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The ACJS Directory of Justice-Related Degree Programs is a database containing over 100 pieces of information on 29 justice-related degree programs at the associate through doctoral level (N = 2,350) offered at U.S. Title IV eligible two- and four-year degree-granting postsecondary institutions (N = 1,673) during academic year 2021–2022. Using a subsample of the five most common programs (n = 1,740) from the Directory, this article presents an empirically based review of where justice-related education stands as of academic year 2021–2022. Results indicate considerable variability – especially at the undergraduate level – in basic program areas including the type of postsecondary institution where they are housed, type of degree awarded, and number of hours in the major (total/required/elective). Much of this variability has negative implications for students not only in time-to-degree but the costs associated with degree pursuit. Such variability also evidences a lack of consensus within justice-related education about the most basic aspects of degree programs offered. [ABSTRACT FROM AUTHOR]

In this study, we examined articles related to academic quality assurance research in the sub-Saharan African (SSA) higher education context to identify internal and external mechanisms put in place to improve the quality of education. To achieve the objective, the study reviewed published studies to bring to light the standard quality benchmark indicators describing how quality assurance has been promoted in SSA starting from 2012 to 2022. Based on this premise, 143 articles were included in the review in accordance with the set criteria for inclusion. The study found that most of the SSA higher educational institutions give extra attention to the building of human resource capacity and neglected other important practices such as internationalization and the "building of industrial collaborations," though these were major ingredients for promoting quality assurance. It also came to fore that, amidst the efforts to achieve quality standards in teaching and learning, insufficient funding, lack of efficient academic staff, poor implementation of educational policies, and unstructured program for training and re-training of staff were the major hinderances to the promotion of quality assurance in higher institutions in the sub-Saharan African region. Based on the findings, recommendations were made for policy, practice, and future research in higher education delivery in the sub-region. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Capital Institute of Physical Education is the property of Shoudu Tiyu Xueyuan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Capital Institute of Physical Education is the property of Shoudu Tiyu Xueyuan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to analyse the factors considered by the learners in choosing a language learning centre in Myanmar as an overview of the competitive advantage in the rapidly transforming cutthroat and globalised market competition. Deductive approach was applied as the base of conducting the study with exploratory research design using survey questionnaire in which the related quantitative and qualitative questions distributed to 108 students. The qualitative and quantitative data interpreted revealed two prominent factors, TV advertising and financial factor, have no impact on the students’ selection decision. However, the other three factors, social media advertising, academic quality, and social influence, have significant impact on the students’ decision of selecting a language institute. The competitive advantages based on the user experience have been identified as well. Because the research area is limited to only five influential factors, the number of variables can merely cover the narrow scope of the research area to foreground the whole resemblance of the students’ selection behaviour and attitude. However, the results imply that competitive advantage in the highly competitive market requires strategic formulation of marketing strategies.

This paper proposed an approach to enhance students performance and smoothen their integration in the university academic life. A social media forum is also proposed to ongoing communication to ease the life of the students and provide them with an exceptional opportunity to seek assistance and suppoirt from their peers and teachers. The research results exhibit that the majority of the students support and are eager to see this idea live and willing to play an active role and show full commitment. The cosortuion as a platform prepares the students, fosters and enables them to a smoothen transition to university, as well as improving their communication skills and academic performance by using mentoring, tutoring, and coaching techniques. Facebook was used as a communication and interactive tool among group members. The theme behind this platform is to construct academic group from final year school students, first year university students, school teachers, and university teachers. Each group has a mentor, coach, and tutor. Each member will play a specific role throughout the group, which will be highlighted in this paper. The outcomes were promising and interesting for both students, and their parents, also the teachers involved. It is recommended to dissiminate this experience and publicise it. [ABSTRACT FROM AUTHOR]

The U.S. News & World Report college ranking system is used to describe the best graduate programs in the country. Rankings of graduate programs are based solely on perceived ratings of quality by directors and/or deans. Athletic training is not listed by U.S. News & World Report; however, the Commission on Accreditation of Athletic Training Education (CAATE) reports key metrics such as the Board of Certification pass rate and program graduation rate, which could be helpful to create rankings. To evaluate and rank CAATE-accredited professional athletic training (PAT) programs using 2 models: (1) perceived rating of academic quality by program directors (PDs) and (2) CAATE outcome data. Cross-sectional with survey and retrospective data. Web-based survey. One hundred fifty-five PDs and 230 CAATE-accredited PAT programs. The perceived rating survey for the PDs resembled the U.S. News & World Report system using a 5-point Likert scale to assess the academic quality of each program. For the CAATE outcome data, we used publicly available information for each PAT program on the CAATE website. We ranked all PAT programs using the data from each model. A Cohen κ was performed to explore the agreement between the PDs' perceived ranking and the CAATE outcome data rankings. No agreement was found between the perceived peer assessment and CAATE outcome data rankings (κ = −0.003, P =.401). Perception by PDs did not align with objective data reported by CAATE. The lack of agreement between the 2 ranking systems highlights concerns about using the U.S. News & World Report system for graduate health programs. We suggest exploring a more robust and comprehensive formula including overall pass rate and graduation rate to identify top-ranked programs in athletic training. [ABSTRACT FROM AUTHOR]

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Our study relates to the relationship between the students' engagement in academic activities and their degree of burnout in an educational and social context. The topic to which our study refers is not focused strictly upon the learning process, but it relates to activities carried out in an academic context whose results do not always confirm educational, social, professional and personal expectations. Thus, we will discuss and analyze concepts such as "burnout", "exhaustion", "fatigue", "stress" in the context of the carrying out of certain activities. Under these conditions, the research was focused on students (N=145) enrolled in undergraduate studies at Al. I. Cuza University of Iași and the Ștefan cel Mare University of Suceava, the Faculty of Educational Sciences and Psychology, in the academic year 2022-2023. The participation was voluntary and anonymous. The average age recorded was 21 years (M=21, SD=1.4) and the distribution according to the gender variable indicated a ratio of 89f/56m. The questionnaire included two scales (a=0.9) that aimed at self-reporting levels of academic engagement and associated burnout. The analysis of the results revealed a significant (p=.000) high negative correlation (r = -0.9) (invers proportion ratio of variability) between the two dimensions. Following the interpretation of the results, the general hypothesis of the study was confirmed; according to this hypothesis there is a relationship between the variables "academic engagement" and "academic burnout" in the sense that the students who declare high levels of engagement in the educational field experience lower levels of burnout and vice versa. [ABSTRACT FROM AUTHOR]

The Research Excellence Framework (REF) is a UK policy tool for distributing government funding and an important indicator of the academic status of a UK university. The legitimacy of the policy comes from peers' consensus on what academic quality is. We are interested in how the REF enables this funding distribution by determining the academic quality of a broad array of different forms of research through a single peer-review process. As they search for academic quality that is contingent to a specific epistemology and requires more time than the REF allows, how do academics agree to agree, and within constraints of a given timeframe? Interviews with REF panellists and their accounts of the process lead us to suggest that the consensus is enacted by setting up a situation: the mechanics of the REF with its practices of benchmarking, scoring, calibrating, and normalizing. This situation sets the boundaries of reviewing and, in doing so, propels peers to shift from assessment contingent on epistemic commitments to evaluation on a single scale. We argue that this shift renders academic quality distinct from scientific or epistemic quality. [ABSTRACT FROM AUTHOR]

This research aims to know the utilization of management information systems through android application by teachers and students in ensuring the academic quality of the institution. The analysis used is qualitative approach that is by interpreting data interactively and continuously. Research data collection is done by interview, observation and document study. This research found that with the android application it can guarantee academic quality and make it easier for teachers and students to obtain academic information with a simpler system including attendance, evaluation, discussion and delivery of material. However, not all student attitudes can be observed through this application. This system is relatively new and needs further development in order to provide maximum benefits in an effort to ensure the academic quality of the institution.

We examine the demand for inbound educational tourism in Malaysia using non-stationary panel data methods. We find that educational tourism demand is influenced by income, costs of living, price of education, political stability and academic quality. However, the impact of income on demand is non-linear. Income has a significant positive impact on demand at the initial stage but this impact becomes negative after the threshold. Additionally, while demand is inversely related to educational price and cost of living, it is positively related to political stability and academic quality. We suggest that these findings be considered in formulating tourism policies. [ABSTRACT FROM AUTHOR]

Background: The process of external academic accreditation involves quality control and auditing measures that focus on the design, delivery, and outcomes of education. It is a demanding and disruptive process in terms of effort, time, money, and human resources. Nevertheless, the extent to which external quality assurance and accreditation procedures affect students’ performance at the end of the learning cycle has not been well studied thus far. Methods: A retrospective quantitative secondary data analysis was conducted in The King Saud University (KSU) undergraduate medical program, with a before–after comparison research design to assess the impact of external accreditation on students’ mean grade scores during an accreditation cycle. Results: Overall, the data pertaining to 1090 students who attended 32,677 examination encounters were included in the analysis. The pre- and post-accreditation analysis revealed a statistically significant improvement in the students' mean scores—80 ± 9 (pre) versus 87 ± 11 (post), with a p-value of (p = 0.003) and a Cohen's d value of 0.591. On the other hand, there was no statistically significant difference in the students' mean passing percentages—96 ± 5 (pre) versus 96 ± 9 (post), with a p-value of (p = 0.815) and a Cohen's d value of 0.043. Conclusion: The actions involved in the planning phase and the journey through the self-study evaluation not only verify the program's competencies but also functioned as critical boosters for quality improvement processes and, hence, students' learning experiences.

The involvement of students in the quality of the act of learning reveals the very idea of their active participation in such an educational approach. This assumption requires the consideration of a process of continuous training, but also of sustainable development of what the quality of the training/learning process stands for. Such a process requires a clear awareness of what constitutes the way of organizing personal and professional resources as they are found in students' lives. The quality of the activities carried out in the student environment largely depends on how they organize their relationship between resources and performance. Realizing one's own potential is most often achieved by taking into account the ability to relate to the idea of success, but also to emotional and sometimes even to physical stress. Hence the validated/confirmed studies of some specialists on aspects relating to possible correlations among anxiety, self-esteem, desirable or less desirable behaviors, fatigue, stress, performance and so on. The relevance of this type of study is supported by the degree of novelty and topicality of the subject, in the context of the advance of research in the psycho-pedagogical and educational field. Also, the scientific importance of this approach is justified by the need to calibrate educational policies according to the student's psycho-emotional resources. The analysis carried out can also be useful as a research base for further developments intended to provide solutions to improve the phenomenon of the academic burnout.

Copyright of MLS Educational Research is the property of MLS Journals S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Estudios en Educación is the property of Revista Internacional de Estudios en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines how being named the top party school in the nation by the Princeton Review effects the quality of students at a university. The results indicate that being named the top party school lowers the number of top-tier students who choose to attend the university as measured by academic test scores. The study further finds that being named a top party school has no effect on student applications; however, this designation does lower the number of students who are admitted and who chose to enroll after the institution is named the top party school. These findings suggest that the publicity of being named the top party school enhances a school's undesired reputation, thereby influencing student enrollment decisions, particularly among top-tier students. [ABSTRACT FROM AUTHOR]

Abstract Background The external academic accreditation is a quality assurance and auditing process that focuses on the structure, process, and outcome of the education. It is an interrupting and highly demanding process in terms of effort, time, financial, and human resources. However, it is unclear in the literature how much of these external quality assurance practices impeded in the accreditation processes would reflect on the other end of the learning pathway, including student satisfaction. Methods A retrospective quantitative secondary data analysis, with a before-after comparison research design, was performed to evaluate external accreditation’s impact on students’ mean satisfaction score within two accreditation cycles at King Saud University (KSU)-Bachelor of Medicine, Bachelor of Surgery (MBBS) program. Results The overall average students’ satisfaction scores pre-and-post the first accreditation cycle were 3.46/5 (±0.35), 3.71 (±0.39), respectively, with a P-value of

As a supporting unit for achieving higher education quality, for many years the university library has been part of the scientific information ecosystem, and the final form of the university library has turned into a digital library. The purpose of this study is to reveal library management in supporting the quality of academic development in tertiary institutions, as well as the advantages and disadvantages of implementing library management which has been carried out so far in the digitalization era. This study uses a qualitative method. The main subjects of this study were library staff, students, and lecturers. Data collection techniques are through interviews and document analysis, while data validity is carried out through triangulation techniques. The results of the study show that college libraries have changed a lot, and the use of digital technology has become an option for the convenience of academic services. However, the management of digital libraries is still faced with the problem of the limited ability of managers in the field of information technology, low budget allocations, and decreased number of visitors. On the other hand, library operations have also not been able to guarantee digital data security.

This work explores the role of university department characteristics in academic engagement with industry. In particular, we investigate the role played by research quality and previous experience in academic engagement across different scientific disciplines. We test our hypotheses on a dataset of public sponsored university-industry partnerships in the United Kingdom, combined with data from the UK Research Assessment Exercises 2001 and 2008. Our analysis reveals a negative link between academic quality and the level of engagement with industry for departments in the basic sciences and a positive relationship for departments in the applied sciences. Our results further show that the role of research quality for academic engagement strictly depends on the level of the department's previous experience in university-industry partnerships, notably in the basic sciences, where experience acts as a moderating factor. The findings of this work are highly relevant for policy makers and university managers and contribute to the innovation literature focused on the investigation of the determinants of valuable knowledge transfer practices in academia. [ABSTRACT FROM AUTHOR]

The Religious Studies and Theology field has greatly advanced, especially after 2010, with the beginning of the consolidation of its association, ANPTECRE. A little earlier, the stricto sensu graduate program in Religion Sciences at PUC Minas - PPGCR PUC Minas had its master's course recognized by CAPES, in 2007, and began classes in 2008. Before all this, in 2003, the journal Horizonte resumed its activities (started in 1997) and, in the creation's context of the Master's program, it had a new impulse and started a successful trajectory until it reached the A1 evaluation level by CAPES. This article, in the 25th anniversary celebrations of Horizonte, its silver jubilee, is to remember this process. To do so, it uses a descriptive and qualitative method of historical character. It begins with the situation of the historical context, especially with the PPGCR PUC Minas, moving on to reflect on the first publications, and then dealing with the process that led Horizonte to advance in its qualification in the area and the quality management process of the journal. The evaluation dynamics are highlighted. Beyond the memory, it is hoped to collaborate, through the sharing of its developed experience, with those who are interested in scientific publications. And on its anniversary, Horizonte begins an important innovation by moving to a "ahead of print" process model. Other changes will come and reveal the dynamism of an important channel of scientific production and publication for the area of Religious Studies and Theology. [ABSTRACT FROM AUTHOR]

The moral panic over the impact of so-called predatory publishers continues unabated. It is important, however, to resist the urge to simply join in this crusade without pausing to examine the assumptions upon which such concerns are based. It is often assumed that established journals are almost sacrosanct, and that their quality, secured by peer review, is established. It is also routinely presumed that such journals are immune to the lure of easy money in return for publication. Rather than looking at the deficits that may be apparent in the practices and products of predatory publishers, this commentary invites you to explore the weaknesses that have been exposed in traditional academic journals but are seldom discussed in the context of predatory publishing. The inherent message for health and medical services staff, researchers, academics, and students is, as always, to critically evaluate all sources of information, whatever their provenance. [ABSTRACT FROM AUTHOR]

The moral panic over the impact of so-called predatory publishers continues unabated. It is important, however, to resist the urge to simply join in this crusade without pausing to examine the assumptions upon which such concerns are based. It is often assumed that established journals are almost sacrosanct, and that their quality, secured by peer review, is established. It is also routinely presumed that such journals are immune to the lure of easy money in return for publication. Rather than looking at the deficits that may be apparent in the practices and products of predatory publishers, this commentary invites you to explore the weaknesses that have been exposed in traditional academic journals but are seldom discussed in the context of predatory publishing. The inherent message for health and medical services staff, researchers, academics, and students is, as always, to critically evaluate all sources of information, whatever their provenance.

Background: The external academic accreditation is a quality assurance and auditing process that focuses on the structure, process, and outcome of the education. It is an interrupting and highly demanding process in terms of effort, time, financial, and human resources. However, it is unclear in the literature how much of these external quality assurance practices impeded in the accreditation processes would reflect on the other end of the learning pathway, including student satisfaction. Methods: A retrospective quantitative secondary data analysis, with a before-after comparison research design, was performed to evaluate external accreditation's impact on students' mean satisfaction score within two accreditation cycles at King Saud University (KSU)-Bachelor of Medicine, Bachelor of Surgery (MBBS) program. Results: The overall average students' satisfaction scores pre-and-post the first accreditation cycle were 3.46/5 (±0.35), 3.71 (±0.39), respectively, with a P-value of < 0.001. The effect of post first accreditation cycle was sustainable for a couple of years, then maintained above the baseline of the pre-first accreditation cycle until the pre-second accreditation cycle. Similarly, the overall average students' satisfaction scores pre-and-post the second accreditation cycles were 3.57/5 (±0.30) and 3.70 (±0.34), respectively, with a P-value of 0.04. Compared to the first accreditation cycle, the improvement of the mean score of students' satisfaction rates was not sustained beyond the year corresponding to the post-second accreditation cycle. Conclusion: Both accreditation cycles were associated with an increased score in students' satisfaction. The preparatory phase activities and navigation through the self-study assessment while challenging the program's competencies are essential triggers for quality improvement practices associated with accreditation. [ABSTRACT FROM AUTHOR]

Abstract: The research was conducted to find out the form of instruments used in the evaluation of the Arabic language learning curriculum in MI. This study uses a case study method at MI Mambaul Ma'arif. The research subject of the teacher of Arabic subjects. Data collection techniques with interviews, observations, and documentation studies. The data analysis technique is carried out by inductive analysis techniques. The results revealed that there are four types of curriculum evaluation, namely formative evaluation, summative evaluation, input evaluation, and product evaluation. The instrument forms used are test and nontest. Test instruments are classified into nen types, and twelve types of non-test types. The selection of instrument forms must be following the needs and characteristics of the learners. And teachers have no difficulty in making and implementing these forms of instruments when conducting evaluations either in the form of tests or nontests. If the results shown have not reached the minimum standard, it is necessary to provide follow-up in the form of remedial activities. And if it has reached the minimum standard, enrichment activities may be given.

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the role of communication technology, as well as social media, by lecturers and students alike, in improving the quality of learning. To achieve this goal, 250 students and 65 professors from religious colleges in Parepare, Indonesia were recruited to participate in the study. Proportional random sampling was used to select the sample, and Google Forms was used to distribute surveys to students and lecturers using the WhatsApp communication application. Smart PLS 3.0 was later used for data analysis. We concluded that both in-class and online learning can be improved through the use of communication technologies, such as videoconferencing and teleconferencing. What is more, social media is more useful than communication technology when it comes to improving the quality of learning. In addition, this research found that these technologies worked better when used together rather than in isolation. As a result, it seems it is possible to better improve the quality of learning by increasing the use of communication technology and social media in tandem rather than just focusing on one or the other. [ABSTRACT FROM AUTHOR]

Copyright of Verba Iuris is the property of Universidad Libre Bogota, Centre de Investigaciones Socio Juridicas de la Facultad de Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)