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Article
Publication date: 3 April 2018

Clara Akuzike Nkhoma, Susan Thomas, Mathews Zanda Nkhoma, Narumon Sriratanaviriyakul, Trang Huyen Truong and Hung Xuan Vo

Despite the growing body of literature demonstrating the role of communication in educational settings, there are limited up-to-date studies exploring the use of an instant…

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Abstract

Purpose

Despite the growing body of literature demonstrating the role of communication in educational settings, there are limited up-to-date studies exploring the use of an instant messaging (IM) tool and its impacts on students’ learning outcomes, especially in the tertiary education in Vietnam. This study approached IM as an out-of-class communication (OCC) approach in computer-mediated communication. The purpose of this paper is to investigate students’ perceived quality of information received and its influence on their perceived performance proficiency as a result of their lecturers’ clarification of their enquiries through an online instant message application, namely Remind (www.remind.com/).

Design/methodology/approach

The target groups were first-year business students in an international university in Vietnam. The analysis of the data gathered from the questionnaire was carried out using a measurement model and a structural equation model.

Findings

The findings indicate that using OCC technology creates social bonding between students and lecturers by allowing students to clarify the ambiguity of concepts learnt in class and create a sense of connection with their lecturers which leads to better student engagement and hence improved learning outcomes.

Originality/value

The authors highlight the evidence of effective usage of IM tool by university students as a meaningful communication tool and the need to integrate technology into all educational settings.

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Article
Publication date: 3 February 2022

Melanie Brown, Milton Nomikoudis, Frederique Bouilheres, Clara Nkhoma and Mohammadreza Akbari

This article addresses the experience of academic developers and academic staff during the transition of assessment practices in an English-speaking international university…

337

Abstract

Purpose

This article addresses the experience of academic developers and academic staff during the transition of assessment practices in an English-speaking international university campus in South East Asia. The project examined in the study was born out of the institutional strategy focused on producing graduates ready for employment.

Design/methodology/approach

A case study from a Business discipline highlights key factors in curricula change from the academic perspective.

Findings

This study focuses on what it meant for the academic teaching and academic development teams to work together to bridge the broadly strategic with the local practical implementation. Potential implications for others embarking on academic development within large-scale strategic projects are also provided.

Originality/value

This paper offers a discussion of the symbiotic relationship between management, academic staff and academic developers (Roxå and Mårtensson, 2008) generated by the transition to authentic assessment as a key element in the development of student employability.

Details

Higher Education, Skills and Work-Based Learning, vol. 12 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

Available. Open Access. Open Access
Article
Publication date: 17 June 2022

Chinwoke Clara Ifeanyi-Obi, Fadlullah Olayiwola Issa, Sidiqat Aderinoye-Abdulwahab, Adefunke Fadilat O. Ayinde, Ogechi Jubilant Umeh and Emmanuel Bamidele Tologbonse

This study aims to explore possible ways to promote uptake and integration of climate-smart agriculture (CSA)-Technologies, Innovations and Management Practices (TIMPS) into…

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Abstract

Purpose

This study aims to explore possible ways to promote uptake and integration of climate-smart agriculture (CSA)-Technologies, Innovations and Management Practices (TIMPS) into policy and practice in Nigeria through the development of actionable roadmaps to facilitate the process.

Design/methodology/approach

Two hundred and fifty-two stakeholders for the policy discourse and survey were purposively drawn from both government and private agencies, NGOs and community-based associations from the six geo-political zones of the country. Data collection was done using a mixed method comprising questionnaire administration, in-depth interviews and panel discussion. Data collected was summarised using descriptive statistics.

Findings

The major findings were lack of existing policies on CSA, lack of farmers’ awareness of CSA-TIMPs, neglect of extension programmes that can help to enlighten farmers on the importance of CSA and insufficient extension personnel to cater for farmers’ needs. Challenges to CSA-TIMPs uptake in Nigeria were: insufficient funding and support by government in programme planning and implementation, policy inconsistencies and poor farmers’ attitude and resistance to change.

Practical implications

This research will facilitate CSA uptake and integration through the provision of data for informed decision and action by the responsible agencies.

Originality/value

Suggested actionable roadmaps across the zones were robust awareness campaign and advocacy on uptake of CSA-TIMPs through e-extension, community TV/radio in local dialects; revitalisation of policy programmes such as monthly meetings should be reintroduced and creation of CSA Departments/Stations in each state; increased budget allocation to a minimum of 10% for agriculture, revitalisation of Researchers-Extension Agents-Farmers Linkage, employment of qualified extension agents and retraining of extension agents.

Details

International Journal of Climate Change Strategies and Management, vol. 14 no. 4
Type: Research Article
ISSN: 1756-8692

Keywords

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