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Corporate reputation antecedents and stakeholder loyalty in malawi higher education institutions: employees' and students' perspectives
Enhancing university students’ achievement in physics using computer-assisted instruction
Evaluation of the "license, master, doctorate" reform in medical school of University of Lomé (Togo): Strengths and weaknesses
Exploring the factors that enhance teacher retention in rural schools in Ghana
Exploring the factors that enhance teacher retention in rural schools in Ghana
by Peter Asare-Nuamah
Keep ReadingCorporate reputation antecedents and stakeholder loyalty in malawi higher education institutions: employees' and students' perspectives
by Rashid, Sufyan
The proliferation of private and public universities in Malawi has increased competition for excellent employees and competent students. It is argued that corporate reputation has the potential to promote the competitive advantages of the HEIs by attracting and retaining employees and students. This study aims to identify how the quality of students, faculty expertise, media exposure, degree prestige, and social capital, considered as antecedents, may influence corporate reputation and its impact on stakeholder loyalty. Besides, the study sought to analyze the moderating role of stakeholder groups, specifically employees and students. A total of 438 valid questionnaires were collected from a sample of HEIs internal stakeholders, employees, and students from four public universities in Malawi. The proposed theoretical study model was tested using SmartPLS 3.3.2. The results highlight the positive influence of the quality of students, faculty expertise, media exposure, degree prestige, and social capital on corporate reputation. In turn, corporate reputation has a positive impact on stakeholder loyalty. Stakeholder groups moderated the relationship between corporate reputation and stakeholder loyalty such that employees strengthened the relationship. These results help raise interest in corporate reputation and provide HEIs managers with strategies for attracting excellent employees and competent students in the competitive HEIs landscape, thereby ensuring their sustainability or survival and success.
Enhancing university students’ achievement in physics using computer-assisted instruction
by Ugwuanyi, C.S.
Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students' achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in a Nigerian university. © 2020, Sciedu Press. All rights reserved.
Evaluation of the "license, master, doctorate" reform in medical school of University of Lomé (Togo): Strengths and weaknesses
by Julienne Noudé TECLESSOU
Introduction: The License, Master and Doctorate (LMD) reform that structured high studies in three cycles, has been instituted since the Bologna declaration in 1999. To be conformed to international standards, the LMD system has been instituted in University of Lomé in 2009 to foster pathways between medical and paramedical training. The purpose of this study was to evaluate the strengths and weaknesses of the LMD reform since its introduction in medical school of Lomé. Method: It was an opinion survey conducted during four months in University of Lomé among the medical school's teachers about strengths and weaknesses of LMD reform since its application. The strengths were defined as all facilities brought by LMD reform in organization of courses and practices, evaluations, new Information and Communication Technologies (ICTs) (internet, video projector, courses on line). The LMD weaknesses were defined as any problem that it could generate. Results: Of 113 resident teachers of the medical school of Lomé, seventy-six have completed the questionnaire (67.2%). The majority of teachers (74) thought that the introduction of LMD reform will make Lomé medical school fit into international standards. The availability of the video projectors was mentioned by 90.8% of the teachers and 82.9% of them used it for teaching. Online course was not available. The main strengths of LMD were: a better evaluation system (33.3%), the organization of training in units with credit (28.6%), the usage of new ICTs (23.8%). Respondents also reported many weaknesses of LMD reform: the plethoric number of students (36.2%), the absence of an intermediate diploma and pathways between studies (29.3%). The Insufficiency of human resources and material was also mentioned. Conclusion: This study highlights that LMD reform needs adaptation to local realities and improvement to ensure that students will get better training in conformity with international standards. © 2020 The Author(s).
Exploring the factors that enhance teacher retention in rural schools in Ghana
by Peter Asare-Nuamah
Access to education for children living in rural communities is widely known to be hampered by inequitable teacher deployment to rural schools. While much is known about the barriers encountered by teachers in Ghana, little is known about the factors that enhance teacher retention in rural schools. In this study, the four-capital teacher retention model was adapted as the conceptual framework to examine the factors that promote teacher retention in rural schools in Ghana. The Teacher Retention Scale (TRS), consisting of 12 items and two sub-scales, was administered to 164 teachers recruited from 15 schools in 10 communities in a single district in Ghana. The results show that the participants were slightly positive on structural capital and social capital as well as high positive correlation between both sub-scales. The need for policymakers to consider both capitals in designing teacher retention strategies in rural schools is discussed. © 2019, © 2019 University of Cambridge, Faculty of Education.
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