ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Intergroup Relations through Online Contact
Author: Amzalag, Meital
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Faculty Development,Intergroup Relations,Intergroup Education,Multicultural Textbooks,Jews,Arabs,Computer Mediated Communication,Cultural Pluralism,Teacher Attitudes,Attitude Change,Stereotypes,Social Bias,Outcomes of Education

This study examined an online professional development program designed to support meaningful acquaintance and reduce stereotypes and prejudices among teachers from different cultures in Israeli society. The rationale of the online program was based on the premise that indirect online contact might improve intergroup relations in diverse societies. The program was designed to progress gradually, starting from basic and leading to a deeper acquaintance, using a variety of computer-mediated communication (CMC) tools. Findings indicated that upon program completion, participants were more respectful towards one another than pre-program. They held a positive view of online learning and were open to multiculturalism (more tolerant and accepting of others than previously) while still maintaining their respective cultural identities. The program participants noticed the gradual progression in task design, expressly noting that this stepwise structure supported forging a connection and then fostering familiarization. This study fills a gap in the research through demonstrating ways that online contact (indirect contact) can be used to promote acquaintance and reduce stereotypes and prejudices among teachers from different groups in Israeli society.
Learners&apos; Satisfaction with the Website Performance of an Open and Distance Learning Institution: A Case Study
Author: Datt, Gopal
Date: 2021-02-00
Type: Journal Articles
Subjects: Student Satisfaction,College Students,Open Universities,Distance Education,Electronic Learning,COVID-19,Pandemics,Internet,Age Differences,Gender Differences,Educational Attainment,Web Sites,Usability,Foreign Countries

This paper explores learners' awareness of and satisfaction with the e-services that an open university provides its learners through its Website. The paper further highlights the influence of age, gender, and education levels on learners' awareness and satisfaction levels. A case-study approach was adopted and an online survey was used to collect data from learners in various programs of study at Uttarakhand Open University, India. The questionnaire measured the awareness levels of learners regarding 15 frequently used e-services and their satisfaction levels with the 12 most frequently used e-services that the university offers. Results show that gender, age, and education level have a significant influence on the awareness and satisfaction level of the participants. When maturity level and education level of the participants increased, they are more aware of the e-services provided by the University. In some cases, up to 58% of users were unaware of the university's e-services, and a large number of respondents were either dissatisfied with or undecided regarding the university's e-services. Results indicate that infrastructure is required for learners' optimal use of information and communication technology and the e-services that the university offers, including the provision of Internet connectivity at all of the university's learning support centers.
How Teaching and Research Nexus in Academic Attitudes, Behaviours and System of Promotion Influences Academic Satisfaction? Case Study of Croatia and Slovenia
Author: Flander, Alenka
Date: 2020-03-00
Type: Journal Articles
Subjects: College Faculty,Faculty Promotion,Job Satisfaction,Preferences,Research,Teaching (Occupation),Time Management,Gender Differences,Intellectual Disciplines,Academic Rank (Professional),Comparative Education,Educational Change,Predictor Variables,Work Environment,Foreign Countries

The article contributes to research findings of the &quot;peripheral&quot; higher education systems and adds to the knowledge body on higher education landscape transformation of ex-socialist regions, which are still relatively poorly studied. It explores the teaching-research nexus and its effect on the satisfaction of academics in Croatia and Slovenia based on the data collected through large-scale international comparative survey on Academic profession APIKS. Analysis was done on the academic satisfaction in regards to the academic behaviours (research and teaching time allocation), academic attitudes (teaching or research role orientation) and academic promotion (research and teaching role in faculty promotion and hiring). The paper begins by a short overview of higher education system in the region, reviewing key themes associated with teaching-research nexus and provides an analysis on the above-mentioned variables in regards to academic country, rank, discipline and gender. The findings showed that satisfaction is very dependent on the actual national and institutional internal and external factors of the academic environment, while current policy on promotion affects overall future of academic profession. It concludes with a discussion of the challenges to research teaching nexus in the studied countries.
Preferences of U.S. Faculty Members Regarding the Teaching-Research Nexus
Author: Jacob, W. James
Date: 2020-03-00
Type: Journal Articles
Subjects: College Faculty,Preferences,Research,Teaching Methods,Educational Trends,Gender Differences,Productivity,Predictor Variables,Faculty Workload

The purpose of this article is to examine research and teaching trends over the past 30 years in U.S. higher education. While some faculty lean toward teaching and others toward research, often the two areas of intersect in synergistic and complementary ways. The merit of this study is that it is a follow-up of two earlier surveys. Findings include an examination of national data from 1992, 2007, and 2018 on a few select areas of the teaching-research nexus. The 2018 data includes 1,135 faculty responses from 80 higher education institutions in the United States. The once dominant research output gap between U.S. faculty and those in other countries is leveling off in many subject areas, most notably in STEM subject areas. Findings provide an in-depth analysis by faculty rank, highlighting current research and teaching preferences of junior and senior faculty members. The article also provides a model to partially explain faculty productivity among sampled participants where research preference, collaboration, and institutional research expectations serve as key predictors. Several suggestions for future areas of research are given in the conclusion section.
Storyboarding-Based Collaborative Narratives on Google Docs: Fostering EFL Learners&apos; Writing Fluency, Syntactic Complexity, and Overall Performance
Author: Hafour, Marwa F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Collaborative Writing,English (Second Language),Second Language Learning,College Students,Intervention,Writing (Composition),Writing Skills,Writing Achievement,Syntax,Educational Technology,Technology Uses in Education,Story Telling,Visual Aids,Production Techniques,Social Media,Web 2.0 Technologies,Prewriting,Revision (Written Composition),Editing,Essays,Student Attitudes

This study examined the impact of storyboarding-based collaborative narrative writing using Google Docs on EFL learners' writing fluency, syntactic complexity, and overall performance. For this purpose, a cohort of 30 EFL college learners was selected and exposed to a nine-week intervention where they collaboratively wrote storyboarding-based narratives on Google Docs. This study adopted a pre-test post-test quasi-experimental mixed-method design in which both quantitative (writing tests) and qualitative (reflection as well as group and self-evaluation cloud forms) data were collected and analyzed. Results of the study revealed significant differences between students' pre-test and post-test mean scores on writing fluency and overall writing performance with a large effect size. Conversely, there was no significant difference between their mean scores on syntactic complexity. Qualitative results showed that most students appreciated the storyboarding-based collaborative narrative writing activities on Google Docs and reported that they were of much benefit to them. [Note: The page range (123-146) shown on the PDF is incorrect. The correct page range for this article is p123-145. The following article begins on page 147.]
An International and Comparative Perspective of the Academic Profession&apos;s Development: With a Focus on R-T-S Nexus in the World and Japan
Author: Arimoto, Akira
Date: 2020-03-00
Type: Journal Articles
Subjects: Comparative Education,College Faculty,Faculty Workload,Time Management,Teacher Attitudes,Cross Cultural Studies,Teacher Surveys,Scientific Research,Productivity,Research Universities,Institutional Characteristics,Teacher Role,Foreign Countries,Educational Philosophy,Trend Analysis,Work Environment

There is a hypothesis that Research-Teaching-Study Nexus (R-T-S Nexus) should be developed as an ideal of modern university constantly since its proposition by Wilhelm Humboldt in 1910. Despite given hypothesis, however, it has not been necessarily accepted by the AP (Academic Profession) in the world according to Carnegie, CAP and APIKS surveys, the three international and comparative surveys on the AP, conducted during past thirty years. Difficulty of realizing compatible research and teaching is thought to be a negative preposition for realization of R-T-S nexus. How to eliminate such difficulty is indispensable for the AP in the world. As far as Japan is concerned, the national policy of research orientation has been worked for priority of research-university rather than teaching-university. This doctrine has been internalized strongly in the AP's consciousness in all universities and colleges to the extent that realization of the given ideal of R-T-S nexus is hardly successful.
Changes in Academics&apos; Identity, Job Satisfaction, and Job Stress between 1992 and 2018 in South Korea
Author: Lee, Soo Jeung
Date: 2020-03-00
Type: Journal Articles
Subjects: Job Satisfaction,Professional Identity,Stress Variables,Change,Work Environment,College Administration,Job Performance,Accountability,College Faculty,Researchers,Teacher Characteristics,Academic Rank (Professional),Gender Differences,Age Differences,Participative Decision Making,Teacher Empowerment,Correlation,Job Security,Foreign Countries

This study analyzed the association between academic identity, job satisfaction and stress over the last three decades. This study found that most Korean academics have a dual identity as researcher and teacher but tend to prefer research to teaching. In addition, we found that performance-based management practices at universities have strengthened the researcher identity during last three decades. Finally, this study found that while academic identity is not associated with academics' job satisfaction, those who identify as researchers are likely to experience higher stress. This study has implications for studying academic identity in relation to the critical topics of job satisfaction and job stress, which are core concepts of organizational studies.
The Teaching and Research Nexus in Turkish Academia: Lessons from an International Survey
Author: Calikoglu, Alper
Date: 2020-03-00
Type: Journal Articles
Subjects: College Faculty,Teacher Surveys,Teacher Attitudes,Faculty Workload,Scientific Research,Teacher Role,Work Environment,Time Management,Foreign Countries,Competition,Educational Trends,Entrepreneurship,Gender Differences,Academic Rank (Professional),Intellectual Disciplines

With the Humboldtian idea of university, the research-informed teaching has largely influenced university models all around the world since 19th century. Recent models, however, seem to more emphasize the role of research through entrepreneurial mindset and bring questions about the connections as well as controversies between teaching and research activities of academics. Utilizing related questions of an international survey, this study aims at shedding light on the teaching and research nexus in Turkish academia by focusing academics' main activities and orientations. Our findings indicate that while Turkish academics have positive perceptions on the teaching and research nexus, rapid expansion in higher education and competitive global trends may have an influence on the academic profession, bringing contradictions regarding the interplay between teaching and research activities. We discuss our findings through the national changes and global trends in higher education and conclude with recommendations on enhancing the nexus between teaching and research.
Validity of Outcome-Oriented, Competency-Based Education in the Age of Global Student Mobility: Implications from an EU-Japan Comparative Study on Competencies Expected of University Graduates
Author: Matsuzuka, Yukari
Date: 2020-03-00
Type: Journal Articles
Subjects: Outcome Based Education,Competency Based Education,Student Mobility,Comparative Education,College Graduates,Expectation,Stakeholders,Employer Attitudes,Student Attitudes,Teacher Attitudes,Education Work Relationship,Job Skills,Thinking Skills,Communication Skills,Interpersonal Competence,Social Responsibility,Ethics,Foreign Countries

Outcome-oriented, competency-based education has recently been discussed intensively in the higher education community. This education model, a product of more than a hundred years of theoretical dialogue and pedagogical implementation at different levels of schooling and training, is now recognized as effective for university education in the age of global student mobility. As outcome-oriented, competency-based education is oriented to provide clearly prescribed information on the profiles of credits and degrees universities offer, it is seen to enable objective-oriented and seamless learning across different institutions and regions. However, a recent survey in Japan and the EU revealed that there are significant regional differences in expectations regarding the competencies of university graduates. In particular, the expectations of Japanese employers are remarkably different from other stakeholders in both Japan and the EU. To the extent that outcome-oriented, competency-based education is developed through consultation with employers, its utilization requires careful implementation in a global setting.
The Research-Teaching Nexus: Not Merely an Enduring Myth
Author: Zhang, Li-fang
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Researchers,Theory Practice Relationship,Teaching Styles,Educational Research,STEM Education,Research Methodology,Self Efficacy

For more than a century, whether or not the research-teaching nexus exists has remained an intensely debated issue in the global academy at both the conceptual and empirical levels. Situating teaching styles within the context of teaching, conceptualizing research agendas as a dimension of research, and using academic self-efficacy as a mediator, the present study empirically investigated the research-teaching nexus. Participants were 256 academics in science, technology, engineering, and mathematics (STEM) fields from all of the eight institutions funded by the University Grants Committee in Hong Kong. In the context of participating in the &quot;Academic Profession in the Knowledge-based Society&quot; (APIKS) international survey between late 2017 and early 2018, the participants responded to a short version of the Multi-Dimensional Research Agendas Inventory, a short version of the Research-Teaching Efficacy Inventory, and two scales from the Thinking Styles in Teaching Inventory. Results showed that academics' research agendas statistically predicted their teaching styles -- after age, gender, academic rank, and institutional ranking were considered. Furthermore, academic self-efficacy, especially research efficacy, provided a pathway from research agendas to one of the two teaching styles examined. Limitations and theoretical contributions of the research are discussed; and practical implications of the research findings are proposed for academics in STEM fields and for university senior managers.
The Emergence of the Organizational Academic Profession: Vertical Differentiation of German Universities and the Research-Teaching Nexus
Author: Müller, Lars
Date: 2020-03-00
Type: Journal Articles
Subjects: College Faculty,Faculty Workload,Professional Autonomy,Scientific Research,Productivity,Excellence in Education,Faculty Publishing,Financial Support,Universities,Institutional Characteristics,School Size,Teacher Role,Foreign Countries,Work Environment,Teacher Surveys,Teacher Attitudes,Time Management

Within the vertically differentiated German university system, the Humboldtian ideal of the unity of research and teaching can no longer be taken for granted. We argue that the organizational academic profession actively pursues the erosion of the unity of research and teaching in their social partnership with the state, trading autonomy for proof of efficient public research and/or teaching services. The results of the 2018 &quot;Academic Profession in Knowledge Societies&quot; study show that the evolution of research policy at large universities and &quot;Excellence Universities&quot; in Germany has led to a focus on journal publication outputs and increasing third-party funding. Academics at &quot;Excellence&quot; and large universities have a strong preference for research over teaching. In spite of a lower teaching workload, academics at &quot;Excellence Universities&quot; teach more in bachelor courses compared to academics at large universities. Especially small universities are at risk of becoming teaching-oriented universities.
An Exploration of Primary Teachers&apos; Attitudes towards Inclusive Education, Retention, and Job Satisfaction in Malawi
Author: Opoku, Maxwell Peprah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Inclusion,Job Satisfaction,Teacher Persistence,Intention,Rural Schools,Correlation,Predictor Variables,Poverty,Access to Education,Equal Education,Teacher Characteristics,Educational Policy,Courses,Knowledge Level

The relevance of education in the effort towards alleviating poverty cannot be overemphasised. Malawi is one of the poorest countries in Africa, with over 80% of the population living in rural areas and reeling under deplorable conditions. With the effort towards practicing inclusive education, there is the need for policymakers to expedite attempts towards providing equitable access to education for children living in rural communities. Teachers are central in the effort towards practicing inclusive education. Thus, the aim of this study was to understand the attitudes of teachers towards inclusive education, job satisfaction, as well as their intention to remain in rural schools. A total of 305 primary school teachers were recruited from 44 rural schools in three regions in Malawi to complete three survey scales. The results show small but positive relationship between attitudes, job satisfaction, and teacher retention. Only job satisfaction was a significant predictor of teachers' attitudes. The need for policymakers to provide teachers with supports and improving conditions of service, has been discussed in detail.
Teaching, Research and the Canadian Professoriate: Findings from the 2018 APIKS Survey
Author: Stephenson, Grace Karram
Date: 2020-03-00
Type: Journal Articles
Subjects: Bilingualism,College Faculty,Teacher Attitudes,Faculty Workload,Foreign Countries,Tenure,Scientific Research,Teacher Surveys,Teacher Role,Time Management,Educational Change,Enrollment Trends,Universities,Teacher Effectiveness,Contracts

This paper presents the Canadian findings from the 2018 APIKS study focusing on the teaching-research nexus. The online, bilingual survey was administered to full-time professors at 64 provincially-funded universities in Canada between October 2017 and June 2018 (n=2968). Findings suggest the majority of full-time, tenure-steam professors prefer both teaching and research and are engaged in both throughout the academic year. These findings are considered in light of broader changes in Canadian higher education including enrolment expansion, the increasing valorization of research, the development of new categories of academic labour, and the growth in precarious contract employment.
The Effects of Digital Scaffolding on Adolescent English Reading in Japan: An Experimental Study on Visual-Syntactic Text Formatting
Author: Ozaki, Sachiko
Date: 2020-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,High School Students,Grade 12,Syntax,Reading Rate,Reading Comprehension,Middle School Students,Retention (Psychology),Reading Tests,Language Proficiency,Student Attitudes,Grade 8,Reading Processes,Comparative Analysis,Eye Movements,Short Term Memory,Brain Hemisphere Functions,Computer Software

This experimental study examined how VSTF (Visual-Syntactic Text Formatting)-based text benefits reading speed, reading comprehension, reading efficiency and retention for middle and high school students. Prospective within-subjects tests were conducted in Japan on a total of 132 students: 76 high school students from 12th grade and 56 middle school students from eighth grade. Students read both block-formatted text and VSTF-based text and answered quizzes and subjective questionnaires related to what they read. Objectively, although middle school students did not show a significant difference between using block-formatted text and VSTF-based text, low proficiency students in high school showed a significant increase in reading speed, reading comprehension, reading efficiency and retention, while high proficiency students in high school showed a significant increase in reading speed and retention. Regarding subjective questionnaires, most students among all of the grades felt reading VSTF-based text was more effective than reading block-formatted text. Based on these results, future long-term studies with multiple texts should be considered. [Note: The page range (147-166) shown on the PDF is incorrect. The correct page range for this article should be p147-165. The following article begins on page 167.]
Teaching and Research of Academics in Mexico: Preferences and Dedication According to the International Survey APIKS
Author: Estévez-Nenninger, Etty Haydeé
Date: 2020-03-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Mexicans,Productivity,Scientific Research,Faculty Workload,Preferences,Time Management,Knowledge Economy,Work Environment,Teacher Surveys,Attitude Change,Public Policy,Part Time Faculty,Researchers,Foreign Countries,Faculty Development,Educational Policy

The objective of this paper is to analyze the preferences and time of dedication to teaching and research activities of different types of academics from Mexico who have been exposed, unequally, to public and institutional policies oriented mainly to stimulate and recognizes scientific productivity and, to a lesser extent, teaching. Based on the results of the international survey Academic Profession in the Knowledge-based Society (APIKS) answered by 4,631 academics from 127 higher education institutions (HEIs), changes are noted in terms of preference and dedication of full-time scholars to the activities they perform, compared to the previous survey, in accordance with the aspirations to receive the benefits of public policy programs that are aimed at this population. This preference for research has also permeated those hired as part-time professor, and it was even identified that 7% of this type of academic has recognition as a researcher.