This research explores the attitudes of teachers working in Finnish Universities of Applied Sciences (UAS) on the importance and interest of entrepreneurship education and the stability of those ...attitudes in three years. A longitudinal data of three-waves consists of 204 answers from Finnish UAS teachers. Latent growth curve modelling reveals notable variations in the attitudes among individuals and their long-term stability. Prior entrepreneurship-related training and perceived university support have a positive impact on teachers' attitudes, contributing to their formation, and attitudes tend to persist over time. Our results emphasize the importance of early career support and entrepreneurship training for teachers.
•Teachers' attitudes on entrepreneurship education differ significantly.•Prior entrepreneurship-related training has a positive effect on attitudes.•Teachers' attitudes are enhanced by university support.•Attitudes towards entrepreneurship education tend to be relatively stable over time.
We propose a model of contextual facilitators for learning activities involving technology (in short: C♭-model) for both on-site and distance learning environments in higher education. The C♭-model ...aims at systematizing research on digital teaching and learning and offers a roadmap for future research to understand the complex dynamic of factors that lead to successful digital teaching and learning in higher education via suitable learning activities. First, we introduce students' learning outcomes as central benchmarks of teaching and learning with digital technologies in higher education. Second, we want to focus on a major proximal factor for students' learning outcomes and thus apply a learning activities perspective. Learning activities involving digital technologies reflect cognitive processes of students when using digital technologies and are causally connected with students' learning outcomes. Third, we highlight several contextual facilitators for learning activities involving technology in the C♭-model: learning opportunities that result from higher education teachers' instructional use of technology and students' self-arranged learning opportunities involving digital technologies. Apart from these proximal facilitators, we include more distal factors, namely, higher education teachers' knowledge, skills, and attitudes toward digital technology; higher education teachers' qualification; students' and teachers’ digital technology equipment; and institutional, organizational, and administrative factors.
•The C♭-model introduces students' learning outcome as central benchmark of higher education.•The C♭-model emphasizes students' learning activities that are directly and causally related to students' learning outcomes.•The C♭-model systematizes contextual facilitators for learning activities involving technology in higher education.•The C♭-model includes contextual facilitators ranging from students and teachers to equipment and institutions.•The C♭-model specifies relationships between facilitators and learning activities in higher education.
The diverse conditioning factors of the external environment have made it necessary to restructure the re-lations between employee and employer. In this sense, the need to understand the ...psychological contract (PC) arises, since it assumes itself as an alternative to the formal contract and fills the gaps not predicted in the formal contract.
The study presents a confirmatory factor analysis to validate whether the dimensions of the PC follow the structure defined in Rousseau's scale (2008) for higher education teachers in Portugal. For this purpose, the maximum likelihood method was used, and the results allowed validation of the hypothesis under study. Except for PC fulfillment, all dimensions were statistically significant, and the model has a reasonable fit (RSMEA=0,0508). The dimensions of loyalty and PC fulfillment have an acceptable consistency, whereas the dimensions of short term, limitations, development, employability, and stability obtained a good internal consistency and, with excellent consistency, only the dimension of performance support.
Abstract Prior research has explored various factors to explain differences in teaching experiences and behaviors among school teachers, including self-efficacy, basic psychological need ...satisfaction, and emotions. However, these factors have predominantly been examined in isolation, and limited research has investigated their role in the context of higher education teaching. To address these research gaps, analyses on both the within and between teacher level are needed. The aim of the present study was therefore to investigate the interplay between these motivational and emotional constructs on both levels, as well as the relevance and applicability of prior research findings on school teachers to the context of higher education teaching at universities. In a micro-longitudinal study, 103 university teachers from Germany (49 female; average age: 41.4 years, SD = 11.0) completed assessments of their self-efficacy in 748 sessions directly before their teaching sessions, as well as their basic psychological need satisfaction and discrete emotions directly after. Multilevel structural equation modeling revealed positive associations between self-efficacy and basic psychological need satisfaction. Self-efficacy was negatively associated with negative emotions, and positive indirect effects on positive emotions as well as negative indirect effects on negative emotions were identified through satisfaction of the needs for competence and relatedness. Basic psychological need satisfaction was positively related to positive emotions and vice versa—however, unexpected positive associations between relatedness and negative emotions emerged and require further research.
The aim of this study is to explore assessment literacy, to analyse the current assessment practices of teachers in Higher Education (HE) and to understand the need for alternative assessment ...practices in light of teachers’ reflections. The research employed incidental sampling to select (n=58) HE teachers from a single multidisciplinary university in Maharashtra State, India. A comprehensive literature review on assessment literacy provided the theoretical foundation, and a specialized assessment tool was developed to assess the teachers' assessment literacy level, perspectives, and practices in assessment. Data were collected through voluntary participation and analysed using quantitative and qualitative techniques. The findings revealed that the majority of HE teachers (79%) demonstrated a moderate level of assessment literacy, while 16% exhibited low levels and only 5% showed high levels. Additionally, a discrepancy was observed between the preferred assessment types of teachers and learners, with learners emphasizing active participation and real-world applications, while teachers leaned toward traditional evaluation methods. Participants were found to be literate only in specific aspects such as meaning, basic forms of assessments, and the purpose of educational assessments. Furthermore, teachers minimally acknowledge and have a lesser preference for alternative assessment methods, such as article analysis, team projects, case studies, and discussions. Overall findings indicate teachers' lack of knowledge about assessment practices that involve evaluating student performance, fostering collaboration, assessing higher-order thinking skills, and utilizing assessment as a tool for learning and improvement. This research confirms the need for training to enhance teachers' assessment literacy, promoting the adoption of alternative assessment practices in higher education to optimize student learning experiences.
This article explores Syrian higher education (HE) teachers' perceptions of their role as change agents in the reconstruction of post-conflict Syria. It utilises the notions of 'change agent' and ...'strategic competence' (previously developed in relation to academics by Idahosa and Vincent) for exploring HE teachers' capacity to contribute to the post-conflict reconstruction of Syria. This article is based on a small-scale, qualitative study using in-depth interviews to explore the experiences and perspectives of HE teachers who have been working at a conflict-affected university for the duration of the conflict. The study concludes that HE teachers may be considered change agents in post-conflict societies, but that the challenges these teachers face must be taken into account, as must considerations of how the institution and the HE system can facilitate teachers in their change-making remit.
A number of studies on higher education (HE) teachers' emotions have been carried out, but overall, the literature on this issue is relatively limited, even though HE teaching can be regarded as an ...emotional endeavor and represents an important topic in HE research. The main goal of this article was to develop a conceptual framework for examining teaching-related emotions of HE teachers by revising and extending the control-value theory of achievement emotions (CVTAE) developed to systematically classify existing findings on emotions in HE teachers and to identify a research agenda for future studies in this field. Therefore, we conducted a systematic literature review on empirical studies investigating HE teachers' teaching-related emotions to gain insights into (1) the theoretical concepts and approaches used to study HE teachers' emotions as well as the (2) antecedents and (3) consequences of experienced emotions identified in the existing studies. By applying a systematic literature review, 37 studies were found. Based on the conducted systematic review, we propose a CVTAE-based conceptual framework for examining HE teachers' emotions in HE teaching with additional components relating to both antecedents and consequences of HE teachers' experienced emotions. We discuss the proposed conceptual framework from the theoretical perspective, pointing out new aspects that should be considered in future research on HE teachers' emotions. From the methodological perspective, we address aspects related to research designs and mixed-method approaches. Finally, we list implications for future higher education development programs.
As an important part of the education system, higher vocational teachers should follow the trend of education reform and strive to improve themselves. This paper first explores the level of ...craftsmanship that higher vocational teachers have and constructs an evaluation index system for their craftsmanship level. Then, on the basis of FCM, combined with a mixed Gaussian model, the Gaussian collaborative fuzzy C-mean clustering algorithm, i.e., the GCFCM model, is constructed to classify and evaluate the level of craftsmanship that teachers have. Then, through the survey practice, after descriptive statistical analysis, data processing and clustering analysis were carried out, and the relationship between different types of values and the level of craftsmanship was explored. Finally, the innovative development strategy of higher vocational teachers under the leadership of craftsmanship is proposed from three aspects: cultivation mechanism, development path, and evaluation system. The results show that the cluster center of cluster number 0 is (0.74,0.59), the cluster center of cluster number 1 is (0.65,0.2), and the cluster center of cluster number 2 is (0.32,0.75), and the artisan spirit of the developmental type is lower than that of the excellent type and the comprehensive type of value by about 0.3 and 0.1, respectively. Existing higher vocational teachers have a low level of craftsmanship and need to lead the innovative development of teachers with craftsmanship.
The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi ...method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.
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