THE PERSPECTIVE OF PROFESSORS ON THE CHALLENGES OF REMOTE LEARNING IN NUTRITION AND PUBLIC HEALTH / A PERSPECTIVA DE LOS DOCENTES SOBRE LOS DESAFÍOS DE LA ENSEÑANZA REMOTA EN NUTRICIÓN Y SALUD PÚBLICA / O OLHAR DOS DOCENTES SOBRE OS DESAFIOS DO ENSINO REMOTO EM NUTRIÇÃO E SAÚDE COLETIVA

This study investigates the challenges and repercussions of Emergency Remote Learning (ERL) on the education of Nutrition students at a public university in Rio Grande do Norte, with a particular focus on Public Health education, from the perspective of faculty members. ERL was implemented due to the COVID-19 pandemic, directly impacting the quality of education, especially in health-related courses that require hands-on practices. The research employed a qualitative approach, using semi-structured interviews with faculty members who teach Public Health-related subjects. The results indicate that, despite the teachers' efforts to adapt their methodologies to the virtual environment, significant challenges were encountered, such as low student participation and technical difficulties. Furthermore, the lack of in-person interaction hindered practical training and the development of essential skills for professional practice within the Unified Health System (SUS). The conclusions emphasize the importance of in-person learning in Public Health and the need to reconsider the role of Information and Communication Technologies (ICTs) in health education.

Este estudio investiga los desafíos y repercusiones de la Enseñanza Remota de Emergencia (ERE) en la formación de estudiantes de Nutrición en una universidad pública de Rio Grande do Norte, con un enfoque particular en la enseñanza de Salud Pública, desde la perspectiva de los docentes. La ERE se implementó debido a la pandemia de COVID-19, impactando directamente en la calidad de la educación, especialmente en los cursos relacionados con la salud que requieren prácticas presenciales. La investigación empleó un enfoque cualitativo, utilizando entrevistas semiestructuradas con docentes que imparten materias relacionadas con la Salud Pública. Los resultados indican que, a pesar de los esfuerzos de los profesores para adaptar sus metodologías al entorno virtual, se encontraron desafíos significativos, como la baja participación de los estudiantes y dificultades técnicas. Además, la falta de interacción presencial afectó la formación práctica y el desarrollo de competencias esenciales para la práctica profesional en el Sistema Único de Salud (SUS). Las conclusiones destacan la importancia del aprendizaje presencial en la Salud Pública y la necesidad de reconsiderar el papel de las Tecnologías de la Información y la Comunicación (TIC) en la educación en salud.

Este estudo investiga os desafios e repercussões do Ensino Remoto Emergencial (ERE) na formação de estudantes de Nutrição em uma universidade pública do Rio Grande do Norte, focando especialmente no ensino de Saúde Coletiva, sob a ótica dos docentes da área. O ERE foi implementado devido à pandemia de COVID-19, afetando diretamente a qualidade do ensino, especialmente em cursos da área da saúde que exigem práticas presenciais. A pesquisa utilizou abordagem qualitativa, por meio de entrevistas semiestruturadas com docentes que ministram disciplinas relacionadas à Saúde Coletiva. Os resultados indicam que, apesar do esforço dos professores em adaptar suas metodologias ao ambiente virtual, houve desafios significativos, como a baixa participação dos alunos e dificuldades técnicas. Além disso, a falta de interação presencial prejudicou a formação prática e o desenvolvimento de competências essenciais para a atuação profissional no Sistema Único de Saúde (SUS). As conclusões ressaltam a importância do aprendizado presencial dentro da Saúde Coletiva e a necessidade de se repensar o papel das Tecnologias da Informação e Comunicação (TICs) na educação em saúde.

Evaluating the performance of Tunisian higher Institutes of Technological Studies (ISETs) using a stochastic frontier analysis.

Benefiting from low repetition and dropout rates, as well as their excellent employability rate of their students, the Higher Institutes of Technological Studies (ISETs) have acquired a strategic position in the Tunisian higher education system. This paper aims to use the Stochastic Frontier Analysis (SFA) method to measure the efficiency of Tunisian Higher Institutes of Technological Studies (ISETs) and to determine the factors that cause performance differences. The results indicate that ISETs appear well managed, although some of them warrant a more detailed analysis (below-average efficiency). Also, it was found that the ISETs situated in the most industrialized part of the country, the Central-East, record highest scores of efficiency, while those in the South-East show more homogeneous efficiency. The results underscore the importance of focusing support and improvement efforts on ISETs located in less developed regions or those with lower efficiency levels. Moreover, the negative relationship between the age of institutions and their efficiency suggests that reforms to institutional practices may be necessary for older establishments. Finally, institutes that are located in one of the main cities will not necessarily be more efficient than the others. The findings presented in this paper have targeted and practical implications for the development of the ISET network in Tunisia.

Are profiles of job insecurity associated with health-related indicators among faculty in Swedish academia?

Job insecurity is a work stressor associated with various health-related impairments. As concerns about the ubiquity of job insecurity in academia have become increasingly prominent, the potential implications of job insecurity for the health and well-being of faculty require attention. Specifically, these implications may vary between groups within academia, yet little is known about such variations, particularly with respect to different indicators of health and well-being. This study aims to identify and examine profiles of job insecurity (including quantitative and qualitative dimensions) in relation to exhaustion, depressive symptoms, well-being, and work-family conflict among faculty in Sweden. Self-reports in questionnaires were collected in 2021 from a representative sample of faculty, with a doctoral degree, working in Swedish public higher education institutions (N = 2,729 respondents; 48% women; average age: 50 years; 82% born in Sweden). Latent profile analysis was conducted to identify profiles of job insecurity, followed by statistical comparisons on demographic covariates and health-related indicators across profiles. The latent profile analysis revealed five job insecurity profiles: the moderately insecure (n = 215), the secure (n = 1777), the secure; quality-concerned (n = 406), the insecure; employment-concerned (n = 177), and the insecure (n = 154). Twelve percent of the sample was identified as vulnerable, particularly the insecure profile, where these individuals may be most at a risk for exhaustion disorder and depression. Among faculty in Sweden, quantitative and qualitative dimensions of job insecurity appear to be closely connected, with the qualitative dimension seemingly more informative for health-related indicators.

Post-independence health research productivity in Portuguese-speaking African countries: A bibliometric analysis of 43 years of research and higher education in Mozambique.

Background: Africa has a high double burden of infectious and non-communicable diseases underscoring the critical need for robust scientific research. However, it is also associated with low scientific research productivity. Mozambique, which gained independence in 1975, serves as a poignant example. However, there remains a notable scarcity of evidence evaluating the country's trajectory in scientific and academic development. This study aims to evaluate 43 years of health-related scientific knowledge production through bibliometric analysis, focusing on key indicators. Additionally, it seeks to characterize the higher education institutions within the country. Methods: The data was retrieved from the Web of Science Core Collection using an advanced search tool with Boolean research strategies, covering the period from 1976 to 2022 for all PALOP and 1976 to 2019 for Mozambique. To map Mozambican higher institutions, information was sourced from the Ministry of Science Technology and Higher Education database. Descriptive statistics were employed to summarize the findings, while the VOSviewer program version 1.6.19 was utilized to visualize distance-based bibliometric networks, focusing on co-authorship among institutions and keyword co-occurrence. Results: Portuguese-speaking African countries (PALOP) contribute 2.5 % (10,933 out of 442,309) to Africa's total scientific output, with Mozambique leading at 63.6 % (6,951 publications) followed by Angola at 16.6 % (1,811 publications). All PALOP countries experienced decreased scientific productivity during the third year of the COVID-19 pandemic. In Mozambique, over 70 % (1,710 out of 2,380) of health-related publications from 2011 to 2019 were concentrated in this period. Key journals for health sciences include PLOS ONE, Malaria Journal, and Tropical Medicine & International Health, focusing on HIV, malaria, and tuberculosis. Higher education institutions in Mozambique show regional disparities, with 67.9 % in the South and only 8.9 % in the North, indicating significant inequality in their distribution across the country. Conclusion: This study highlights Mozambique's significant progress in health research productivity over 43 years, establishing it as a leader among PALOP countries. The substantial increase in publications, particularly after 2008, underscores the nation's growing research capacity and commitment to addressing critical health challenges such as HIV, malaria, and tuberculosis. However, regional disparities in higher education access and limited research contributions from private universities remain high in Mozambique.

Exploring the factors that influence academic performance in Jordanian higher education institutions.

Since the coronavirus 2019 (COVID-19) pandemic hit the world, many universities have used digital asynchronous learning tools such as Digital Learning Management Systems (DLMS) to continue the educational process. Despite its global usage, only a few studies have investigated its quality in the Jordanian context during the COVID-19 period from a quantitative and qualitative approach perspective. Thus, the current study aims to explore the factors that influence academic performance in Jordanian higher education institutions during the COVID-19 pandemic. A mixed methods research approach was employed to evaluate the quality of the teaching-learning process for Jordanian students in higher education institutions. The triangulated data focused on three core pillars namely if students saw a difference in their grades prior to, during, and after the pandemic, the challenges faced and improvement suggestions. Accordingly, the quantitative approach with an online questionnaire and the qualitative approach with structured interviews were applied to collect the required data from Jordanian students in higher education institutions. The results of the current study revealed that the evaluation of the teaching-learning process quality during the pandemic period affected students' academic performance in different proportions based on their specialization area. In addition, the study results also identified the most important challenges that faced the students during this period and suggested procedures to overcome them and improve the distance learning process. The current study offers empirical evidence on critical success factors underlying digital learning management systems in the COVID-19 era, which can help policymakers in Jordanian universities and the ministry of higher education and scientific research to improve the quality of the teaching-learning process in the Jordanian context.

A Relationship between Management Commitment, Psychological Empowerment, and Job Performance among Employees in Higher Educational Institutions in Palestine: Multi-Wave Survey.

This study aimed to assess the relationship between management commitment, psychological empowerment, and job performance among Palestinian academic employees in higher education institutions. A multi-wave survey was utilized and 665 academics were recruited from several public and private universities in West Bank, in which the stratified sampling method was adopted to select universities. Findings demonstrated that participants reported moderate levels of management commitment and job performance and agreeable levels of psychological empowerment. Management commitment and psychological empowerment positively correlated with job performance (p < 0.01). However, management commitment had a direct influence on job performance and management commitment had a relationship with psychological empowerment (p < 0.01). Thus, strategies should be carried out to enhance management commitment and psychological empowerment to improve job performance among academic staff.

Unicanvas: Exploring a tool for strategic management.

Purpose: This research proposes an adapted version of Business Model Canvas (BMC) as a potential strategic tool for the design of the business model of Higher Education Institutions (HEIs). In the context of fifth-generation universities, the University-Model Canvas (Unicanvas) offers a solution to some limitations of traditional strategic tools. Unicanvas aims to be a critical visual and dynamic tool to address the new challenges faced by universities such as internationalization, digitalization, sustainability, and corporate social responsibility. Research methods/Approach: We adapt the strategic building blocks, in which some of the BMC blocks have been renamed and an achievement block has been added. We reflect theoretically on the peculiarities of each block in the context of universities to explain the versatility of the tool for designing university business models tailored to different value propositions and for various beneficiaries. Findings and implications: Unicanvas offers universities the flexibility and dynamism to adapt their different business models to various forms of value creation that arise from their growing number of beneficiaries, missions, and the new trends and challenges they face.. We conclude that using this participatory,, dynamic, intuitive, and flexible strategic tool will facilitate the holistic design of the business model of these institutions.

The need for scientific-area-related indicators for effective energy planning in higher education institutions.

The quest for improving energy efficiency is transversal to all areas of society. Higher education institutions represent an important sector in this quest due to their high demand, but also for the role model that they can play in educating energy-efficient citizens and piloting new approaches and experiences. Thus, decreasing energy consumption in higher education institutions, in addition to reducing the carbon footprint, contributes to ameliorating countries' energy bills, and, most importantly, contributes to a more sustainable society. The purpose of the paper, based on the energy consumption of the University of Minho, Portugal, between 2007 and 2022, is threefold: first, to evaluate how energy consumption and associated carbon footprint indicators have performed under a sustainable strategy program, second to reflect on total energy and specific energy indicators, and lastly to emphasize the need to improve energy metering and planning systems to account for the distinctive needs of the different scientific area buildings. This is not only relevant but also rare to find in scientific literature. Findings suggest that UMinho's energy consumption is in line with the numbers reported in the literature. Moreover, detailed indicators, specified by scientific area building, show diverse patterns in energy use, demonstrating the limitations of an overall analysis of buildings in the university campi. The results show that energy efficiency improved as a result of the implemented action plan, and demonstrate the need for detailed and specific indicators that reflect the different needs of each scientific area. The results provided by this refinement call for the design of tailored initiatives to decrease energy consumption, since they allow the planning of specific measures and programs for different energy use patterns, and therefore improve their efficiency. Finally, the preliminary results of the analysis of building specific energy use point to the need for more detailed data on hourly and daily consumption and academic term given the relative contribution of users' behaviour.

Higher Education Institutions as Strategic Centers for Promoting Social Innovation in Gerontology: Insights from the Senior Innovation Lab Training Initiative.

BACKGROUND: Social innovation and gerontology develop a wide range of actions aimed at supporting and improving the needs of long-lived populations. Higher education institutions (HEIs) are drivers of change, and their potential to develop solutions through teaching students' social innovation skills should be considered in the field of longevity. This article reports the results obtained by the Senior Innovation Lab (SIL) training initiative. METHODS: Challenge-based learning, design thinking, and lean startup approaches were implemented in training 26 participants with the final aim of developing innovative solutions to previously identified long-lived population needs. RESULTS: Final products were innovative ideas developed through collaboration between students, academic staff, and business employees, indicating the importance of adopting entrepreneurial approaches in academic teaching. The participants identified motivation and perseverance as the most relevant entrepreneurial skills and most of them also perceived that they possessed it. The participants also considered spotting opportunities (chance to add value) as the most desired skill throughout the whole experience. CONCLUSIONS: SIL's assessment showed that social innovation methodologies contributed to the development of learning strategies, enabling potential solutions for the ageing challenges.

Evaluating lecturer performance in Vietnam: An application of fuzzy AHP and fuzzy TOPSIS methods.

Higher education is regarded as being of paramount importance in Vietnam and as being essential to raising the level of the country's labor force and promoting economic progress. Evaluation of lecturers is one of the institution's activities and a crucial component of managing human resources in higher education institutions. How to evaluate faculty members' overall performance using a range of criteria is one of the key evaluation-related challenges. This study presents a method that uses fuzzy analytical hierarchy process (AHP) and fuzzy technique for order performance by similarity to ideal solution (TOPSIS) to assess and rank the performance of lecturers. Specifically, the evaluation framework is developed by identifying criteria and sub-criteria based on a comprehensive review of existing literature. Following that, the fuzzy AHP approach is used to determine the weights of the criteria and sub-criteria using the pairwise comparisons. The Fuzzy TOPSIS approach is employed to assess and prioritize lecturers identified through expert evaluation. When applied in group decision-making, utilizing fuzzy AHP and fuzzy TOPSIS promotes agreement among decision-makers and diminishes uncertainty in decision-making processes. The utilization of the multiple criterion measurement approach can then be used to carry out the evaluation. The suggested framework is also demonstrated via a case study. The use of this framework can improve the evaluation's objectivity, accuracy, and scientific methodology. It is believed that this work will assist managers of higher education institutions improve their standards for educational quality.

Influence of transformational leadership on innovative work behavior and task performance of individuals: The mediating role of knowledge sharing.

This research tries to investigate the dynamic link between higher education institution (HEIs) transformational leaders (TFL) and follower's outcome innovative work behavior (IWB) and Task Performance) through Knowledge sharing (KNS) in Pakistan. Using quantitative design an adopted construct was used to obtain response from HEIs leaders and employees behavior. The obtained information was analyzed through structural equation modeling (SEM) technique via Smart PLS. Results depict that direct link between University Transformational leadership and employees Innovative work behavior as well as Task Performance. The results further postulate that KNS mediate the relationship between Transformational leadership and employees TSP in the context of HEIs. Surprisingly, KNS could not evident to become a mediating variable to strengthen the relationship between transformational Leadership and employees IWB in the HEIs sector of Pakistan. In addition to enhancing the theoretical comprehension of higher education leadership, the outcomes of this article provide that promoting knowledge sharing culture is valuable asset for both existing and future HEIs leaders in order to promote the culture of innovation and creativity. Although recent studies investigate the role of KNS as a mediator, however the current study use KNS as contemporaneous intervening variable for IWB and Task Performance for the first time. The study also confirms theoretical underpinning of social exchange mechanism in strengthening the relationship between leader member's continuum.

Balancing the equation: assessing the impact of management practices on staff and faculty wellbeing in Chinese higher education institutions.

Introduction: The intersection of work-family dynamics and job contentment has become a pivotal area of investigation within the higher education landscape, drawing scholarly attention, especially in the Chinese context. This study delves into the intricate relationship between work-family culture and job satisfaction, with a particular spotlight on the mediating influence of perceptions of organizational fairness. The impetus behind this emphasis lies in the burgeoning acknowledgment of organizational justice as a pivotal force shaping employee attitudes and conduct within academic establishments. Method: This research was conducted using two distinct groups. The first group consisted of 1,075 faculty members at Chinese universities, while the second group comprised 972 administrative and technical employees at these institutions. Results: The mediational analyses provided in this study offer an enhanced comprehension of the intricate relationships under discussion. Significantly, the findings reveal that Work-Family Culture plays a crucial predictive role in influencing perceptions of Organizational Justice among both faculty and administrative staff. More importantly, the study uncovers that Work-Family Culture indirectly affects Job Satisfaction through its impact on Organizational Justice. Discussion: This insight underscores the importance of harmonious work-family interactions as a determinant of job-related attitudes and satisfaction levels.

Nano-integrating green and low-carbon concepts into ideological and political education in higher education institutions through K-means clustering.

Universities and colleges play a pivotal role in the pursuit of a future that is sustainable through their pedagogical efforts and the execution of state-of-the-art research endeavors aimed at mitigating the effects of climate change. Higher Education Institutions (HEIs) serve as crucial catalysts in advancing sustainable development. HEIs are increasingly embracing precise measures to reduce their carbon footprint (CF) while also educating students on global sustainability. These nano-methods provide a quantitative framework for assessing a campus's sustainability efforts in line with Green Campus (GC) initiatives to lower carbon emissions align with GC goals. This study employs K-means clustering to analyze the integration of green and low-carbon principles in higher education political and ideological studies. Its goal is to identify patterns, assess teaching effectiveness, and improve sustainability education, aligning with Green Campus initiatives to enhance institutional contributions to sustainable growth through informed pedagogical strategies. Input data includes curriculum content, teaching methods, student engagement, and institutional goals related to sustainability. Seeking to improve sustainability education align with Green Campus initiatives, higher education can strategically enhance their contributions to long-term sustainability and growth through effective pedagogical approaches. Cluster 3 has the lowest WCSS value of 1200, indicating tighter cohesion and less variability within this cluster compared to Cluster 1 (1500) and Cluster 2 (1800). Cluster 3 stands out with the highest silhouette score of 0.7, suggesting well-defined and distinct clusters, while Cluster 2 has the lowest score of 0.4, indicating some overlap or ambiguity in data points. Cluster 1 has the lowest Davies-Bouldin Index of 0.4, implying better separation between clusters compared to Cluster 2 (0.6) and Cluster 3 (0.5). Cluster 3 is well-defined and cohesive, showing strong integration of green practices. Cluster 1 displays good separation and cohesion, while Cluster 2 requires refinement due to potential overlap in sustainability integration.

The effects of school career guidance on career choices of radiography undergraduate students at a University in Gauteng Province, South Africa.

BACKGROUND: Studies have revealed that learners begin to make their career choices at a reasonably early stage of their lives. Career guidance in South Africa was made part of the curriculum in schools to introduce learners to different careers and guide them in their career choices. Due to historical disparities, this has not been adequately implemented in all schools. As a result of this, some learners often make uninformed career choices. The aim of this study was to determine if students who enrolled in a radiography undergraduate program at Sefako Makgatho Health Sciences University (SMU) had prior knowledge about the radiography profession through career education and guidance at school level. The objectives of this study were to determine if there was prior knowledge of the radiography profession before enrolment at the institution; if career guidance and education was offered at school level as well as to investigate whether they will remain within the profession in the next five years. METHODS: An inductive exploratory qualitative method was used with a convenience sampling technique. Data were collected using semi-structured group interviews with open and closed-ended questions. Group interviews were conducted online and recorded. Thematic analysis was used to analyze exploratory data. Descriptive data were analyzed using SPSS software. RESULTS: A total of forty-four learners were interviewed in groups of 6-8 per interview, bringing the interviews to a total of seven groups. Majority of participants were females (59%, n=26) and the mean age of participants was 20.5 years. The majority of participants (68.2%) felt that career guidance would have played a role in their career choices and wished they could have had more knowledge about radiography profession before they enrolled in the program. CONCLUSION: This study confirmed that most learners had limited knowledge about the radiography profession before enrolment due to lack of career guidance at school level. However, for some, this lack of knowledge was altered by their first clinical practice exposure. Additionally, for participants who ended up in the radiography program as a second career choice without any prior knowledge and guidance, their views on progression and retention in the profession changed as a result of their first clinical exposure in the X-ray department. This study identified the need for career guidance to be addressed vigorously and universally in secondary schools. Work shadowing emerged as a significant factor to the choice of career, retention, and progression and therefore, further research is needed to explore this aspect in more depth.

Corona virus vaccine hesitancy among higher education students in Adama City, Oromia, Ethiopia.

Background: Vaccination stands as the most efficient approach for managing the continued transmission of infections and preventing the emergence of novel variants. Coronavirus disease 2019 (COVID-19) vaccine hesitancy poses a significant burden in the fight to achieve herd immunity. Methods: A cross-sectional study, based on institutional parameters, was conducted among a cohort of 530 higher education students, selected via a simple random sampling method. Study participants were selected using a systematic random sampling technique from February to March 2022. Structured questionnaire data were gathered and subsequently analyzed using SPSS version 21. The strength of the association between various factors and COVID-19 vaccine hesitancy was assessed using the odds ratio along with its 95% confidence interval. Statistical significance was deemed to be present at a p-value of < 0.05. Result: The prevalence of coronavirus vaccine hesitancy was 47.5%. The factors that were found to be significantly associated with COVID-19 vaccine hesitancy were residential address (AOR = 2.398, 95% CI: 1.476-3.896); agreeing with leaders and groups that do not support COVID-19 vaccination (AOR = 2.292, 95% CI: 1.418-3.704); coming from a community whose leaders support COVID-19 vaccination for young adults (AOR = 0.598, 95% CI: 0.381-0.940), and believing that COVID-19 vaccines are safe (AOR = 0.343,95% CI: 0.168-0.701). Conclusion: Approximately five out of 10 students who participated in this study were hesitant to get vaccinated against coronavirus. Incorporating messages and initiatives into local plans to specifically target the factors identified in this study is imperative for substantially increasing the COVID-19 vaccine uptake among students in higher education institutions.

Power imbalances and equity in the day-to-day functioning of a north plus multi-south higher education institutions partnership: a case study.

BACKGROUND: Partnerships between Higher Education Institutions (HEIs) in the global north and south have commonly been used as a vehicle to drive global health research and initiatives. Among these initiatives, include health system strengthening, research capacity building, and human resource training in developing countries. However, the partnership functioning of many global north-south partnerships still carry legacies of colonialism through unrecognized behavior patterns, attitudes, and belief systems in how they function. Even with research literature calling for a shift from equality to equity in the functioning of these partnerships, many still struggle with issues of complex and unspoken power dynamics. To understand the successes and challenges of north-south partnerships, this paper explored partnership development and functioning of a northern and multi-southern HEIs partnership focused on nutrition education and research. METHODS: A qualitative research approach was used; data were collected through in-depth interviews (IDIs) with questions developed from the Bergen Model of Collective Functioning (BMCF). Thirteen IDIs were conducted with partners from all institutions including stakeholders. FINDINGS: The partnership was built on the foundation of experiences and lessons of a previous partnership. Partners used these experiences and lessons to devise strategies to improve partnership inputs, communication, leadership, roles and structures, and maintenance and communication tasks. However, these strategies had an impact on partnership functioning giving rise to issues of inequitable power dynamics. The northern partner had two roles: one as an equal partner and another as distributor of project funds; this caused a conflict in roles for this partner. The partners distinguished themselves according to partner resources - two partners were named implementing partners and two named supportive partners. Roles and partner resources were the greatest contributors to power imbalances and caused delays in project activities. CONCLUSION: Using the BMCF to examine partnership dynamics illuminated that power imbalances caused a hierarchical stance in the partnership with northern partners having overall control and power of decision-making in the partnership. This could impact the effectiveness and sustainability of project in the southern institutions going forward.

Practice of Vietnamese tertiary learners' intercultural competence: An influential factor affecting entrepreneurial capabilities.

Intercultural competence (IC) is believed to enhance new graduates' entrepreneurial capabilities and employability in this 21st century. This quantitative study investigates learners' perceived levels of IC, regarding its four components: knowledge, attitudes, skills, and awareness [1,2]. An online survey comprising 40 items adapted from Baroudi's questionnaire [3] based on Byram's conceptual framework of IC [1,2] was administered to learners at a recently established state university in the Mekong Delta of Vietnam. 148 eligible respondents were recruited on a volunteer basis. SPSS was used to analyze collected data. Results show learners' high perceived level of IC. Learners' intercultural attitudes component was found to be at the highest perceived level. In addition, knowledge and skills equally stood at the lowest level of learners' perceived IC. Learners' gender and academic field did not affect their perceived IC levels. However, participants' academic major showed to have a significant impact on learners' intercultural awareness. The findings inform stakeholders about the appropriateness of currently-implemented curricula for intercultural education and raise their awareness of the possible gap between learners' perceived levels of IC and their actual IC. The study also contributes insights into the literature on the relationship between learners' IC and entrepreneurial capabilities and employability. Finally, suggestions for future studies on IC are included.

Knowledge-intensive teamwork development through social media adoption after the COVID-19 pandemic in higher education institutions.

Although knowledge drives organizational growth, limited teamwork skills have hindered effective knowledge sharing and utilization across departments and individuals in higher education institutions (HEIs). Thus, this paper develops a pertinent knowledge-intensive teamworking model for HEIs. Educational background, leadership, and social media adoption were independent variables, while knowledge acquisition, development, application, revision, and knowledge-intensive teamwork were dependent variables. Using an online questionnaire, a quantitative investigation of 918 people across different HEIs tested hypotheses based on PLS-SEM findings. Results showed that educational background, leadership, and social media adoption are integral enablers in smoothing knowledge management operations, while the synergistic combination of process phases drives teamwork. Consequently, outcomes establish foundations for fostering a continuous learning culture, accountability, and cooperation in HEIs.

Psychological capital research in HEIs: Bibliometric analysis of current and future trends.

This study presents a comprehensive bibliometric analysis of the literature on psychological capital (PsyCap) within higher education institutions (HEIs). Its main objective is to offer an encompassing perspective on this field's current state and potential developments. To achieve this, the study examines present research trends and predicts future directions using a bibliometric approach. A total of 412 journal articles were gathered from the Web of Science database. The analysis identifies influential publications, outlines the knowledge structure, and forecasts future trends through bibliographic coupling and co-word analyses. The bibliographic coupling revealed five distinct clusters, while the co-word analysis identified four clusters. Despite the growing significance of PsyCap research in HEIs, there remains a need for greater academic efforts to comprehend the research landscape fully. This paper provides valuable insights into the expanding area of PsyCap research within HEIs. In conclusion, the study sheds light on the extensive research conducted on PsyCap in the context of HEIs and offers insights into its potential for further growth.