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Purpose: To examine the effects of a 14-week gamification-based physical education teaching program on fitness in college students. Method: A convenience sample of 112 college students (21.22 ± 2.55 years) was distributed among a gamification-based group or a control group (i.e., traditional teaching). College students from the gamification group used a game-based mobile app under the narrative of "STAR WARS™" with a countdown, so they had to gain lifetime. Cardiorespiratory fitness was assessed by the 20-m shuttle run test. Muscular fitness was measured by the handgrip strength and the standing broad jump tests. Results: Participants from the gamification program reported a significantly higher cardiorespiratory fitness and upper and lower body muscular fitness at postintervention, indicated by an effect size of 0.86 (p <.001), 0.18 (p =.018), and 0.52 (p <.001), respectively. Conclusion: Gamification can have an important implication on students' motivation toward higher fitness. [ABSTRACT FROM AUTHOR]

Herein we examine the current state of gender (in)equity within Canadian interuniversity varsity sport (U SPORTS). In so doing, we build upon the previous work of Canada's Centre for Sport Policy Studies at University of Toronto (see Norman et al., 2021). In our examination, we accessed all 56 U SPORTS universities' Department of Athletics official webpages. We investigated the opportunities for women to participate as student-athletes on U SPORTS interuniversity varsity sport teams as well as opportunities for women to serve as sport leaders as their universities' Directors of Athletics (DAs) and head coaches. Our findings suggest the current situation in Canadian universities remains bleak. We also argue that immediate attention and action is needed--by multiple potential stakeholders--for meaningful change to occur. Finally, considering these findings, we offer suggestions for moving forward and creating change. [ABSTRACT FROM AUTHOR]

Whilst the prevalence of autistic students attending university in France is increasing, limited research has explored the experiences of university professors and disability support staff in French higher education. The current study sought to fill this gap in the literature using a qualitative research design. Semi-structured interviews were conducted with 26 university staff members (14 university professors, 8 disability support office staff, 4 ‘other support professionals’). Data was analysed using thematic analysis. Six main themes were identified: (1) Taking a holistic approach, (2) Adapting communication, (3) Relying on intuition, (4) What diagnosis? (5) The benefits of inclusion and (6) Navigating levels of support. Themes describe how participants engaged autistic students in higher education, their challenges, and their successes. Whilst professionals sought to provide personalised support to students, the analysis indicates more training and support is required as university staff reported a range of difficulties supporting autistic students at university. Results from the current study can contribute to the development of policy and practice with regard to the implementation of inclusive practices in French higher education. Of note, participants highlighted the need to access more holistic support from a range of professionals in addition to further training. [ABSTRACT FROM AUTHOR]

Background When to perform echocardiography to rule out infective endocarditis (IE) in patients with viridans group streptococci (VGS) bloodstream infections (BSIs) is unclear. Objectives We aimed to identify independent risk factors for IE in patients with VGS BSI. Methods This retrospective study conducted at Seoul National University Hospital from January 2013 to December 2022 involved patients with VGS and nutritionally variant streptococcal BSI, excluding single positive blood cultures and polymicrobial BSI cases. Independent risk factors were identified by multivariate logistic regression and sensitivity analyses according to echocardiography results, VGS species or the inclusion of possible IE cases. Results Of 845 VGS BSI cases, 349 were analysed and 86 IE cases were identified (24.6%). In the multivariate analysis, heart valve disease [adjusted odds ratio (aOR), 14.14, 95% CI, 6.14–32.58; P  < 0.001], persistent bacteraemia (aOR, 5.12, 95% CI, 2.03–12.94; P  = 0.001), age (per year, aOR, 0.98; 95% CI, 0.96–1.00; P =  0.015), solid cancer (aOR, 0.26; 95% CI, 0.13–0.53; P <  0.001) and haematologic malignancy (aOR, 0.04; 95% CI, 0.01–0.41; P =  0.006) were independently associated with IE. Sensitivity analyses yielded consistent results; also, infection by a member of the mitis group was independent risk factor for IE (aOR, 6.50; 95% CI, 2.87–14.68; P  < 0.001). Conclusions Younger age, heart valve disease, persistent bacteraemia, absence of underlying malignancy and BSI by a member of the mitis group were independent risk factors for IE in patients with VGS BSI. Echocardiographic evaluation could be prudently considered based on these clinicomicrobiological risk factors. [ABSTRACT FROM AUTHOR]

The strategy of revitalizing China through science and education, as a powerful measure to strengthen talent support for modernization in the new era, has put forward novel and higher requirements for higher education. For universities, to comply with this strategy with active actions possesses its deep theoretical logic, time value, practical significance, and strategic implications. An in-depth analysis from the logical starting point, logical core, logical intermediary and logical destination of the strategy, reveals the inherent necessity for universities to implement the task of talent cultivation and enhance the quality of talent cultivation. Focusing on the overall improvement of the quality of talent cultivation in universities and considering the two dimensions of learners and educators, continuous efforts should be made in four areas: following the laws of talent growth, optimizing the dilemma of talent evaluation mechanism, creating a harmonious educational environment, and strengthening international exchanges. [ABSTRACT FROM AUTHOR]

This study investigates the perceived benefits to industry experts who engage with academics to co-create higher education learning resources. Academics are increasingly impelled to involve industry experts in learning and teaching to ensure that curriculum is authentic and relevant and prepares students for future professional careers. While benefits to students are well established by prior research, individual-level research into industry experts' motivations to contribute to higher education is scant. When approached to co-create authentic learning resources for postgraduate students, industry experts expressed motivations which focused on three areas: desire to maintain valued relationships with academics or the university, desire to improve the student experience by developing innovative learning resources to bridge the gap between theory and practice and desire to build and promote their profession. In-depth, semi-structured interviews with nine human resource management industry experts identified that the benefits of co-creating learning resources went beyond their stated motivations to include unanticipated benefits which can be explained by the professionalism literature. We outline a taxonomy of benefits for industry experts engaging in co-creating authentic learning resources: students, the professional self, the professional community and the organisation. The implications are that universities and academics may draw on these broader benefits to encourage industry experts to participate in higher education learning resource development. The study provides insights into the potential for industry experts to engage in professional self-reflection by contributing to higher education teaching and learning. [ABSTRACT FROM AUTHOR]

Extant literature has provided information about the conflict in Nigerian universities; however, there is a dearth of studies that specifically look into the causes and effects of conflict between academic staff and non-teaching staff. Against this backdrop, this study uses explanatory sequential mixed method design lenses to appraise the causes and effects of conflict between the two groups. Based on a population of 5487, comprising academic and non-teaching staff members of two selected universities in Nigeria, this study adopts a multistage sampling technique. In the first stage, Obafemi Awolowo University, Ile-Ife, and Olabisi Onabanjo University, Ago-Iwoye, were purposively selected from the strata of federal and state universities. The two universities have been experiencing conflict since their establishment. In the second stage, the Taro Yamane formula was used to obtain responses from 372 respondents. A proportion-to-size technique was utilised to prepare and administer questionnaires to respondents. Key informant interviews were also organised for 24 purposively selected interviewees. The interviewees included two executive members of the Academic Staff Union of Universities, two executive members of the Non-Academic Staff Union of Universities, four academic staff and four non-academic staff from each of the two universities. The quantitative data collected were analysed, using descriptive statistics, while the qualitative data gathered were subjected to a content analysis. The study revealed that factors like communication gap, poor human relations and differences in perception of duties are capable of causing conflict between the two groups. This conflict has adverse effects on the environments of the two universities. [ABSTRACT FROM AUTHOR]

Background: Many universities in Canada offer experiential education (EE) opportunities for students that are both field-based and on-campus. Despite a commitment to EE, there is a paucity of information about various stakeholder perspectives of EE and the equity implications of the different approaches to EE. Furthermore, it is unclear how EE programs at universities changed in response to the COVID-19 pandemic and related restrictions. Purpose: This study aims to explore stakeholder perspectives of EE experiences and understand the shifts to EE, perhaps towards more equitable and accessible EE opportunities, prompted by the COVID-19 pandemic. Methodology/Approach: We used an exploratory case study approach involving a survey with university students, interviews with university instructors and community organizations, and a document review, to understand stakeholder perspectives and shifts to EE due to COVID-19. Findings/Conclusions: Findings suggest that there are consistent benefits of EE, and barriers to EE, across student, instructor, and organization perspectives, where learning from changes prompted by the pandemic could be beneficial to increase equity in EE. Implications: We recommend that instructors and institutions continue to work in partnership with students and community organizations to build virtual, on-campus, and local field-based EE (FBEE) opportunities that aim to increase equitable access and impact. [ABSTRACT FROM AUTHOR]

Young fathers often view studying in HE positively, and perceive the benefits to include improving self-confidence, reconnecting with lost learning opportunities, building better career prospects, and becoming a better role model for their children. However, despite these perceived benefits, not all young fathers decide to study in HE. The financial burden of course fees are often prohibitive and some young fathers do not want to risk losing income or interrupting their existing careers. They face challenges such as knowing what HE opportunities are available and experience difficulties in navigating the application process. Others feel that they are not sufficiently qualified to study at a higher level. For those young fathers who do go on to study, they may also experience difficulties entering and sustaining their HE journey. Once enrolled, common challenges include the demands of childcare, financial pressures, and well-being concerns. To complicate matters, young fathers rarely seek out support from HE providers or other formal services. With the educational outcomes of young fathers being a cause for concern and due to the hidden nature of this group who are largely absent from statistics, this qualitative study draws attention to this under-researched area and guides future policy and practice. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to examine the impact of a brief body scan session on individuals' anxiety and pain levels considering individuals' levels of symptom severity (low vs. high). Method: The sample was composed of 355 undergraduate or graduate students. Participants completed a series of questionnaires, performed a 14‐min body scan exercise and completed some of the questionnaires a second time. Two questionnaires were aimed at identifying individuals reporting high and low levels of symptomatology (i.e. anxiety and somatic symptoms) in their everyday life, while other questionnaires were aimed at assessing the effectiveness of the body scan session in reducing current symptoms. Results: As hypothesised, body scanning was more effective in decreasing anxiety and pain for students with high‐symptom severity than for those with low‐symptom severity. Discussion: We demonstrated that individuals with high levels of symptoms, and especially anxiety symptoms, can benefit from a brief form of body scan. [ABSTRACT FROM AUTHOR]

Identify the perceptions and experiences of how UK entry-level programs educationally prepared pediatric physiotherapists for their first clinical role. Review the extent programs taught essential, recommended, and additional content as per the International Organisation of Physical Therapists in Pediatrics (IOPTP). Mixed methods design involving qualified UK pediatric physiotherapists. Forty-two physiotherapists completed an online questionnaire and nine (21%) completed a follow-up semi-structured interview. All 42 respondents felt they were "Not Well" (median 2, IQR 1.75–2.75) prepared for clinical practice. Not enough curricula emphasis was given to pediatric content (100%), with 31% (n = 13, CI 95% 19–46) reporting no pediatric content throughout their program. Only 15 (36%, 23–51) respondents experienced a pediatric placement. Themes from the follow-up interviews were (1) UK programs are adult focused; (2) placements are the only meaningful opportunity to develop competency; (3) programs lacked non-clinical content; and (4) experiencing pediatric patients was overwhelming due poor preparation. The majority of the IOPTP curriculum guidance is not embedded within UK curriculums. Respondents reported they were not well prepared for pediatric clinical practice. Some entry-level programs did not include any pediatric teaching throughout the entirety of the course. [ABSTRACT FROM AUTHOR]

Copyright of Zentralblatt fuer Arbeitsmedizin, Arbeitsschutz und Ergonomie is the property of Springer Nature 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.)

Prior researches have highlighted challenges and variations arising from the requirements of research ethics committees and ethics governance systems across diverse research fields. This emphasizes the need to investigate how universities convey and implement research ethical practices. Research ethics plays a pivotal role in guiding the integration of ethical principles throughout all stages of research starting from its inception and planning to its completion and the dissemination of results. These practices encompass a range of considerations, reviews, guidelines, and processes aimed at safeguarding the rights, dignity, health, safety, and privacy of research participants. Using the content analysis technique, this paper aims to analyse research ethical practices information on universities' websites from three developed countries and developing countries respectively using the isomorphism conception. The findings suggest that the coercive, normative, and mimetic isomorphic pressures explain the research ethics governance practices. The ethical practices information was disclosed more on university websites of the developed countries. Suggestions to improve the university's research ethics governance system for the post-COVID-19 era were provided in the paper. [ABSTRACT FROM AUTHOR]

This study explored the experiences of lesbian, bisexual, and queer (LBQ) students' (N = 9, aged 19–24) of sexual harassment via semistructured interviews. Data were analysed using a thematic analysis. Three overarching themes emerged: (a) the paradox of men's unwanted sexual attention, (b) the negative impact on relationships, and (c) the LGBTQ* community as a refuge. The women reported enduring unwanted heteronormative sexual attention, and heterosexist and homophobic harassment which forced some to conceal their sexuality. Support for the LGBTQ* community was central in developing confidence to call-out harassment. The findings call for the inclusion of LBQ-specific messages in sexual violence awareness and prevention interventions. [ABSTRACT FROM AUTHOR]

Higher education (HE) has become a common pathway into game development careers. Previous research with students and educators has shown how game development HE exemplifies a "creative industries" approach that seemingly marries technical and creative skills, professionalism and passion, and individualistic entrepreneurism and interdisciplinary collaboration. However, little research has considered the varied institutional contexts such students and educators find themselves entrenched in. In this article, we argue that game development HE does not simply marry the technical and creative but is instead torn between different disciplinary cultures, ideologies, and aims. Drawing from data on 119 game development HE programs in Australia, we show that while game development HE is consistently positioned as a pathway toward student employability, just what skills and identities are emphasized as crucial for such employability varies pending on the program's institutional context—ultimately showing that combining creativity and technology is neither a straightforward nor neutral process. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 reveal the role of one of the artificial intelligence (AI) techniques, "ChatGPT," in improving the educational process by following it as a teaching method for the subject of automatic analysis for students of the Chemistry Department and the subject of computer security for students of the Computer Science Department, from the fourth stage at the College of Education for Pure Science (Ibn Al-Haitham), and its impact on their computational thinking to have a good educational environment. The experimental approach was used, and the research samples were chosen intentionally by the research community. Research tools were prepared, which included a scale for CT that included 12 items and the achievement test in both scientific subjects for departments as the second tool. They reached a lot of conclusions. Accordingly, a set of recommendations were proposed. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic exacerbated students' mental health challenges worldwide, including in the Philippines. This paper explores the University of the Philippines' response to this crisis, a crucial endeavor given the country's limited mental health resources. This paper reviews the relevant documents to the mental health initiative, titled "Sandigan, Sandalan," which sought to empower university stakeholders to advocate for mental and address mental health needs despite resource constraints and the university's vastness. The authors also share their experiences and insights in the program. This program is one of the few university mental health programs that were documented in the Philippines after the legislation of the Philippine Mental Health Act and during the COVID-19 pandemic. Key recommendations arising from this experience include enhancing program visibility, fostering stakeholder collaboration toward a clear set of program objectives, leveraging mental health expertise, empowering stakeholders, and designing replicable program models for the different campuses of the university. The initiative underscores the vital role that educational institutions can play and provides valuable insights into supporting students' mental well-being amid large scale challenges in low-resource settings. [ABSTRACT FROM AUTHOR]

There is increasing interest in better understanding the connection between higher education and age-friendly community efforts. The global age-friendly community (AFC) movement calls for multi-sectoral engagement in a multi-year model encompassing four core phases (engage, plan, act, measure) to improve livability in domains of community life pertaining to the built, social, and service environment. However, there is limited empirical knowledge regarding the involvement of higher education and how it supports AFC efforts. We used qualitative inquiry to assess the engagement of U.S. institutions as reported by 80 AFCs that completed a five-year cycle of participation. We conducted directed content analysis using paired AFC action plans and progress reports (n = 56) and classified engagement using a priori indicators by higher educational core activities (teaching, research, and service), core phases (e.g. measure), and clustered domain areas (e.g. built environment). Results reveal engagement across all core activities of higher education with most efforts in research, in all areas of the AFC model with most reported in the action phase, and across all clustered domains of practice with the greatest amount identified in the social environment. We identify opportunities for greater engagement and leadership through higher education in our age-friendly world. [ABSTRACT FROM AUTHOR]

AbstractThis paper offers a small slice of ‘autosociobiography’: autobiographical reflections which situate these impressions in a wider social context (Ernaux, 2022, Jaquet, 2023, Twellman & Lammers, 2023). These particular autosociobiographical reflections are about my experiences of university, and how they have offered both positive and sometimes more problematic forms of community. The first part of the article pursues this by considering the social contexts of my routes taken to university, narratives of social mobility, and the forces shaping higher education over that timeframe in the UK, in that particular geographical and social conjuncture. The second part of the article shifts its attention to the present day and considers the forms of ‘carewashing’ pushed by the contemporary university in the increasingly uncaring, and difficult, UK context of marketized higher education. It ends by considering the ‘micro’ and ‘meso’ forms of community and care which are today often used to attempt to cope with and survive such contexts, as well as the ‘macro’ changes discussed throughout the article that are urgently needed to redress such ‘structural carelessness’. In the process, through these combined lenses, the article aims to consider relationships between care, community and ‘the university’. [ABSTRACT FROM AUTHOR]

The aim was to explore potential explanatory factors for the three dimensions of willingness to intervene in cases of intimate partner violence (IPV) against women: police or personal involvement and noninvolvement. N = 280 students at a Spanish university (78.20% women) from the fields of educational, community, and interventions responded to a survey including the Willingness to Intervene in cases of Intimate Partner Violence Against Women and the Acceptance of Myths About Intimate partner Violence Against Women scales. Bivariate analyses and multiple linear regressions demonstrated that IPV experience implied greater personal involvement, while the higher the myth acceptance, the lower the probability of calling law enforcement. The likelihood of not intervening decreased with some IPV experience and training and lower myth acceptance. Results are discussed in terms of their relevance in developing bystander interventions. [ABSTRACT FROM AUTHOR]

AbstractAimsMethodsFindingsConclusionsWomen’s unique drug use patterns, motivations, and consequences translate to unique needs within drug-use services. The prevalence of drug use among UK university students has prompted the implementation of harm reduction services in some universities. However, failing to consider women’s needs may limit these services. This qualitative study sought to address the absence of research surrounding women’s drug use at university to enable universities to tailor their services to women.Focus groups explored women’s drug use experiences at university. Discussions were analyzed using reflexive thematic analysis.Whilst limited awareness of appropriate harm reduction strategies and available resources was identified as a barrier to safer drug use for all students, stigma was thought to specifically deter women’s engagement with university services. Women reported relying on men to source drugs and provide harm reduction guidance because they were perceived as more knowledgeable. Additionally, participants highlighted vulnerability to sexual violence as a core concern for women when using drugs.Promoting women’s engagement with drugs education may increase women’s independence in implementing harm reduction strategies. Universities should prioritize mitigating sexual violence risks in nightlife settings, through collaboration with sexual violence support services, drugs harm reduction services, and nightlife venues. [ABSTRACT FROM AUTHOR]

Context: The study of internal and external regulation in the use of Information and Communications Technology (ICT) and the analysis of academic emotions have become increasingly important due to their impact on academic life at university. Objectives: This research aims to investigate the links between internal vs. external regulation factors, achievement emotions, and gender in the problematic use of ICT among university students. Methodology: The study recruited 317 university students, predominantly female (72.51%), using an ex-post facto design. The SRT-ERT scale was used to assess technology-related behaviors, and the AEQ Scales measured academic emotions before, during, and after class. Correlation analysis, multiple regression analysis, and ANOVA were employed to identify significant relationships. Results: Significant relationships were identified between regulatory behaviors, with male students exhibiting more dysregulated behavior and greater exposure to dysregulatory technology environments. Individual and contextual behavioral nonregulation and dysregulation in the use of ICT were significantly predictive of negative academic emotions. Conclusion: The findings suggest that both personal and contextual factors of regulation significantly influence the emotional experiences of students in academic settings. The study highlights the need for psycho-educational interventions to promote better regulatory behaviors among university students, particularly males. [ABSTRACT FROM AUTHOR]

Assessing students' approaches to learning (SAL) is crucial for evaluating their critical thinking abilities and subject domain comprehension. A deep approach and organised studying have been linked to lower study-related burnout, while an unreflective approach is associated with elevated levels of burnout. Despite evidence of the SAL–burnout connection, limited research exists on the bidirectional relationship between the two constructs. This study aims to fill this research gap by analysing changes in SAL and burnout during the freshmen year and determining whether there exists a reciprocal relationship between these constructs. Freshmen data was collected from two cohorts (Cohort 1, n = 261; Cohort 2, n = 216) at the beginning and end of their first year. Findings revealed increased overall burnout, exhaustion, cynicism, and inadequacy from T1 to T2 in both cohorts. Deep approach decreased across T1 and T2 in both cohorts, while organised studying decreased in Cohort 1 but remained unchanged in Cohort 2. Conversely, unreflective approach decreased in Cohort 1 but increased in Cohort 2. Bidirectionality between SAL and burnout was observed in both cohorts, indicating that higher unreflective approach could lead to increased cynicism, and vice-versa. These findings highlight the importance of recognizing the interplay between unreflective approach and cynicism for interventions targeting reduction in unreflective approaches and emphasizes the need to consider the potential unintended consequences of heightening freshmen's cynical attitudes towards studying when attempting to reduce unreflective approach. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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.)

Hand-foot-and-mouth disease (HFMD), which is typically seen in the younger pediatric population, is uncommon in older adolescent and young adult populations. We report on an atypical outbreak of HFMD among college students at a mid-size university in the mid-Atlantic U.S. The outbreak included 138 qualifying cases of HFMD among students at the institution between August and November 2018. All tested samples were positive for CVA6, a less common cause of HFMD. Signs and symptoms and campus mitigation strategies are described. This case report aims to highlight an atypical outbreak of HFMD for clinicians who care for older adolescent and college-aged patients in primary care and community settings, and may see cases and/or outbreaks of HFMD in these populations. [ABSTRACT FROM AUTHOR]

The research of the mechanism of university driving urban development is of great significance for China's urbanization development strategy under the knowledge economy. Based on the "university-town" interactive analysis framework, based on field research and spatial-temporal correlation analysis, it is found that the Italian university network and urban net‐ work have a high degree of overlap in spatial layout, population agglomeration, and industrial economy, which is the result of the continuous interaction and integration of the two in historical development. At the regional level, the expansion of both atenei and sedi universities from central cities to surrounding small and medium-sized cities promotes the optimization of spatial organization at the scale of metropolitan areas, the construction of scientific and technological innovation networks, and the daily commuting exchanges of personnel. At the urban level, universities are shaping the urban spatial structure and promoting urban, and universities play a leading role in the renewal process and promoting social and cultural integration. The experience of Italian universities in driving urban development, such as how to promote the linkage of "campus, park and community" in the process of new urbanization, has a reference value for my country's urban development. [ABSTRACT FROM AUTHOR]

Universities are specific local entities, and as such are in competition with one another for resources and prestige. The general tone of the literature—which sees universities mainly as specific organizations—is quite negative, with competition leading to destructive market and political forces. The tone is surprising, given the extraordinary worldwide university expansion over the last seven or eight decades. This inconsistency is resolved with the perspective of neo-institutional theory: the university is a stunningly successful global institution from which specific cases derive their accredited standing and legitimacy. The enlarged and grand institutional canopy has supported thousands of expanded and rationalized organizations, which then suffer from competition. But in their struggles, the contending organizations produce further elaborations of the domain of the overall institution. The university grows, though the instances it flowers may sometimes suffer. [ABSTRACT FROM AUTHOR]

This paper explores feminism as a site of explicit struggle and implicit sense-making for young men. Through an analysis of interviews with twenty young people at two Australian universities, it considers how popularised feminist (and anti-feminist) discourses shape discussions of men, boys and masculinity. Actively grappling with the place of boys and men in certain high-profile feminist debates, participants' responses revealed core sites of tension around their collective and individual responsibility for gendered harms, tensions reflective of those present within feminist debates themselves. The impact of feminism could also be seen in the gendered analysis so many participants produced to make sense of limiting emotional norms, even though they did not recognise this analysis as a feminist inheritance. Moving beyond an approach seeking to categorise young men's responses as either pro- or anti-feminist, this paper highlights the entanglement of feminism in young men's sensemaking around gendered issues. [ABSTRACT FROM AUTHOR]

This article draws on a case study of a third‐year geography course to explore the potential of music in fostering relational pedagogy in higher education. We argue that the reciprocal nature of music sharing generates a dialogical space that allows for multiple relations to be developed between the learners and their selves, among students and peers, between learners and teachers, as well as between students and the materials they study and the wider world. Furthermore, music encourages an approach to pedagogy that is emancipatory and which is characterised by genuine care, humility and trust. [ABSTRACT FROM AUTHOR]

This study focuses on the challenge of introducing cooperative entrepreneurship as an option for university business students, as recommended by the Social Economy Action Plan (SEAP) adopted in the European Union (EU). This aim is linked to Sustainable Development Goal (SDG) 4, which calls for efforts to ensure quality education for all. Our study jointly addresses both entrepreneurship and the need for high-quality education among the university students we are analysing. The use of success stories in cooperative entrepreneurship is based on a Best Practice Learning (BPL) methodology. The students under analysis are categorized into two areas of knowledge, law and economics, depending on whether the main content of their studies focuses on aspects of law or on purely economic aspects. The results show an increased interest in cooperative entrepreneurship in all participants after the application of BPL, and a high level of satisfaction with the activities carried out as part of this experience. However, differences were found between economics and law students, with the former having more knowledge about the concept of entrepreneurship. On the other hand, the latter group shows a greater awareness of the importance of cooperativism. The results of this study can provide the basis for new initiatives at the university level, aimed at the promotion of cooperative entrepreneurship in line with its key role in the SEAP and the SDGs. [ABSTRACT FROM AUTHOR]

Bystander behaviour in sexual violence has been investigated widely in the Global North, and especially in the US context. However, there has been a call for qualitative approaches to increase understanding of sexual violence and bystander behaviour in a wider range of countries. In the present study, we conducted focus group research to investigate sexual violence in the only public university in Guatemala, Central America. In total, 18 students (5 men) participated in one of six online focus group sessions. We employed an inductive thematic analysis, and constructed four main themes: Forms, dynamics, and consequences violence to the targets and the bystanders; Barriers to bystander action; Facilitators to bystander action; and Past bystander intervention actions. We discuss the results with a reference to the context in Guatemala, and suggest intervention approaches based for the future. [ABSTRACT FROM AUTHOR]

Background: Brain drain is an issue of concern in developing countries. Many factors are involved in this issue, and their identification can be a good guide for decision-makers at different management levels. Therefore, the present study was carried out to identify the factors affecting brain drain and solutions to reduce it in Iran's health system. Methods: The data for this qualitative study was collected in 2023 through 15 semi-structured interviews with Iranian health experts and emigrant elites. Interviews were collected both face-to-face and virtually (on Skype and Google Meet) and analyzed using the thematic content analysis method. Results: Data analysis of the factors affecting brain drain in Iran's health system yielded seven main categories and 45 subcategories. The main categories were "individual factors," "economic factors," "social and cultural factors," "organizational and administrative factors," "political factors," "attraction factors for destination countries," and "attraction factors of destination countries for elites." Also, the solutions were divided into four categories of "economic," "social," "organizational and scientific," and "political" factors and 19 subcategories. Conclusion: Due to the increase in brain drain in recent years, it is necessary to make a serious decision in dealing with this issue. Solutions such as creating stable economic conditions, creating an atmosphere of hope, increasing respect and dignity for elite students by politicians, using the elites in macro-decisions, and creating the job rank for honorary professors can lead to reducing brain drain and decreasing the costs of the health system. [ABSTRACT FROM AUTHOR]

(1) Background: The number of university students experiencing mental health problems has been a growing concern over recent decades, and support for them is now considered an inevitable part of the role of an academic. Research into the role of the academic reveals ambiguous expectations and weak support regarding their pastoral responsibilities, leading to a lack of confidence when dealing with student mental health concerns. (2) Methods: Following previous research, the present preliminary study employed an online survey (N = 43) in three schools at a university in the East of England to identify academics' current confidence in supporting student mental health. This addressed four subscales: (i) identifying mental health concerns in students, (ii) approaching and discussing mental health concerns with students, (iii) academics' knowledge concerning the central support services available within the university, and (iv) academics' skills in providing ongoing support for student mental health and wellbeing. (3) Results: Female respondents scored higher than males on their knowledge concerning the central student mental health support services within the university, and 60+-year-old lecturers were least confident in identifying mental health concerns compared to 40–49- and 50–59-year-olds. (4) Conclusions: Recommendations for interventions include mental health awareness training, policy development, and a precise and nuanced description of an academic's pastoral role and responsibilities to ensure that students receive appropriate and sufficient psychological support. [ABSTRACT FROM AUTHOR]

Given the convenience with which information can now be acquired, it is crucial to analyze cases of potential misinformation and disinformation in postsecondary education. Instructor credibility judgments were measured using descriptive survey research, and the main objective was to investigate trends related to misinformation, credibility, trust, bias, and others in graduate students and on a graduate program basis. Participants were surveyed from a land grant institution in the southeast United States where 186 graduate students completed an electronic survey on the detection of misinformation and similar experiences. Graduate students were divided based on graduate program into STEM (sciences, technology, engineering, and mathematics) and non-STEM groups. Quantitative methodologies included validated questionnaires developed by researchers containing Likert-type scale questions. Chi-square tests of independence and frequencies served as primary analyses. Participants in both STEM and non-STEM groups detected the following: misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. There were significant differences between the type of student for trust in claims (p < 0.05), while the perception of potential consequences tended to be different between the types of graduate students (0.05 < p < 0.10). Participants in both STEM and non-STEM groups reported perception bias in science material presentation, with STEM students reporting less bias. Qualitative methodologies included optional open response boxes to provide supporting details or narratives. Reliable and validated thematic coding following served as the primary analysis. Students disciplined in STEM and non-STEM faced misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. Graduate students reported consistent instances of misinformation and bias about science and agriculture topics in both science and non-science-focused classrooms. [ABSTRACT FROM AUTHOR]

Vaccination is a critical public health measure for preventing infectious diseases, but its acceptance varies globally, influenced by factors like vaccine hesitancy. This study examines attitudes and vaccination literacy among Kazakh students, providing insights into global immunization strategies. A cross-sectional survey was conducted with 3142 students from various Kazakh universities. The HLS19-VAC instrument assessed vaccination literacy, while additional questions evaluated beliefs and attitudes toward vaccines. Data were analyzed to determine associations between vaccine-related beliefs and literacy. The mean vaccination literacy score was 84.74. Most students agreed on the importance (83.4%), safety (79.1%), effectiveness (80.9%), and religious compatibility (77.8%) of vaccines. Positive beliefs significantly correlated with higher literacy scores. Past vaccination behavior, age, gender, and location showed varied associations, with past vaccination status and higher age showing a positive correlation. Positive beliefs about vaccinations were strongly associated with higher vaccination literacy among Kazakh students. Educational interventions that reinforce positive beliefs may improve vaccination literacy and increase vaccination rates. This study underscores the importance of understanding vaccination attitudes to enhance public health strategies in middle-income countries. [ABSTRACT FROM AUTHOR]

This paper examines the study space preferences of college students in their respective university colleges. The study utilized principles of visual ethnography to collect participatory photographic data. Student participants completed three tasks, a demographic survey, participant-supplied photographs, and an exit interview. We recruited from the Colleges of Architecture and Education and Human Development 60 participants who captured their preferred study spaces in their colleges and adjacent areas through photographic evidence. Grounded theory and qualitative coding were applied to analyze and create preliminary code themes from the visual and textual data to further evaluate student study preferences. The authors discovered that there were differences, and sometimes similarities, of space availability between the colleges, patterns of semesterly inhabiting behavior and transient movement, and organic ability for collaboration. [ABSTRACT FROM AUTHOR]

Universities play a pivotal role in modern society and must lead the way in achieving energy efficiency, directly contributing to the Sustainable Development Goals (SDGs). Like small towns in resource consumption and population mobility, many universities and research centers face significant challenges transitioning to renewable electricity systems. This study aims to (i) map the current scientific literature on renewable energy sources used by universities; (ii) discuss the drivers, barriers, and trends of implementing renewable energy; and (iii) establish a connection with the SDGs. More specifically, the authors conducted a systematic literature review based on three stages: (i) data collection, (ii) bibliometric analysis, and (iii) content analysis. Forty-two articles were obtained and defined as the studied sample. The findings of this review illuminate critical research themes, leading countries in renewable energy adoption, and the prevalent electricity sources, shedding light on the primary authors shaping the discourse. Wind and solar energy exhibit a notable growth trajectory, offering environmentally friendly alternatives compared to conventional sources. Furthermore, it is essential to highlight that the distribution of research documents in the sample is uneven, with a predominant concentration in European countries. Additionally, the study identifies the field's key drivers, barriers, and emergent trends. The theoretical contributions encompass a comprehensive compilation of renewable energy sources, discernible research trajectories, and strategies to navigate obstacles. In practical terms, this work offers valuable insights for the selection of energy sources and stakeholder engagement, facilitating informed decision-making processes. This article's novelty lies in its holistic examination of renewable energy adoption in university settings, providing a comprehensive overview of the current landscape and actionable insights for stakeholders seeking sustainable energy solutions within these institutions. This aligns with multiple SDGs, including Goal 7 (Affordable and Clean Energy), Goal 11 (Sustainable Cities and Communities), and Goal 13 (Climate Action), underscoring the critical role of universities in driving sustainable development. [ABSTRACT FROM AUTHOR]

The use of social media (SM) platforms in higher education has seen significant growth since the global pandemic disrupted traditional learning methods and forced stakeholders to explore alternatives. This trend is expected to continue with the rise of newer digital learning platforms, tools, programs and pedagogies, particularly within the context of the Fourth Industrial Revolution and the evolution towards Education 4.0 and Education 5.0. Despite a significant level of research into SM's role in informal learning, there has been limited exploration of its integration into pedagogical practices, particularly regarding assessment challenges and innovations in university settings. Additionally, there is scarce research on mobile applications in academics, hindering the effective integration of SM platforms into curricula. This study addresses these gaps by examining stakeholder perceptions of using SM for educational purposes in a university setting in Qatar. Following a comprehensive and comparative literature review and analysis, a thematic analysis of interviews with 20 stakeholders revealed that SM platforms go beyond communication, serving as tools to enhance professional identity, reputation, research profiles, knowledge dissemination, and social practices, but they lack methodologies to integrate effective learning, either independently or in formal learning/teaching/assessment settings. This study proposes a framework to optimize the use of SM platforms, with a particular focus on sustainability, for lifelong learning and knowledge-based societies leading to more sustainable and prosperous economies. The findings encourage the reconsideration of digital assessment and the expansion pedagogical practices in alignment with modern social learning through an expansive array of SM tools and platforms. [ABSTRACT FROM AUTHOR]

Emotional health represents a significant burden on the mental health of university students. Adapting to a new learning environment and facing increased academic pressure make this period particularly vulnerable for their emotional health and well-being. The objective of the study was to analyse the prevalence of emotional and behavioural problems in university students and their association with lifestyle habits, and mental and physical health indicators. A cross-sectional study was conducted on a sample of 1268 students (23.65 ± 7.84 years) from a university in northern Spain during November 2020 and March 2021. An online questionnaire was administered, comprising the self-report Strengths and Difficulties questionnaire, the Trait Meta-Mood Scale, the Rosenberg Self-Esteem Scale, the Satisfaction with Life Scale, the Perceived Stress Scale, the SENTIA-Brief Scale, the KIDMED questionnaire, the International Physical Activity Questionnaire-Short Form, the Alcohol Use Disorders Identification Test, and the Compulsive Internet Use Scale. 27.60% of students exhibited some form of emotional and behavioural problem. Students who did not present emotional and behavioural problems showed lower perceived stress, reduced suicidal behaviour and emotional intelligence deficits, as well as lower alcohol consumption and compulsive internet use (p < 0.001). Additionally, they reported higher engagement in physical activity and greater adherence to the Mediterranean diet (p < 0.001). The study shows that emotional and behavioural problems are recurring among university students, and given that modifiable psychosocial and lifestyle factors are associated with these issues, it underscores the need to develop multidisciplinary intervention strategies. [ABSTRACT FROM AUTHOR]

This paper explores the role that conflicting rhythms of academic life and crisis have on the ability of academics to meet their commitments, such as providing support to students. Drawing from our experience in UK higher education, we argue that contemporary academic life can be seen as a constant process of being taken over by different crises. These crises tend to follow a rhythm of brief periods as emergencies subsequently operationalised into forms of ongoing, unresolved crisis. In turn, these crisis rhythms intersect with contrasting rhythms of different actors in university life, specifically that of academics, the institution itself, and students. Drawing from Lefebvre's vocabulary of rhythmanalysis, we argue that the arrhythmia between these different groups in the university is a key part in the failure of higher education to do more than proliferate crisis. Illustrated by our experiences in student-support focused roles during the height of COVID-19 lockdowns, we explore how this particular crisis imposed itself as emergency but was then absorbed into the group of ongoing crises which impact on academic life. The paper concludes with suggestions of alternative approaches to university workload for staff and students alike, which might render university life more eurhythmic and equitable. [ABSTRACT FROM AUTHOR]