المؤلفون: Enilda Romero-Hall (ORCID 0000-0001-5514-152X), Lina Gomez-Vasquez (ORCID 0000-0002-9612-984X), Laila Forstmane (ORCID 0009-0006-1089-7036), Caldeira Ripine, Carolina Dias Da Silva

المصدر: Journal of Interactive Media in Education. 2024 2024(1).

Peer Reviewed: Y

Page Count: 15

Descriptors: Social Networks, Social Media, Scholarship, Faculty, Teacher Participation, Higher Education, Technology Uses in Education, Faculty Development, Teacher Motivation, Barriers, Digital Literacy, Feedback (Response), Accountability, Self Disclosure (Individuals), Professional Recognition, Teacher Attitudes, Reputation, Professional Identity, Foreign Countries

مصطلحات جغرافية: North America, Asia, Africa, South America, Middle East, Caribbean, Europe

مستخلص: Scholars' engagement with digital social networks is complex, warranting a comprehensive understanding of their use and participation. Current research has not yet grasped the motivators, gratification, and challenges that academics encounter across multiple digital social networks. With this in mind, this study surveyed scholars who purposely participate in digital social networks for professional endeavors. The theoretical frameworks guiding this research are the Uses and Gratification framework and the networked participatory scholarship conceptualization. A total of 307 higher education scholars completed an electronic survey with closed and open-ended questions. Data analysis included descriptive statistics and a team-coding approach for qualitative data. The results of this investigation highlight specific motivators for using digital social networks to support the scholar's teaching, research, and professional development. The results of this investigation suggest that scholars are constantly navigating challenges and trading them off against the benefits. The results of this investigation also helped determine the imagined audiences that scholars perceive as potential spectators when using digital social networks for their scholarly efforts. The results illustrate the many reasons provided by scholars, which aligned with the self-presentation and impression management theory.

Abstractor: As Provided

المؤلفون: Ümit Dogan (ORCID 0000-0002-8144-9744), Hüseyin Aslan (ORCID 0000-0003-2724-0445)

المصدر: International Journal of Psychology and Educational Studies. 2024 11(2):145-154.

Peer Reviewed: Y

Page Count: 10

Descriptors: Principals, Leadership Styles, Administrator Behavior, Antisocial Behavior, Information Dissemination, Reputation, Predictor Variables, Work Environment, School Culture, Teacher Attitudes, Public School Teachers, Secondary School Teachers, High School Teachers, Foreign Countries

مصطلحات جغرافية: Turkey

مستخلص: This research investigated the relationship between school principals' toxic leadership behaviors and teachers' perceptions of organizational gossip using the relational screening model. The sample consisted of 276 teachers selected through a simple random sampling method from public schools in Sakarya province. The Toxic Leadership Scale and Organizational Gossip Perceptions Scale served as data collection tools. Data analysis revealed that teachers' perceptions of toxic leadership and organizational gossip did not statistically differ based on gender or professional seniority. However, perceptions varied according to the school type in which they worked. The study found a positive relationship between teachers' perceptions of school principals' toxic leadership behaviors and levels of organizational gossip. Toxic leadership is a significant predictor of organizational gossip. The findings underscore the need for more research on the relationship between toxic leadership and organizational gossip, emphasizing the importance of reinforcing these results with qualitative studies.

Abstractor: As Provided

المؤلفون: Eric Moffa, Haley Sigler

المصدر: Teacher Educators' Journal. 2024 17:100-125.

Peer Reviewed: Y

Page Count: 26

Descriptors: Student Attitudes, College Students, Teaching (Occupation), Liberal Arts, Teacher Education Programs, Teacher Recruitment, Reputation, Career Choice, Small Colleges, Universities

مصطلحات جغرافية: Virginia

مستخلص: Teacher education programs at small liberal arts colleges and universities are among the most vulnerable to decreased enrollment, yet they are uniquely positioned to provide well-rounded future teachers and educational leaders for a democratic society. To inform recruitment efforts, this study examined students' perceptions of teaching careers and their motivations to study education at one small, highly selective liberal arts university. Findings suggest students perceive the teaching profession as honorable but lacking prestige. Their decisions to study education were impacted by personal desires, institutional structures, and professional structures. Findings offer insights into improvements that small college and university teacher education programs can make to attract and retain future teachers and develop thriving, innovative programs.

Abstractor: As Provided

المؤلفون: Sahnoza Kayadibi (ORCID 0000-0002-3076-957X), Saim Kayadibi, Surayya Shoamirova

المصدر: Journal of Education in Muslim Societies. 2024 5(2):48-73.

Peer Reviewed: Y

Page Count: 26

Descriptors: Foreign Countries, Foreign Students, Higher Education, Institutional Characteristics, Reputation, Educational Quality, Electronic Learning, Public Opinion, Human Capital, Economic Development, Barriers, Opportunities, Influence of Technology, Social Media, Mass Media Role, Educational Development, Regional Characteristics

مصطلحات جغرافية: Turkey

مستخلص: Education plays a pivotal role in fostering human capital across various domains such as science, politics, and the economy, thereby significantly affecting economic growth. Turkey (Türkiye) stands as a prominent destination for international students seeking continued higher education, yet it faces challenges and opportunities, according to prior research. Responding to these dynamics, this study constructs a research model by integrating social identity theory and contingency theory. With a deductive approach and quantitative techniques for data analysis, our research aims to explore the antecedents of institutional reputation in the Turkish higher education landscape. The population of the study is international students (N = 200,000 and n = 250) who are studying at different public higher education institutions in Türkiye. The data have been analyzed using the Smart PLS 4 program. This investigation hypothesizes that informational influence, online learning quality, perceived value, perceived service quality, and an institution's image exert positive and significant effects on institution reputation. However, our empirical findings challenge one of these assumptions, revealing insufficient evidence to support the assertion that online learning quality significantly influences institution image. Consequently, our study adds to the scholarly discourse by contributing empirical insights into the phenomenon within the context of Turkish higher education institutions.

Abstractor: As Provided

المؤلفون: Jana Pavelková, Jana Turcínková, Jakub Šácha

المصدر: Journal on Efficiency and Responsibility in Education and Science. 2024 17(1):12-22.

Peer Reviewed: Y

Page Count: 11

Descriptors: Foreign Countries, College Students, Business Schools, Business Administration Education, Student Recruitment, Student Satisfaction, Enrollment Influences, Reputation

مصطلحات جغرافية: Czech Republic

مستخلص: Attracting prospective students could be difficult and expensive. Candidates, when choosing a future school for their studies, consider a great number of factors. Information from official university websites does not suffice to persuade. Word of mouth plays a significant role, among others. The aim of this paper is to present findings about important factors influencing the overall satisfaction of current students with university life as well as their willingness to share positive references. The study took place in the Czech Republic with students attending business schools at universities. Primary data was collected via an online questionnaire with students with bachelor's, master's, and doctorate degrees (n = 274) and in-depth interviews (n = 10). Data was processed with regression analysis and Spearman's correlation coefficient. The main findings suggest that there is a close positive correlation between students' satisfaction and the willingness to recommend the university. The quality of student life and the reputation of the school were identified as the most important factors influencing this satisfaction and willingness to recommend.

Abstractor: As Provided

المؤلفون: Thuy Chung Phan, Vu Minh Ngo, Thao Phuong Nguyen, Kurniawan Saefullah, Desmond Doran

المصدر: Journal of Social Studies Education Research. 2024 15(1):57-90.

Peer Reviewed: Y

Page Count: 34

Descriptors: Human Resources, Social Responsibility, College Faculty, Teacher Attitudes, Work Environment, Universities, Developing Nations, Reputation, Institutional Characteristics, Partnerships in Education, Governance, Foreign Countries

مصطلحات جغرافية: Vietnam

مستخلص: Understanding teachers' expectations of university social responsibility (USR) is imperative for formulating effective human resources strategies within higher education institutions (HEIs). This study delves into teacher perceptions of USR within the context of higher education institutions (HEIs) in emerging countries, examining how these perceptions influence teacher satisfaction. The mediating roles of HEIs' reputation and image in shaping this relationship are also explored. Data were collected from 140 teachers across 15 Vietnamese universities. The research model underwent evaluation through structural equation modeling (SEM) utilizing the Partial Least Squares path modeling. The results affirm a positive influence of teachers' perceived USR on their satisfaction with universities. Notably, both HEIs' reputation and image serve as mediating factors in this relationship. Regarding the specific USR constructs, the findings highlight that teachers' overall perception of USRs is constructed based on their engagement with educational, environmental research, and partnership responsibilities within HEIs. This study underscores the importance of cultivating a positive reputation and image when integrating USR into the governance strategies of higher education institutions.

Abstractor: As Provided

المؤلفون: Ibrahima F. Yaro (ORCID 0000-0002-2662-5266), Jennifer Mize Smith

المصدر: Journal of International Students. 2024 14(3):21-41.

Peer Reviewed: Y

Page Count: 21

Descriptors: Blacks, Predominantly White Institutions, Foreign Students, Decision Making, Student Attitudes, Reputation, Influences, Foreign Countries, Graduate Students, Undergraduate Students, Alumni, Student Experience, Student Satisfaction, Identification (Psychology)

مصطلحات جغرافية: United States, Ethiopia, Guinea, Ghana, Nigeria, South Africa, Congo Republic, Zimbabwe

مستخلص: Black African students are increasingly choosing the United States as their preferred destination, and many choose to study at predominantly White institutions (PWIs). The purpose of this qualitative study was to investigate reasons that may influence their identification and commitment to those PWIs. We interviewed 20 sub-Saharan Africans at two predominantly White Southeastern universities. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to which Black African students are identified and committed to their university of choice. Furthermore, the study also found that prestige does not appear to influence Sub-Saharan African students' identification and commitment to a school in the United States, but race has mixed effects depending on how it gets interpreted by students. These findings suggest implications for research and practice for student affairs professionals to better serve and retain their international populations.

Abstractor: As Provided

المؤلفون: Catarina Doutor (ORCID 0000-0003-1160-5411), Natália Alves (ORCID 0000-0003-1764-6708)

المصدر: Educational Process: International Journal. 2024 13(1):68-83.

Peer Reviewed: Y

Page Count: 16

Descriptors: Portuguese, Native Language, Foreign Students, College Choice, Universities, Student Motivation, Student Attitudes, Student Characteristics, Reputation, Institutional Characteristics, Foreign Countries, Tuition, Safety, Scholarships, Study Abroad, Student Mobility, Decision Making

مصطلحات جغرافية: Portugal, Africa

مستخلص: Background/purpose: While the existing literature explores the internalization of higher education, a significant gap remains in comprehending the motivations behind international students choosing Portuguese higher education. This study aims to address this gap by examining the motivations of a specific group within Portuguese universities: international students from Portuguese-speaking African countries. Materials/methods: The study was conducted with a qualitative approach using data obtained from biographical interviews with African Portuguese-speaking international students. The collected data were then analyzed according to content analysis. Results: The findings demonstrate that the students' motivations for studying at Portuguese higher education institutions varied. Their reasons include the international reputation of Portugal, the quality of its education, upon recommendation from family members, the Portuguese language, lower tuition fees compared to their home institutions, cultural proximity, scholarship opportunities, and the perception of Portugal as a safe country. Conclusion: Through an examination of the motivation of students from Portuguese-speaking African countries pursuing higher education in Portugal, this study provides fresh perspective on the existing literature concerning international student mobility. Opting to study in Portugal is seen as a chance for African students to access quality higher education and to obtain an academic degree with significant recognition in the country of origin, with anticipated positive impacts on the personal, social, and professional aspects of their lives.

Abstractor: As Provided

المؤلفون: Guernon Emmanuelle

المصدر: Online Submission. 2024.

Peer Reviewed: N

Page Count: 24

Descriptors: Educational Trends, Higher Education, COVID-19, Pandemics, Electronic Learning, Educational Quality, Leadership, Religious Factors, Foreign Countries, Resistance to Change, Quality Assurance, Reputation, Global Approach, Entrepreneurship, Virtual Universities

مصطلحات جغرافية: Indonesia

مستخلص: This paper examines the evolving landscape of higher education publications, focusing on the emergence of new models that are reshaping scholarly discourse and dissemination. Through a comprehensive review of literature, we analyze the trends, challenges, and opportunities presented by these new models. Our exploration encompasses diverse approaches such as open access journals, digital platforms, interdisciplinary collaborations, and alternative peer-review systems. By synthesizing insights from a range of scholarly works, this review sheds light on the transformative potential of these new models in advancing knowledge dissemination and fostering academic innovation within higher education. [This paper was published in "International Journal of Reviews" v2 n1 p100-124 2024.]

Abstractor: As Provided

المؤلفون: Derek R. O'Connell

المصدر: Critical Questions in Education. 2024 15(1):1-18.

Peer Reviewed: Y

Page Count: 18

Descriptors: Higher Education, Neoliberalism, Universities, Educational Change, College Curriculum, Undergraduate Study, Educational Finance, State Aid, Tuition, Educational Development, Reputation

مستخلص: This case study uses the theory of academic capitalism (TAC) to explore how a public university known primarily for undergraduate education is incorporating market-oriented practices and structures, and how those changes could impact its curriculum and enrollment profile. Through initiatives to establish an engineering college, expand graduate education, and expand international student recruitment, the university's initiatives bring it closer to its research-oriented sister institution, one with a much different curriculum and enrollment profile. The findings extend the scope of TAC beyond the limited set of institutional types and issues explored in most existing research. The findings also provide insight for policymakers and higher education administrators into how public institutions oriented toward undergraduate education may change in the face of declining state financing and increasing reliance on tuition revenue.

Abstractor: As Provided