scholarly journals ANALYSIS OF THE RELATIONS BETWEEN SCIENTOMETRIC AND ECONOMIC INDICATORS OF RUSSIAN UNIVERSITIES’ PERFORMANCE

2020 ◽  
Vol 18 (2) ◽  
pp. 331-343
Author(s):  
Daniil Sandler ◽  
Dmitry Gladyrev
Keyword(s):  
Higher Education ◽  
Negative Relationship ◽  
Analytical Tool ◽  
Economic Indicators ◽  
Panel Data Models ◽  
Arts And Humanities ◽  
Number Of Publications ◽  
The Relationship ◽  
Russian Universities ◽  
Practical Implications

Purpose – The study focuses on the relationship between universities’ publication activity and such indicators of their economic performance as revenues from extrabudgetary sources and revenues from research. Research methodology – The study relies on the economic, structural and scientometric data of 49 large Russian universities in a four-year period obtained from the Monitoring of the Efficiency of Higher Education Institutions and the analytical tool SciVal. The research method is a regression analysis with panel data models. Findings – The study has brought to light some interesting relations between scientometric and economic indicators: among other things, it was shown that higher rates of internationally coauthored publications are positively related with the share of universities’ revenues from extrabudgetary sources. The rates of citation of universities’ publications in journals indexed in major international databases are positively associated with revenues from research. Interestingly, there was a negative relationship between the share of nationally co-authored and the revenue from research. Practical implications – The results can be used for the strategic management of universities and for developing national policies in the sphere of higher education and science. Originality/Value – Apart from the most frequently used scientometric indicators such as the number of publications and citations, the following indicators were also included in the analysis: the share of internationally and nationally co-authored (domestic) publications, the share of publications in economics and management, in physics, arts and humanities.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

Intangible assets and trade credit policy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sarah Taylor Hartsema ◽  
Chris Harris ◽  
Zhe Li ◽  
Thibaut G. Morillon
Keyword(s):  
Trade Credit ◽  
Intangible Assets ◽  
Negative Relationship ◽  
Intangible Asset ◽  
Financial Constraint ◽  
Sales Growth ◽  
Credit Policy ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

PurposeThe purpose of this paper is to identify whether the rise in intangible asset investment is related to trade credit investment and whether this relationship is driven by financial constraint and other firm factors.Design/methodology/approachThe study conducts fixed effect regressions testing the relationship between trade credit investment and intangible asset levels. The relationship is further examined for all firms based on product type, financial constraint and sales growth.FindingsThere is a negative relationship between investment in trade credit and the level of intangible assets as a proportion of total assets. This negative relationship is largely explained by firms in industries that traditionally utilize more trade credit, firms with financial constraints and firms with low sales growth.Practical implicationsThe level of investment in intangible assets continues to rise, while investment in trade credit is declining. This paper is the first to identify whether these trends could be related and to provide some explanation why.Originality/valueThis study is the first to link investment in trade credit with investment in intangible assets. There is a negative relationship that is most pronounced for firms that typically offer more trade credit, that are experiencing financial constraint and that are experiencing low growth.

Exploring the relationship between dispositions to think critically and sustainability concern in HESD

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerry Shephard ◽  
Qudsia Kalsoom ◽  
Ritika Gupta ◽  
Lorenz Probst ◽  
Paul Gannon ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
New Zealand ◽  
Design Methodology ◽  
Educational Systems ◽  
Content Type ◽  
The Usa ◽  
The Relationship ◽  
Practical Implications

Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target. Design/methodology/approach This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions. Findings Respondents’ disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement. Practical implications This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity. Originality/value This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.

Exploring mentoring across gender, race, and generation in higher education

2019 ◽  
Vol 8 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sydney Freeman Jr ◽  
Frances Kochan
Keyword(s):  
Higher Education ◽  
Mentoring Relationships ◽  
White Female ◽  
Content Type ◽  
Mentoring Relationship ◽  
The Usa ◽  
Extensive Body ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

scholarly journals Work, resilience and sustainable futures

2020 ◽  
Vol 12 (1) ◽  
pp. 22-41 ◽  
Author(s):  
Lee Fergusson ◽  
Luke van der Laan ◽  
Bradley Shallies ◽  
Matthew Baird
Keyword(s):  
Higher Education ◽  
Related Problem ◽  
Design Methodology ◽  
Research Literature ◽  
Content Type ◽  
Work Related ◽  
Research Problems ◽  
Sustainable Futures ◽  
The Relationship ◽  
Practical Implications

PurposeThis paper examines the relationship between work, resilience and sustainable futures for organisations and communities by considering the nature of work-related problems (WRPs) and the work-based research designed to investigate them. The authors explore the axis of work environment > work-related problem > resilience > sustainable futures as it might be impacted by work-based research.Design/methodology/approachThe paper introduces two current real-world examples, one in Australia and one in Asia, of work-based research projects associated with higher education aimed at promoting resilience and sustainability, and discusses the research problems, questions, designs, methods, resilience markers and sustainability markers used by these projects.FindingsWork-based research, when conducted rigorously using mixed methods, may contribute to increased resilience of organisations and communities and thereby seeks to promote more sustainable organisational and social futures.Practical implicationsWork-based research conducted in higher education seeks to investigate, address and solve WRP, even when such problems occur in unstable, changing, complex and messy environments.Social implicationsResilience and sustainable futures are ambiguous and disputed terms, but if work-based research can be brought to bear on them, organisations and communities might better adapt and recover from challenging situations, thus reducing their susceptibility to shock and adversity.Originality/valueWhile resilience and sustainability are commonly referred to in the research literature, their association to work, and specifically problems associated with work, have yet to be examined. This paper goes some of the way to addressing this need.

Effects of business school student’s study time on the learning process

2016 ◽  
Vol 9 (2) ◽  
pp. 90-110 ◽  
Author(s):  
Godson Ayertei Tetteh
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Business School ◽  
Study Time ◽  
Process Approach ◽  
Total Quality ◽  
School Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose This paper aims to clarify the relationship between the student’s study time and the learning process in the higher education system by adapting the total quality management (TQM) principles-process approach. Contrary to Deming’s (1982) constancy of purpose to improve the learning process, some students in higher education postpone their studies till the last few weeks of an examination. Design/methodology/approach The paper opted for an experimental study with three different classes of business school students. The experimental research question was “Do student’s study time (massed or distributed spacing) has an impact on the learning process?” Findings Results indicated that students in the “Strictly supervised study time” group improved on their learning process more than the “Not Strictly Supervised study time” and the control group. It is important for students to manage their own learning activities and follow a regular study time and constantly improve their learning process as proposed by Deming (1982). Research limitations/implications This study used restricted to undergraduate business school students in a university in Ghana, and may not necessarily be applicable universally. One other limitation was that the authors did not control for lecturer’s expectancies and how these may have influenced the students’ learning process. Another potential limitation was that TQM was the only subject area used for this study. Practical implications This objective of the study is to use the TQM principles of process approach, the Learning Theory and the Learning Strategies from the Motivated Strategies for Learning Questionnaire (MSLQ) – Pintrich et al. (1991) – to support theoretical and practical implications of the relationship between the student’s study time and the learning process. The results imply that students must take a more active role in their learning by having a regular study time. Originality/value Currently, to the best of the authors’ knowledge, there are not many experiment-based studies on a student’s study time using the MSLQ-Pintrich et al. (1991) approach. This study contributes to the literature by examining how a student’s study time (massed or distributed spacing) has an impact on the learning process.

Intelligence and job satisfaction in the USA and China

2014 ◽  
Vol 9 (3) ◽  
pp. 232-244 ◽  
Author(s):  
Cassandra Thompson ◽  
Samuel Lane
Keyword(s):  
Job Satisfaction ◽  
Empirical Studies ◽  
Negative Relationship ◽  
Future Research ◽  
Turnover Rates ◽  
Content Type ◽  
The Usa ◽  
Different Cultures ◽  
The Relationship ◽  
Practical Implications

Purpose – This study aims to evaluate both intelligence and job satisfaction of workers in the USA and China. Each topic will be studied individually, first, to determine the relationship between intelligence and job satisfaction. The statistics between China and the USA will then be compared and contrasted to assess how different cultures will affect emotional intelligence and job satisfaction of those in the workforce. Design/methodology/approach – A review of the empirical studies on intelligence and job satisfaction was performed and used to develop a model to guide future research. Findings – There is a negative relationship between intelligence and job satisfaction in the USA, but no studies have been done to compare both constructs cross-culturally. Research limitations/implications – The proposed study can be used to gain an understanding of the relationship between intelligence and job satisfaction across different cultures. Practical implications – The link between job satisfaction and intelligence can be used by employers to determine information about other aspects of their business, such as turnover rates of productive employees. Originality/value – Although there has been some research on the relation between intelligence and job satisfaction, notably by Ganzach (1998), very little has been done across cultures.

scholarly journals Linking Challenge Stress, Negative Affect, and Work Engagement: The Moderating Effect of Self-Compassion

2020 ◽  
Vol 10 (4) ◽  
pp. 318
Author(s):  
Christophe RUKUNDO ◽  
Jean-Noel BEKA BE NGUEMA ◽  
Cynthia Atamba ◽  
Mohamed Habuba Halima ◽  
Akorfa Neku
Keyword(s):  
Negative Affect ◽  
Work Engagement ◽  
Negative Relationship ◽  
Mediating Effects ◽  
Self Compassion ◽  
Executive Mba ◽  
Challenge Stress ◽  
Negative Effect ◽  
The Relationship ◽  
Practical Implications

Dealing with challenging stressors is unquestionably the cornerstone of work life. On the other hand, challenge stress alters employees' work engagement and makes them feel unsure of their ability to develop careers and perform well. In this study, we tested the mediating effects of negative affect on the negative relationship between challenge stress and work engagement. This relationship was moderated directly by self-compassion. Data from 137 employed professionals enrolled in the Executive MBA in one of the largest Chinese universities were used to test these relationships. Data analysis results show that challenge stress has a significant negative effect on work engagement while negative affect mediated this relationship. The relationship between challenge stressors, negative affect, and work engagement was directly and indirectly moderated by self-compassion. We finished by discussing the theoretical and practical implications. 

scholarly journals Universities and Cities in Provincial Russia

2019 ◽  
Vol 28 (5) ◽  
pp. 37-51 ◽  
Author(s):  
G. E. Zborovsky ◽  
P. A. Ambarova
Keyword(s):  
Higher Education ◽  
Young People ◽  
Federal District ◽  
Large Cities ◽  
The Future ◽  
Main Factors ◽  
Educational Migration ◽  
Relationship Of ◽  
The Relationship ◽  
Russian Universities

The analysis of higher education (HE) inRussiafocuses on the complicated issues of the relationships between higher education institutions (HEIs) and provincial cities. The authors characterize different typologies of Russian HEIs and cities. It is suggested to distinguish between the HEIs related to the core of HE, semi-periphery, and to the periphery. The situation of peripheral HEIs that are located mainly in provincial cities seems to be the most complicated. Recently, about 300 HEIs and more than 800 branches of universities, a significant part of which belongs to the peripheral group, ceased to exist autonomously. Today the fate of some other provincial HEIs is yet to be defined. Meanwhile, the future of the young people is also tied to the HEIs’s destiny as well as the future of the cities’ population, where they are located. The analysis of the materials based on the authors’ empirical research conducted in the Ural Federal District (UFD) revealed that the elimination of autonomous universities, their transformation into branches and weakening in such a way of the HE in the medium, big and even large cities of the Russian province lead to stagnation and depression of these cities. One of the main factors of this situation is the mass educational migration of young people. The study discusses certain ideas for positive solution of these problems regarding the relationship of provincial Russian universities and cities, which could lead to their preservation and development.

Sociodemographic aspects and their relationship with motivations, satisfaction and loyalty in ecotourism: a study in Costa Rica

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mauricio Carvache-Franco ◽  
Orly Carvache-Franco ◽  
Ana Gabriela Víquez-Paniagua ◽  
Wilmer Carvache-Franco ◽  
Allan Perez-Orozco
Keyword(s):  
Costa Rica ◽  
Interpersonal Relationships ◽  
Personal Growth ◽  
Negative Relationship ◽  
Lower Income ◽  
Content Type ◽  
Self Development ◽  
Design Activities ◽  
The Relationship ◽  
Practical Implications

PurposeThe objectives of this study were to (a) analyze the relationship between sociodemographic aspects and motivations in ecotourism and (b) identify the relationship between sociodemographic aspects and satisfaction and loyalty variables.Design/methodology/approachThe research was carried out in the Arenal National Park and the Caño Negro National Wildlife Refuge in Costa Rica, an ecologically important ecotourism destination. The sample consisted of 310 surveys obtained in situ. For data analysis, factor analysis and the multiple regression method were used.FindingsThe results show that younger tourists tend to be more motivated by self-development, whereas older tourists and lower-income tourists are more motivated toward strengthening interpersonal relationships with family and friends. In contrast, tourists with lower education levels are highly motivated by novelty, feel more satisfied with the visit and are more willing to recommend and say positive things about the destination. Besides, repeat visitors are most likely to return.Research limitations/implicationsThe present study was limited by the timing in which it was carried out. Among the future lines of research, studies that address the relationship between sociodemographic variables in the different ecotourism segments should be conducted.Practical implicationsRegarding the practical implications, this study helps companies related to tourism to pay attention to the sociodemographic characteristics of tourists to design activities and services according to their motivations, satisfaction and loyalty. For younger tourists who are motivated by self-development, activities and services related to learning about nature can be planned to encourage their personal growth, new abilities and individual skills. Regarding elderly and lower-income tourists, who are motivated to be with family and friends, recreational activities to improve family and friendship relationships can be promoted.Social implicationsThese findings will serve to plan attractions and services in protected areas, benefiting the destinations and the communities sustainably.Originality/valueOne of the contributions of this study is to find a negative relationship between the level of education and other variables such as satisfaction, intentions to recommend and intentions to say positive things about the destination. This research also identified a negative relationship between age and the self-development motivational dimension, a positive relationship between age and being with family and friends dimension, a negative relationship between income and being with family and friends dimension and a negative relationship between the number of visits and the novelty dimension.

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