Search Results (200)

The rise in online learning, accelerated by the COVID-19 pandemic, has led to greater use of synchronous hybrid learning (SHL) in higher education. SHL allows simultaneous teaching of in-person and online learners through videoconferencing tools. Previous studies have identified various benefits (e.g., flexibility) and challenges (e.g., student engagement) to SHL. Whilst systematic reviews have emerged on this topic, few studies have considered the experiences of staff. The aim of this review was threefold: (i) to better understand how staff experiences and perceptions are assessed, (ii) to understand staff experiences in terms of the benefits and challenges of SHL and (iii) to identify recommendations for effective teaching and learning using SHL. In line with the PRISMA guidance, we conducted a systematic review across four databases, identifying 14 studies for inclusion. Studies were conducted in nine different countries and covered a range of academic disciplines. Most studies adopted qualitative methods, with small sample sizes. Measures used were typically novel and unvalidated. Four themes were identified relating to (i) technology, (ii) redesigning teaching and learning, (iii) student engagement and (iv) staff workload. In terms of recommendations, ensuring adequate staff training and ongoing classroom support were considered essential. Additionally, active and collaborative learning were considered important to address issues with interactivity. Whilst these findings largely aligned with previous work, this review also identified limited reporting in research in this area, and future studies are needed to address this. Full article

This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding the experiences of rural teachers and the challenges they face, including high visibility, community expectations, and blurred boundaries between personal and professional lives. The study uses a qualitative research design, employing in-depth interviews with 21 teachers across two rural locations in Northern Finland. The interviews focused on work experiences, roles, and reflections on the local educational context. The findings highlight that rural teachers experience a blurring of professional and social roles, leading to feelings of being constantly “on the job” and a lack of privacy. Community expectations often dictate their behavior outside of school. The study also reveals divisions within the teaching staff between local and commuting teachers. The study concludes that the cultural narrative of being a teacher in rural contexts includes traditional expectations of teachers, clashing with modern notions of teaching as a profession. The study emphasizes the importance of preparing teachers to be community-ready, acknowledging the challenges of rural teaching. Full article

To reduce the risk of COVID-19 infection, transmission and illness during the pandemic, the Department for Education (DfE) issued guidance to schools. However, research on how the school community perceives the impact of the COVID-19 mitigation measures outlined remains limited. This qualitative study aims to explore the effects of school closures and in-school mitigation measures on daily school life, as well as their impact on mental health and wellbeing from the perspective of English secondary school staff and students. Participants were purposively sampled from English secondary schools serving diverse communities participating in the COVID-19 Mapping and Mitigation in Schools study (CoMMinS). Selection ensured representation of staff roles and student demographics. Semi-structured interviews were conducted remotely, and data analysed thematically. Interviews took place between January and August 2021 with participants from five secondary schools (20 staff and 25 students). Both staff and students reported significant disruption to school life, with four themes identified: (1) teaching and learning impact, (2) social impact, (3) safeguarding impact, and (4) and mental health and wellbeing impact. Findings highlight widespread negative effects across every aspect of school life, for both staff and students. This study suggests that COVID-19 mitigation measures in UK secondary schools led to a sense of loss and uncertainty as well as increased self-reported stress among both staff and students. Full article

Continuing professional development is vital for enhancing teaching quality in Physical Education, but traditional approaches often lack effectiveness. This study explores the implementation of a Community of Practice framework integrated with motivational theory to develop and evaluate a Physical Education professional development programme in a Welsh secondary school, assessing its impact, benefits, challenges, and critical considerations. This 18-month longitudinal qualitative study involved eight staff members. Data were collected through interviews, focus groups, researcher reflections, collaborative discussions, and a WhatsApp group. Deductive thematic analysis was employed. Three main themes emerged: understanding effective continuing professional development and community of practice principles, establishing and maintaining professional development opportunities incorporating community of practice, and evaluating the professional development programme’s impact. A boundary spanner (the principal investigator) played a pivotal role in bridging school and external expertise, by facilitating ongoing collaboration and knowledge exchange within the community of practice. The “boundary spanner” played a critical role in facilitating the use of WhatsApp, which enhanced engagement and sustainability. Teachers reported improved planning, increased collaboration, and enhanced understanding of motivational strategies. This study advances physical education professional development literature by demonstrating the effectiveness of integrating community of practice principles with theory-informed professional development programmes. It emphasises the importance of contextual understanding, theoretical grounding, and the ‘boundary spanner’ role. The findings underscore the need for research-informed, context-specific principles to enhance professional development programmes in PE, highlighting technology’s potential in facilitating ongoing professional development. Full article

Background/Purpose: In an increasingly competitive educational landscape, the school principal’s role has expanded beyond instructional leadership to include strategic marketing responsibilities. Yet the role of marketing in school leadership remains underexplored. Our objective was to investigate how Greek secondary school principals perceive marketing’s key dimensions (Customer Orientation, Competitor Orientation, and Inter-Functional Coordination) within schools, in comparison to other school staff members. Design/Methodology: A cross-sectional survey design was employed, collecting data using a structured questionnaire adapted from Oplatka and Hemsley-Brown. The sample comprised 350 respondents, including school principals and teaching staff. One-way ANOVA, supplemented by Games–Howell and Kruscall–Wallis tests, was employed to examine group differences across the three dimensions of market orientation. Results: Our findings indicate that principals demonstrate a higher level of Customer Orientation than other staff. However, no significant differences were found in Competitor Orientation or Inter-Functional Coordination across roles. Conclusions/Novelty: The findings suggest that while principals play a key role in aligning school functions and engaging with internal stakeholders, their sensitivity to external competition remains limited. The study highlights the evolving nature of school leadership while showing that marketing strategies in Greek schools are insufficiently implemented, calling for research into how leadership training can enhance market responsiveness. Full article

Social innovation is crucial to tackling the challenges faced by contemporary societies. Universities are rich in resources that, through their active involvement in social innovation, can solve social problems. However, the ambiguity of the term social innovation is a concern and has implications for academic social innovation initiatives. A deeper understanding of the role of universities in society is needed, particularly in leveraging social innovation to address unmet social needs. This paper combines conceptual and empirical literature to explore how universities are evolving in their approach to managing social innovation. While there is a wide variety of initiatives and approaches that explore the challenges of universities in promoting social innovation in their communities, the broader capacity of the universities’ engagement in social responsibility and sustainable development is also presented. This paper highlights that the notion of a world-class university is outdated; what is needed is (i) the alignment of social innovation with universities’ core teaching and research activities to increase legitimation and recognition of social innovation practices; (ii) the idea of a sustainable management system promoting dynamic coordination of social and private interests, positioning engagement centrally; and (iii) the idea of a culture that is tolerant of error and manages it in a way that incentivizes academic involvement in social innovation activities. This paper also emphasizes the relevance of introducing incentives for university staff involvement in problem-solving activities and in delivering social services via service-learning. Full article

The quality of education is significantly influenced by occupational health and safety (OHS) measures. To this end, a safety incident at a university could have far-reaching negative effects on facilitating teaching and learning for both lecturers and students. Although OHS standards are widely established in numerous industries, they are often overlooked in the academic setting. It is for this reason that, to date, research gap exists in OHS systems in academic settings. While universities primarily focus on education, they also pose significant health and safety risks to staff and students due to their design and setup. Effective implementation of an occupational health and safety management system (OHSMS) within universities can mitigate these risks. However, there is a notable lack of research focusing on the efficiency of OHSMS in South African universities. This study, therefore, aimed to fill this gap by assessing the efficiency of the OHSMS at a South African university. Data were collected using in-depth interviews, observations, and document analysis qualitative research methods. Data analysis was carried out using the thematic analysis approach. Inductive logic was used in the interpretation of the current study results. This study highlights that while there is strong awareness of the OHS Act 85 of 1993 (>90%) among university staff, significant gaps exist in the communication and enforcement (5%) of OHS policy, alongside the poor communication of hazards and risks (30%). Amongst other challenges are infrastructure maintenance (>35%), as well as the lack of standard operation procedures (>5%). To address some of these setbacks, the current study recommends enhancing policy communication, conducting regular hazard assessments, increasing training participation, and improving documentation practices. These steps aim to improve the efficiency and effectiveness of the university’s OHSMS, ensuring a safer environment for all stakeholders. Full article

Background: In pharmacy education in Japan, efforts continue to develop a model for ethics education that fosters high ethical standards and the problem-solving skills essential for medical professionals. This study qualitatively analyzed the attitudes of ethics educators—those who teach ethics classes—to establish a model of ethics education for pharmacy colleges in Japan. Methods: This study analyzed open-ended responses from 32 universities to the question, “What do you think about ethics education provided by faculties of pharmaceutical sciences?” Result: The qualitative analysis revealed that ethics educators at pharmacy colleges in Japan believe in the potential of ethics education to nurture problem-solving skills and logical thinking. However, the educator’s question whether or not the students would be able to apply ethics content in clinical settings as medical professionals. Another issue is that faculties of pharmaceutical sciences lack the staff and expertise to teach ethics. In other words, the educators lack the wherewithal to break the logjam in ethics education through their efforts; hence, they are desperate for an ethics education model. Conclusions: Based on our findings, further research is needed to design strategies that can enhance the quality of pharmacy education in Japan. Full article

The teaching of human anatomy is experiencing significant transformation. Particularly in recent years, incorporating new digital technologies has drastically changed the approach to education. Our bibliometric study aims to investigate trends and issues from 2004 to 2024 related to digital technology in human anatomy teaching. The publication trend in the field has steadily increased over the years, peaking in 2022 and declining in 2023. Despite the limited statistics for 2024, we do not project an exponential increase in publications. Co-citation analysis identified notable references that significantly influenced the field, emphasizing modernization through innovative methodologies. Leading a significant portion of global collaboration, the United States promoted robust multilateral partnerships. Co-occurrence word analysis highlighted the merging of current technology with student-centered learning approaches, reflecting a shift towards more interactive and immersive learning experiences. Thematic map analysis identified distinct research areas with emerging or declining themes. The analysis of topic trends over the last five years revealed a persistent interest in terms like “palmar” and “carpal”, as well as innovative technologies like “cone beam computed tomography”, “augmented reality”, and “virtual reality”. Our bibliometric study revealed a sector in constant transformation, presenting a scenario where integrating technology with traditional teaching methods could enhance medical students’ comprehension of human anatomy. On the other hand, it also highlighted the anticipated challenges of ensuring equal access to cutting-edge technology, providing sufficient training for academic staff, and addressing emerging ethical issues. Full article

The current research aimed to identify the needs for developing the University of Ha’il (UoH) administration in light of the requirements of the fourth industrial revolution by discussing the potential obstacles and challenges that the administration may encounter in meeting these demands, as well as the potential mechanisms for resolving them from the perspectives of academic leaders and teaching staff, and to determine the existence of statistically significant differences in the responses of academic leaders and faculty members regarding the most important challenges facing the development of the administration of Ha’il University and the mechanisms for dealing with them. A cross-sectional/descriptive and analytical method was used to analyze, describe, investigate, and acknowledge the obstacles that prevent the development of university administration to meet the requirements of the fourth industrial revolution and to derive the proposed mechanisms to overcome these obstacles from both academic leaders’ and teaching staff’s points of view. This study’s findings confirmed that the UoH administration faces a number of challenges, such as the lack of regulations governing the use of technologies and software, the lack of a clear and specific plan to employ the technologies of the fourth industrial revolution in the development of university administration, the delayed maintenance of devices on which the software and technologies are installed, and the lack of acceptance by some administrators of the idea of using the techniques of the fourth industrial revolution in the development of university administration out of fear of losing their jobs. By addressing these challenges and embracing some potential mechanisms, the university can effectively navigate the complexities of the 4IR. Therefore, this study suggests implementing cloud computing, artificial intelligence applications, and new technologies to develop the administrative work system at the University of Ha’il. This can lead to development and excellence in administrative performance. Full article

This study presents a practical implementation of Business Process Reengineering (BPR) to streamline teaching assignment workflows at the University of Basilicata, a higher education institution (HEI) facing administrative inefficiencies exacerbated by rigid regulatory frameworks. By integrating process modeling, simulation, and digital tools, the research addresses systemic bottlenecks in resource allocation, transparency, and procedural delays inherent in traditional academic workflows. The methodology employs a dual-phase approach: (1) a detailed “AS-IS” analysis using BPMN 2.0 to map existing processes and (2) a data-driven “TO-BE” redesign validated through discrete event simulation (Simul8^®, Version 31). Key innovations include the automation of approval workflows, dynamic resource prioritization, and stakeholder communication protocols. Simulation results demonstrate a 35% reduction in end-to-end processing time and a 22% improvement in administrative staff utilization while maintaining compliance with national accreditation standards (the AVA framework) and legislative mandates (Law 240/2010). The case study underscores BPR’s role in balancing bureaucratic constraints with operational agility, offering actionable insights for HEIs navigating digital transformation. By prioritizing transparency and stakeholder alignment, the redesigned process not only enhances efficiency but also strengthens accountability in resource management—a critical factor for public institutions under increasing scrutiny for fiscal and educational quality outcomes. This work contributes to the growing discourse on BPR in academia, advocating for simulation-driven methodologies as catalysts for sustainable, stakeholder-centric process innovation in bureaucratic environments. Full article

Purpose: This research aims to assess the extent to which universities in Saudi Arabia and Egypt have institutionalized digital teaching technologies (DTTs) to enhance institutional sustainability. It focuses on the mediating role of change management strategies and the moderating effects of cultural norms, technological infrastructure, and economic factors on this relationship, specifically examining their impact on institutional sustainability. Design/methodology/approach: This study uses a mixed-methods approach with a comparative case study strategy. Data were collected via questionnaires and interviews with university staff, with partial least squares structural equation modeling (PLS-SEM) being used to analyze the relationships among the variables, including DTT characteristics and other mediating/moderating factors. Findings: The findings support H1, H2, H6, and H8, confirming that the perceived characteristics of DTTs—relative advantage, complexity, observability, trialability, and compatibility—significantly impact institutional sustainability, with change management strategies mediating this relationship. Cultural norms and economic factors also have a direct influence on sustainability. However, H3 and H5, suggesting moderating effects of cultural norms and economic factors, were not supported, and H4 and H7 were excluded due to multicollinearity issues with technological infrastructure, which has already been adopted within DTT components. Originality/value: This study adds to the literature by highlighting the role of cultural and economic factors in the adoption of DTTs and introduces the novel concept of how change management strategies mediate the relationship between DTT characteristics and institutional sustainability. It provides practical insights for decision-makers in Saudi and Egyptian institutions, emphasizing culturally and economically aligned strategies for integrating DTT, fostering educational innovation, and enhancing sustainability. Full article

The COVID-19 pandemic lockdown restrictions had significant impacts on the well-being and academic functioning of students worldwide. When universities closed campuses and moved teaching and learning online, students faced numerous challenges. The researchers conducted a study to establish which factors most affected South African students’ academic competence during the initial months of lockdown and the shift to online learning. Using an online survey that focused on students’ wellness, perceived academic competence and coping behaviour, data were collected from 3239 university students. Multiple linear regression showed that students’ subjective sense of intellectual wellness, coping behaviour, satisfaction with support from the university, and mental health were strong predictors of academic competence. Other factors that influenced students’ academic competence were emotional and spiritual wellness, perceptions of safety and security, and hopefulness. Females, undergraduates, and Faculty of Law students reported higher perceptions of academic competence. These findings have practical implications for universities as they identify factors that contribute to students’ academic competence, especially during times of crisis and online learning. Academic and support services staff at universities may find the findings valuable when developing policies to provide appropriate resources and services to promote and sustain students’ academic functioning. Full article

(1) Background: Turning the lens away from national schooling, which has long been proven problematic for refugee populations, this comparative case study explores the educational opportunities that faith-based, tuition-free schools provide refugee youth living in protracted exile in low and middle-income neighboring countries. (2) Methods: Leveraging Shirazi and Jaffe-Walter’s concept of countertopography and Bartlett and Vavrus’s comparative case study, this article draws on ethnographic engagement (2017–2019) at “Cairo Christian Academy”, a Sudanese refugee school in Egypt, and qualitative interviews with teachers, administrators, and staff at “Beirut Covenant School” (2020–2021) in Lebanon to answer the following question: What is possible within private, faith-based, tuition-free schools—particularly schools that teach secular curricula and are open to children from all faith backgrounds, as these mirror some of the more egalitarian aspects of public education—which have absorbed refugee students as a part of their mission to care for others? (3) Results and conclusions: Our findings suggest that the funding structures, hiring practices, and moral underpinnings of these schools facilitate caring, loving environments for refugee youth while also providing educational opportunities unavailable to them otherwise in these host countries. Furthermore, our methodological approach explores ways to conduct research in contexts mired in multiple, overlapping crises. Full article

In the present study, a short instrument (eight-item self-report, five-point Likert scales) was developed and validated to assess self-perceived mental health problems in online learning. The participants were 398 Romanian university students from nine different faculties. The factor structure of the scale was assessed using Exploratory Factor Analysis (Principal Axis Factoring extraction method) and Confirmatory Factor Analysis. The high goodness-of-fit indices validated a second-order factor model of mental health problems, with two distinct but correlated sub-constructs, psychological distress, and online academic difficulties, integrated under a single higher-level factor. Psychological distress comprises indicators such as anxiety and stress, while online academic difficulties contain, for instance, indicators such as decreased performance, fatigue or lack of motivation. The results of applying multiple assessment criteria showed good reliability (e.g., McDonald’s omega), as well as convergent validity (e.g., Average Variance Extracted) and discriminant validity (e.g., the heterotrait–monotrait ratio of correlations) of the scale. Also, correlations analysis between mental health problems occurred in online learning context and other measures indicated a strong negative relation with online course satisfaction and weak negative relations with subjective academic performance, perceived social competence, and perceived digital competence. In conclusion, the scale appears to be a valid instrument for measuring some negative mental health outcomes in online learning, perceived by university students. The implications of the results and limitations of this study are also discussed. In conclusion, the scale has multiple possible applications, the most important being (1) the assessment of mental health problems both in ordinary online learning situations and in emergency ones, which would allow the early detection of these issues, (2) the possibility of assessing relations between the sub-constructs of the scale and other psychological constructs of interest in scientific research, and (3) the feedback for teaching staff involved in the online learning system. Full article