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1.
2022 International Conference on Electrical, Computer, Communications and Mechatronics Engineering, ICECCME 2022 ; 2022.
Article in English | Scopus | ID: covidwho-2213255

ABSTRACT

Amidst the recent COVID-19 pandemic, the education industry was forced to completely flip its very traditional self to an online system in order to thrive and ensure continuity of operations. This moved academics and support staff to rely on system-captured data to monitor performance and plan for the future. The purpose of this research is to study the importance of big data (captured by university systems over time) and its crucial role in policy & strategy making in the higher education sector. 10 pilot interviews were conducted with education industry practitioners which indicated that awareness regarding the importance of big data analysis exists, however, there is a need of in-depth knowledge to better support this sector. The results indicate the current state/status of implementation and challenges faced by the higher education sector wherein a clear need of having a data management strategy for optimizing the use of big data is being identified. © 2022 IEEE.

2.
22nd Annual General Assembly of the International Association of Maritime Universities Conference, AGA IAMUC 2022 ; 2022-October, 2022.
Article in English | Scopus | ID: covidwho-2169937

ABSTRACT

The article discusses and analyses the importance of the Enterprise Resource Planning (ERP) principles in the University environment. It is crucial to properly evaluate and assess the effectiveness of the university's administrative and academic staff performances as an organizational form. In the last couple of years, besides the negative impact, COVID-19 positively impacted the technological development at the HEIs. So, the ERP system remains a powerful program that allows businesses to systematize all important processes. Drastically, doing so reduces costs and the possibility of making mistakes, thereby increasing efficiency and profitability. The ERP system comprises the main sections of an organization, such as financial, human resources, production, logistics, etc., but to the present does not cover the whole university's administrative and learning activities. Thus, most HEIs effectively implement technologies and E-Systems but, in most cases, are fragmented and do not cover whole university activities. The purpose of the article is to create one united platform based on an ERP system, whereby we will get the new model of the University Recourse Planning (URP) system and will be implemented and facilitate the: unified digital database, improvement of university efficiency, less bureaucracy, delayed decisions and the and quality improvement. As a result, all the data will be shown as a "Dashboard" to the top management of HEI, which will perceive information about the weaknesses and gaps for achieving specific objectives. © 2022 IAMUC. All Rights Reserved.

3.
African Journal of Development Studies ; 12(1):209-209–228, 2022.
Article in English | ProQuest Central | ID: covidwho-2205894

ABSTRACT

The year 2020 witnessed an unprecedented and rapid change in education due to the COVID-19 pandemic. It has forced almost all learning institutions to make an abrupt transformation to a remote learning pedagogy due to health precautions to control the spread of COVID-19 and save the academic year. Despite the evidence that remote learning makes work easier, this new content delivery method caught most universities off guard, especially those referred to as Historically Black Universities in South Africa. An in-depth literature review of the existing body of knowledge was applied to investigate HBUs and their ability to navigate the transition from face-to-face learning to remote teaching and learning. Results indicate that lecturers and students in HBUs encountered several challenges in adapting to remote teaching & learning due to constrained resources and severe lack of access to data and skills in using teaching and learning technologies. Therefore, it is recommended that academic staff undergo technology-related professional development to ensure successful integration and improved pedagogical practices. Additionally, improvements in ICT infrastructure among HBUs post-COVID-19 remain critical and should be considered in the transition to online teaching and learning.

4.
3rd IEEE Global Conference for Advancement in Technology, GCAT 2022 ; 2022.
Article in English | Scopus | ID: covidwho-2191790

ABSTRACT

Viva voce is an assessment method carried out by academic staff to assess the knowledge capacity of candidates. The assessment is usually held physically. With the Covid-19 pandemic, the whole process has been shifted onto an online context. There are several difficulties that come across when conducting online, such as marking of answers, guaranteeing the honesty of the candidate, and the manageability of the whole viva session. This research paper discusses the solution to the problem of conducting and managing online viva voce assessments. The proposed solution consists of mechanisms such as, a sandboxed environment to isolate the application, an advanced authenticating system to identify the intended candidate, a comprehensive monitoring system to monitor the candidate during the assessment, an answer validating system to provide a percentage mark to the answers provided by the candidate against a set marking scheme and finally a process to coordinate the viva voce session. © 2022 IEEE.

5.
Pedagogika-Pedagogy ; 94(8):1021-1031, 2022.
Article in Bulgarian | Web of Science | ID: covidwho-2164873

ABSTRACT

The sudden transition to distance learning due to the COVID-19 pandemic has created stress, especially great for healthcare education, where practical skills are built in laboratories and real settings. Training had to be provided for the faculty as they adapted to the new situation. This article presents the results of feedback from teachers for the course "E-learning. Moodle" in terms of expected benefits, satisfaction and motivation. A comparison was made with the results of a similar training conducted in 2011, when Moodie was installed and provided to the teachers in the healthcare specialties of MU - Plovdiv. From the periods of lockdown, the academic staff came out with a lot of new knowledge and skills for working in an electronic environment For the sustainability of the pandemic-catalyzed process of digitalisation of higher education in the best way for students, training must continue and events for presenting good practice organised.

6.
Journal of Information Technology Education-Research ; 21:623-638, 2022.
Article in English | Web of Science | ID: covidwho-2164603

ABSTRACT

Aim/Purpose This paper examines how senior academic staff from a large sample of teacher education colleges regard the integration of digital games into teacher instruction. These colleges serve general or religious populations, and we examine what, in practice, their policy and vision were in this regard in the context of the COVID-19 pandemic. Background The sudden adoption of online teaching-learning due to the pandemic has been termed disruptive in that it drastically disturbed higher education in Israel and worldwide. The senior academic staff of Israel's colleges of education was responsible for leading policy decision-making during this period. The use of digital games for pedagogic purposes may be direct when used for knowledge acquisition and reinforcement and student development or indirect. Methodology Using semi-structured interviews, the current study applied an interpretive-constructivist approach to examine how senior academic staff from several teacher education colleges perceived the integration of digital games into teacher instruction and elicit their policy and vision in this regard, in the context of the COVID-19 pandemic. Contribution The findings suggest that discussions surrounding technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Findings Half the participants expressed a desire to integrate digital games into teaching and learning but acknowledged that in practice this was uncommon. Only a small minority considered themselves to have achieved successful integration in practice, with doubt and skepticism expressed by some of the religious colleges. Most colleges had policies to encourage the integration of technology in general into teaching, with these, in turn, supported by ongoing funding. Although a considerable gap between policy and implementation remained, the COVID-19 pandemic was viewed as having considerably accelerated the integration of digital games into preservice teacher instruction. Recommendations for Practitioners Discussions pertaining to technology-related vision and policy and their translation into practice should relate to the specific cultural needs and academic preparedness of the population(s) served by the college. Recommendations for Researchers The findings reflect the spectrum of challenges faced by the different populations the colleges employ and serve and the outcomes of the colleges' ongoing attempts to negotiate and reconcile different concerns. Impact on Society The findings have implications wherever colleges serve other socially and culturally conservative populations that are interested in or compelled to adopt techno-pedagogies. Future Research We call for further research into whether continued pandemic-related restrictions have increased the practical integration of techno-pedagogical tools such as into the curricula of teacher education

7.
Social Policy and Society ; 22(1):106-121, 2023.
Article in English | ProQuest Central | ID: covidwho-2160122

ABSTRACT

Public health measures to address the COVID-19 pandemic have disrupted welfare regimes around the world. The Australian government suspended activation requirements for millions of social security clients and substantially increased payment levels. Both measures go against the dominant policy logic over the past several decades in Australian social policy. When these changes were made, many advocates and academics called for a permanent increase in the rate of payment and a relaxation of activations requirements. The Australian Government insisted the stimulus package was temporary and that there would be a gradual return to the pre-pandemic policy settings. In this article, we examine what was learned during this natural experiment of unconditional higher payments, which temporarily lifted millions of households out of poverty. We argue that a return to pre-pandemic policy settings should not go unchecked as there remains an opportunity to consider alternative approaches to the welfare-work nexus in Australia.

8.
6th International Conference on Education and Multimedia Technology, ICEMT 2022 ; : 232-237, 2022.
Article in English | Scopus | ID: covidwho-2153131

ABSTRACT

This study aims to identify the relationship between work stress, burnout and mental health of academic staff during the implementation of the Movement Control Order (MCO) when the only possible mode of teaching was the fully online mode. It has been hypothesized that there are significant relationships between work stress and mental health among academics;and work stress (work overload, role ambiguity, lack of autonomy) can predict a significant amount of the variance in mental health (anxiety/insomnia, social dysfunction) of academic staff during the online teaching, after taking the possible effect of burnout into consideration. This study involved 106 academic staff (73 females, 33 males) to complete an online survey which included the Work Stress Scale, Burnout Measure, and General Health Questionnaire 28. The findings of this study showed the significant positive relationships between all variables of work stress and mental health;work overload and burnout predicted anxiety/insomnia;lack of autonomy and burnout predicted social dysfunction. These findings have implications for Human Resources practices in efforts in reducing work stress and improving mental health of academic staff during these trying times. © 2022 ACM.

9.
Quality in Higher Education ; : 1-13, 2022.
Article in English | Academic Search Complete | ID: covidwho-2113203

ABSTRACT

This study determines the critical success factors for students and academic staff when applying and evaluating online delivery methods in colleges and universities in Kuwait. The recently implemented eLearning systems and methods in the country, due to the COVID-19 pandemic, are evaluated and the perception of the eLearning system is gauged. Targeted surveys are distributed to a representative sample of undergraduate engineering students and academic staff. The following critical success factors are considered: benefits of the eLearning system, educational system quality, information quality, instructor quality, learner quality, service quality and technical system quality. Results show that there is a correlation between the perceptions of students and academic staff, particularly regarding instructor quality, information quality and benefits of the eLearning system. Both groups of respondents agreed on the high importance of instructor quality and the low importance of benefits. [ FROM AUTHOR]

10.
Academic resilience: Personal stories and lessons learnt from the COVID-19 experience ; : 71-88, 2022.
Article in English | APA PsycInfo | ID: covidwho-2087961

ABSTRACT

The unpredictability of the COVID-19 pandemic gripped the world and now, over a year later, people are still coming to terms with the mayhem caused by this deadly virus. To curb the spread of the coronavirus, the South African government instituted stringent lockdown mea- sures such as intermittent closure of universities. To resume the academic programme, universities advocated the transition from face-to-face teaching to online teaching. This posed serious challenges for academic staff who were compelled to make sacrifices so that students could receive quality education. This chapter explored the resilience of three academics who made paradigm shifts to their teaching practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

11.
Sociological Research Online ; 27(3):541-549, 2022.
Article in English | ProQuest Central | ID: covidwho-2064623

ABSTRACT

This inaugural special issue of ‘Beyond the Text’ brings together a collection of visual arts (animation, creative and fine art, film, photographs, and zines) produced by children, young people, families, artists, and academics as part of co-created research during the 2020–2021 coronavirus pandemic. Our aim, in making these pieces available in this new publication format, is to illustrate the potential of visual arts as a form of co-creation and knowledge exchange which can transcend the challenges of researching ‘at a distance’, enable participants and co-researchers to share their stories, and support different ways of knowing for academic, policy, and public audiences. This is not to suggest that such methods offer transparent windows into participants’ worlds. As the reflections from the contributing authors consider, visual arts outputs leave room for audience interpretations, making them vulnerable to alternative readings, generating challenges and opportunities about how much it is possible to know about another and what is ethical to share. It is to these issues of ethics, representation, and voice that this special issue attends, reflecting on the possibilities of arts-based approaches for knowledge generation and exchange in and beyond the coronavirus pandemic.

12.
2021 Universitas Riau International Conference on Education Technology, URICET 2021 ; : 377-381, 2021.
Article in English | Scopus | ID: covidwho-2052110

ABSTRACT

COVID-19 pandemic may further decline productivity of the workforce in the future especially in higher education. This article aims to verify the significance of e-leadership as organizational factor, digital collaboration as job factor, and digital mastery as personal factor on the productivity of virtual work in higher education. Online survey and causal analysis were conducted for supporting this article. It's about 847 academic and non-academic staffs who were participating as the respondents. PLS based Structural Equation Modelling were utilized for structuring and calculating the collected data. The result of statistical analysis reveals that e-leadership affects positively and significantly but indirectly on the productivity of virtual work. Digital mastery and digital collaboration play moderating role in determining effect of e-leadership on work productivity. For maintaining and leveraging the productivity of employee in doing virtual work, the organization should direct leadership of academic managers as transformational leadership approach for developing digital mastery and encouraging digital collaboration. © 2021 IEEE.

13.
Relations Industrielles ; 77(2), 2022.
Article in English | ProQuest Central | ID: covidwho-2025306

ABSTRACT

We studied 14 universities across Canada and Australia to examine how the COVID-19 crisis, mediated through management strategies and conflict over financial control in higher education, influenced workers’ job security and affective outcomes like stress and happiness. The countries differed in their institutional frameworks, their union density, their embeddedness in neoliberalism and their negotiation patterns. Management strategies also differed between universities. Employee outcomes were influenced by differences in union involvement. Labour cost reductions negotiated with unions could improve financial outcomes, but, even in a crisis, management might not be willing to forego absolute control over finance, and it was not the depth of the crisis that shaped management decisions. Alternate :Cette étude examine comment la pandémie de COVID-19 et les stratégies mises en oeuvre par la gestion universitaire ont influencé la sécurité d'emploi, le stress et le bonheur des travailleurs de l'enseignement supérieur. Les données quantitatives et qualitatives primaires proviennent d'une enquête menée dans quatorze universités en Australie et au Canada, complétée par des recherches secondaires. L'analyse examine les réponses des institutions et des travailleurs à la pandémie, ainsi que les conflits qui en résultent en matière de contrôle financier et ce, tant aux niveaux macro (secteur), méso (université) et micro (individu). Au niveau macro, les réponses des universités ont été façonnées par les politiques publiques de l'État aux niveaux national et infranational. Dans les deux pays l’approche avait une forme nettement " néolibérale ". Toutefois, les universités australiennes ont été davantage exposées à la pression financière en faveur des suppressions d'emplois, et la direction de ces universités a peut-être été plus encline à procéder à des mises à pied que l'ensemble des universités canadiennes. Les différences au niveau du soutien institutionnel au syndicalisme au niveau macro ont influencé la manière dont le personnel universitaire a été affecté aux niveaux méso et micro. La restructuration des universités, dans les deux pays, a eu un impact négatif sur la sécurité d'emploi et les perspectives de carrière, ce qui a entraîné une diminution de la satisfaction professionnelle et une augmentation du stress. Pour de nombreux membres du personnel professionnel, le travail à domicile était nouveau et libérateur, tandis que pour d’autres membres du personnel universitaire, le travail à domicile était une expérience négative. Notre analyse démontre que les expériences du personnel universitaire ont été influencées par d'autres facteurs que les modalités de travail mises en place par les universités pendant la pandémie de COVID-19. Les approches des universités en matière de protection de l'emploi, de restructuration et d'engagement avec le personnel par le biais des syndicats semblent influencer la satisfaction, le stress et le bonheur du personnel. Nos résultats s'inscrivent dans le prolongement de la littérature qui documente la manière dont les processus de néolibéralisation sont régulièrement contestés par le personnel universitaire dans le cadre de diverses actions individuelles et collectives, en particulier en temps de crise. Nous soutenons que la théorisation des luttes pour le contrôle du travail devrait être étendue aux luttes pour le contrôle des finances.

14.
Journal of Information Technology Education-Innovations in Practice ; 21:77-94, 2022.
Article in English | Web of Science | ID: covidwho-2006711

ABSTRACT

Aim/Purpose The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings The findings obtained from content analysis of the interviews reveals a central concept: "On both sides of the divide", and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation's operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendations for Researchers The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel).

15.
Advanced Education ; - (20):53-69, 2022.
Article in English | Web of Science | ID: covidwho-2006641

ABSTRACT

Currently, higher education system is characterized by the growing role of personal ability to adapt to the challenges of COVID-19 and finding opportunities for further development considering the global changes in all spheres of life. It puts pressure on the institutions in general and academic staff in particular. This paper aims at studying the challenges academic staff of the English Language and Methods of Teaching Department of Pavlo Tychyna Uman State Pedagogical University has faced during the COVID-19 pandemic and staff???s preparedness and consequent adaptation amid new conditions that are constantly appearing because of the pandemic. The article presents a case study research to answer the following questions: What is the level of academic staff readiness to teach under conditions of the COVID-19 pandemic from a diachronic perspective? In what ways has academic staff adapted to the challenges of the COVID-19 pandemic? The study uses predominantly quantitative and occasionally qualitative analysis to gain insights into our researched issues. The research has shown a steady increase in the number of department lecturers who feel ready for the challenges of online and blended teaching caused by the pandemic and comfortable with their professional competence due to sustainable adaptation to the current situation. The research prospects are clearly seen in the further process of adaptation and professional activities paradigm re-evaluation under the constantly changing global and local conditions as well as researching the issue in a broader context of similar or corresponding cases.

16.
African Journal of Inter/Multidisciplinary Studies ; 4(1):112-125, 2022.
Article in English | ProQuest Central | ID: covidwho-2002906

ABSTRACT

The pandemic has compelled Higher Education Institutions around the world to resort to Emergency Remote Learning (ERL). This abrupt 'pivot to online' learning has exacerbated existing challenges in Higher Education, particularly in South Africa. This paper interrogates whether the sudden move to ERL has compounded or ameliorated existing academic challenges for students in Higher Education Institutions. The study summarised herein draws on 'critical humanising pedagogy', an approach that centres student needs in the teaching and learning process. In employing student experiences and perceptions of ERL, the study adopted a qualitative approach, with specific focus on students from one of SA's top five universities. A perturbing finding is that teaching and learning under ERL has regressed into impersonal methodologies, devoid of any notion of pedagogy as the science and art of teaching. More unsettling is that ERL has alienated and disengaged students from learning as a collaborative process. The increased transactional distance between students and academics has desensitised the latter to the peculiar challenges students encounter in the virtual classroom. The study recommends Higher Education should consider student difficulties in adapting to online remote learning and find ways of fostering student-centred pedagogy in virtual classrooms.

17.
Front Psychol ; 13: 882848, 2022.
Article in English | MEDLINE | ID: covidwho-1993822

ABSTRACT

With the shift toward online environments due to COVID-19 pandemic, particularly for educational sector, employees' performance has been affected by an array of different factors. Personal aspects as well as organizational focus on individuals' wellbeing are the main focus of this study through inclusion of job autonomy and work-life conflict alongside other factors, such as informational support that can aid academic staff regarding their wellbeing during times of crisis. In response to the effects of COVID-19 on employees, this study aims to provide tangible data to protect university teachers during crises and establish key points that can improve their wellbeing. For this purpose, we used interviews to provide in-depth understanding of the subject. A total of 16 teachers as interviewees have provided qualitative data that was analyzed with MAXQDA (thematic network approach). This study highlights the importance of work-life conflict and vitality of job autonomy on academic staffs' performance and overall wellbeing through a conceptual analysis. We emphasize the role of organizations in maintaining a work environment where university teachers' wellbeing is prioritized and various elements such as training and support are used to help stabilizing work-life balance. The current findings can be beneficial for both scholars and decision-makers in schools and universities to enhance elements of remote work for their staff.

18.
Frontiers in Education ; 7:18, 2022.
Article in English | Web of Science | ID: covidwho-1987481

ABSTRACT

Emotions are a crucial factor in daily research of academic staff and, accordingly, affect scientific progress. Already before but especially during the COVID-19 pandemic, the strong connection between working conditions and work-related emotional states as antecedents for mental health of academic staff gained more and more attention. However, in depths investigations of researchers' emotions in academia are still rare. In the highly competitive field of academia, experiencing the working environments as supportive may be an important influential factor for researchers' emotions. On a structural level, academic positions may also be tied to different emotional experiences. Taking a Self-Determination Theory approach, we therefore investigate, whether a basic need-supportive environment (regarding perceived competence and autonomy support, and social relatedness to the scientific community) and the academic position (research assistants without leading responsibility and principle investigators with leading responsibility) predict activity-related achievement emotions (enjoyment, anger, frustration, and boredom) during daily research activities. However, measurements on basic needs support and achievement emotions tailored to the specific academic research context are lacking. Therefore, this study is aimed at developing fitted scales on these constructs. In a cross-sectional survey, we questioned N = 250 life scientists in 13 German universities. Results of multiple linear regression analyses suggest that supportive environments in academia were positively associated to the level of experienced enjoyment and negatively to the level of experienced frustration. Surprisingly, social relatedness to the scientific community does not affect frustration. Principle investigators report a more favorable emotional pattern with higher levels of enjoyment than research assistants. However, the level of experienced frustration was not affected by the academic position. The scales on anger and boredom seemed not to differentiate emotional experiences on these two negative achievement emotions in the research context accurately. Therefore, we needed to exclude anger and boredom from analyzes. Further research on these achievement emotions is needed. We discuss our findings on enjoyment and frustration and derive both theoretical and practical implications, taking an international and interdisciplinary perspective.

19.
Journal of Higher Education Policy and Leadership Studies ; 3(2):144-164, 2022.
Article in English | Scopus | ID: covidwho-1975902

ABSTRACT

COVID-19 led to a global movement as higher education policy-makers and leaders are disseminating their experiences during the 2020-2022 pandemic era under the heading of "Lessons Learned from COVID-19". The available research, policy-briefs, interviews, books, conferences, and webinars might include innovative titles and themes;however, the mainstream of all works specially by late 2021 and during 2022 is on the lessons learned from COVID-19. The present research with its qualitative research design aims to portray the experience of academic staff and students from two universities in Uzbekistan: Urgench State University (UrSU) and Tashkent State University of Economics (TSUE). A total number of 414 responses (academic staff 64 and students 350) were received through Google Forms. Data analysis was administered through Strauss and Corbin's (1998) Constant Comparative method of data analysis with peer reviewing to ensure the credibility of the emerged themes. Educational Weaknesses and Strengths, as well as Psychological Problems: Study at Home and Depression were the two main emerged themes. Leadership advice is also presented by members of both universities to help Higher Education (HE) policy-makers and leaders in Uzbekistan improve the quality of education at their universities and colleges. © 2022 Ali Khorsandi Taskoh. All Rights Reserved.

20.
4th IEEE Nigeria International Conference on Disruptive Technologies for Sustainable Development, NIGERCON 2022 ; 2022.
Article in English | Scopus | ID: covidwho-1948834

ABSTRACT

acceptability level of the COVID-19 vaccination among staff and students at Nigerian universities, using the University of Calabar in Cross River State as a case study. The study includes ten university faculties. A representative sample was drawn using simple random sampling, and a questionnaire was used as a data collection instrument. A total of 1,210 respondents were chosen as a sample. This sample includes academic staff, non-academic staff, and students. The research hypothesis developed for the study posed and answered five core research questions. Data analysis was achieved using descriptive and inferential analysis. In the descriptive analysis, frequency distribution tables, proportions, and percentages were applied, while inferential analysis applied the chi-square test. The findings reveal that gender has no bearing on the responses of respondents to the research questions posed to them. Vaccination prevents the spread of COVID-19 infection, but only 38% of the sample size had received the vaccination, while 62% refused. From the analysis, the reasons for the low acceptability level are based on the lack of trust in the COVID-19 vaccines, probably because of government handling. While some attribute it to a lack of COVID-19 orientation, sensitization, and vaccine publicity, others attribute it to too much disruptive news about the side effects of the COVID-19 vaccine. © 2022 IEEE.

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