We are thrilled to be a valued HESS / Coalition Contract Business Partner and to participate in their quarterly webinars. Bryan Leber and Chuck Donnelly are eager to provide The Higher Education Systems & Services Consortium (HESS) members with insights into Fischer Identity's unique Identity and Access Management (IAM) strategy in the upcoming week. We eagerly anticipate connecting with the HESS Consortium community and sharing our expertise.

Self-identified liberals outnumber conservatives among Harvard faculty by 82-1.

More than 80 percent of Harvard faculty respondents characterized their political leanings as "liberal" or "very liberal," according to The Crimson's annual survey of the Faculty of Arts and Sciences in April.

A little over 37 percent of faculty respondents identified as "very liberal"-- a nearly 8 percent jump from last year. Only 1 percent of respondents stated they are "conservative," and no respondents identified as "very conservative."

Academics usually explain this uniformity by asserting that liberals are smarter than conservatives and thus better suited for faculty positions in higher education -- particularly in self-identified elite universities. This explanation is relatively simple to assess by considering whether or not these same academics would entertain a similar explanation for a lack of sex or racial diversity in other institutions, such as corporate leadership or government. If one were to claim that "there are more male CEOs because men are smarter than women" that claim would be rightly dismissed.

(HT: Campus Reform and Instapundit.)

The study investigated the influence of ebullient supervision on employee commitment in a Ghanaian public university through the mediating role of employee engagement. The simple random sampling technique was used to draw 302 administrative staff of the university to respond to the self-administered questionnaire on the constructs. Furthermore, the partial least square structural equation technique was deployed to test the research hypotheses in the study. The results showed that ebullient supervision had a significant positive relationship with employee commitment and employee engagement. The findings further revealed that employee engagement positively correlated with employee commitment. Finally, the study's findings established that employee engagement partially mediated the link between ebullient supervision and employee commitment. The study emphasised that various supervisors in a university's administration should create an environment that favours fun where subordinates can form ties with one another.

Work-life balance (WLB) is a widely explored topic in the academic discourse. The researchers are trying to find strategies to effectively balance their work and home responsibilities for women in management. This study aims to analyse how gender roles and inequalities shape the strategies of female academics in higher education institutions. Eighteen faculty members participated in the semi-structured interviews. The trustworthiness of qualitative inquiry was ascertained by using triangulation, thick descriptions, and peer reviews. Three major themes emerged from the analysis: emotional, religious and social strategies. Despite available support, faculty noted challenges in managing work and family roles and fighting with gender stereotypes. This research adds to the emerging concept of WLB literature from the developed countries' viewpoint. It also shows how WLB discourse varies from Western sensibilities and collaborates with the previously established strategies that female academics formulate in WLB.

While many institutions provide centralized technology support for faculty, there is a lack of centralized professional development opportunities that focus on simultaneously developing instructors’ technological, pedagogical, and content knowledge (TPACK) in higher education. Additionally, there are few professional development opportunities for faculty that continue throughout the practice of teaching with technology. We propose a model of continuing professional development that provides instructors with the ability to meaningfully integrate technology into their teaching practices through centralized support for developing TPACK. In doing so, we draw upon several theoretical frameworks and evidence based practices.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Aim/Purpose: This research explores the influence of organizational-level and individual-level creativity and innovation and the technology acceptance model toward the higher education creative environment that consists of research creativity and teaching creativity. Background: Creativity and innovation are essential pillars for higher education institutions (HEIs). The two terms are interconnected, where creativity is referring to finding better ideas to do the work, while innovation is referring to how to do and implement these creative ideas. Choosing the optimal creative process and the organizational support needed to develop it is an important goal in achieving a creative and inventive environment. For the success of the creative environment to ensure the improvement of higher education institutions, information technology as social networking sites plays a crucial part in the creative process within universities. However, assessing the creativity and innovation of Saudi higher education institutions has not been well recognized. Universities today serve as knowledge-based institutions because they are at the forefront of cutting-edge R&D and scientific innovations. Creating such a productive research environment in universities, however, necessitates a work culture that encourages employees to be more creative while also encouraging the creation of new ideas and innovations. Methodology: A survey instrument was utilized as a quantitative method for this research to gather data from the study sample on the influencing variables employed in the research framework. Respondent data were analyzed using a disjoint two-stage method using PLS-SEM path modelling. Contribution: The results of this research contribute to the theoretical and scientific literature by offering a model of creativity and innovation in higher education institutions. The model proposes an optimal blend of organizational, individual, and technology variables that contribute to the development of the Higher Education Creative Environment in HEIs via creativity in teaching and research and a culture of innovation. In another way, the proposed framework especially helps to comprehend the challenges regulating establishing teaching and research creativity in HEIs via the adoption of organizational, individual, and technology enablers identified as part of this study. Findings: According to the results, organizational factors such as organizational encouragement, freedom, and challenging work have a positive relationship with the higher education creative environment. However, realistic work pressure, a lack of organizational impediments, managerial encouragement, and work group support is insufficient to affect the creative environment in higher education in Saudi Arabia. Individual variables (creative thinking skills and expertise, for example) also have a positive impact on the higher education creative environment. In the higher education creative environment, however, the influence of intrinsic motivation is insignificant. Finally, technology factors such as social networking site adoption intention, perceived usefulness, and perceived ease of use have the potential to influence the higher education creative environment. Recommendations for Practitioners: On the practical front, the obvious recommendation of this research is that it enables top leadership in Saudi HEIs to rethink the norms of creativity and innovation in their institutions, thereby instilling a mindset guided by a flourishing culture of creativity in the HEI environment with a specific focus on creativity practices in research and teaching domains. Furthermore, to promote the environment’s creativity within Saudi Arabian HEIs, university leaders must consider the suggested Organizational, Individual, and Technology factors as key enablers of creativity and innovation, which will guide them in revisiting their strategic actions in terms of further augmenting the creative performance of their academic’s staff, thereby sustaining a culture of Higher Education Creative Environment (HECE). Recommendation for Researchers: This study addressed many organizational, individual, and technology variables that facilitate Saudi Arabian HECE accomplishment in the form of research and teaching creativity. Furthermore, fresh insights for Saudi public HEIs are revealed when the success aspects of the creative environment are considered. If academic leadership at Saudi HEIs is to encourage the creative environment in general and creativity in teaching and research, it would be suitable for them to highlight individual, organizational, and technology success elements. As a result, their HEIs will be able to produce more innovative research, products, and services that can support and meaningfully achieve national transformation initiatives, opening the path for a transition into a knowledge-based economy. Impact on Society: In fact, this research is based on a quantitative research method, and the findings were also significant especially considering the current global crises. It is clearly understood by this process that includes organizational, individual, and technology factors as key enablers of the creative performance of academic staff, thereby sustaining a culture of HECE. Future Research: While providing the research model, it is probable that this study overlooked any other crucial aspects influencing creativity and innovation. As a result, future research should look at additional variables that may impact HECE in Saudi Arabian HEIs. Furthermore, while this study focused on deriving HECE with a particular emphasis on research and teaching creativity as results, future research might look at deriving other creativity outcomes (e.g., entrepreneurial creativity) within the investigated HECE dimension.

In order to improve the quality of higher education, student satisfaction, and employment rate, a data mining based high-quality management method for higher education is proposed. Firstly, construct a high-quality evaluation system for higher education based on the principles of education quality evaluation. Secondly, the association rule mining method is used to construct a university education quality management model and determine the weight of the impact indicators for high-quality management of university education. Finally, the fuzzy evaluation method is used to determine the high-quality evaluation function of higher education, and the results of high-quality evaluation of higher education are obtained. High-quality management strategies are developed based on the evaluation results to improve the quality of education. The experimental results show that the student satisfaction rate of this method can reach 99.3%, and the student employment rate can reach 99.9%.

In the digital technology era, mobile devices have an important rule to deploy a copy of data and information through the network. An electronic reader (eReader) allows readers to read written materials in an electronic manner that is available in many models. The objective of this study is to evaluate the usage of eReader by higher education students. We firstly identified the most frequently used eReader by surveying higher education students. The survey results showed that Apple iPad, Amazon Kindle, and Samsung Tablet are the most popular eReader devices used by higher education students. We presented these results, and then we analyzed the surveyed results in detail in order to develop an evaluation metric of the eReader in a mobile platform that clearly allows the selection of the most suitable eReader for higher education students. The main contribution of this paper is the development of a set of criteria that can be used by students in the selection of an eReader that matches their specific needs and requirements.

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

Aim/Purpose: Student dropout in higher education institutions is a universal problem. This study identifies the characteristics of dropout. In addition, it develops a mathematical model to predict students who may dropout. Methodology: The paper develops a mathematical model to predict students who may dropout. The sample includes 555 freshmen in a non-profit private university. The study uses both descriptive statistics, such as cross tabulation, and a binary regression model to predict student dropout. Contribution: There are two major contributions for the paper. First, it identifies the dropout rates of each group, a finding that may be used to better allocate resources at higher education institutions. Second, it develops a predictive model that may be used in order to predict the probability of a student dropping out and take preventive actions. Findings: This study compared dropout rates of one and a half year of enrollment among Traditional Undergraduate Students. Two major findings are the following: (1) Some of the resources designed to assist student are misallocated, and (2) Predictive models can be used to calculate the probability of a student dropping out. Recommendations for Practitioners: The study recommends that institutions must create initiatives to assist freshmen students and have annual assessment to measure the success of the initiatives. Recommendation for Researchers: Two, mathematical models may be used to predict dropout rates, the paper includes a model that predicted with 66.6% accuracy students who will dropout.

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies.

Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital literacy within top universities around the globe. Background: For years, the role of higher education in the amplification of digital literacy among college students has been debated, but efforts have been limited primarily to ad hoc, unsystematic attempts to rectify disparities between students’ exposure and understanding. The impacts of COVID-19 exposed the reality that many institutions, professors, and college students were under-prepared for the surge in reliance on digital technologies. Methodology: This paper explores the prevalence of digital literacy in the top public and private universities around the globe by conducting a qualitative examination on compulsory requirements, digital literacy offerings, university identified digital literacy initiatives, and university strategic plans. Contribution: This paper contributes to the body of knowledge by providing evidence for the need to expand the constructs of what it means to be digitally literate to address the ever-expanding range of emerging technologies and the impact of those technologies on society. Findings: The review of digital literacy amplification at top universities showed that none of the universities' admissions requirements required students to demonstrate digital competence and compulsory digital literacy was uncommon. However, a majority of universities undertook some form of initiative to promote digital literacy. These initiates included a focus on developing digitally literate society and workforce or developing innovative approaches to digital literacy education. Recommendations for Practitioners: The pandemic has generated a greater sense of urgency for institutions of higher education to ensure access to and understanding of digital technologies by students, faculty, and staff. Educational institutions will have to adapt their methodologies to promote explicit and intentionally reasoned digital literacy strategies that combine the competencies possessed by users of technology with the generation of new competencies required to successfully participate in the digital transformation of education, business, and society. Recommendations for Researchers: This paper examined the top 50 universities around the globe. Additional re-search is needed to examine national, regional and local efforts in the quest to address the need for a digitally literate citizenry. Impact on Society: COVID-19 has thrust us into a new normal wherein digital competence is foundational to success in an ever digitally reliant world. Institutions of higher education are best positioned to carry out the initiatives, programs and re-search needed to enhance the digital literacy of all citizens, not just students and employees. Future Research: Societal impacts of the COVID-19 pandemic continue to emerge and will resonate for decades to come. Continued investigation, exploration and dis-semination of information related to effort to enhance and amplify digital literacy is necessary to ensure momentum to reimagine digital literacy education is maintained.

Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology. This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution. Analyzing self-efficacy from several angles provides insight into students. What influences students’ confidence and belief in their ability to succeed in online courses. Moreover, how students perceive their own learning and how they cope with challenges. Findings. Compared to the measurement before the course, self-efficacy decreased on average. Most significant decreases occurred in ‘creating social interactions’ and ‘acquirement of knowledge and tools’ to manage the learning process. A slight decrease was observed in the ability to cope with technology. Additionally, self-efficacy and satisfaction with the course were positively correlated. Recommendations for Practitioners. An overview is provided of the most effective tools and techniques for teaching languages in digital format in this paper. This will allow instructors to design and deliver courses in a more effective way. Thus, they will be able to make better informed decisions, resulting in better outcomes for students. Recommendations for Researchers. Distance Learning courses should resemble the common digital environments in everyday life, rather than imitating face-to-face courses mainly in the field of social interaction. Impact on Society. Digital tools should be encouraged that facilitate effective learning processes instead of sticking to traditional methods that characterize face-to-face courses. Using common interfaces in daily use among the general population will enable the implementation of these recommendations. Future Research. Future studies could be helpful if they compared the English courses developed in the CEFR model with those taught face-to-face as well as those taught online. In addition, motivation and self-monitoring should be examined in both synchronous and asynchronous courses as well.

Aim/Purpose: The aim of this study is to examine empirically the effects of certain key Critical Success Factors (CSFs) for the implementation of Enterprise Resource Planning (ERP) Systems on the comprehensive achievement of the crucial roles of Computer-Based Information Systems (CBISs) Background: The effects of the CSFSs were examined in the higher education sector in the Kingdom of Saudi Arabia (KSA) using a case study of the ERP adoption in Prince Sattam Bin Abdulaziz University. Methodology: A theoretical model was proposed based on the literature written on the CSFs and the roles of CBISs in business. The model encompasses six key CSFs and their associations with the realization of the crucial roles of CBISs. To test the proposed model, a questionnaire was developed by considering the most frequently used measurements items in the ERP’s literature. The data were collect-ed from 219 key stakeholders. Contribution: This study acts as one of the few empirical studies in assessing the effects of the important CSFs for ERP implementation upon its successful implementation. Its outcomes provide more insights and clarifications about the effects of six key CSFs on the comprehensive achievement of the crucial CBIS’s roles. Particularly, the uniqueness of this study lies in addressing the effects of these CSFs on the achievement of the vital CBIS’s roles collectively rather than the achievement of each role individually. Moreover, the study examined these effects in the higher education environment, which is characterized by its own special business processes and services. Findings: The results reveal that the six key CSFs have a positive relationship with the comprehensive achievement of the crucial roles of CBISs. These findings are consistent with many previous studies on the effects of the CSFs on the realization of the expected benefits of the enterprise systems. Recommendations for Practitioners: The managers and other key stakeholders should carefully manage the vital aspects of the CSFs in order to realize the promised ERP’s benefits, including the CBIS’s roles. Future Research: Additional empirical examinations are needed to investigate the effects of the rest of the CSFs on realizing the roles of information systems.

Aim/Purpose: ************************************************************************ After its investigation, the Research Ethics, Integrity, and Governance team at RMIT University found that the primary author of this paper breached the Australian Code and/or RMIT Policy and requested that the article be retracted. ************************************************************************** This paper aimed to examine the influence of ethical and transformational leadership on employee creativity in Malaysia’s private higher education institutions (PHEIs) and the mediating role of organizational citizenship behavior. Background: To ensure their survival and success in today’s market, organizations need people who are creative and driven. Previous studies have demonstrated the importance of ethical leadership in fostering employee innovation and good corporate responsibility. Research on ethical leadership and transformational leadership, in particular, has played a significant role in elucidating the role of leadership in relation to organizational citizenship behavior (OCB). In this study, we have focused on ethical and transformational leadership as an antecedent for enhancing employee creativity. Despite an increase in leadership research, little is known about the underlying mechanisms that link ethical leadership and transformational leadership to OCB. Because it sheds light on factors other than ethical leadership and transformational leadership that influence employees’ extra-role activity, this research is relevant theoretically. OCB may have a mediating function between ethical leadership and transformational leadership style and employee creativity because it is associated with the greatest outcomes, but empirical research has yet to prove this. So, one of the study’s goals is to add to the hypotheses about how ethical leadership style and transformational leadership affect employee creativity by using an important mediating variable – OCB. Methodology: This study adopted a quantitative approach based on a cross-sectional survey and descriptive design to gather the data in a specific period. A convenient sampling approach was used to gauge 275 employees from Malaysia’s PHEIs. To test the hypotheses and obtain a conclusion, the acquired data was analyzed using the partial least square technique (PLS-SEM). Contribution: The study contributes to leadership literature by advancing OCB as a mediating factor that accounts for the link between ethical and transformational leadership and employee creativity in the higher education sector. Findings: According to the research, OCB has a substantial influence on the creativity of employees. Furthermore, ethical leadership boosted OCB and boosted employee creativity, according to the research. OCB and employee creativity have both been demonstrated to benefit greatly from transformational leadership. Further research revealed that OCB is a mediating factor in the link between leadership styles and creative thinking among employees. Recommendations for Practitioners: Higher education institutions should focus on developing leaders who value transparency and self-awareness in their interactions with followers and who demonstrate an inner moral perspective in addition to balanced information processing to ensure positive outcomes at the individual and organizational levels. Higher education institutions should place a priority on hiring leaders that exhibit ethical and transformational traits to raise awareness of these leadership styles among employees. Recommendation for Researchers: The new study also adds significantly to the body of knowledge by examining the relationship between ethical and transformational leadership and the creativity of the workforce. It aimed to identify the relationship between transformational leadership style and individual creativity in higher education by examining the mediating influence of OCB. Impact on Society: Higher education institutions should devise strategies for developing ethical and transformative leaders who will assist boost OCB and creativity within their workforce. Students and faculty in higher education can benefit from these leadership methods by learning to think in more diverse ways and by developing thought processes that lead to a larger pool of innovative ideas and solutions. As a consequence, employees who show creative behavior may be effectively managed by leaders who utilize ethical and transformational leadership styles and motivate them to show OCB that allow them to solve creative problems creatively. Future Research: A mixed-methods approach should be used in future research, and this should be done in public institutions in developing and developed nations to put the findings to use and generalize them even further. Future research will be able to examine other mediators to learn more about how and why ethical and transformational leadership styles affect PHEI employees’ creativity.

Aim/Purpose: This paper aims to investigate and understand the intentions of management undergraduate students in Hangzhou, China, regarding the adoption of Artificial Intelligence (AI) technologies in their education. It addresses the need to explore the factors influencing AI adoption in the educational context and contribute to the ongoing discourse on technology integration in higher education. Background: The paper addresses the problem by conducting a comprehensive investigation into the perceptions of management undergraduate students in Hangzhou, China, regarding the adoption of AI in education. The study explores various factors, including Perceived Relative Advantage and Trialability, to shed light on the nuanced dynamics influencing AI technology adoption in the context of higher education. Methodology: The study employs a quantitative research approach, utilizing the Confirmatory Tetrad Analysis (CTA) and Partial Least Squares Structural Equation Modeling (PLS-SEM) methodologies. The research sample consists of management undergraduate students in Hangzhou, China, and the methods include data screening, principal component analysis, confirmatory tetrad analysis, and evaluation of the measurement and structural models. We used a random sampling method to distribute 420 online, self-administered questionnaires among management students aged 18 to 21 at universities in Hangzhou. Contribution: This paper explores how management students in Hangzhou, China, perceive the adoption of AI in education. It identifies factors that influence AI adoption intention. Furthermore, the study emphasizes the complex nature of technology adoption in the changing educational technology landscape. It offers a thorough comprehension of this process while challenging and expanding the existing literature by revealing the insignificant impacts of certain factors. This highlights the need for an approach to AI integration in education that is context-specific and culturally sensitive. Findings: The study highlights students’ positive attitudes toward integrating AI in educational settings. Perceived relative advantage and trialability were found to impact AI adoption intention significantly. AI adoption is influenced by social and cultural contexts rather than factors like compatibility, complexity, and observability. Peer influence, instructor guidance, and the university environment were identified as pivotal in shaping students’ attitudes toward AI technologies. Recommendations for Practitioners: To promote the use of AI among management students in Hangzhou, practitioners should highlight the benefits and the ease of testing these technologies. It is essential to create communication strategies tailored to the student’s needs, consider cultural differences, and utilize the influence of peers and instructors. Establishing a supportive environment within the university that encourages innovation through policies and regulations is vital. Additionally, it is recommended that students’ attitudes towards AI be monitored constantly, and strategies adjusted accordingly to keep up with the changing technological landscape. Recommendation for Researchers: Researchers should conduct cross-disciplinary and cross-cultural studies with qualitative and longitudinal research designs to understand factors affecting AI adoption in education. It is essential to investigate compatibility, complexity, observability, individual attitudes, prior experience, and the evolving role of peers and instructors. Impact on Society: The study’s insights into the positive attitudes of management students in Hangzhou, China, toward AI adoption in education have broader societal implications. It reflects a readiness for transformative educational experiences in a region known for technological advancements. However, the study also underscores the importance of cautious integration, considering associated risks like data privacy and biases to ensure equitable benefits and uphold educational values. Future Research: Future research should delve into AI adoption in various academic disciplines and regions, employing longitudinal designs and qualitative methods to understand cultural influences and the roles of peers and instructors. Investigating moderating factors influencing specific factors’ relationship with AI adoption intention is essential for a comprehensive understanding.

This study examined the phenomenon of academic dishonesty among university students. It was based on Pavela’s (1997) framework of types of academic dishonesty (cheating, plagiarism, fabrication, and facilitation) and distinguished between digital and “traditional”- analog dishonesty. The study analyzed cases of academic dishonesty offenses committed by students, as well as the reasons for academic dishonesty behaviors, and the severity of penalties for violations of academic integrity. The motivational framework for committing an act of academic dishonesty (Murdock & Anderman, 2006) and the Self-Concept Maintenance model (Mazar, Amir, & Ariely, 2008) were employed to analyze the reasons for students’ dishonest behaviors. We analyzed 315 protocols of the Disciplinary Committee, at The Open University of Israel, from 2012-2013 that represent all of the offenses examined by the Committee during one and a half years. The findings showed that analog dishonesty was more prevalent than digital dishonesty. According to the students, the most prevalent reason for their academic dishonesty was the need to maintain a positive view of self as an honest person despite violating ethical codes. Interestingly, penalties for analog dishonesty were found to be more severe than those imposed for digital dishonesty. Surprisingly, women were penalized more severely than men, despite no significant gender differences in dishonesty types or in any other parameter explored in the study. Findings of this study shed light on the scope and roots of academic dishonesty and may assist institutions in coping effectively with this phenomenon.

Aim/Purpose: The digital divide and educational inequalities remain a significant societal problem in the United States, and elsewhere, impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess, and address, the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university in Maryland developed an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign, pre and post testing in computer applications courses; and a student perception survey. Methodology: A multi-methodological approach was applied in this study which relied on survey results, pre and post testing of students enrolled in introductory and intermediate computer applications courses, and scores from five years of placement testing. Student pre and post test scores were compared in order to examine degree of change, and post test scores were also assessed against five years of scores from the same test used as a placement for incoming freshmen. Finally, a student perception and satisfaction survey was administered to all students enrolled in the courses under consideration. The survey included a combination of dichotomous, Likert-scaled, and ranking questions and was administered electronically. The data was subsequently exported to Microsoft Excel and SPSS where descriptive statistical analyses were conducted. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students specifically enrolled at minority serving institutions. As such, this paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. The students included in this study are representative of those enrolled in Historically Black Colleges or Universities (HBCUs) in the United States, giving this paper broad implications across the country. Internationally, most countries have populations of first-generation college students from under-served populations for whom a lack of digital readiness is an also an issue therefore giving this study a global relevance. Findings: The digital divide is a serious concern for higher education, especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution do not come to college with the technology skills needed for academic success. Pre and post testing of students, as well as responses to survey questions, have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. The total sample size for this study was over 2,800 individuals as data from 2690 IC3 tests administered over a five year period were considered, as well as 160 completed surveys, and pre and post testing of 103 students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research help to shed light on a problem that desperately needs to be addressed by institutions of higher education, which is the realities of the digital divide and the under preparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies.

Aim/Purpose: This study aims to explore levels of Technological Access (ownership, access to, and usage of computer devices as well as access to Internet services) and levels of Technological Efficacy (technology related skills) as they pertain to underserved (UNS) and underrepresented (UNR) students. Background: There exists a positive correlation between technology related access, technology related competence, and academic outcomes. An increasing emphasis on expanding online education at the author’s institution, consistent with nationwide trends, means that it is unlikely that just an increase in online offerings alone will result in an improvement in the educational attainment of students, especially if such students lack access to technology and the technology related skills needed to take advantage of online learning. Most studies on levels of Technological Access and Technological Efficacy have dealt with either K-12 or minority populations with limited research on UNS and UNR populations who form the majority of students at the author’s institution. Methodology: This study used a cross-sectional survey research design to investigate the research questions. A web survey was sent to all students at the university except first semester new and first semester transfer students from various disciplines (n = 535). Descriptive and inferential statistics were used to analyze the survey data. Contribution: This research provides insight on a population (UNS and UNR) that is expanding in higher education. However, there is limited information related to levels of Technological Access and Technological Efficacy for this group. This paper is timely and relevant as adequate access to technology and technological competence is critical for success in the expanding field of online learning, and the research findings can be used to guide and inform subsequent actions vital to bridging any educational equity gap that might exist. Findings: A critical subset of the sample who were first generation, low income, and non-White (FGLINW) had significantly lower levels of Technological Access. In addition, nearly half of the survey sample used smartphones to access online courses. Technological Efficacy scores were significantly lower for students who dropped out of or never enrolled in an online course. Transfer students had significantly higher Technological Efficacy scores while independent students (determined by tax status for federal financial aid purposes) reflected higher Technological Efficacy, but at a marginally lower level of significance. Recommendations for Practitioners: Higher education administrators and educators should take into consideration the gaps in technology related access and skills to devise institutional interventions as well as formulate pedagogical approaches that account for such gaps in educational equity. This will help ensure pathways to sustained student success given the rapidly growing landscape of online education. Recommendation for Researchers: Similar studies need to be conducted in other institutions serving UNS and UNR students in order to bolster findings and increase awareness. Impact on Society: The digital divide with respect to Technological Access and Technological Efficacy that impacts UNS and UNR student populations must be addressed to better prepare such groups for both academic and subsequent professional success. Addressing such gaps will not only help disadvantaged students maximize their educational opportunities but will also prepare them to navigate the challenges of an increasingly technology driven society. Future Research: Given that it is more challenging to write papers and complete projects using a smartphone, is there a homework gap for UNS and UNR students that may impact their academic success? What is the impact of differing levels of Technological Efficacy on specific academic outcomes of UNS and UNR students?

Aim/Purpose: Absence of new scientific approaches and specialists (generalists), who professionally obtain such approaches, is one of the main reasons for an ineffective solution of complex multifactor problems of the modern society. Background: The article briefly describes the concept of systems transdisciplinary integration of knowledge of different scientific disciplines. Also, it shows an opportunity to use this concept education of generalists in higher education. Methodology: The article highlights the idea of gestalt of knowledge, which is based on systems transdisciplinary model of spatial unit of order. It describes the basis of gestalt-of-the-one and gestalt-of-the-whole. Also, it explains the differences and practical capabilities of holist generalists and unicentrist generalists. Contribution: Loss of identificational attributes can take place during the process of integration of knowledge of different scientific disciplines. The article shows how to avoid this complication within a systems transdisciplinary approach. Findings: Each type of fundamental knowledge has its own carriers, such as scientists and specialists. Therefore, direct interaction of people-carriers of fundamental knowledge has limited potential. Presently, a more practical importance is the interaction between scientists and specialists within the zones of hybridization of fundamental knowledge. Hybridization is the process of systematization of knowledge within specialized systems transdisciplinary models of unit of order. A specialist generalist’s professional work is to organize scientific research, systemise knowledge of different scientific disciplines, make necessary conclusions, and suggest optimal solution for complex multifactor problems. Therefore, generalists should be considered as an important move towards the solution of complex multifactor problems of modern society. Recommendation for Researchers: A new scientific approach is a way of widening scientific worldview. A new approach in inorganic chemistry made it possible to create the Mendeleev periodic table of elements. Owing to this table, researchers were able to learn the characteristics and attributes of chemical elements, which can be found in nature. Also, models of systems transdisciplinary approach allow the discovery of new elements and relations of complex multifactor problems. Its absence would, however, hinder the research and the problem description. Future Research: The article justifies that preparation of generalists in higher education is one of the main peculiarities of universities of the third generation. Therefore, it might be desirable for organizers of higher education and university leaders to begin speculations regarding this quest, develop educational programs for generalists, and search for optimal forms and methods of solution.

Aim/Purpose: The aim is to explore the informing flows framework as interactions within a PhD education practicing a work-integrated learning approach in order to reveal both the perspectives of industrial PhD students and of industry. Background: An under-researched field of university-industry collaboration is explored revealing both the perspectives of industrial PhD students and of industry. Methodology: Qualitative methods were applied including interviews and document studies. In total ten semi-structured interviews in two steps were conducted. The empirical context is a Swedish PhD program in informatics with a specialization in work-integrated learning. Contribution: By broadening the concept of work-integrated learning, this paper contributes empirical results on benefits and challenges in university-industry collaboration focusing on industrial PhD students and industry by applying the informing flows framework. Findings: Findings expose novel insights for industry as well as academia. The industrial PhD students are key stakeholders and embody the informing flows between practice and university and between practice and research. They are spanning boundaries between university and industry generating continuous opportunities for validation and testing of empirical results and models in industry. This may enable increased research quality and short-lag dissemination of research results as well as strengthened organizational legitimacy. Recommendation for Researchers: Academia is recommended to recognize the value of the industrial PhD students’ pre-understanding of the industry context in the spirit of work-integrated learning approach. The conditions for informing flows between research and practice need to continuously be maintained to enable short-term societal impact of research for both academia and industry. For practitioners: This explorative study show that it is vital for practice to recognize that challenges do exist and need to be considered to strengthen industrial PhD pro-grams as well as university-industry collaborations. Additionally, it is of importance to formalize a continuously dissemination of research in the industries. Future Research: Future international and/or transdisciplinary research within this field is encouraged to include larger samples covering other universities and a mix of industrial contexts or comparing industrial PhD students in different phases of their PhD education.

The interview questions deal with the means by which Estonia and other republics of the former Soviet Union managed to transform their educational systems and the impact of the Soviet heritage on this transformation. An interview was conducted with Professor Olav Aarna. In 1991 Professor Olav Aarna became the rector of TUT. From 2000 to 2003 he held the position of rector of the first private university in Estonia - Estonian Business School (EBS). From 2003 to 2007 Olav Aarna was member of the Estonian Parliament, serving also as Chairman of the Committee for Cultural Affairs responsible for education, research, culture and sports affairs. From 1998-2000 he was Vice Chairman of Estonian National Council for Research and Development. His experience in the field of educational legislation stems from his advisory position to the Minister of Education of Estonia from 1990 to1992. His competence in the field of the Bologna process results from the development of higher education legislation in Estonia (2002-...) and the development of a higher education quality assurance system for Estonia (2008-...). Olav Aarna has consulted third countries in the national qualifications framework (NQF) development as a European Training Foundation (ETF) expert.

Punjab's CM Honahar Scholarship 2024, Rs7 billion, supports 30,000 students, including those at private universities.

Parents of high schoolers are now the most powerful force in higher education.

Children's Geographies; 04/01/2023
(AN 163915524); ISSN: 14733285
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