cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.25514828
title: Gender earnings gap and glass ceiling at Spanish universities

description: This study aims at analyzing the gender gap in salaries observed in Spanish public universities. It focuses on the glass ceiling problem and quantifies its importance in the gender earnings gap. This article shows that most of the gender earnings gap observed among the faculty of the University of Murcia is due to a glass ceiling problem in accessing the rank of Full Professor, and it includes a measure of research productivity in the analysis. Despite increases in the number of women promoted to the level of Full Professor has increased in recent years, women still comprise less than 30% of the total faculty at this academic rank. The second most important variable that explains most of the earnings gap is research productivity.
DOI: 10.6084/m9.figshare.25514828.v1
title: Gender earnings gap and glass ceiling at Spanish universities

description: This study aims at analyzing the gender gap in salaries observed in Spanish public universities. It focuses on the glass ceiling problem and quantifies its importance in the gender earnings gap. This article shows that most of the gender earnings gap observed among the faculty of the University of Murcia is due to a glass ceiling problem in accessing the rank of Full Professor, and it includes a measure of research productivity in the analysis. Despite increases in the number of women promoted to the level of Full Professor has increased in recent years, women still comprise less than 30% of the total faculty at this academic rank. The second most important variable that explains most of the earnings gap is research productivity.
DOI: 10.6084/m9.figshare.26169216
title: Investigating the influence of the updated DeLone and McLean information system (IS) success model on the effectiveness of learning management system (LMS) implementation

description: The learning management system (LMS) is claimed to be a crucial strategy for creating successful e-learning and teaching methods, enhancing students’ learning satisfaction and achieving academic outcomes. Although the Indonesia Open University has implemented e-learning innovation through LMS in higher education, it has not gained popularity. Hence, the present research aimed to investigate the updated DeLone and McLean information system (IS) success model on the effectiveness of LMS implementation, focusing on system quality, information quality, service quality, perceived usefulness and user satisfaction. A total of 386 respondents from undergraduate and postgraduate programs were selected through stratified random sampling. Subsequently, research data were collected through online survey questionnaires administered to students enrolled at the Indonesia Open University. Structural equation modeling with <i>AMOS version 24</i> software was deployed to analyze data and test hypothesis. Findings revealed that the updated DeLone and McLean IS success model had a positive and significant influence on the effectiveness of LMS. Therefore, the top-level management of the Indonesia Open University and decision-makers in the Indonesian government could provide a better LMS practice environment infrastructure utilizing the updated DeLone and McLean IS success model.
DOI: 10.6084/m9.figshare.26169216.v1
title: Investigating the influence of the updated DeLone and McLean information system (IS) success model on the effectiveness of learning management system (LMS) implementation

description: The learning management system (LMS) is claimed to be a crucial strategy for creating successful e-learning and teaching methods, enhancing students’ learning satisfaction and achieving academic outcomes. Although the Indonesia Open University has implemented e-learning innovation through LMS in higher education, it has not gained popularity. Hence, the present research aimed to investigate the updated DeLone and McLean information system (IS) success model on the effectiveness of LMS implementation, focusing on system quality, information quality, service quality, perceived usefulness and user satisfaction. A total of 386 respondents from undergraduate and postgraduate programs were selected through stratified random sampling. Subsequently, research data were collected through online survey questionnaires administered to students enrolled at the Indonesia Open University. Structural equation modeling with <i>AMOS version 24</i> software was deployed to analyze data and test hypothesis. Findings revealed that the updated DeLone and McLean IS success model had a positive and significant influence on the effectiveness of LMS. Therefore, the top-level management of the Indonesia Open University and decision-makers in the Indonesian government could provide a better LMS practice environment infrastructure utilizing the updated DeLone and McLean IS success model.
DOI: 10.6084/m9.figshare.25516985
title: Thematic, research design and theory application of business internship research: a systematic review

description: This study provides a comprehensive review of the research design, themes, and theoretical development of internship literature in the context of business students. One hundred and ninety-two (192) articles retrieved from Scopus, Google Scholar, and the Web of Science databases and published from 1979 to 2022 were analysed. Information on bibliographic data and research design was presented using frequencies while research themes and the theoretical approach were content analysed. The findings reveal that, though business internship research is about four decades old, the knowledge domain is underdeveloped with respect to theory application, examination of relationships between antecedent, outcome, mediating and moderating variables and use of multivariate analysis. The study found previous studies were more focused on the interns’ career development, prospects, satisfaction, and employability, the benefits and role of internships, and the impact of internships on students’ academic performance. The findings highlight the vital need for a more balanced approach to business student internship research, moving beyond quantitative methodologies and towards a broader understanding through qualitative and mixed-methods investigations, ensuring sample adequacy, and exploring workplace variables.
DOI: 10.6084/m9.figshare.25516985.v1
title: Thematic, research design and theory application of business internship research: a systematic review

description: This study provides a comprehensive review of the research design, themes, and theoretical development of internship literature in the context of business students. One hundred and ninety-two (192) articles retrieved from Scopus, Google Scholar, and the Web of Science databases and published from 1979 to 2022 were analysed. Information on bibliographic data and research design was presented using frequencies while research themes and the theoretical approach were content analysed. The findings reveal that, though business internship research is about four decades old, the knowledge domain is underdeveloped with respect to theory application, examination of relationships between antecedent, outcome, mediating and moderating variables and use of multivariate analysis. The study found previous studies were more focused on the interns’ career development, prospects, satisfaction, and employability, the benefits and role of internships, and the impact of internships on students’ academic performance. The findings highlight the vital need for a more balanced approach to business student internship research, moving beyond quantitative methodologies and towards a broader understanding through qualitative and mixed-methods investigations, ensuring sample adequacy, and exploring workplace variables.
DOI: 10.6084/m9.figshare.27037941
title: Examining the role of social influence, learning value and habit on students’ intention to use ChatGPT: the moderating effect of information accuracy in the UTAUT2 model

description: This study examined factors influencing students’ intention to use ChatGPT using UTAUT2 model. The cross-sectional study is based on responses collected from 578 students selected through convenience sampling at a university in Nepal through a structured questionnaire. Using PLS-SEM, the study found that habit (<i>β</i> = 0.315, <i>p</i> &lt; 0.001), learning value (<i>β</i> = 0.254, <i>p</i> &lt; 0.001), and social influence (<i>β</i> = 0.127, <i>p</i> &lt; 0.001) were the significant factors positively affecting students’ intention to use ChatGPT. In contrary, effort expectancy, hedonic motivation, facilitating conditions, and performance expectancy did not significantly influence intention to use. The study extended the UTAUT2 model by incorporating information accuracy as a moderating variable. However, information accuracy of ChatGPT did not moderate the hypothesized relationships. This study provides valuable insights for intention to use ChatGPT in education, with a unique focus on the moderating role of information accuracy. The findings offer practical implications for enhancing the adoption and effectiveness of AI tools in education, contributing significantly to the literature on educational technology.
DOI: 10.15468/dl.mfq9qp
title: Occurrence Download

description: A dataset containing 96122 species occurrences available in GBIF matching the query:
{
 "and" : [
 "DatasetKey is iNaturalist Research-grade Observations",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "Country is one of (Canada, Mexico, United States of America)",
 "EventDate is greater than or equal to 2024-11-17",
 "EventDate is less than or equal to 2024-12-17",
 {
 "not" : {
 "Issue" : [
 "is one of (Basis of record invalid, Coordinate reprojection failed, Coordinate reprojection suspicious, Coordinate precision invalid, Coordinate uncertainty meters invalid, Country mismatch, Country invalid, Geodetic datum invalid, Presumed swapped coordinate, Presumed negated longitude, Presumed negated latitude, Country coordinate mismatch)"
 ]
 }
 }
 ]
}

 The dataset includes 96122 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032532-241126133413365/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.26307533
title: Measuring gender bias in student satisfaction in higher education: a cross-department study

description: Student satisfaction surveys are widely accepted for measuring the quality of students’ overall experience with the received teaching and informing the design of improvements in higher education. However, several studies have shown that these surveys have biases that may lead to discrimination or unfair decisions against female academics. Yet it is unclear how these undesirable factors are evolving with time or to what extent they are present in different contexts. In this study, we investigate survey results from a large University in Spain for two academic years, 2021–2022 and 2022–2023. Our analysis examines these gender biases by evaluating the influencing factors from the perspective of professors and students at the level of the entire university and individual centers. The results obtained using this approach provide multifaceted evidence of gender bias disadvantaging women, especially in some academic disciplines, and that is particularly noticeable in the extremes of student satisfaction distributions.
DOI: 10.6084/m9.figshare.26307533.v1
title: Measuring gender bias in student satisfaction in higher education: a cross-department study

description: Student satisfaction surveys are widely accepted for measuring the quality of students’ overall experience with the received teaching and informing the design of improvements in higher education. However, several studies have shown that these surveys have biases that may lead to discrimination or unfair decisions against female academics. Yet it is unclear how these undesirable factors are evolving with time or to what extent they are present in different contexts. In this study, we investigate survey results from a large University in Spain for two academic years, 2021–2022 and 2022–2023. Our analysis examines these gender biases by evaluating the influencing factors from the perspective of professors and students at the level of the entire university and individual centers. The results obtained using this approach provide multifaceted evidence of gender bias disadvantaging women, especially in some academic disciplines, and that is particularly noticeable in the extremes of student satisfaction distributions.
DOI: 10.6084/m9.figshare.24745040
title: Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations

description: This study aimed to provide an in-depth understanding of English as a Foreign Language (EFL) students’ perceptions concerning both the benefits and limitations of Artificial Intelligence (AI) in the context of critical thinking. Utilizing a qualitative research design that focuses on case studies and employs semi-structured interviews, seven master’s degree students from two different Indonesian universities were purposively selected for the sample. The findings revealed a complex view of critical thinking that involves questioning norms, analyzing context, and evaluating evidence. Students acknowledged AI’s utility in enriching various facets of critical thinking, such as academic research and theory scrutiny. However, concerns were also raised about AI’s limitations, including lack of personalization, potential for echo chambers, and difficulties in nuanced understanding. The study concludes that AI can be an asset in the development of critical thinking skills, but with caveats that require careful management. A balanced approach that capitalizes on AI’s strengths while being aware of its limitations is necessary for cultivating robust critical thinking abilities among EFL students. Limitations of the study include its reliance on self-reported data, which may introduce biases, and the heterogeneity in the participants’ backgrounds, affecting generalizability. Future research may consider more objective measures such as observations or psychometric tests, and investigate pedagogical methods for integrating critical thinking and AI applications effectively.
DOI: 10.6084/m9.figshare.24745040.v1
title: Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations

description: This study aimed to provide an in-depth understanding of English as a Foreign Language (EFL) students’ perceptions concerning both the benefits and limitations of Artificial Intelligence (AI) in the context of critical thinking. Utilizing a qualitative research design that focuses on case studies and employs semi-structured interviews, seven master’s degree students from two different Indonesian universities were purposively selected for the sample. The findings revealed a complex view of critical thinking that involves questioning norms, analyzing context, and evaluating evidence. Students acknowledged AI’s utility in enriching various facets of critical thinking, such as academic research and theory scrutiny. However, concerns were also raised about AI’s limitations, including lack of personalization, potential for echo chambers, and difficulties in nuanced understanding. The study concludes that AI can be an asset in the development of critical thinking skills, but with caveats that require careful management. A balanced approach that capitalizes on AI’s strengths while being aware of its limitations is necessary for cultivating robust critical thinking abilities among EFL students. Limitations of the study include its reliance on self-reported data, which may introduce biases, and the heterogeneity in the participants’ backgrounds, affecting generalizability. Future research may consider more objective measures such as observations or psychometric tests, and investigate pedagogical methods for integrating critical thinking and AI applications effectively.
DOI: 10.6084/m9.figshare.25465665.v1
title: The INSITE executive mentoring and coaching program: a framework to support and transition mid-career professionals into secondary teaching

description: The INSITE (In-School Initial Teacher Education) executive mentoring and coaching program seeks to combine the key influencing factors (as identified within the research literature) for successful transition into, and retention in, the teaching profession. The program provides support that begins at the commencement of an Initial Teacher Education (ITE) degree and continues into the first five years of teaching. The program design is underpinned by the Jobs Demand-Resources model that identifies the provision of job resources as positively influencing worker’s assimilation into an organisation. The INSITE program provides a wide range of job resources to enable personal development, mitigate physiological and psychological costs, and ease stress inducing job demands. Our results report on Year 1 of a longitudinal study and are derived from case study data from social labs and interviews conducted with the first cohort of participant’s enrolled in a postgraduate ITE degree. We found a positive relationship between the provision of job resources and intention to complete ITE training. Whilst results cannot be generalised, they add to the growing body of literature investigating the significance of a mentoring framework to support the transition of mid-career professionals into teaching.
DOI: 10.6084/m9.figshare.25533184
title: Relational competence in higher education – a systematic review

description: The objective of this study was to identify, review, and synthesize existing research focusing on relational competence in the field of higher education (HE). The focus was irrespective of whether the studies focus on HE teachers or students. Thus, the present review includes studies focusing on HE teachers as well as studies that center on students in HE. The included articles were scrutinized regarding focus, methodological considerations and results, the goal being to understand the literature and identify possible research gaps. The articles were descriptively synthesized, broadly following the principles of a narrative synthesis. The results suggest that individuals’ understanding of relational competence can be enhanced through training. However, the included studies predominantly explored the relational competence of student teachers in preparation for their future employment, while comparatively limited attention was given to the relational competence of teachers employed in HE or students outside teacher education programs. Moreover, there seems to be a disparity in perspectives between HE teachers and students regarding their perceptions of the significance of HE teachers’ relational competence. While students tended to perceive HE teachers’ relational competence as crucial to their wellbeing and learning, the teachers themselves conversely tended to prioritize organizational factors, such as course structure, over the importance of their relational competence. The main conclusions highlight the need for further development of relational competence among HE teachers, along with increased research and training in this area. Additionally, the results suggest a need for expanded education focusing on relational phenomena in teacher programs to better prepare student teachers for their future employment.
DOI: 10.6084/m9.figshare.25533184.v1
title: Relational competence in higher education – a systematic review

description: The objective of this study was to identify, review, and synthesize existing research focusing on relational competence in the field of higher education (HE). The focus was irrespective of whether the studies focus on HE teachers or students. Thus, the present review includes studies focusing on HE teachers as well as studies that center on students in HE. The included articles were scrutinized regarding focus, methodological considerations and results, the goal being to understand the literature and identify possible research gaps. The articles were descriptively synthesized, broadly following the principles of a narrative synthesis. The results suggest that individuals’ understanding of relational competence can be enhanced through training. However, the included studies predominantly explored the relational competence of student teachers in preparation for their future employment, while comparatively limited attention was given to the relational competence of teachers employed in HE or students outside teacher education programs. Moreover, there seems to be a disparity in perspectives between HE teachers and students regarding their perceptions of the significance of HE teachers’ relational competence. While students tended to perceive HE teachers’ relational competence as crucial to their wellbeing and learning, the teachers themselves conversely tended to prioritize organizational factors, such as course structure, over the importance of their relational competence. The main conclusions highlight the need for further development of relational competence among HE teachers, along with increased research and training in this area. Additionally, the results suggest a need for expanded education focusing on relational phenomena in teacher programs to better prepare student teachers for their future employment.
DOI: 10.6084/m9.figshare.25465665
title: The INSITE executive mentoring and coaching program: a framework to support and transition mid-career professionals into secondary teaching

description: The INSITE (In-School Initial Teacher Education) executive mentoring and coaching program seeks to combine the key influencing factors (as identified within the research literature) for successful transition into, and retention in, the teaching profession. The program provides support that begins at the commencement of an Initial Teacher Education (ITE) degree and continues into the first five years of teaching. The program design is underpinned by the Jobs Demand-Resources model that identifies the provision of job resources as positively influencing worker’s assimilation into an organisation. The INSITE program provides a wide range of job resources to enable personal development, mitigate physiological and psychological costs, and ease stress inducing job demands. Our results report on Year 1 of a longitudinal study and are derived from case study data from social labs and interviews conducted with the first cohort of participant’s enrolled in a postgraduate ITE degree. We found a positive relationship between the provision of job resources and intention to complete ITE training. Whilst results cannot be generalised, they add to the growing body of literature investigating the significance of a mentoring framework to support the transition of mid-career professionals into teaching.