analysis carried out within the scope of the study, which used data from 178 countries from the time period of 1996-2019, it was concluded that the relationship between academic productivity and human development was only at a medium level. This suggests that, in addition to the need for scientific knowledge to be used for the improvement of social conditions, scientific knowledge is limited to certain organizations, which leads to the elitism of scientific knowledge.


2021 ◽  
Vol 233 (5) ◽  
pp. S221-S222
Author(s):  
Max A. Schumm ◽  
Ivy A. Huang ◽  
Kevin J. Blair ◽  
Catherine Nameth ◽  
Chihong Tseng ◽  
...  

2021 ◽  
Vol 5 (10) ◽  
Author(s):  
Cory K. Mayfield ◽  
Ioanna K. Bolia ◽  
Hansel Ihn ◽  
Aryan Haratian ◽  
Laith K. Hasan ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document