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The aim of this scoping review was to identify key characteristics related to strategies and approaches for delivering sustainable training and professional development (PD) of graduate teaching assistants (GTAs), teaching assistants (TAs), and tutors. While the continuous, coherent and responsive programmes for such training and PD may address needs that are congruent with the needs of other sessional teachers, the literature has not focussed on GTA training and PD that support the longer-term retention of GTAs as sessional teachers.

In this scoping review, we devised a search strategy to identify literature relating to the key characteristics of strategies and approaches for delivering sustainable GTA training and professional development in higher education settings. We were guided by the frameworks for such reviews developed by Arksey and O’Malley (2005), Levac et al. (2010) and Westphaln et al. (2021). We used PRISMA guidelines to guide our reporting processes, and used thematic analysis practice (Braun and Clarke, 2022) as our analytical approach in order to identify and discuss the key themes.

We identified that strategies and approaches for delivering sustainable GTA training and PD frame GTAs as future academics and leaders in teaching; provide institutional support and investment in teaching; deliver departmental training; facilitate peer support; provide pedagogical training; implement training strategies; and support the teacher identity of GTAs.

These findings add to the body of research that explores how strategies and approaches for delivering sustainable GTA training and PD address and meet the needs common to all sessional teachers constrained by the precarity of the part-time faculty/academia. While our findings indicate such training and PD enhance the quality of teaching available to university students, this effect is dependent on institutional support and facilitation of peer and faculty networks.

The Course Experience Questionnaire (CEQ) is a quantitative instrument for collecting student feedback on programme quality that has been tested and practically used in Western university response‐contexts. The purpose of this paper is to adapt and partially validate a Chinese translation of the CEQ, for application in the new context of post‐secondary education in Hong Kong.

From a population of about 2,515 students in six institutions, 1,572 responses were obtained, representing a response rate of 62.5 percent. Given that a Chinese CEQ has never been tested in this new context, an exploratory approach was adopted by examining the psychometric properties of the CEQ constituent scales and their underlying factor structure as exhibited via item‐correlation analysis and exploratory factor analysis.

The alpha values of the CEQ scales in the present study are generally lower than those of the other reported studies. The results of exploratory factor analysis indicate that the degree of overlap among the constructs as measured by the CEQ scales is more extensive than most other reported studies, resulting in only four factors being explicitly indicated, with some constructs being overshadowed by other more salient constructs and failing to exhibit in the factor structure.

While broadly supporting the potential of CEQ‐type surveys in informing the quality endeavour, the findings of the present study (and those of some related tests on Chinese students that have recently been reported) suggest the need for further development of the CEQ for application in the Chinese context in general, and the context of Hong Kong post‐secondary education in particular.

The paper cross‐validates the CEQ in a new context.

A major focus of the recent research into the quality of post‐secondary education is the centrality of the student experience. The purpose of this paper is to review the literature on studies addressing such a focus to shed light on how quality assurance (QA) practices can be improved.

The paper reviews some of the approaches to addressing the quality issues from the viewpoints of students' evaluations of teaching effectiveness, students' programme experiences, students' total experiences, student satisfaction and service quality, and some of the quantitative instruments that have been developed for measuring the respective constructs.

The employment of student surveys using self‐report inventories/questionnaires with established reliability, validity and diagnostic power has the potential to transform both the external and internal quality‐monitoring mechanisms now being practiced in post‐secondary education, and help shift the focus of QA activities more to the enhancement‐led views.

To cope with the complexity of the education system and to get quality into it, this paper promotes the practice of conducting student surveys by taking reference from the relevant research literature and adopting a rigorous approach to developing and improving data‐collection instruments to tap into the students' experiences, so that the QA activities of educational institutions are research informed, evidence based and enhancement led.

This study uses data from 255 global pharmaceutical/biotechnological companies to (1) determine the impact of internationalization on firm performance and (2) explore the moderating effect that product diversity has on the relationship between internationalization and company performance. The results highlight the rewards of pursuing internationalization and demonstrate that companies benefit from internationalization activities by achieving higher overall performance. This finding contrasts with recent empirical evidence that an S‐curve relationship exists. Analysis of the moderating effect of product diversity indicates a strong effect on the internationalization‐performance relationship and thus shows that the payoff from internationalization is moderated by product diversity

The purpose of this paper is to understand the effect of platform characteristics (i.e. media richness and interactivity) on individual perception (i.e. outcome expectations) and consequent behavioral response (i.e. user participation in online health communities (OHCs)) based on the stimulus-organism-response (S-O-R) model.

This study developed a research model to test the proposed hypotheses, and the proposed model was tested using partial least squares structural equation modeling (PLS-SEM) for which data were collected from 321 users with OHC experience using an online survey.

The empirical results show the following: (1) the three dimensions of media richness significantly affect the three outcome expectations, except that richness of expression has no significant effect on the outcome expectation of health self-management competence. (2) Human-to-human interaction significantly affects the three outcome expectations. Moreover, compared with human-to-human interaction, human-to-system interaction has a stronger impact on the outcome expectation of health self-management competence. (3) The three outcome expectations have a significant influence on user participation in OHCs.

This study extends the understanding about how platform characteristics (i.e. media richness and interactivity) motivate user participation in the context of OHCs. Drawing on the S-O-R model, this study reveals the underlying mechanisms by which media richness and interactivity are associated with outcome expectations and by which outcome expectations is associated with user participation in OHCs. This study enriches the literature on media richness, interactivity, outcome expectations and user participation in OHCs, providing insights for developers and administrators of OHCs.

The common approaches to quality assurance (QA), as practiced by most post‐secondary education institutions for internal quality monitoring and most QA authorities for external quality monitoring (EQM), have been considered by many researchers as having largely failed to address the essence of educational quality. The purpose of this paper, although not meant to be exhaustive, is to review some of these approaches.

The paper reviews the relevant issues concerning total quality management, performance indicators and EQM, the three common approaches to the QA of post‐secondary education have been reviewed.

While from a pragmatic perspective these approaches have their respective reasons for existence, they can all be criticized as lacking rigorous theoretical foundations and being mainly driven by demands of satisfying external agendas (e.g. to enforce institutional accountability or compliance) instead of academic considerations (e.g. to facilitate student learning). As a result, a mismatch between the rhetoric and reality of educational quality has become a common experience of most practitioners, not only in western contexts from which these approaches were originated, but also in other cultural contexts that have adopted them uncritically. It is undeniable that the overall quality culture within most post‐secondary education systems worldwide, as currently manifested, tends to favor the institutional aspects rather than the student aspects of the quality issues, and tends to lean more on the accountability‐led view rather than the improvement‐led view of quality assurance.

The paper sheds some light on the quality debate in post‐secondary education.

The purpose of this paper is to provide insights into individual's online shopping continuance intention. The research uses the Expectation Confirmation Theory and Technology Acceptance Model as theoretical foundations to develop a model to achieve this aim.

The research uses a cross-sectional survey research design approach. An online marketplace web site that connects buyers and sellers in Malaysia serves as the research context. Data were collected using convenience approach.

Results suggest satisfaction contributes to individual online shopping continuance intention. Consistent with extant research, perceived usefulness of web site links to online shopping continuance intention. Contrary to past findings, perceived ease of web site use does not directly contribute to online shopping continuance intention. Individual's price-oriented lifestyle, perceived ease of web site use and usefulness contributed to individual's satisfaction with online shopping experience. People with time-oriented, net-oriented and price-oriented lifestyles and preference for a web site contribute to perceived ease of web site use. Extraverts have online shopping intention while emotional stability moderates the relationship between perceived usefulness of web site and satisfaction in online shopping.

Findings aid web service provider and internet retailers when explaining individual continuance intention of online shopping. This research advances understanding of the role of satisfaction, perceived ease of web site use and perceived web site usefulness regarding online shopping continuance intention. The research also sheds light on individual attributes as contributors to online shopping experience, continuance and perceptions of web site.

Recent years have documented the growing interest in using WhatsApp in higher education. However, the determinants of students’ satisfaction and loyalty towards WhatsApp groups have received less attention. This study aims to extend the Delone and McLean information system success model by incorporating social and emotional factors to investigate the drivers of satisfaction.

Data were collected through questionnaires completed by 308 undergraduate students. The partial least squares technique was used for data analysis.

The findings reveal that information quality, trust in members and social usefulness play crucial roles in shaping students’ satisfaction and loyalty to WhatsApp groups. System quality has no significant effect on satisfaction. Furthermore, emotional connection negatively moderates the relationship between social usefulness and satisfaction.

The findings of this study will be useful for educators and practitioners seeking to integrate WhatsApp into their pedagogical repertoire. The results demonstrate the importance of considering the social and emotional needs of students in addition to the quality of the information provided.

To the best of the authors’ knowledge, this study is the first attempt to integrate system characteristics, particularly with social and emotional factors. Furthermore, this study extends the literature on WhatsApp use in higher education by testing the drivers of students’ satisfaction and loyalty.

The purpose of this paper is to develop a theoretical model to investigate the determinants of continuance intention toward social networking sites (SNSs) by integrating the perspectives of the uses and gratifications theory, perceived interactivity and network externalities.

Data collected from 255 Facebook users in Taiwan were used to test the proposed model. The partial least squares method was used to test the measurement model and the structural model.

The findings reveal that emotional gratifications and social gratifications are the key predictors of users’ continuance intention toward SNSs. Further, the results indicate that perceived network size, perceived complementarity, machine interactivity and person interactivity influence information gratifications significantly, while perceived complementarity, machine interactivity and person interactivity exert positive effects on emotional gratifications. Finally, the results show that machine interactivity and person interactivity impact social gratifications positively, whereas perceived network size and perceived complementarity affect machine interactivity and person interactivity significantly.

This study is one of the earliest research inquiries to examine the effects of various types of gratifications on continuance intention. It is also one of the earliest studies to identify the antecedents of gratifications from social factors and technological attributes simultaneously.

This study aims to examine the effects of celebrity negative publicity on attitude towards brand, corporation, brand reputation and corporate reputation, both directly and through the moderating effects of social media involvement, brand commitment, identification and attribution (both types). Associative network theory has been used to explain these effects.

A quantitative survey of 550 respondents was carried out in London and surrounding areas. Structural equation modelling was used to analyse the data.

The findings suggest that celebrity negative publicity affects brand reputation and corporate reputation. Further, the moderating effects of social media involvement and brand commitment on attitude towards brand and corporation, identification on attitude towards brand, attribution types on attitude towards corporation were not found.

To the best of the authors’ knowledge, this is the first paper to examine the effects of celebrity negative publicity on attitudes towards brand, attitude towards corporation, brand reputation and corporation reputation, directly, and through the moderating effects of attribution (both types), identification, commitment and social media. Findings from this study will minimise the gap in the literature on the topic and will help managers and policymakers to understand the effects of celebrity negative publicity in detail.