Assessment of Depression Among Students Studying in Higher Educational Institutions Using PHQ 9 in Tamil Nadu-A Cross-sectional Study.

BACKGROUND: Depression is one of the significant public health concerns, accounting for about 800,000 suicides every year and affecting an estimated 300 million globally. Among the mental health issues students face, depression has become increasingly prevalent and detrimental to multiple factors that can either impact academic performance or overall health and well-being. This study aims to estimate the prevalence and identify factors associated with depression among students in higher education in Tamil Nadu. METHODS: The cross-sectional survey with a sample size of 4059 and logistic regression was performed. RESULTS: The results showed 51.2% of the students had depression. The risk for depression was greater in students between 23 and 24 years of age, with an odds ratio of 2.14 at p = 0.01 and a 95% confidence interval of 1.19-3.83. It was even more probable for pupils aged 25 and older, with an OR of 2.53 and p = 0.00, within the 95% CI: 1.66-3.86. Married students were less likely to suffer from depression compared to their non-married counterparts, with an OR of 0.22 and p = 0.014, within the 95% CI: 0.06-0.74. Those students who paid a high fee had a higher chance of suffering from depression, with an OR of 1.55 and p = 0.00, with a 95% CI: 1.20-2.00. CONCLUSION: Age, marital status, and socioeconomic status showed significant associations with depression. These findings highlight the critical need for mental health support programs in higher education.

Workplace Bullying and Harassment in Higher Education Institutions: A Scoping Review.

Workplace bullying is broadly defined as a detrimental form of negative micro-political interaction(s) incorporating a range of aggressive interpersonal behaviours. While targeted toxic behaviour based upon legally protected grounds such as ethnicity, gender, or sexual orientation is conceptualised as harassment, this paper positions harassment as a constituent subset of workplace bullying-distinct, but inextricably linked to the broader landscape of workplace predation and incivility. Meta-analyses of cross-sectional and longitudinal studies demonstrate a robust relationship between being bullied and compromised health, and some sectors, e.g., education, display higher than average levels of exposure, suggesting that contexts matter. The higher education sector is the focus of this scoping review. High rates of bullying have been reported in Higher Education Institutions (HEIs), where many of the organisational factors that drive bullying are present. One systematic literature review has been carried out on bullying in HEIs, reviewing papers prior to 2013. Since the sector has seen considerable contextual change since that time, another review is timely. This systematic scoping review aims to identify the volume, range, nature, and characteristics of studies of workplace bullying in HEIs between 2003 and 2023, with a specific focus on how the context of HEIs contributes to the enactment and/or the response to workplace bullying. To this end, 3179 records were identified, with 140 papers charted to identify methods, institution, population, and country. Forty-seven papers were subjected to full-text review for the exploration of contextual factors. Priorities for future research lie in addressing the pernicious effects of neoliberal governance models as well as the complex and intersecting power relations that are unique to higher education.

Person-centred care in the context of higher education - a discourse analysis based on interviews with programme directors.

BACKGROUND: As person centred care (PCC) is being implemented globally, higher educational institutions (HEI) have begun to play a crucial part in enabling this transition. In Sweden, however, the delivery of PCC is inconsistently implemented in medicine, nursing, occupational therapy, and physiotherapy study programmes. This inconsistency is partly the result of a lack of a national strategy across HEI. Program directors are responsible for the PCC content of their programs, so their views influence how PCC is taught. Using interviews with programme directors in higher education, we aim to deepen the understanding of the preconditions needed to implement PCC by exploring discourses and identifying subject positions of how PCC is taught and learned. METHODS: We performed a discourse analysis based on interviews with program directors in the above-mentioned national study programmes. A discourse can be seen as a struggle over identity. The subject position - i.e., discourses designate positions for persons to occupy as subjects - guided our analysis and identification of the subject positions of the teacher and the student in teaching and learning PCC. RESULTS: This study unfolded in two main antagonistic aspects with respect to teaching and learning PCC, resulting in four subject positions for the teacher and four corresponding subject positions for the students. First, the teacher and student were given a subject position as change agents towards a more egalitarian healthcare and were assigned a subject position to cope with a practical reality they could not change. Second, the teacher and student were assigned a subject position that embodied profession-specific identities, navigating and valuing these boundaries. Simultaneously, both teachers and students assumed a subject position that required interprofessional interaction and co-creation for teaching and learning PCC. CONCLUSION: This study demonstrates the discursive tension surrounding the implementation of PCC in HEI, and the findings can serve as a basis for creating future relevant and high-quality learning activities. The process of negotiating diverse and co-existing perspectives as well as building interprofessional trust when incorporating PCC into higher education is essential and requires further exploration.

Trauma-informed training as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists.

OBJECTIVE: Aim: To determine the conditions for the implementation of trauma-informed training as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists. PATIENTS AND METHODS: Materials and Methods: 1,100 students studying in the conditions of martial law took part in the experimental work. RESULTS: Results: As a result of the negative impact of the stressful and destructive factors of the war on the inner world, the future specialists the following manifestations of the deterioration of the health were established: depression (99%), sudden change of mood (92%), worsening of well-being during sudden changes in the weather (66%), irritability (52%), aggressiveness (11%), anger (7%). It was found that future specialists wanted to postpone completing the educational task until later, as they perceived it as very difficult (79%). CONCLUSION: Conclusions: The conditions for the implementation of trauma-informed studying were formulated as a means of stabilizing the negative impact of stressful and destructive factors of war on the inner world of future specialists. 1. During the organization of learning, teachers take into account the fact that psycho-traumas, which are caused by stressful and destructive factors of war, disturb students until they experience them. 2. Teachers take into account the traumatic experience of future specialists. 3. The teachers' actions aim to restore future professionals' sense of security, reestablish contact with other study participants, and regain control over their own lives and studies.

A lightweight framework for cyber risk management in Western Balkan higher education institutions.

Higher education institutions (HEIs) have a significant presence in cyberspace. Data breaches in academic institutions are becoming prevalent. Online platforms in HEIs are a new learning mode, particularly in the post-COVID era. Recent studies on information security indicate a substantial increase in cybersecurity attacks in HEIs, because of their decentralized e-learning structure and diversity of users. In Western Balkans, there is a notable absence of incident response plans in universities, colleges, and academic institutions. Moreover, e-learning management systems have been implemented without considering security. This study proposes a cybersecurity methodology called a lightweight framework with proactive controls to address these challenges. The framework aims to identify cybersecurity vulnerabilities in learning management systems in Western Balkan countries and suggest proactive controls based on a penetration test approach.

Personal factors influencing female students' condom use at a higher education institution.

BACKGROUND:  South African female students' consistent condom use is low, possibly due to personal factors, such as knowledge about sexual reproductive health, attitudes towards safe sex, risk perceptions and condom use, self-efficacy. AIM:  This study aimed to investigate the personal factors that influence condom utilisation among female students. SETTING:  This study was conducted at a higher education institution in the Northern Cape province in South Africa. METHODS:  A quantitative, descriptive survey design was used. Three hundred and eighty five participants were selected using convenience sampling. The research instrument was a self-administered questionnaire, and the data were analysed using the Statistical Package for the Social Sciences, version 28. RESULTS:  Almost two-thirds (250, 64.9%) of participants used condoms to prevent pregnancy, sexually transmitted infections (STIs), and human immunodeficiency virus (HIV). Although attitudes towards safe sex were generally positive, low risk perceptions were reported. Consistent use of condoms was found in 32.2% (124) of participants, while 45.3% (174) participants used condoms inconsistently or never. A significant finding was that consistent use increased the likelihood of negotiating for a condom with partners by 9.14 times and confidence in putting one on for a partner by 8.05 times. CONCLUSION:  The findings depict average levels of the use of condoms among female students. Prevention efforts should concentrate on educating female students to strengthen condom use and self-efficacy.Contribution: This study, supporting existing literature, suggests that preventative efforts should focus on educating young women about condom use, self-efficacy and encouraging STI conversations with sexual partners.

A percepção de graduandos sobre a psicologia organizacional e do trabalho / The perception of graduates on work and organizational psychology / La percepción de graduandos sobre la psicología organizacional y laboral

A Psicologia Organizacional e do Trabalho (POT) é permeada por uma série de julgamentos negativos e estigmas, principalmente acerca de seu papel intermediador de relações de exploração sofridas pelo trabalhador. Investigar as percepções que graduandos têm sobre a área pode trazer acesso ao que há de central entre as diversas formas de pensar o tema. Este trabalho buscou analisar as percepções de 100 graduandos de duas instituições de ensino superior (IES) do Centro-Oeste Paulista, uma pública e outra privada, acerca da importância da atuação do psicólogo em POT e o interesse desses discentes em atuarem futuramente na área, estabelecendo uma comparação entre os resultados com base nas IES e entre primeiro e quinto ano da graduação. Os graduandos responderam a dois questionários estruturados com perguntas abertas e fechadas. Os resultados apontaram uma maior valorização da área de POT na IES privada e no quinto ano. A maioria dos discentes do primeiro ano de graduação apresentou pouco conhecimento sobre a POT. Os estudantes da IES privada apresentaram maior interesse em atuar na área do que os discentes da IES pública. Quando perguntados se houve uma mudança de opinião após a realização das disciplinas, 49 alunos do quinto ano responderam positivamente e apenas um respondeu negativamente. As respostas dissertativas se dividiram entre visões positivas, neutras e negativas sobre a POT. Os resultados permitiram avaliação das percepções da POT entre os graduandos, bem como das transformações ocorridas pelo impacto das experiências acadêmicas vivenciadas.(AU)

Organizational and Work Psychology (OWP) is permeated by a series of negative judgments and stigmas, mainly about its role as an intermediary of relations exploiting workers. Investigating the perceptions undergraduates have about it can bring access to what is central among the different ways of thinking about the subject. This study sought to analyze the perceptions of 100 undergraduates from two higher education institutions (HEIs), one public and private in Midwestern São Paulo about the importance of psychologists' role in OWP and their interest in working in the area in the future, comparing the results per HEI and between the first and fifth year of graduation. Graduates answered two structured questionnaires with open and closed questions. Results pointed to a greater appreciation of OWP in the private HEI and in the fifth year. Most first-year undergraduate students had little knowledge about OWP. Students from the private HEI took greater interest in working in the area than students from the public HEI. When asked if taking the courses changed their opinions, 49 students responded positively and only one negatively. Participants' responses were divided into positive, neutra,l and negative views about OWP. Results evaluated the perceptions on OWP in undergraduates the changes due to the impact of academic experiences.(AU)

La Psicología Organizacional y Laboral (POT) está permeada por una serie de juicios negativos y estigmas, principalmente sobre su papel como intermediaria de las relaciones de explotación laboral. Investigar las percepciones que los estudiantes tienen sobre este campo puede brindar acceso a lo que es central entre las diferentes formas de pensar sobre el tema. Este estudio buscó analizar las percepciones de 100 graduandos de dos instituciones de educación superior (IES), una pública y otra privada, del medio oeste de São Paulo, acerca de la importancia del rol del psicólogo en POT y del interés por actuar en el área, estableciendo una comparación entre los resultados por tipo de IES y período del curso (el primer y quinto año de grado). Los graduandos respondieron a dos cuestionarios estructurados con preguntas abiertas y cerradas. Los resultados apuntan a una mayor valoración de POT en las IES privadas y en el quinto año. La mayoría de los estudiantes de primer año tenían poco conocimiento sobre POT. Los estudiantes de la IES privada estaban más interesados en trabajar en el área que los estudiantes de la IES pública. Cuando se les preguntó si hubo un cambio de opinión luego de cursar las asignaturas, 49 estudiantes del quinto año respondieron positivamente y solo uno respondió negativamente. Las respuestas del ensayo se dividieron en puntos de vista positivos, neutrales y negativos sobre POT. Los resultados permitieron evaluar las percepciones de POT entre los graduandos, así como evaluar los cambios ocurridos por el impacto de las experiencias académicas.(AU)

Assessment of the electromagnetic field exposure due to wireless communication technologies in two university campuses of medellin, Colombia.

Exposure to radiofrequency electromagnetic fields (RF-EMFs) is considered an area of significant importance in the medical and scientific community. However, the availability of exposure data for indoor and outdoor locations in universities is limited and currently inconsiderate in Latin America. The aim of this work was to evaluate the electric field levels due to mobile telecommunication technologies and Wi-Fi to which students and faculty staff from two campuses of a higher education institution are exposed. Using a portable spectrum analyzer, we carried out 516 short-term measurements in the 800-3000 MHz frequency range at both indoor and outdoor locations. These locations were chosen to cover all areas of the assessed buildings. The electric field differences between floors and buildings are discussed. Finally, we compared the electric field levels with exposure limits. The highest electric field level measured was 13.97 V/m at the 850 MHz band. However, the average electric field values were below 2 V/m. The greatest contribution to the total electric field was due to sources using the 850 MHz and 1900 MHz bands (98%), while the contribution of the Wi-Fi network was low (1.0%). The results show that all the electric field levels measured were lower than the ICNIRP reference levels for radio-frequency exposure.

Advancing the Role of Higher Education Institutions to Support Palliative Care Education in Primary Care and Humanitarian Settings within Low- and Middle-Income Countries: Online Workshop Report.

The need for palliative care is increasing, especially in low- and middle-income countries (LMICs). Higher education institutions (HEIs) have a role to play in developing a skilled palliative care workforce in LMICs. A workshop was held to discuss this issue, and it was attended by experts from around the world. The workshop highlighted the challenges and opportunities for palliative care education in HEIs for LMIC settings. The participants discussed the importance of a collaborative interprofessional approach and advocacy for the inclusion of palliative care into a wide range of curricula. They also expressed the hope to explore possibilities of networks to continue this discussion and incorporate the wider perspectives from primary care and humanitarian practitioners.

How are fitness to practise processes applied in UK higher education institutions? - A systematic review.

AIM: This systematic review will establish how Fitness to Practise (FtP) processes are applied in UK Higher Education Institutions (HEI), in relation to both Health and Care Profession Council or Nursing and Midwifery Council approved programmes. BACKGROUND: Healthcare students are required to complete both practice and theory elements, in order to gain their degree and qualify as a healthcare practitioner such as a nurse. It is a requirement of UK HEIs which provide healthcare programmes, to provide evidence to the appropriate regulatory body that FtP policies and processes are in place, and that they review and manage any concerns in relation to a student's standard of practice. Regulatory bodies provide HEIs with strategic guidance on policy which can be interpreted and incorporated into existing policies; this means that there is no standard approach to the FtP process in HEI settings, allowing individual policies and procedures to exist. DESIGN: A systematic review, registered on PROSPERO (CRD42022291532 on the 21st January 2022). DATA SOURCES: Peer reviewed studies published in ten databases were used which included: Medline, Cochrane Library, PubMed, ScienceDirect, Education Source, PsycInfo and Cumulative Index of Nursing and Allied Health Literature (CINAHL) Complete. Citation searching also occurred. REVIEW METHODS: This systematic review utilised Preferred Reporting items for Systematic reviews and Meta-Analysis (PRISMA) techniques. The Critical Appraisal Skills Programme (CASP) checklists were used to appraise the quality of the research. RESULTS: In total twenty-five articles were retrieved including five papers that were finally selected for review. A thematic analysis identified three themes: a lack of identification of what FtP expectations are; the importance of collaborative working between Higher Education Institutions and practice; the inconsistencies with Higher Education Institution processes in managing FtP concerns. CONCLUSIONS: A lack of understanding of what FtP expectations are for students was identified. Collaborative working between Higher Education Institutions and practice is necessary to ensure healthcare students meet FtP requirements consistently in order to protect the public. Although HEIs FtP processes contain similar principles, it has been identified that there are inconsistencies in this process across universities in the UK. These differences include: what initiates the FtP process, to the outcomes. This could have an impact on patient care and safety, the need for review of national guidance, and potential amendments being required to the policies and procedures of both NHS Trusts and private organisations.

Lack of SARS-CoV-2 in environmental samples collected from September 2020-February 2021 in a university that followed CDC reopening guidance.

This study aimed to provide environmental surveillance data for evaluating the risk of acquiring SARS-CoV-2 in public areas with high foot traffic in a university. Air and surface samples were collected at a university that had the second highest number of COVID-19 cases among public higher education institutions in the U.S. during Fall 2020. A total of 60 samples were collected in 16 sampling events performed during Fall 2020 and Spring 2021. Nearly 9800 students traversed the sites during the study period. SARS-CoV-2 was not detected in any air or surface samples. The university followed CDC guidance, including COVID-19 testing, case investigations, and contact tracing. Students, faculty, and staff were asked to maintain physical distancing and wear face coverings. Although COVID-19 cases were relatively high at the university, the possibility of acquiring SARS-CoV-2 infections at the sites tested was low.

A bibliometric analysis of quality assurance in higher education institutions: Implications for assessing university's societal impact.

This study aims to provide a bibliometric overview of quality assurance (QA) research in higher education institutions (HEIs) from 1993 to 2022 and to identify significant trends. Scopus was utilised to retrieve data from 321 selected articles from 191 different sources. The methodology included science mapping with bibliometric indicators such as citations, co-citation analysis, and bibliometric coupling. Analysis of the data was done using VOSviewer and R-package using Biblioshiny. The findings indicate an increase in the number of articles and authors per paper that highlight QA key issues, the most promising QA practices, and the topics for future research. This study has significant importance to orient HEI's QA process towards the assessment of the university's societal impact.

Learning and teaching sustainable business in the digital era: a connectivism theory approach.

Higher education institutions may adopt various approaches to the pedagogic principles and methods used in teaching sustainable development in business and marketing courses. These methods can include the utilisation of digital technologies and online communication to facilitate distance learning and fast access to relevant information. Changes towards the digitalisation of the learning environment especially gained popularity during the Covid-19 pandemic. In the post-pandemic period, digitalisation continues to facilitate the learning and teaching processes. However, the implementation of digital technologies, besides technological expertise, requires appropriate theoretical frameworks for understanding how learning is developed. This study explores connectivism theory applied to the pedagogic practices of knowledge dissemination concerning sustainable development in the fields of business and marketing. Connectivism embraces knowledge as a network where the learner, with the help of digital technologies, develops mental connections between pieces of information during interaction with various information sources. This qualitative research empirically explores the principles of connectivism embedded in the learning and teaching of a university course conducted online. The research findings indicate that connectivism may be a suitable conceptual framework that motivates learners to develop knowledge through digital enablers, discussions and social networking and to make connections to sustainability concepts. The principles of connectivism may help instructors to develop a learning environment where learners add understandings to their previous knowledge on sustainability through online interactions and by accessing digital knowledge sources. This study makes several interdisciplinary contributions by deepening the insights into digital pedagogic methods and approaches for the facilitation of learning, which may be of interest to academic and other pedagogic practitioners.

Carbon footprint at institutions of higher education: The case of the University of Oulu.

As an answer to the need to reduce greenhouse gas emissions, organizations are increasingly making efforts to account for their carbon footprint. While general guidelines for carbon footprint calculation exist, they usually do not consider special characteristics of organisations such as institutions of higher education. Case studies can act then as learning tools, and comparisons between applied methodologies can be used to develop best practices. However, a lack of case studies published in peerreviewed journals limits access to the calculation results. This work provides a case study for a Northern European institution to extend the pool of available calculation methodologies tested under real-life conditions. The carbon footprint calculation of the University of Oulu utilises a hybrid model, combining approaches of Environmentally Extended Input-Output Analysis and Life-Cycle Assessment. The focus of the work was to consider included scopes and categories of emissions that represent indirect and non-energy-related greenhouse gas emissions, such as commuting or procurement of research and laboratory equipment. In 2019, the institution's emission inventory sums up to 19,072 t CO2e, with the highest share due to the use of district heat on campus. Another goal of conducting this research was to show the limitations researchers might encounter when analysing caused emissions on an organisational level, and how the calculated carbon footprint can help to identify the best mitigation measures and possibilities for universities to reach carbon neutrality. It was found that the availability of information and missing strategies for data collection are prominent limiting factors. Favourable mitigation measures include the implementation of energysaving policies and improved policies for procurements.

The moderating effect of entrepreneurial motivation on the relationship between entrepreneurial intention and behaviour: An extension of the theory of planned behaviour on emerging economy.

Background: The study investigates the influence of antecedents of the theory of planned behaviour (TPB) and personality traits on entrepreneurial intention and behaviour among engineering students in an emerging economy. It employs the extension of the TPB model by focusing on the intention-behaviour gap, an under-researched area in research. Furthermore, it investigates the moderating effect of entrepreneurial motivation on the relationship between intention and behaviour to improve conceptual model predictability. Methods: A structured questionnaire was used to gather data from 1,564 engineering students, and the data were analyzed using structural equation modelling (SEM) with Amos software. Results: The results revealed that subjective norms were the strongest predictor of entrepreneurial intention and behaviour, followed by entrepreneurial alertness, perceived behavioural control, attitude towards entrepreneurship, need for achievement, and risk tolerance. Moreover, the moderation analysis showed that entrepreneurial motivation was crucial in moderating the relationship between intention and behaviour. Conclusions: The present conceptual model contributes to the existing TPB model by improving predictive power to understand the intention-behaviour relationship. The results of the study will assist policymakers, academicians of higher education institutions, and universities in developing policies, strategies, and curricula to engage more students in entrepreneurial activities.

Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.

AIM: To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa. BACKGROUND: COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages. Gaining insight into these challenges is crucial to improving online nursing education. METHODS: The study utilised a qualitative, exploratory, descriptive, and contextual design with a phenomenological approach. The study setting was at a particular HEI in Gauteng, South Africa. Data was collected through unstructured, face-to-face, and virtual interviews with nursing students selected using non-probability purposive sampling. BCur Ed et Admin nursing students were interviewed until data saturation was reached on the 10th participant. The five-step Giorgi's descriptive phenomenology method was used for data analysis. FINDINGS: A total of 10 nursing students were interviewed. Analysis revealed that nursing students experienced challenges expressed in four themes: unpreparedness, lack of resources, connectivity issues and digital skills insufficiency. CONCLUSIONS: These findings contribute to improving online nursing programs during pandemics by providing insight into students' challenges. IMPLICATIONS FOR AN INTERNATIONAL AUDIENCE: This study is significant to the global community as it highlights challenges faced in online nursing education, especially in developing countries. Understanding these challenges is crucial to developing strategies and implementing effective online learning in nursing education.

The relationship between depression symptoms and academic performance among first-year undergraduate students at a South African university: a cross-sectional study.

BACKGROUND: South African universities face a challenge of low throughput rates, with most students failing to complete their studies within the minimum regulatory time. Literature has begun to investigate the contribution of well-being, including mental health, with depression among students being one of the most common mental disorders explored. However, locally relevant research exploring associations between depression and academic performance has been limited. This research hypothesizes that the presence of depression symptoms, when controlling for key socio-demographic factors, has an adverse impact on student academic outcomes and contributes to the delay in the academic progression of students. METHODS: The study used a cross-sectional design. Data were collected in 2019 from first-time, first-year undergraduate students using a self-administered online questionnaire. In total, 1,642 students completed the survey. The Patient Health Questionnaire-9 (PHQ-9) was used to screen for depression symptoms. Data on students' academic performance were obtained from institutional records. Bivariate and multivariate regression analyses were used to examine associations between depression symptoms and academic performance. RESULTS: Most participants (76%) successfully progressed (meeting the requirements to proceed to the second year of university study). Of the participants, 10% displayed symptoms of severe depression. The likelihood of progression delay (not meeting the academic requirements to proceed to the second year of university study) increased with the severity of depression symptoms. Moderate depression symptoms nearly doubled the adjusted odds of progression delay (aOR = 1.98, 95% CI: 1.30-3.00, p = 0.001). The likelihood of progression delay was nearly tripled by moderate severe depression symptoms (aOR = 2.70, 95% CI:1.70-4.36, p < 0.001) and severe depression symptoms (aOR = 2.59, 95% CI:1.54-4.36, p < 0.001). The model controlled for field of study, financial aid support as well as sex and race. CONCLUSION: Higher levels of depression symptoms among first-year university students are associated with a greater likelihood of progression delay and may contribute to the low throughput rates currently seen in South African universities. It is important for students, universities and government departments to recognize student mental wellness needs and how these can be met.

Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment.

The current study aimed to investigate the impact of foreign language classroom anxiety (FLCA) on academic success through mediating role of emotional intelligence communication (EIC) and moderating role of class room environment. Due to the disruptive impacts of the COVID-19 pandemic, teaching and learning were moved online nation-wide. The convenient sampling technique was used, for data collection from Chinese university students. There was a total of 615 students that participated in the survey and data gathered in 5 months from November 2021 till March 2022. Covariance-based structural equation modeling (CB-SEM) in SPSS V.25 and AMOS V.22 was used to assess model fitness and hypotheses, as well as construct reliability and validity of the measurement model. The results revealed that FLCA is negatively and significantly influence students' academic success. Furthermore, EIC as a mediator significantly and positively mediates the relationship between FLCA and academic success. The current study shows that emotional intelligence has the ability to reduce students' foreign language anxiety and so improve their language skills. Lastly, classroom environment positively and significantly moderates the relationship between FLCA and emotional intelligence communication.

Reflective Thinking Skills of Academic Administrators in Higher Education.

The aim of this study is to determine the reflective thinking skills and reflective implementations of academic administrators in higher education and to reveal the importance of reflective thinking for higher education. The research was carried out in a holistic single case design as a case study which is known as one of the qualitative research methods. The study group of the research consists of 12 faculty members who carry out administrative duties (dean and assistant dean) in ten different faculties of a public university. The data collected through a semi-structured individual interview form were analyzed by content analysis technique. According to the results obtained from the research, it has been determined that academic administrators acquire their administerial skills mostly based on their experiences, their own competences, and their tendencies to evaluate their actions individually are high, and they also consider internal and external evaluations. Reflective thinking areas related to faculty management and individual development of academic administrators were also determined, and it was concluded that they questioned faculty management mostly in terms of education and student services, and their individual development in terms of problem solving and communication skills. In addition, in the study, the characteristics of reflective academic administrators and the contributions of reflective thinking were determined based on the views of academic administrators. Finally, metaphors describing the reflective-thinking academic administrator were included, and it was found that academic administrators have a difficult job based on their management duties, they should approach everyone equally and be in the role of administrators, and that the administerial task is temporary.

Potential ethical problems in the creation of open educational resources through virtual spaces in academia.

The concept of open educational resources (OER) is an emerging phenomenon that encourages modern teaching and learning in the higher education sector. Although many institutions are promoting the adoption and creation of OER, they are still lacking in the policies and development guidelines related to the creation. This could perpetrate the potential ethical problems that affect the development of OER. This study aimed to find out ethical procedures and peer-review processes associated with the adoption and development of OER. A qualitative approach was used to gather data from OER developers in the academic space. Structuration theory was considered the main theoretical underpinning of this study. The commonly used big data virtual spaces for OER, such as social media and learning management systems (LMS), were identified. The study articulates three major causalities of OER's ethical problems, as follows: non-compliance to openness, transactional purchases of OER, non-incentives for developers. Also, the scholars' ideas and OER outputs cannot be undermined; however, there is a need for a peer-review process in the creation of OER. Institutions are expected to formulate the standards and requirements to be followed in the creation of OER because OER contributes to the rising of big data in the education domains. The study recommends that OER be developed for a specific purpose and aligned with the specific subject content, and the resource must be precise and peer reviewed for quality measures.