He was born in Moscow in 1492. When his father died, his mother became a nun and he a monk, receiving the monastic name Macarius. He became an iconographer of rare talent. In 1523 he was ordained to the priesthood and made Abbot of the Monastery of Luchski; three years later he was consecrated Archbishop of Novgorod and Pskov, a see which had been vacant for many years. As Archbishop, he sent missionaries to the native peoples of the far north of Russia and, within his own diocese strove against the paganism still common among the people. He regularized life in the monasteries of his diocese, which had fallen into self-indulgence.   In 1542 he was elected Metropolitan of Moscow and head of the Russian Church. Five years later he crowned the first Tsar of Russia, Ivan Vassilievich. In 1551 he summoned the Council of the Hundred Chapters, which condemned various heresies prevalent at that time, laid down principles of Christian conduct and education, and established rules for iconography and Church art. Throughout his time as a hierarch, he continued to paint icons, and in 1553 he brought about the production of the first books to be printed in Russian. When the Khanate of Kazan fell, he immediately sent missionaries to convert the Tatars.   When the Tsar, who revered Saint Macarius, asked him for a spiritual book, he was surprised and displeased to be given a copy of the funeral service; but the Saint told him that anyone who read this book carefully and applied its words would never sin.   Saint Macarius reposed in peace in Moscow in 1563, and his popular veneration began immediately. In 1988 he was officially glorified by the Church of Russia.

He was born around 300 in Egypt and in his youth was a camel driver. While still living in his village, he withdrew to a small cell to devote himself exclusively to ascesis and prayer. When the people there wanted to make him a priest, he fled to another village. There a young woman who was discovered to be pregnant falsely accused Macarius of being the father. Macarius was seized, reviled and beaten, but made no effort to defend himself; instead he took on more work in order to provide for the mother and her child. When his innocence was finally discovered, the townspeople came to ask his forgiveness; but he fled to the desert of Sketis (now called Wadi Natrun). He was then thirty years old, and for the rest of his life he dwelt in the desert.   His humility and detachment from earthly things were so great that once, when he discovered a thief stealing his few possessions, he helped the man load them onto his camel, even pointing out to him the few things he had missed. Once a demon spoke to him thus: "Everything you do, I do too: you fast, but I never eat; you keep vigil, but I never sleep; you only exceed me in one way: your humility. Because of this I am helpless against you." The Saint said that the demons could be put in two categories: those who arouse passions such as anger, lust and greed; and others, much more dreadful, who deceive us by spiritual illusion, blasphemy and heresy.   Saint Macarius soon became known throughout Egypt, and many visitors came to his isolated home. He welcomed all with joy, judging no one and providing hospitality for all. His compassion extended to all, and he prayed even for the damned. Once he found the skull of a pagan priest, which addressed him, saying, "Each time you have pity on us who are in torment, immersed in fire and darkness, we receive a measure of comfort and are allowed to see the faces of our fellow sufferers."   Saint Macarius became a disciple of St Anthony the Great, and in his turn became the spiritual Father of many who came to live near him in the desert. He is considered the founder of the ancient and venerable monastic community at Sketis. At the age of forty he was ordained a priest at the urging of St Anthony, so that he and his brethren would not have to walk the forty miles of desert to Nitria to go to church.   Knowing that he was soon to die, he visited his disciples one last time, saying to them with tears in his eyes, "Let us weep, brethren, so that our eyes flow ceaselessly with tears, before we go to where our tears will scald our bodies." Soon thereafter he reposed. His relics now rest in the Coptic monastery that bears his name. The collection of fifty Spiritual Homilies attributed to St Macarius is a treasury of Orthodox spirituality.

In this episode, Fr. Anthony interviews Fr. John Peck, the Dean of Great Marty Euphemia Orthodox Theological Academy. Fr. John shares his assessment of the biggest challenges Orthodox parishes face in America and the ways that this new academy seeks to help them face them. The academy is not designed to replace seminary education or compete with traditional Orthodox seminaries. Rather, it is designed to fill a real need Fr. John and other priests have found in their ministries: the equipping of the saints for ministry.

Priests don't just serve their parishes, they serve their communities. In this episode, Fr. Anthony talks about a couple of the things that came up recently for him in Allentown, PA. He also talks about how the advice "not to forget where you came from" means different things to different people (and how that is something to celebrate). Enjoy the show!

Fr. John tells the story of when St. Macarius journeyed from the desert to the city to meet two laywomen who were superior to him in their spirituality.

In a remarkable text by St. Macarius, the Christian is told that if he sees an arrogant man perform miracles, "even raise the dead," he should not follow. This week, Fr. Irenei explores what this message means for the Orthodox Christian, and how the good works of God are to be stored up secretly in the loving Christian heart.

Bobby Maddex interviews Fr. David Wey and Dean Theodore Nottingham of the Hagia Sophia Classical Academy, located in Indianapolis, Indiana.

Bobby Maddex interviews Joelle Hodge, the principal of St. Raphael School and Schole Academy, about a new partnership between St. Raphael School and Ancient Faith Radio that will result in a webinar speaker series.

Bobby Maddex interviews Mat. Elizabeth Philo and Fr. Matthew Harrington, two of the individuals behind the St. Macrina Orthodox Academy, located in the Tri-Cities area of Washington state.

Bobby Maddex interview with Ann Van Fossen, the Chief Academic Officer for the Classical Learning Resourse Centre, also known as the CLRC, as well as, two of her teachers at the centre; John Bassett and Michelle Wib Band. To learn more about the CLRC please go to; clrconline.com. email @ info@clrconline.com Also the CLRC is offering a discount code until August 3,2023 which is AFR10

Bobby Maddex interviews Dr. Joylynn Blake, director at St. Raphael School and Presbytera Maria Koulianos,SRS Principal Tutoring Center CSLD Manager. To learn more about the St. Raphael and Schole Academies please visit ; https://raphaelschool.org and https://scholeacademy.com

Bobby Maddex, Director of Digital Media for Ancient Faith Ministries interviews Zachary Waltz, the headmaster of Hagia Sophia Orthodox Classical Academy located in Indianapolis, Indiana. As well as Fr. David Wey, the rector of the Academy. Please visit https://www.hagiasophiaclassical.com for more information about the academy

Burnley appoint Salford City director of football Chris Casper as their academy manager.

BBC Radio Bristol's Sound of the City looks back at Bristol Academy's win against Barcelona in the Champions League in 2014.

Si utilizás el buscador Google Chrome podés encontrar herramientas de mucho provecho. Acabo de toparme con la extensión en línea de Academic Earth, que ofrece el acceso gratuito a videos de los cursos y conferencias de las universidades más destacadas de Estados Unidos y en las materias más diversas. ENJOY KNOWLEDGE!

At present, there is a need for an authentic and fast approach to certificate verification. Which verifies and authenticates the certificates to reduce the extent of duplicity and time. An academic certificate is significant for students, the government, universities, and employers. Academic credentials play a vital role in the career of students. A few people manipulate academic documents for their benefit. There are cases identified where people produced fake academic certificates for jobs or higher education admission. Various research works are developing a secure model to verify genuine academic credentials. This research article proposed a new security model which contains several security algorithms such as timestamps, hash function, digital signature, steganography, and blockchain. The proposed model issues secure digital academic certificates. It enhanced security measures and automated educational certificate verification using blockchain technology. The advantages of the proposed model are automated, cost-effective, secured, traceable, accurate, and time-saving.

This article explores dual affiliated graduate students that conduct research involving both universities and firms, which we conceptualise as a form of academic engagement, e.g., knowledge networks. We explore what they do during their studies, and their perceptions about their contributions to the firm's capacities for technology and innovation. So far, university-industry interactions in engineering are less researched than other fields, and this qualitative study focuses upon one department of Electrical Engineering in Sweden. First, we define and describe how the partner firms and universities organise this research collaboration as a form of academic engagement. Secondly, we propose a conceptual framework specifying how graduate students act as boundary-spanners between universities and firms. This framework is used for the empirical analysis, when exploring their perceptions of impact. Our results reveal that they primarily engage in problem-solving activities in technology, which augment particularly the early stages of absorptive capacities in firms.

Pandemic has compelled the entire world to change their way of life and work. To control the infection rate, academic institutes deliver education online similarly. At least one smartphone is available in every home, and students use their smartphones to attend class. The study investigates the link between smartphone usage (SU) and academic performance (AP) during the pandemic. 490 data were obtained from various institutions and undergraduate students using stratified random sampling. These components were identified using factor analysis and descriptive methods, while the relationship of SU and AP based on gender classification was tested using Smart-PLS-SEM. The findings show that SU has a substantial relationship with academic success, whether done in class or outside of it. Even yet, the study found that SU and AP significantly impact both male and female students. Furthermore, the research focuses on SU outside and within the classroom to improve students' AP.

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.

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future Research: Increase the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

Aim/Purpose: One of the main objectives of higher education institutions is to provide a high-quality education to their students and reduce dropout rates. This can be achieved by predicting students’ academic achievement early using Educational Data Mining (EDM). This study aims to predict students’ final grades and identify honorary students at an early stage. Background: EDM research has emerged as an exciting research area, which can unfold valuable knowledge from educational databases for many purposes, such as identifying the dropouts and students who need special attention and discovering honorary students for allocating scholarships. Methodology: In this work, we have collected 300 undergraduate students’ records from three departments of a Computer and Information Science College at a university located in Saudi Arabia. We compared the performance of six data mining methods in predicting academic achievement. Those methods are C4.5, Simple CART, LADTree, Naïve Bayes, Bayes Net with ADTree, and Random Forest. Contribution: We tested the significance of correlation attribute predictors using four different methods. We found 9 out of 18 proposed features with a significant correlation for predicting students’ academic achievement after their 4th semester. Those features are student GPA during the first four semesters, the number of failed courses during the first four semesters, and the grades of three core courses, i.e., database fundamentals, programming language (1), and computer network fundamentals. Findings: The empirical results show the following: (i) the main features that can predict students’ academic achievement are the student GPA during the first four semesters, the number of failed courses during the first four semesters, and the grades of three core courses; (ii) Naïve Bayes classifier performed better than Tree-based Models in predicting students’ academic achievement in general, however, Random Forest outperformed Naïve Bayes in predicting honorary students; (iii) English language skills do not play an essential role in students’ success at the college of Computer and Information Sciences; and (iv) studying an orientation year does not contribute to students’ success. Recommendations for Practitioners: We would recommend instructors to consider using EDM in predicting students’ academic achievement and benefit from that in customizing students’ learning experience based on their different needs. Recommendation for Researchers: We would highly endorse that researchers apply more EDM studies across various universities and compare between them. For example, future research could investigate the effects of offering tutoring sessions for students who fail core courses in their first semesters, examine the role of language skills in social science programs, and examine the role of the orientation year in other programs. Impact on Society: The prediction of academic performance can help both teachers and students in many ways. It also enables the early discovery of honorary students. Thus, well-deserved opportunities can be offered; for example, scholarships, internships, and workshops. It can also help identify students who require special attention to take an appropriate intervention at the earliest stage possible. Moreover, instructors can be aware of each student’s capability and customize the teaching tasks based on students’ needs. Future Research: For future work, the experiment can be repeated with a larger dataset. It could also be extended with more distinctive attributes to reach more accurate results that are useful for improving the students’ learning outcomes. Moreover, experiments could be done using other data mining algorithms to get a broader approach and more valuable and accurate outputs.

Aim/Purpose: The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background: In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology: This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution: The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings: The findings obtained from content analysis of the interviews reveals a central concept: “On both sides of the divide”, and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation’s operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners: The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendation for Researchers: The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research: An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel).

Aim/Purpose: This mixed-methods study aims to examine factors influencing academicians’ intentions to continue using AI-based chatbots by integrating the Task-Technology Fit (TTF) model and social network characteristics. Background: AI-powered chatbots are gaining popularity across industries, including academia. However, empirical research on academicians’ adoption behavior is limited. This study proposes an integrated model incorporating TTF factors and social network characteristics like density, homophily, and connectedness to understand academics’ continuance intentions. Methodology: A qualitative study involving 31 interviews of academics from India examined attitudes and the potential role of social network characteristics like density, homophily, and connectedness in adoption. Results showed positive sentiment towards chatbots and themes on how peer groups accelerate diffusion. In the second phase, a survey of 448 faculty members from prominent Indian universities was conducted to test the proposed research model. Contribution: The study proposes and validates an integrated model of TTF and social network factors that influence academics’ continued usage intentions toward AI chatbots. It highlights the nuanced role of peer networks in shaping adoption. Findings: Task and technology characteristics positively affected academics’ intentions to continue AI chatbot usage. Among network factors, density showed the strongest effect on TTF and perceived usefulness, while homophily and connectedness had partial effects. The study provides insights into designing appropriate AI tools for the academic context. Recommendations for Practitioners: AI chatbot designers should focus on aligning features to academics’ task needs and preferences. Compatibility with academic work culture is critical. Given peer network influences, training and demonstrations to user groups can enhance adoption. Platforms should have capabilities for collaborative use. Targeted messaging customized to disciplines can resonate better with academic subgroups. Multidisciplinary influencers should be engaged. Concerns like plagiarism risks, privacy, and job impacts should be transparently addressed. Recommendation for Researchers: More studies are needed across academic subfields to understand nuanced requirements and barriers. Further studies are recommended to investigate differences across disciplines and demographics, relative effects of specific network factors like size, proximity, and frequency of interaction, the role of academic leadership and institutional policies in enabling chatbot adoption, and how AI training biases impact usefulness perceptions and ethical issues. Impact on Society: Increased productivity in academia through the appropriate and ethical use of AI can enhance quality, access, and equity in education. AI can assist in mundane tasks, freeing academics’ time for higher-order objectives like critical thinking development. Responsible AI design and policies considering socio-cultural aspects will benefit sustainable growth. With careful implementation, it can make positive impacts on student engagement, learning support, and research efficiency. Future Research: Conduct longitudinal studies to examine the long-term impacts of AI chatbot usage in academia. Track usage behaviors over time as familiarity develops. Investigate differences across academic disciplines and roles. Requirements may vary for humanities versus STEM faculty or undergraduate versus graduate students. Assess user trust in AI and how it evolves with repeated usage, and examine trust-building strategies. Develop frameworks to assess pedagogical effectiveness and ethical risks of conversational agents in academic contexts.

In the perspective of institutional theory, business education is an institutional field, in which two major institutional forces are accreditations and rankings. In this context, French business schools (BS) have adopted an isomorphic response by starting to engage in research and publishing in academic journals. Studies have discussed their research as a new institutional trajectory. However, what remains unknown is how they differ from each other in such research dynamics. To bring new insights to the discussion, this quantitative study examines, over the period of 2008-2018, the evolution of research of French BS by systematically comparing the 'best' schools with other schools in all analyses. The results indicate a strong isomorphism in terms of publication quantity and productivity, scale of research collaboration and the internationalisation of research. However, these schools are heterogeneous in terms research quality and scale of international research collaboration, reflecting the diversity in their research strategy.

Aim/Purpose. This paper aims to answer the research question, “What are the development phases of the academic discipline of information technology in the United States?” This is important to understand the reason for the growing talent gap in the information technology (IT) industry by reviewing the evolution of information technology across time, how the discipline was formed, evolved, and gained independence from other information and computing disciplines. Background. The COVID-19 pandemic has increased the shortage of IT professionals in the workplace. The root reason for this talent shortage requires understanding from both industry and academic perspectives in order to implement effective initiatives to prepare, recruit, and retain diverse IT professionals at an early stage. Methodology. This paper used a systematic literature review methodology and retrieved 143 primary studies from the ACM and IEEE Xplore digital libraries to review the development phases of the IT discipline as a contributing factor in understanding why, when, and how the population of professionals in IT and other relevant computing disciplines has changed and continues to fluctuate. Thematic analysis was applied to the abstracts of the primary studies, which spanned the period of 1982 to 2021. Contribution. This paper contributes to the understanding of the discipline of IT in the US and contributes foundations to researchers and educators who are working on strategies to fill the talent gap. Findings. Based on the thematic analysis in this paper, the academic discipline of IT has evolved over four phases across a timeline from 1982 to 2021. These phases were: Phase 1 (1982-1991) – Advent of Information Technology; Phase 2 (1992-2001) – Industry IT & DevOps; Phase 3 (2002-2011) – Information Technology and Management in Evolving Industry, Academia, and Research Areas; and Phase 4 (2011-2021) – Information Technology Research & Education. Recommendations for Practitioners. IT occupies an independent disciplinary space from computer science, computer engineering, and information systems. The paper suggests that practitioners seeking to fill the talent gap in IT invest in enabling its academic programs. Recommendations for Researchers. The depth of the IT disciplinary space and its continued evolution over time is ready for exploration. Continued research in this area may yield a better understanding of its role in society, the skills needed to succeed, and how to build programs to empower students with these skills. Impact on Society. Examining the discipline of IT and understanding its independence and interrelated connection with other computing disciplines will help address the shortfalls in academia across the nation by identifying the distinction between each discipline and creating comprehensive programs, degrees, and curricula suitable for various students and professionals across all educational levels. Future Research. Future research will integrate papers’ introductions and conclusions in addition to abstracts, increase the number of databases and reviewers, as well as incorporate papers that focus on other information and computing disciplines such as computer science and information systems to explore the possibility that IT as a discipline was initially practiced in an existing information or computing discipline before it gained independence.

Aim/Purpose: This study describes a conceptual model, based on the principles of concept algebra that can provide intelligent academic advice using adaptive, knowledge-based feedback. The proposed model advises students based on their traits and academic history. The system aims to deliver adaptive advice to students using historical data from previous and current students. This data-driven approach utilizes a cognitive knowledge-based (CKB) model to update the weights (values that indicate the strength of relationships between concepts) that exist between student’s performances and recommended courses. Background: A research study conducted at the Public Authority for Applied Education and Training (PAAET), a higher education institution in Kuwait, indicates that students’ have positive perceptions of the e-Advising system. Most students believe that PAAET’s e-Advising system is effective because it allows them to check their academic status, provides a clear vision of their academic timeline, and is a convenient, user-friendly, and attractive online service. Student advising can be a tedious element of academic life but is necessary to fill the gap between student performance and degree requirements. Higher education institutions have prioritized assisting undecided students with career decisions for decades. An important feature of e-Advising systems is personalized feedback, where tailored advice is provided based on students' characteristics and other external parameters. Previous e-Advising systems provide students with advice without taking into consideration their different attributes and goals. Methodology: This research describes a model for an e-Advising system that enables students to select courses recommended based on their personalities and academic performance. Three algorithms are used to provide students with adaptive course selection advice: the knowledge elicitation algorithm that represents students' personalities and academic information, the knowledge bonding algorithm that combines related concepts or ideas within the knowledge base, and the adaptive e-Advising model that recommends relevant courses. The knowledge elicitation algorithm acquires student and academic characteristics from data provided, while the knowledge bonding algorithm fuses the newly acquired features with existing information in the database. The adaptive e-Advising algorithm provides recommended courses to students based on existing cognitive knowledge to overcome the issues associated with traditional knowledge representation methods. Contribution: The design and implementation of an adaptive e-Advising system are challenging because it relies on both academic and student traits. A model that incorporates the conceptual interaction between the various academic and student-specific components is needed to manage these challenges. While other e-Advising systems provide students with general advice, these earlier models are too rudimentary to take student characteristics (e.g., knowledge level, learning style, performance, demographics) into consideration. For the online systems that have replaced face-to-face academic advising to be effective, they need to take into consideration the dynamic nature of contemporary students and academic settings. Findings: The proposed algorithms can accommodate a highly diverse student body by providing information tailored to each student. The academic and student elements are represented as an Object-Attribute-Relationship (OAR) model. Recommendations for Practitioners: The model proposed here provides insight into the potential relationships between students’ characteristics and their academic standing. Furthermore, this novel e-Advising system provides large quantities of data and a platform through which to query students, which should enable developing more effective, knowledge-based approaches to academic advising. Recommendation for Researchers: The proposed model provides researches with a framework to incorporate various academic and student characteristics to determine the optimal advisory factors that affect a student’s performance. Impact on Society: The proposed model will benefit e-Advising system developers in implementing updateable algorithms that can be tested and improved to provide adaptive advice to students. The proposed approach can provide new insight to advisors on possible relationships between student’s characteristics and current academic settings. Thus, providing a means to develop new curriculums and approaches to learning. Future Research: In future studies, the proposed algorithms will be implemented, and the adaptive e-Advising model will be tested on real-world data and then further improved to cater to specific academic settings. The proposed model will benefit e-Advising system developers in implementing updateable algorithms that can be tested and improved to provide adaptive advisory to students. The approach proposed can provide new insight to advisors on possible relationships between student’s characteristics and current academic settings. Thus, providing a means to develop new curriculums and approaches to course recommendation.

Aim/Purpose: The main aim of this study is to identify the factors that influence the continuance intention of use of innovative systems by non-academic employees of a private university and associated academic institutions in Bangladesh. Background: The targeted academic institutions have introduced many new online services aimed at improving students’ access to information and services, including a new online library, ERP or online forum, and the jobs-tracking system (JTS). This research is focused only on the JTS for two reasons. First, it is one of the most crucial systems for the Daffodil Family, as it enables efficient working across many institutes spread across the country and abroad. Second, it is employed in a wide variety of organisational institutes, not just the university. This study aims to discover negative factors that lead to a decrease in users’ intentions to continue using the system. The ultimate goal is to improve the motivation among administrative staff to use technology-related innovation by reducing or eliminating the problems. Methodology: G* power analysis was employed to determine the expected sample size. A questionnaire survey was conducted of 211 users of a new job tracking system from a private university in Bangladesh, to collect data for testing the suggested research model. The data was analysed using the structural equation technique, which is a powerful multivariate analysis mechanism. Contribution: This research contributes to the body of literature and helps better understand users’ continuance intention in the post-implementation phase of the JTS. It complements the micro-level examinations of continuance intention of using IT, by building on our understanding of the phenomenon at the individual level. Specifically, this study examines the role of technostress where organisations invest in IT to make their users more comfortable with innovative and new technologies like the JTS. Findings: This research develops a theoretical advancement of the expectation-confirmation theory, with implications for IT managers and senior management dealing with IT-related behaviour. All proposed hypotheses were supported. Specifically, the predictors of exhaustion – work overload, work–life balance, and role ambiguity – are significant. The core factors for satisfaction, perceived usefulness, and confirmation, are also found to be significant. Finally, satisfaction and exhaustion significantly influence continuance intention, in both positive and negative ways. Recommendations for Practitioners: This study gives an idea about some of the difficulties that people face when implementing new and innovative IT, particularly in academia in Bangladesh. It offers insights into strategies the management may want to follow when implementing new technology like the JTS. This study suggests strategies to increase satisfaction and reduce technostress among new users to enhance organisational support for change. Recommendation for Researchers: Methodologically, the study provides researchers about the technique that reduces the threat of the common method bias. First, it created a psychological separation between criterion and predictor variables. Second, the threat of common method variance was actively controlled by modelling a latent method factor and by using marker variables that researchers can use in their work. This study complements the micro-level examinations of continuance intention of using IT by building on our understanding of the phenomenon at the individual level. Researchers can extend this model by integrating other theories. Impact on Society: The findings of the study indicate that work overload, work–life conflict, and role ambiguity create tiredness, leading to lower user satisfaction with the system. Perceived usefulness and confirmation have an increasingly similar effect on users’ satisfaction with the system and their subsequent continuance intention. These findings tell university administrators what measures they should take to improve continuance intention of using innovative technology. Future Research: Future studies could conceptualise a five-factor personality model from the personal perspective of users. This model can also be extended by including the dimensions of absorptive capacity, i.e., the dynamic capabilities of users. Absorptive capacity of understanding, assimilating, and applying might influence the user’s perception of usefulness and confirmation of using JTS.

Aim/Purpose: Most people use their phones for work and communication. Businesses today require sustainable mobile phones to limit the environmental impact of mobile phones. According to the Environmental Protection Agency (EPA), a green product uses less energy. Green smartphones need low radiation emission, are made from recyclable materials, and are designed to last longer than typical smartphones. Further, the manufacturing process needs to have a low environmental impact. The present study aims to identify the influence of variables (such as Green Awareness, Environmental Concern, Altruism, and Willingness to Pay) on green smartphone purchase intention among academics in the Sri Lankan higher education sector. Background: With the swift technological advances, almost everyone has begun to use smartphones. Simultaneously, smartphone manufacturers have begun to release cutting-edge smartphone models to the general public. As a result, it has generated a significant amount of e-waste for the environment. As a result, therefore, the sustainability of green smartphones has become a major societal concern in the developed world, but this is not yet true in the developing world Methodology: The study used a qualitative research method in which the authors attempted to acquire primary data by conducting in-depth interviews with academics from the Sri Lankan higher education sector using a semi-structured interview guide. Eight interviews were conducted, audio recorded, and word-to-word transcribed for content analysis. Researchers used content analysis to determine the presence, meanings, and linkages of specific words, themes, or concepts. Contribution: The findings provide important environmental insights for smartphone makers and society, such as introducing waste reduction programs and energy-saving practices and creating awareness among people to change their consumption patterns. The study will provide valuable insights into the green smartphone phone purchasing intentions of academics in a developing country, especially helping green smartphone producers and marketers construct effective tactics with the insight of the current study based on university faculty members’ viewpoints. Findings: The current study’s findings revealed that academics acknowledge the need for environmental protection with an awareness of the green concept and environmental concerns. According to the interviews, most participants intended to move from their present smartphone to an ecologically friendly phone, as they explained on altruism. This implies that even academics in underdeveloped countries are worried about environmental issues and have shown a more robust understanding of these issues and how environmentally aware individuals’ activities may assist the earth’s sustainability. Further, academics have a willingness to pay for a green smartphone. Recommendations for Practitioners: Academics prioritize environmental conservation when making purchases. This implies that manufacturers and enterprises should focus on developing and in- novating more environmentally friendly products. Recommendation for Researchers: Using only academics as a sample approach is severely limited if the study’s population comprises people with various qualities. Nevertheless, this study presented only four independent variables, and more factors impacting green smartphone purchasing intention may exist. As a result, it is proposed that future research consider other factors. Impact on Society: It was discovered that most participants displayed altruism in their product purchases, implying that policymakers must strengthen the moral practice of concern for the welfare and happiness of other humans, even in developing countries. Future Research: A further in-depth study focusing on many perspectives such as limits and motivations for purchasing green products in various socioeconomic groups with varying moderating factors such as gender, education, rural-urban, and so on would be advantageous. Individual (emotions, habits, perceived behavioral control, trust, values, personal norm, knowledge) and situational (availability, product attributes, subjective norm, brand, eco-labeling) variables should be included in future research.

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: This paper aims to investigate how Kuwaiti Academic Libraries (KALs) have responded to the rapidly evolving Smartphone-Apps (SP-Apps) environment, as well as exploring the level of electronic services provided in these libraries. Background: This study can illustrate whether the governmental, academic libraries in the State of Kuwait have already benefited from the mobile services provided by smart phones or not. Methodology: In this study, the researchers use both qualitative and quantitative methods. Therefore, questionnaires and interviews are used in order to collect in-depth data in this field. The questionnaire sample was 400 respondents. They divided in two KALs: Kuwait University Library (KUL) and Public Authority of Applied Education Training Library (PAAETL), while eight individual interviews were conducted one-to-one in this research. Contribution: This paper may be important for academic libraries to identify shortcomings in the smartphones’ content and services they provide and in highlighting efforts by libraries to address their users’ needs in this area. Findings: The findings show that most participants expressed the need to introduce an SP-App to their library. They also confirmed that there are many difficulties in creating an SP-App including lack of budget, lack of awareness of library management, lack of clarity about library management strategic objectives, and vision for an SP-App. Recommendations for Practitioners: Designing SP-Apps that have reliable content and user interface that is easy to use is a considerable challenge. For this reason, the study highly recommends introducing SP-Apps for KALs as soon as possible. Future Research: The recommendations proposed are relevant to Kuwait. Further research may be useful in this field in other developing countries, in order to test or develop the suggested strategy.

Aim/Purpose: Developing Digital Platform Ecosystems (DPE) to transform conventional Knowledge Management Systems (KM/KMS) scenarios promises significant benefits for individuals, institutions, as well as emerging knowledge economies. Background: The academic entrepreneurship project presented is aiming for such a KMS-DPE configuration. Having consolidated this author’s own and external re-search findings, realization is currently commencing with a start-up in a business incubator. Methodology: Design science research applying mixed one-sample case study and illustrative scenario approach focusing on conceptual analysis and entrepreneurship. Contribution: Although (academic) entrepreneurship is a young research area with recently growing interest, publications focusing on this transitional stage between maturing research and projected commercial viability of digital technologies are rare. Findings: A roadmap looking beyond the immediate early-start-up perspective is out-lined by integrating recent development-stage-related DPE-research and by addressing stakeholders diverse informing needs essential for system realization. Recommendations for Practitioners and Researchers: As this transdisciplinary perspective combines KM, informing, design science, and entrepreneurial research spaces, it may assist other researchers and practitioners facing similar circumstances and/or start-up opportunities. Impact on Society: The article advances the understanding of how DPE communities may serve members with highly diverse skills and ambitions better to gainfully utilize the platform’s resources and generative potential in their personal and local settings. Future Research: As the entrepreneurial agenda will complement (not substitute) the academic research, research priorities have been highlighted aligned to three future stages.

Aim/Purpose: In this article, the subjective perspectives of young people in Ghana on the use of digital media are elaborated. The aim is to make the positions of young people visible in the often adult-dominated discourse on digital media and to overcome adult-centered considerations in academic and public debates. In addition, the focus on young people from the Global South is intended to help make their underrepresented voices present in this discourse. Background: Digital media devices and Internet access are conditional on people’s social, economic, and educational participation. Many people in the Global South in particular are not yet granted such access. For children and young people worldwide, the educational opportunities offered by digital media are associated with potential threats to mental health and well-being. However, young people’s views on digital media are rarely addressed, especially in the Global South. Methodology: Based on a qualitative thematic analysis of responses to open-ended questionnaire questions, young Ghanaians’ views on smartphone use and how it affects academic success are examined. Contribution: By focusing on the subjective perspectives of young people, especially from the Global South, voices that have hardly been heard in the discourse on digital media are made audible. This should help overcome the dominant adult-centered perspectives in this discourse. Findings: For young people in Ghana, digital media are part of their everyday lives and often necessary to succeed at school. At the same time, they are concerned about the dangers, e.g., from overuse or cybercrime, for which they have few strategies to deal with. In their answers, they refer to socio-culturally specific discourses and values as well as to generational hierarchies that they perceive and deal with, which go far beyond the topic of digital media use. This makes clear the social tensions in which the debate about digitalization is embedded. Recommendation for Researchers: Young people’s knowledge of and perspectives on digital media is an important resource for learning to use them in an emancipated way. Future Research: Future research should recognize young people as experts in their own right on the issue, explore ways to include their perspectives in the discourse on digital media use and work with them to harness the future potential of the technology and avoid risks.