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project</title> <meta name="description" content="Search results for: academic project"> <meta name="keywords" content="academic project"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="academic project"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7284</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: academic project</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7284</span> Projectification: Using Project Management Methodology to Manage the Academic Program Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Marks">Adam Marks</a>, <a href="https://publications.waset.org/abstracts/search?q=Munir%20Majdalawieh"> Munir Majdalawieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Maytha%20Al%20Ali"> Maytha Al Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While research is rich with what criteria could be included in the academic program review processes, there is rarely any mention of how this significant and complex process should be managed. This paper proposes using project management methodology in alignment with the program review criteria of the Dickeson’s Prioritizing Academic Programs model. Project management and academic program review share two distinct characteristics; one is their life cycle, and the second is the core knowledge areas they use. This aligned and structured approach offers academic administrators a step-by-step guide that can help them manage this process and effectively assess academic programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20management" title="project management">project management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20program" title=" academic program"> academic program</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review" title=" program review"> program review</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institution" title=" higher education institution"> higher education institution</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20management" title=" strategic management"> strategic management</a> </p> <a href="https://publications.waset.org/abstracts/79880/projectification-using-project-management-methodology-to-manage-the-academic-program-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7283</span> The Academic Achievement of Writing via Project-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Duangkamol%20Thitivesa">Duangkamol Thitivesa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the use of project work as a pretext for applying the conventions of writing, or the correctness of mechanics, usage, and sentence formation, in a content-based class in a Rajabhat University. Its aim was to explore to what extent the student teachers’ academic achievement of the basic writing features against the 70% attainment target after the use of project is. The organization of work around an agreed theme in which the students reproduce language provided by texts and instructors is expected to enhance students’ correct writing conventions. The sample of the study comprised of 38 fourth-year English major students. The data was collected by means of achievement test and student writing works. The scores in the summative achievement test were analyzed by mean score, standard deviation, and percentage. It was found that the student teachers do more achieve of practicing mechanics and usage, and less in sentence formation. The students benefited from the exposure to texts during conducting the project; however, their automaticity of how and when to form phrases and clauses into simple/complex sentences had room for improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title="project-based learning">project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20work" title=" project work"> project work</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20conventions" title=" writing conventions"> writing conventions</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a> </p> <a href="https://publications.waset.org/abstracts/14780/the-academic-achievement-of-writing-via-project-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7282</span> A Model Approach of Good Practice Based on the Project Management Body of Knowledge® Guide in the Project Owner</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claudia%20Marcela%20Munoz%20Gonzalez">Claudia Marcela Munoz Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Diego%20Fernando%20Hernandez%20Losada"> Diego Fernando Hernandez Losada</a>, <a href="https://publications.waset.org/abstracts/search?q=Hugo%20Alberto%20Herrera%20Fonseca"> Hugo Alberto Herrera Fonseca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project owner's role in the public-private investment consists of controlling and verifying the correct execution of the project's objectives and resources. Likewise, it is a discipline little explored in the academic field, whereby this work wishes to contribute with a model of good practices based on the project management methodology proposed by the Project Management Body of Knowledge® Guide. In the same way, highlight what are the controls that an integral project owner should take into account in its exercise and application, through the stages in which its contract runs. This proposal aims to structure its practice and integrate its functions according to a project management methodology. In addition, these practices will be applied in a case study of projects in the agricultural sector, particularly in the construction of irrigation district in Cundinamarca, Colombia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=controls" title="controls">controls</a>, <a href="https://publications.waset.org/abstracts/search?q=construction%20of%20irrigation%20district" title=" construction of irrigation district"> construction of irrigation district</a>, <a href="https://publications.waset.org/abstracts/search?q=PMBOK%C2%AE" title=" PMBOK®"> PMBOK®</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20owner" title=" project owner"> project owner</a> </p> <a href="https://publications.waset.org/abstracts/68931/a-model-approach-of-good-practice-based-on-the-project-management-body-of-knowledge-guide-in-the-project-owner" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68931.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7281</span> Role of Leadership in Project Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Filipov%C3%A1">Miriam Filipová</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Balco"> Peter Balco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At present, in Slovak and Czech Republic, the education within the field of Project Management is carried out either within the higher education or via commercial entities, whilst the most used contents are the commonly used methodologies of project management. Obtaining a diploma after completing a university degree or a training certificate does not automatically mean the success of the project or the success of the project manager. The importance of leadership and soft skills in project management is either not included at all within the training of project managers, or it is only partially reflected. From the methodology perspective, the most important things during the preparation and management of the projects are preparation of the project plan, resource planning, and project realization in accordance with the chosen methodology. However, the key element on which the success of the project depends on are the people – whether they are team members on the supplier's side, the stakeholders, or the end users. This research focuses on the real needs of working project managers, on the development of their strengths, expertise, skills, and knowledge regarding leadership and soft skills. At the same time, it looks into identifying the elements that they consider to be key to the success of the projects they have managed and successfully delivered. The result of this research is the input for creating recommendations for a comprehensive education of project managers in the field of leadership and soft skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20management" title="project management">project management</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20degree" title=" academic degree"> academic degree</a>, <a href="https://publications.waset.org/abstracts/search?q=certificates" title=" certificates"> certificates</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=talents" title=" talents"> talents</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a> </p> <a href="https://publications.waset.org/abstracts/143008/role-of-leadership-in-project-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7280</span> A Project-Orientated Training Concept to Prepare Students for Systems Engineering Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elke%20Mackensen">Elke Mackensen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Systems Engineering plays a key role during industrial product development of complex technical systems. The need for systems engineers in industry is growing. However, there is a gap between the industrial need and the academic education. Normally the academic education is focused on the domain specific design, implementation and testing of technical systems. Necessary systems engineering expertise like knowledge about requirements analysis, product cost estimation, management or social skills are poorly taught. Thus, there is the need of new academic concepts for teaching systems engineering skills. This paper presents a project-orientated training concept to prepare students from different technical degree programs for systems engineering activities. The training concept has been initially implemented and applied in the industrial engineering master program of the University of Applied Sciences Offenburg. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20systems%20engineering%20training" title="educational systems engineering training">educational systems engineering training</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements%20analysis" title=" requirements analysis"> requirements analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20modelling" title=" system modelling"> system modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=SysML" title=" SysML"> SysML</a> </p> <a href="https://publications.waset.org/abstracts/14859/a-project-orientated-training-concept-to-prepare-students-for-systems-engineering-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7279</span> Impact of Project Leader's Style on the Success of the Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saadia%20Khalid">Saadia Khalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the various leadership styles of project manager which lead to the success of a project since it is important for a project manager to understand and adopt the skills required to cope up with the modern challenges of any project. A project manager must be able to handle a project effectively and efficiently and be ready to assess the factors effecting success or failure of the project. A project manager must be capable of handling a project by managing, directing and leading the projects with requisite knowledge and skills. In this paper a project manager’s characteristics linkage to project success have been developed and analyzed for three different projects/industries. A web-based survey has also been carried out which revealed that specific leadership styles/traits can lead to better performance and success of organizations. Some basic factors like project complexity, the age, gender and nationality of the project manager and type of project also play a vital role in success of a project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title="leadership style">leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20success" title=" project success"> project success</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20%0D%0Amanagement" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20manager" title=" project manager "> project manager </a> </p> <a href="https://publications.waset.org/abstracts/27280/impact-of-project-leaders-style-on-the-success-of-the-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27280.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7278</span> The Role of Psychological Factors in Prediction Academic Performance of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Molaei">Hadi Molaei</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasavoli%20Davoud"> Yasavoli Davoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Keshavarz"> Keshavarz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mozhde%20Poordana"> Mozhde Poordana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed was to prediction the academic performance based on academic motivation, self-efficacy and Resiliency in the students. The present study was descriptive and correlational. Population of the study consisted of all students in Arak schools in year 1393-94. For this purpose, the number of 304 schools students in Arak was selected using multi-stage cluster sampling. They all questionnaires, self-efficacy, Resiliency and academic motivation Questionnaire completed. Data were analyzed using Pearson correlation and multiple regressions. Pearson correlation showed academic motivation, self-efficacy, and Resiliency with academic performance had a positive and significant relationship. In addition, multiple regression analysis showed that the academic motivation, self-efficacy and Resiliency were predicted academic performance. Based on the findings could be conclude that in order to increase the academic performance and further progress of students must provide the ground to strengthen academic motivation, self-efficacy and Resiliency act on them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20motivation" title="academic motivation">academic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=resiliency" title=" resiliency"> resiliency</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a> </p> <a href="https://publications.waset.org/abstracts/24763/the-role-of-psychological-factors-in-prediction-academic-performance-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">497</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7277</span> LACGC: Business Sustainability Research Model for Generations Consumption, Creation, and Implementation of Knowledge: Academic and Non-Academic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Satpreet%20Singh">Satpreet Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces the new LACGC model to sustain the academic and non-academic business to future educational and organizational generations. The consumption of knowledge and the creation of new knowledge is a strength and focal interest of all academics and Non-academic organizations. Implementing newly created knowledge sustains the businesses to the next generation with growth without detriment. Existing models like the Scholar-practitioner model and Organization knowledge creation models focus specifically on academic or non-academic, not both. LACGC model can be used for both Academic and Non-academic at the domestic or international level. Researchers and scholars play a substantial role in finding literature and practice gaps in academic and non-academic disciplines. LACGC model has unrestricted the number of recurrences because the Consumption, Creation, and implementation of new ideas, disciplines, systems, and knowledge is a never-ending process and must continue from one generation to the next. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academics" title="academics">academics</a>, <a href="https://publications.waset.org/abstracts/search?q=consumption" title=" consumption"> consumption</a>, <a href="https://publications.waset.org/abstracts/search?q=creation" title=" creation"> creation</a>, <a href="https://publications.waset.org/abstracts/search?q=generations" title=" generations"> generations</a>, <a href="https://publications.waset.org/abstracts/search?q=non-academics" title=" non-academics"> non-academics</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/145923/lacgc-business-sustainability-research-model-for-generations-consumption-creation-and-implementation-of-knowledge-academic-and-non-academic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7276</span> Cultivating a Successful Academic Career in Higher Education Institutes: The 10 X C Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Zamir">S. Zamir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The modern era has brought with it significant organizational changes. These changes have not bypassed the academic world, and along with the old academic bonds that include a world of knowledge and ethics, academic faculty members are required more than ever not only to survive in the academic world, but also to thrive and flourish and position themselves as modern and opinionated academicians. Based upon the writings of organizational consultants, the article suggests a 10 X C model for cultivating an academic backbone, as well as emphasizing its input to the professional growth of university and college academics: Competence, Calculations of pain & gain, Character, Commitment, Communication, Curiosity, Coping, Courage, Collaboration and Celebration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20career" title="academic career">academic career</a>, <a href="https://publications.waset.org/abstracts/search?q=academicians" title=" academicians"> academicians</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=the%2010xC%20model" title=" the 10xC model"> the 10xC model</a> </p> <a href="https://publications.waset.org/abstracts/55602/cultivating-a-successful-academic-career-in-higher-education-institutes-the-10-x-c-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55602.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7275</span> Collaborative Research between Malaysian and Australian Universities on Learning Analytics: Challenges and Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20Tasir">Z. Tasir</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20N.%20Kew"> S. N. Kew</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20West"> D. West</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Abdullah"> Z. Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Toohey"> D. Toohey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on Learning Analytics is progressively developing in the higher education field by concentrating on the process of students' learning. Therefore, a research project between Malaysian and Australian Universities was initiated in 2015 to look at the use of Learning Analytics to support the development of teaching practice. The focal point of this article is to discuss and share the experiences of Malaysian and Australian universities in the process of developing the collaborative research on Learning Analytics. Three aspects of this will be discussed: 1) Establishing an international research project and team members, 2) cross-cultural understandings, and 3) ways of working in relation to the practicalities of the project. This article is intended to benefit other researchers by highlighting the challenges as well as the strategies used in this project to ensure such collaborative research succeeds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20research%20project" title="academic research project">academic research project</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20research" title=" collaborative research"> collaborative research</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20understanding" title=" cross-cultural understanding"> cross-cultural understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20research%20project" title=" international research project"> international research project</a> </p> <a href="https://publications.waset.org/abstracts/48332/collaborative-research-between-malaysian-and-australian-universities-on-learning-analytics-challenges-and-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7274</span> The Role of Hemoglobin in Psychological Well Being and Academic Achievement of College Female Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramesh%20Adsul">Ramesh Adsul</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikas%20Minchekar"> Vikas Minchekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study attempts to explore the differences in academic achievement and psychological well being and its components – satisfaction, efficiency, sociability, mental health, interpersonal relations in low and moderate level of hemoglobin of college female students. It also tries to find out how hemoglobin, psychological well –being and academic achievement correlate to each other. For this study 200 (100 low hemoglobin level and 100 moderate hemoglobin level) college female students were selected by random sampling method. This sample is collected from the project ‘Health awareness and hemoglobin improvement programme’, which is being collaboratively conducted by ‘Akshyabhasha, MESA, U.S.A. and Smt. M.G. Kanya Mahavidyalaya, Sangli, Maharashtra, India. Psychological Well-Being Scale was used to collect the data. Students’ academic achievement was collected through college record, and hemoglobin level of female students was collected from project record. Data was analyzed by using independent ‘t’ test and Pearson’s correlation coefficient. The finding of the study revealed significant differences between low hemoglobin and moderate hemoglobin groups regarding efficiency and mental health. No significant difference was observed on satisfaction, sociability and interpersonal relations. It is also found that there is significant difference between low hemoglobin and moderate hemoglobin groups on academic achievement. The study revealed positive correlation between hemoglobin and academic achievement and psychological well-being and academic achievement. Moderate hemoglobin level create more efficiency, better mental health and good academic achievement in female students. One could say that there is significant role hemoglobin plays in psychological well being and academic achievement of college female students. Anemia is widely prevalent in all the states if India among all age groups. In India, college girls contribute major portion of population. It has been reported that 80% female population has hemoglobin deficiency, due to illiteracy of female, family structure, status of women, diet habits, gender discrimination and various superstitions. The deficiency of hemoglobin affects physical and mental health, general behavior and academic performance of students. This study is useful to educational managements, counselors, parents, students and Government also. In the development of personality physical as well as psychological health is essential. This research findings will create awareness about physical and mental health among people and society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20female%20students" title=" college female students"> college female students</a>, <a href="https://publications.waset.org/abstracts/search?q=hemoglobin" title=" hemoglobin"> hemoglobin</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a> </p> <a href="https://publications.waset.org/abstracts/60891/the-role-of-hemoglobin-in-psychological-well-being-and-academic-achievement-of-college-female-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7273</span> Creation of Greenhouses by Students, Using the Own Installations of the University and Increasing the Growth of Plants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Espinosa-Garza%20G.">Espinosa-Garza G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Loera-Hernandez%20I."> Loera-Hernandez I.</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonyan%20N."> Antonyan N.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To innovate, it is necessary to perform projects directed towards the search of improvement. The agricultural technique and the design of greenhouses have been studied by undergraduate engineering students from the Tecnológico de Monterrey using the campus areas. The purpose of this project was to incite students to create innovations and help rural populations of the state to solve one of the problems that they are dealing with nowadays. The main objective of the project was to search for an alternative technique that will allow the planting of the “chile piquín” plant, also known as Capsicum annuum, to grow quicker as it germinates. The “chile piquín” is one of the original crops of Mexico and forms the basis of the Mesoamerican cultures’ diet since the pre-hispanic era. To fulfill with today’s demand, it is required to implement new alternative methods to increase the “chile piquín’s” growth. The project lasted one semester with the participation of engineering students from multiple majors. The most important results from this academic experience were that, from the proposed goal, the students could analyze the needs of their town and were capable of introducing new and innovative ideas with the aim of resolving them. In the present article the pedagogic methodologies that allowed to carry out this project will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20experience" title="academic experience">academic experience</a>, <a href="https://publications.waset.org/abstracts/search?q=chile%20piqu%C3%ADn" title=" chile piquín"> chile piquín</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=greenhouse%20design" title=" greenhouse design"> greenhouse design</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/83664/creation-of-greenhouses-by-students-using-the-own-installations-of-the-university-and-increasing-the-growth-of-plants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7272</span> Under the 'Umbrella' Project: A Volunteer-Mentoring Approach for Socially Disadvantaged University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evridiki%20Zachopoulou">Evridiki Zachopoulou</a>, <a href="https://publications.waset.org/abstracts/search?q=Vasilis%20Grammatikopoulos"> Vasilis Grammatikopoulos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michail%20Vitoulis"> Michail Vitoulis</a>, <a href="https://publications.waset.org/abstracts/search?q=Athanasios%20Gregoriadis"> Athanasios Gregoriadis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last ten years, the recent economic crisis in Greece has decreased the financial ability and strength of several families when it comes to supporting their children’s studies. As a result, the number of students who are significantly delaying or even dropping out of their university studies is constantly increasing. The students who are at greater risk for academic failure are those who are facing various problems and social disadvantages, like health problems, special needs, family poverty or unemployment, single-parent students, immigrant students, etc. The ‘Umbrella’ project is a volunteer-based initiative to tackle this problem at International Hellenic University. The main purpose of the project is to provide support to disadvantaged students at a socio-emotional, academic, and practical level in order to help them complete their undergraduate studies. More specifically, the ‘Umbrella’ project has the following goals: (a) to develop a consulting-supporting network based on volunteering senior students, called ‘i-mentors’. (b) to train the volunteering i-mentors and create a systematic and consistent support procedure for students at-risk, (c), to develop a service that, parallel to the i-mentor network will be ensuring opportunities for at-risk students to find a job, (d) to support students who are coping with accessibility difficulties, (e) to secure the sustainability of the ‘Umbrella’ project after the completion of the funding of the project. The innovation of the Umbrella project is in its holistic-person-centered approach that will be providing individualized support -via the i-mentors network- to any disadvantaged student that will come ‘under the Umbrella.’ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20mentoring" title="peer mentoring">peer mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20support" title=" student support"> student support</a>, <a href="https://publications.waset.org/abstracts/search?q=socially%20disadvantaged%20students" title=" socially disadvantaged students"> socially disadvantaged students</a>, <a href="https://publications.waset.org/abstracts/search?q=volunteerism%20in%20higher%20education" title=" volunteerism in higher education"> volunteerism in higher education</a> </p> <a href="https://publications.waset.org/abstracts/127481/under-the-umbrella-project-a-volunteer-mentoring-approach-for-socially-disadvantaged-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">234</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7271</span> Towards Establishing a Universal Theory of Project Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Divine%20Kwaku%20Ahadzie">Divine Kwaku Ahadzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Project management (PM) as a concept has evolved from the early 20th Century into a recognized academic and professional discipline, and indications are that it has come to stay in the 21st Century as a world-wide paradigm shift for managing successful construction projects. However, notwithstanding the strong inroads that PM has made in legitimizing its academic and professional status in construction management practice, the underlining philosophies are still based on cases and conventional practices. An important theoretical issue yet to be addressed is the lack of a universal theory that offers philosophical legitimacy for the PM concept as a uniquely specialized management concept. Here, it is hypothesized that the law of entropy, the theory of uncertainties and the theory of risk management offer plausible explanations for addressing the lacuna of what constitute PM theory. The theoretical bases of these plausible underlying theories are argued and attempts made to establish the functional relationships that exist between these theories and the PM concept. The paper then draws on data related to the success and/or failure of a number of construction projects to validate the theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=concepts" title="concepts">concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=construction" title=" construction"> construction</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20theory" title=" universal theory"> universal theory</a> </p> <a href="https://publications.waset.org/abstracts/35702/towards-establishing-a-universal-theory-of-project-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7270</span> Measuring the Academic Self-Efficacy of Undergraduates: The Role of Gender and Academic Year Experience </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilani%20Sachitra">Vilani Sachitra</a>, <a href="https://publications.waset.org/abstracts/search?q=Udari%20Bandara"> Udari Bandara </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-efficacy beliefs provide the foundation for human motivation, well-being, and personal accomplishment. This study measured the levels of academic self-efficacy of undergraduates and also examined whether there any differences in academic self-efficacy with respect to gender and academic year. A structured questionnaire was employed to collect data from undergraduates who enrolled the Bachelor of Commerce degree programme at the University of Sri Jayewardenepura. The outcome of the study revealed that undergraduates lacked the confidence to ask and answer questions, seek help from lecturers, have a study plan and engage in academic discussion and note-taking. However, the findings also demonstrated that undergraduates were not hesitant about seeking help from friends, had confidence on meeting the deadlines and completing the degree within four years. Interestingly, females displayed higher academic self-efficacy than males. Specifically, the data were supported to conclude that there were significant differences in academic self-efficacy with respect to academic years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20year" title="academic year">academic year</a>, <a href="https://publications.waset.org/abstracts/search?q=bachelor%20of%20commerce%20undergraduates" title=" bachelor of commerce undergraduates"> bachelor of commerce undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/71035/measuring-the-academic-self-efficacy-of-undergraduates-the-role-of-gender-and-academic-year-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7269</span> "Project" Approach in Urban: A Response to Uncertainty</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mouhoubi%20Nedjima">Mouhoubi Nedjima</a>, <a href="https://publications.waset.org/abstracts/search?q=Sassi%20Boudemagh%20Souad"> Sassi Boudemagh Souad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we will try to demonstrate the importance of the project approach in the urban to deal with uncertainty, the importance of the involvement of all stakeholders in the urban project process and that the absence of an actor can lead to project failure but also the importance of the urban project management. These points are handled through the following questions: Does the urban adhere to the theory of complexity? Does the project approach bring hope and solution to make urban planning "sustainable"? How converging visions of actors for the same project? Is the management of urban project the solution to support the urban project approach? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20planning" title="strategic planning">strategic planning</a>, <a href="https://publications.waset.org/abstracts/search?q=project" title=" project"> project</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20project%20stakeholders" title=" urban project stakeholders"> urban project stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/27120/project-approach-in-urban-a-response-to-uncertainty" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7268</span> The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramazan%20Hasanzadeh">Ramazan Hasanzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Leyla%20Vatandoust"> Leyla Vatandoust </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motivation%20management" title="motivation management">motivation management</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20self-concept" title=" academic self-concept"> academic self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/74590/the-efficacy-of-motivation-management-training-for-students-academic-achievement-and-self-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">261</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7267</span> Internet Use and Academic Procrastination Behavior in High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endah%20Mastuti">Endah Mastuti</a>, <a href="https://publications.waset.org/abstracts/search?q=Prihastuti%20Sudaryono"> Prihastuti Sudaryono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development of Internet usage and technology influences the academic behavior of students in high schools. One of the consequences is the emergence of academic procrastination behavior. Academic procrastination behavior is students’ procrastinate behavior in completing assignments. This study aimed to see whether there are differences in the duration of using the internet with academic procrastinate behavior among high school students in Surabaya. The number of research subject is 498 high school students. Instruments of the research are academic procrastination scale and duration of the internet usage questionnaire. The results from One Way Anova shows F value 0.241 with a significance level of 0.868 This demonstrates that there is no difference between the duration of the use of the Internet with academic procrastination behavior in high school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20procrastination" title="academic procrastination">academic procrastination</a>, <a href="https://publications.waset.org/abstracts/search?q=duration%20of%20internet%20usage" title=" duration of internet usage"> duration of internet usage</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a> </p> <a href="https://publications.waset.org/abstracts/62382/internet-use-and-academic-procrastination-behavior-in-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62382.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7266</span> Highlighting Strategies Implemented by Migrant Parents to Support Their Child's Educational and Academic Success in the Host Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Josee%20Charette">Josee Charette</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The academic and educational success of migrant students is a current issue in education, especially in western societies such in the province of Quebec, in Canada. For people who immigrate with school-age children, the success of the family’s migratory project is often measured by the benefits drawn by children from the educational institutions of their host society. In order to support the academic achievement of their children, migrant parents try to develop practices that derive from their representations of school and related challenges inspired by the socio-cultural context of their country of origin. These findings lead us to the following question: How does strategies implemented by migrant parents to manage the representational distance between school of their country of origin and school of their host society support or not the academic and educational success of their child? In the context of a qualitative exploratory approach, we have made interviews in the French , English and Spanish languages with 32 newly immigrated parents and 10 of their children. Parents were invited to complete a network of free associations about «School in Quebec» as a premise for the interview. The objective of this paper is to present strategies implemented by migrant parents to manage the distance between their representations of schools in their country of origin and in the host society, and to explore the influence of this management on their child’s academic and educational trajectories. Data analysis led us to develop various types of strategies, such as continuity, adaptation, resources mobilization, compensation and "return to basics" strategies. These strategies seem to be part of a continuum from oppositional-conflict scenario, in which parental strategies act as a risk factor, to conciliator-integrator scenario, in which parental strategies act as a protective factor for migrant students’ academic and educational success. In conclusion, we believe that our research helps in highlighting strategies implemented by migrant parents to support their child’s academic and educational success in the host society and also helps in providing a more efficient support to migrant parents and contributes to develop a wider portrait of migrant students’ academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20and%20educational%20achievement%20of%20immigrant%20students" title="academic and educational achievement of immigrant students">academic and educational achievement of immigrant students</a>, <a href="https://publications.waset.org/abstracts/search?q=family%E2%80%99s%20migratory%20project" title=" family’s migratory project"> family’s migratory project</a>, <a href="https://publications.waset.org/abstracts/search?q=immigrants%20parental%20strategies" title=" immigrants parental strategies"> immigrants parental strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=representational%20distance%20between%20school%20of%20origin%20and%20school%20of%20host%20society" title=" representational distance between school of origin and school of host society "> representational distance between school of origin and school of host society </a> </p> <a href="https://publications.waset.org/abstracts/23941/highlighting-strategies-implemented-by-migrant-parents-to-support-their-childs-educational-and-academic-success-in-the-host-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7265</span> Role of Academic Library in/for Information Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Veena%20Rani">Veena Rani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the role of academic library in information literacy in the present time. Information is the very important aspect for the growth of any country. In this context information literacy is an essential tool in the development of various fields. Academic library is an essential part of university as well as of an institution. In Academic library we can include university library, college library as well as school library. Academic libraries are playing an important role for information literacy. Academic libraries provide excellent services for the benefit of students, teachers, researchers, and all those who are interested in education. All over the world many of the schemes, policies and services provide for information literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20literacy" title="information literacy">information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20library" title=" academic library"> academic library</a>, <a href="https://publications.waset.org/abstracts/search?q=tool%20literacy" title=" tool literacy"> tool literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education "> higher education </a> </p> <a href="https://publications.waset.org/abstracts/32839/role-of-academic-library-infor-information-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32839.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7264</span> Using Blackboard to Enhance Academic Writing Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20Craven">Laurence Craven</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic writing is one of the most important class a freshman will take, as it provides the skill needed to formulate an academic essay in any discipline. Written assignments are the most common form of assessment in higher education and thus it is of paramount importance for students to master the skill of academic writing. This presentation aims to give practitioners multiple ways to enhance their academic writing classes using the Blackboard environment, with a view to improving student performance. The presentation will include ways to improve assessment and give corrective feedback. It will also provide ideas on how to increase variety in teaching lessons, assigning homework and on organizing materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/41426/using-blackboard-to-enhance-academic-writing-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7263</span> Understanding Non-Utilization of AI Tools for Research and Academic Writing among Academic Staff in Nigerian Universities: A Paradigm Shift</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Abdulkareem">Abubakar Abdulkareem</a>, <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Haruna%20Soba"> Nasir Haruna Soba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the non-utilization of AI tools for research and academic writing among academic staff in Nigerian universities using the perceived attribute of innovation theory by Rogers as a theoretical framework to guide the investigation. This study was framed in an interpretative research paradigm. A qualitative methodology and case study research design was adopted. Interviews were conducted with 20 academic staff. The study used a thematic analysis process to identify 115 narratives. The narratives are organized into five major categories and further collapsed into five theoretical constructs explaining the non-use of AI tools for research and academic writing. Findings from this study revealed some of the reasons for the non-utilization of AI tools for research and academic writing as lack of Awareness, perceived Complexity, trust and Reliability Concerns, cost and accessibility, ethical and Privacy concerns and, cultural and institutional factors, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-utilization" title="non-utilization">non-utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=AI%20tools" title=" AI tools"> AI tools</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20and%20academic%20writing" title=" research and academic writing"> research and academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20staff" title=" academic staff"> academic staff</a> </p> <a href="https://publications.waset.org/abstracts/188291/understanding-non-utilization-of-ai-tools-for-research-and-academic-writing-among-academic-staff-in-nigerian-universities-a-paradigm-shift" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188291.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7262</span> Engaging Mature Learners through Video Case Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacqueline%20Mary%20Jepson">Jacqueline Mary Jepson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article provides a case study centred on the development of 13 video episodes which have been created to enhance student engagement with a post graduate online course in Project Management. The student group was unique as their online course needed to provide for asynchronistic learning and an adult learning pedagogy. In addition, students had come from a wide range professional backgrounds, with some having no Project Management experience, while others had 20 years or more. Students had to gain an understanding of an advanced body of knowledge and the course needed to achieve the academic requirements to qualify individuals to apply their learning in a range of contexts for professional practice and scholarship. To achieve this, a 13 episode case study was developed along with supportive learning materials based on the relocation of a zoo. This unique project provided a learning environment where the project could evolve over each video episode demonstrating the application of Project Management methodology which was then tied into the learning outcomes for the course and the assessment tasks. Discussion forums provided a way for students to converse and demonstrate their own understanding of content and how Project Management methodology can be applied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20management" title="project management">project management</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learning" title=" adult learning"> adult learning</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20case%20study" title=" video case study"> video case study</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronistic%20education" title=" asynchronistic education"> asynchronistic education</a> </p> <a href="https://publications.waset.org/abstracts/42256/engaging-mature-learners-through-video-case-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7261</span> Intention Mediating Goal and Attitude Relationship with Academic Dishonesty among Undergraduate University Students, Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yayra%20Dzakadzie">Yayra Dzakadzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The descriptive cross-sectional survey study assessed dishonest academic intention, mediating academic goals, and attitude relationship with academic dishonesty among university undergraduate students in Ghana. The target population for this study was all the final-year undergraduate students enrolled full-time in Ghanaian public universities. One thousand two hundred (1,200) undergraduate students participated in the study. Multistage sampling was used to select the sample for the study. A structured questionnaire was used to collect the needed data to test hypotheses. Structural Equation Modelling (PLS-SEM) was used for the analyses. The results revealed that academic goals and attitudes had direct and indirect effects on academic dishonesty behaviour. Also, academic intention was statistically a significant mediator in the relationship that academic goals and attitude have with academic dishonesty. It was concluded that when academic goals are high, it compels individual students to try new strategies, and when academic goals are low, the students would like to “cut corners” to meet expectations. It was also concluded that when the attitude towards academic dishonesty is low, students are more unlikely to form an intention to be academically dishonest. It is recommended that lecturers should make their students aware of the goals that need to be attained in their courses and provide them with feedback on goal progress. Students should set their proximal goals and enhance their commitment so that they avoid putting things off. Enforcement of rules and regulations against academic dishonesty must be fully adhered to since students’ positive attitudes can result in high intention, which would lead to academic dishonesty behaviour. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intention" title="intention">intention</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20goals" title=" academic goals"> academic goals</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20dishonesty" title=" academic dishonesty"> academic dishonesty</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20university" title=" public university"> public university</a> </p> <a href="https://publications.waset.org/abstracts/152317/intention-mediating-goal-and-attitude-relationship-with-academic-dishonesty-among-undergraduate-university-students-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7260</span> Project Objective Structure Model: An Integrated, Systematic and Balanced Approach in Order to Achieve Project Objectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Oftadeh">Mohammad Reza Oftadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the article is to describe project objective structure (POS) concept that was developed on research activities and experiences about project management, Balanced Scorecard (BSC) and European Foundation Quality Management Excellence Model (EFQM Excellence Model). Furthermore, this paper tries to define a balanced, systematic, and integrated measurement approach to meet project objectives and project strategic goals based on a process-oriented model. In this paper, POS is suggested in order to measure project performance in the project life cycle. After using the POS model, the project manager can ensure in order to achieve the project objectives on the project charter. This concept can help project managers to implement integrated and balanced monitoring and control project work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20objectives" title="project objectives">project objectives</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20performance%20management" title=" project performance management"> project performance management</a>, <a href="https://publications.waset.org/abstracts/search?q=PMBOK" title=" PMBOK"> PMBOK</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20performance%20indicators" title=" key performance indicators"> key performance indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=integration%20management" title=" integration management"> integration management</a> </p> <a href="https://publications.waset.org/abstracts/102403/project-objective-structure-model-an-integrated-systematic-and-balanced-approach-in-order-to-achieve-project-objectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7259</span> Genre Analysis and Interview: Body Paragraphs of Student English Academic Essays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chek%20Kim%20Loi">Chek Kim Loi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reports on a study examining the body paragraphs of English academic essays written by some ESL (English as a Second Language) undergraduate students. These students took English for Academic Purposes course for one semester at a public university in Malaysia. In addition to analyzing the communicative purposes employed in the sample, for triangulation of data, student participants were interviewed on their academic writing experience in their English for Academic Purposes (EAP) classroom. The present study has pedagogical implications in an EAP classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20paragraphs" title=" body paragraphs"> body paragraphs</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20purposes" title=" communicative purposes"> communicative purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20implications" title=" pedagogical implications"> pedagogical implications</a> </p> <a href="https://publications.waset.org/abstracts/55713/genre-analysis-and-interview-body-paragraphs-of-student-english-academic-essays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7258</span> Academic Writing vs Creative Writing for Arabic Speaking Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yacoub%20Aljaffery">Yacoub Aljaffery</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many English writing instructors try to avoid creative writing in their classrooms thinking they need to teach essay rules and organization skills. They seem to forget that creative writing has do’s and don’ts as well. While academic writing is different from fiction writing in some important ways (although perhaps the boundaries are fruitfully blurring), there is much that can be writerly selves. The differences between creative writing and academic writing are that creative writing is written mainly to entertain with the creativity of the mind and academic writing is written mainly to inform in a formal manner or to incite the reader to make an action such as purchase the writer’s product. In this research paper, we are going to find out how could Arabic speaking students, who are learning academic writing in universities, benefit from creative writing such as literature, theatrical scripts, music, and poems. Since Arabic language is known as poetic language, students from this culture tend to like writing with creativity. We will investigate the positive influence of creative writing rules on academic essays and paragraphs in universities, and We will prove the importance of using creative writing activities in any academic writing classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20teaching" title="ESL teaching">ESL teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing ">academic writing </a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title=" creative writing"> creative writing</a> </p> <a href="https://publications.waset.org/abstracts/16224/academic-writing-vs-creative-writing-for-arabic-speaking-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7257</span> The Role of Time Management Skills in Academic Performance of the University Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thuduwage%20Lasanthika%20Sajeevanie">Thuduwage Lasanthika Sajeevanie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Success is very important, and there are many factors affecting the success of any situation or a person. In Sri Lankan Context, it is hardly possible to find an empirical study relating to time management and academic success. Globally many organizations, individuals practice time management to be effective. Hence it is very important to examine the nature of time management practice. Thus this study will fill the existing gap relating to achieving academic success through proper time management practices. The research problem of this study is what is the relationship exist among time management skills and academic success of university lecturers in state universities. The objective of this paper is to identify the impact of time management skills for academic success of university lecturers. This is a conceptual study, and it was done through a literature survey by following purposive sampling technique for the selection of literature. Most of the studies have found that time management is highly related to academic performance. However, most of them have done on the academic performance of the students, and there were very few studies relating to academic performance of the university lecturers. Hence it can be further suggested to conduct a study relating to identifying the relationship between academic performance and time management skills of university lecturers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20success" title="academic success">academic success</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20management%20skills" title=" time management skills"> time management skills</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20lecturers" title=" university lecturers"> university lecturers</a> </p> <a href="https://publications.waset.org/abstracts/65744/the-role-of-time-management-skills-in-academic-performance-of-the-university-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65744.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7256</span> Academic Freedom Policy: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlin%20Killen">Marlin Killen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American Association of University Professors (AAUP) describes academic freedom as essential to the purposes of research and teaching. The importance of academic freedom as a bedrock foundation that supports the work of the professoriate cannot be overstated, and there have been innumerable challenges that have attempted to curtail it. These challenges come from a variety of sources that span legal, ethical, cultural, institutional, and professional perspective and are amplified by social media, traditional media, and political action efforts. Because of these challenges, the development of a comprehensive institutional policy on academic freedom that addresses the principles, practices, and appropriate responses to modern challenges can be a daunting task. This presentation will focus on a case study of a university’s effort to develop an updated, evolving policy on academic freedom that provides a framework and remedies for contemporary challenges to this critical function in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20freedom" title="academic freedom">academic freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20freedom%20policy" title=" academic freedom policy"> academic freedom policy</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20policy" title=" higher education policy"> higher education policy</a> </p> <a href="https://publications.waset.org/abstracts/139552/academic-freedom-policy-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139552.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7255</span> Disaster Preparedness for Academic Libraries in Malaysia: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Juryiah%20Mohd%20Khalid">Siti Juryiah Mohd Khalid</a>, <a href="https://publications.waset.org/abstracts/search?q=Norazlina%20Dol"> Norazlina Dol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic libraries in Malaysia are still not prepared for disaster even though several occasions have been reported. The study sets out to assess the current status of preparedness in disaster management among Malaysian academic libraries in the State of Selangor and the Federal Territory of Kuala Lumpur. To obtain a base level of knowledge on disaster preparedness of current practices, a questionnaire was distributed to chief librarians or their assignees in charge of disaster or emergency preparedness at 40 academic libraries and 34 responses were received. The study revolved around the current status of preparedness, on various issues including existence of disaster preparedness plan among academic libraries in Malaysia, disaster experiences by the academic libraries, funding, risk assessment activities and involvement of library staff in disaster management. Frequency and percentage tables were used in the analysis of the data collected. Some of the academic libraries under study have experienced one form of disaster or the other. Most of the academic libraries do not have a written disaster preparedness plan. The risk assessments and staff involvement in disaster preparedness by these libraries were generally adequate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20libraries" title="academic libraries">academic libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20preparedness%20plan" title=" disaster preparedness plan"> disaster preparedness plan</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20management" title=" disaster management"> disaster management</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20plan" title=" emergency plan"> emergency plan</a> </p> <a href="https://publications.waset.org/abstracts/32629/disaster-preparedness-for-academic-libraries-in-malaysia-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32629.pdf" target="_blank" class="btn btn-primary 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