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students</title> <meta name="description" content="Search results for: postgraduate students"> <meta name="keywords" content="postgraduate students"> <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="postgraduate students"> <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> 6183</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: postgraduate students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6183</span> The Research Experiences of Supervisors and Postgraduate Research Students at One South African Higher Education Institution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madoda%20Cekiso">Madoda Cekiso</a>, <a href="https://publications.waset.org/abstracts/search?q=Thenjiwe%20Meyiwa"> Thenjiwe Meyiwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Successful postgraduate supervision involves possessing research capabilities, being knowledgeable in specific disciplines, understanding interpersonal relations, exercising mentoring/guidance skills and having appropriate knowledge of own institutional regulatory systems for postgraduate studies. On the other hand, postgraduate students are expected to know what the postgraduate journey entails and the elements and requirements of a postgraduate study. This paper sought to explore and analyse the research experiences of supervisors and postgraduate research students at one South African higher education institution. The study was qualitative in nature and a case study design was followed. The sample was purposively selected and comprised 25 postgraduate students and 20 postgraduate supervisors from one Faculty of the said university. The study findings revealed that there was no clear contract or memorandum of understanding between the postgraduate students and their supervisors. As a result, both supervisors and postgraduate students were not aware of their responsibilities. Both supervisors and postgraduate students complained about the non-availability of postgraduate facilities and resources for postgraduate students. The results further revealed that the allocation of students to supervisors who are not experts in a particular field was a challenge for both postgraduate students and supervisors. The results also revealed that the supervisors were not happy about the commitment of the postgraduate students towards their studies. The supervisors also complained about the postgraduate students who cannot work independently. Based on the findings, the authors recommended that a memorandum of understanding between a postgraduate student and a supervisor might solve some of the challenges. We further recommended a match between the supervisor’s expertise and the student’s focus area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate" title=" postgraduate"> postgraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=supervisors" title=" supervisors"> supervisors</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=memorandum%20of%20understanding" title=" memorandum of understanding"> memorandum of understanding</a> </p> <a href="https://publications.waset.org/abstracts/124842/the-research-experiences-of-supervisors-and-postgraduate-research-students-at-one-south-african-higher-education-institution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124842.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">187</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">6182</span> Social Media Utilisation and Addiction among Students in Nigerian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kolawole%20Akinjide%20Aramide">Kolawole Akinjide Aramide</a>, <a href="https://publications.waset.org/abstracts/search?q=Razaq%20Oyewo"> Razaq Oyewo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates social media utilisation and addiction among students in Nigerian universities. Three hundred and twenty seven (327) students were randomly selected across five selected universities in Nigeria but only 215 provided useful responses for the study. The study revealed regular use of social media for the purpose of communicating and connecting with friends only while Picassa, Twitter, Flickr, Youtube, MySpace, Blogger, Linkedln and LibraryThing were found to top the list of social media being used on regular basis by the students. The level of social media addiction among the students was found to be low. A significant difference was established between undergraduate and postgraduate students’ utilization of social media as the undergraduate students were found to utilise social media more than the postgraduate students. However, no significant difference was found in the level of addiction to social media between the undergraduate and postgraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media%20utilisation" title="social media utilisation">social media utilisation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20addiction" title=" social media addiction"> social media addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20students" title=" Nigerian students"> Nigerian students</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities "> universities </a> </p> <a href="https://publications.waset.org/abstracts/8797/social-media-utilisation-and-addiction-among-students-in-nigerian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8797.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">506</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">6181</span> Online Metacognitive Reading Strategies Use by Postgraduate Libyan EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najwa%20Alsayed%20Omar">Najwa Alsayed Omar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the increasing popularity of the Internet, online reading has become an essential source for EFL readers. Using strategies to comprehend information on online reading texts play a crucial role in students’ academic success. Metacognitive reading strategies are effective factors that enhance EFL learners reading comprehension. This study aimed at exploring the use of online metacognitive reading strategies by postgraduate Libyan EFL students. Quantitative data was collected using the Survey of Online Reading Strategies (OSORS). The findings revealed that the participants were moderate users of metacognitive online reading strategies. Problem solving strategies were the most frequently reported used strategies, while support reading strategies were the least. The five most and least frequently reported strategies were identified. Based on the findings, some future research recommendations were presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title="metacognitive strategies">metacognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reading" title=" online reading"> online reading</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reading%20strategies" title=" online reading strategies"> online reading strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a> </p> <a href="https://publications.waset.org/abstracts/11899/online-metacognitive-reading-strategies-use-by-postgraduate-libyan-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11899.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">320</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">6180</span> Investigating 'Criticality' in Written Assignments of Postgraduate Students in TESOL and Applied Linguistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Mirador">Josephine Mirador</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Too often, one hears teachers complaining about how uncritical students can be, yet the notion of ‘criticality’ may be subject to variable understandings or interpretations. One challenge facing postgraduate students is the writing of essays responding to a specific reading assignment. Such an essay requires students not only to summarise, but to engage in a discussion of the significant points of the article, pointing out its strengths as well as its weaknesses. This paper presents the results of an investigation on criticality in written assignments of postgraduate students in applied linguistics and TESOL. The guiding questions for this investigation were: -How ‘critical’ are postgraduate students when writing their assignments? -What kind of ‘critical’ comments are they able to offer? A total of 70 essays were analysed, using two sets of corpora in the initial and follow-through phases of the research from three different universities in Asia. The essays were written by MA applied linguistics and TESOL students. Students were told that the response essay should definitely not just summarise, but should offer a reflection or critique on the ideas presented in the subject article. The initial findings from the investigation include: the identification of at least 10 general ‘moves’ each of which has a number of possible specific categories; presence of critique ‘nodes’ as distinguished from ‘support’ comments; and the identification of at least 4 moves as the most recurrent and possibly obligatory categories. This investigation has unearthed a few more questions or issues that are definitely worth investigating as extensions of this research, and will be of interest (most especially) to genre analysts and teachers of writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=criticality" title="criticality">criticality</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20and%20genre%20analysis" title=" discourse and genre analysis"> discourse and genre analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title=" applied linguistics"> applied linguistics</a> </p> <a href="https://publications.waset.org/abstracts/35326/investigating-criticality-in-written-assignments-of-postgraduate-students-in-tesol-and-applied-linguistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35326.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">389</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">6179</span> Exploring Teacher Verbal Feedback on Postgraduate Students' Performances in Presentations in English </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattawadee%20Sinpattanawong">Nattawadee Sinpattanawong</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaowaret%20Tharawoot"> Yaowaret Tharawoot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an analytic and descriptive classroom-centered research, the purpose of which is to explore teacher verbal feedback on postgraduate students’ performances in presentations in English in an English for Specific Purposes (ESP) postgraduate classroom. The participants are a Thai female teacher, two Thai female postgraduate students, and two foreign male postgraduate students. The current study draws on both classroom observation and interview data. The class focused on the students’ presentations and the teacher’s providing verbal feedback on them was observed nine times with audio recording and taking notes. For the interviews, the teacher was interviewed about linkages between her verbal feedback and each student’s presentation skills in English. For the data analysis, the audio files from the observations were transcribed and analyzed both quantitatively and qualitatively. The quantitative approach addressed the frequencies and percentages of content of the teacher’s verbal feedback for each student’s performances based on eight presentation factors (content, structure, grammar, coherence, vocabulary, speaking skills, involving the audience, and self-presentation). Based on the quantitative data including the interview data, a qualitative analysis of the transcripts was made to describe the occurrences of several content of verbal feedback for each student’s presentation performances. The study’s findings may help teachers to reflect on their providing verbal feedback based on various students’ performances in presentation in English. They also help students who have similar characteristics to the students in the present study when giving a presentation in English improve their presentation performances by applying the teacher’s verbal feedback content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20verbal%20feedback" title="teacher verbal feedback">teacher verbal feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20factors" title=" presentation factors"> presentation factors</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20in%20English" title=" presentation in English"> presentation in English</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20performances" title=" presentation performances"> presentation performances</a> </p> <a href="https://publications.waset.org/abstracts/105396/exploring-teacher-verbal-feedback-on-postgraduate-students-performances-in-presentations-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105396.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">149</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">6178</span> Enhance Engineering Pedagogy in Programming Course via Knowledge Graph-Based Recommender System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan%20Li">Yan Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: There is a lack of suitable recommendation systems to assist engineering teaching. The existing traditional engineering pedagogies lack learning interests for postgraduate students. The knowledge graph-based recommender system aims to enhance postgraduate students’ programming skills, with a focus on programming courses. Design/methodology/approach: The case study will be used as a major research method, and the two case studies will be taken in both two teaching styles of the universities (Zhejiang University and the University of Nottingham Ningbo China), followed by the interviews. Quantitative and qualitative research methods will be combined in this study. Research limitations/implications: The case studies were only focused on two teaching styles universities, which is not comprehensive enough. The subject was limited to postgraduate students. Originality/value: The study collected and analyzed the data from two teaching styles of universities’ perspectives. It explored the challenges of Engineering education and tried to seek potential enhancement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20graph%20and%20recommender%20system" title="knowledge graph and recommender system">knowledge graph and recommender system</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20pedagogy" title=" engineering pedagogy"> engineering pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20skills" title=" programming skills"> programming skills</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a> </p> <a href="https://publications.waset.org/abstracts/170648/enhance-engineering-pedagogy-in-programming-course-via-knowledge-graph-based-recommender-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170648.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">72</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">6177</span> Exploring Reading into Writing: A Corpus-Based Analysis of Postgraduate Students’ Literature Review Essays</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanzeela%20Anbreen">Tanzeela Anbreen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ammara%20Maqsood"> Ammara Maqsood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading into writing is one of university students' most required academic skills. The current study explored postgraduate university students’ writing quality using a corpus-based approach. Twelve postgraduate students’ literature review essays were chosen for the corpus-based analysis. These essays were chosen because students had to incorporate multiple reading sources in these essays, which was a new writing exercise for them. The students were provided feedback at least two times which comprised of the written comments by the tutor highlighting the areas of improvement and also by using the ‘track changes’ function. This exercise was repeated two times, and students submitted two drafts. This investigation included only the finally submitted work of the students. A corpus-based approach was adopted to analyse the essays because it promotes autonomous discovery and personalised learning. The aim of this analysis was to understand the existing level of students’ writing before the start of their postgraduate thesis. Text Inspector was used to analyse the quality of essays. With the help of the Text Inspector tool, the vocabulary used in the essays was compared to the English Vocabulary Profile (EVP), which describes what learners know and can do at each Common European Framework of Reference (CEFR) level. Writing quality was also measured for the Flesch reading ease score, which is a standard to describe the ease of understanding the writing content. The results reflected that students found writing essays using multiple sources challenging. In most essays, the vocabulary level achieved was between B1-B2 of the CEFL level. The study recommends that students need extensive training in developing academic writing skills, particularly in writing the literature review type assignment, which requires multiple sources citations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literature%20review%20essays" title="literature review essays">literature review essays</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus-based%20analysis" title=" corpus-based analysis"> corpus-based analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20proficiency" title=" vocabulary proficiency"> vocabulary proficiency</a> </p> <a href="https://publications.waset.org/abstracts/174529/exploring-reading-into-writing-a-corpus-based-analysis-of-postgraduate-students-literature-review-essays" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174529.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">73</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">6176</span> E Learning/Teaching and the Impact on Student Performance at the Postgraduate Level </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charles%20Lemckert">Charles Lemckert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-Learning and E-Teaching can mean many things to different people. For some, the implication is that all material must be delivered in an E way, while for others it only forms part of the learning/teaching process, and (unfortunately) for some it is considered too much work. However, just look around and you will see all generations learning using E devices. In this study we used different forms of teaching, including E, to look at how students responded to set activities and how they performed academically. The particular context was set around a postgraduate university course where students were either present at a face-to-face intensive workshop (on water treatment plant design) or where they were not. For the latter, students needed to make sole use of E media. It is relevant to note that even though some were at the face-to-face class, they were still exposed to E material as the lecturer did use PC projections. Additionally, some also accessed the associate E material (pdf slides and video recordings) to assist their required activities. Analysis of the student performance, in their set assignment, showed that the actual form of delivery did not affect the student performance. This is because, in the end, all the students had access to the recorded/presented E material. The study also showed (somewhat expectedly) that when the material they required for the assignment was clear, the student performance did drop. Therefore, it is possible to enhance future delivery of courses through careful reflection and appropriate support. In the end, we must remember innovation is not just restricted to E. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=postgraduate" title="postgraduate">postgraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=assignment" title=" assignment"> assignment</a>, <a href="https://publications.waset.org/abstracts/search?q=perforamance" title=" perforamance"> perforamance</a> </p> <a href="https://publications.waset.org/abstracts/40279/e-learningteaching-and-the-impact-on-student-performance-at-the-postgraduate-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40279.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">332</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">6175</span> The Effects of Cultural Self-Efficacy and Perceived Social Support on Acculturative Stress of International Postgraduate Students in the United Kingdom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rhea%20Mathews">Rhea Mathews</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to investigate the effects of perceived social support and cultural self-efficacy on the acculturative stress of international postgraduate students in the United Kingdom. The study adopted Berry, Kim, Minde & Mok’s (1987) acculturative framework on acculturative stress and examined the relationship between the variables. The study hypothesized that perceived social support and cultural self-efficacy would predict lower levels of acculturative stress among students. Postgraduate students in the United Kingdom (N = 76) completed three surveys measuring the variables; Acculturative Stress Scale for International Students, Multidimensional Scale of Perceived Social Support, and Cultural Self-efficacy for Adolescents. To evaluate the role of the perceived social support and cultural self-efficacy in determining the acculturative stress level of international students, multiple linear regression was employed. Both independent variables exhibited a significant, negative relationship with acculturative stress (p < 0.001; p < 0.01). Results described that cultural self-efficacy and perceived social support significantly predicted acculturative stress (p < 0.01). Together, the variables accounted for 22% of the variance in acculturative stress scores (adjusted R² = 0.22), with cultural self-efficacy playing a larger role in predicting the dependent variable. Limitations and implications of the study are noted. The findings of the study are discussed in relation to enhancing international students’ acculturative experience when relocating to a new environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acculturative%20stress" title="acculturative stress">acculturative stress</a>, <a href="https://publications.waset.org/abstracts/search?q=coping" title=" coping"> coping</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20adjustment" title=" cultural adjustment"> cultural adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20self-efficacy" title=" cultural self-efficacy"> cultural self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education" title=" international education"> international education</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20students" title=" international students"> international students</a>, <a href="https://publications.waset.org/abstracts/search?q=migration" title=" migration"> migration</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20social%20support" title=" perceived social support "> perceived social support </a> </p> <a href="https://publications.waset.org/abstracts/92552/the-effects-of-cultural-self-efficacy-and-perceived-social-support-on-acculturative-stress-of-international-postgraduate-students-in-the-united-kingdom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92552.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">327</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">6174</span> Research Writing Anxiety among Engineering Postgraduate Students in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Ching%20Ho">Mei-Ching Ho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Graduate-level writing practices have gained increasing scholarly attention in recent years. Due to its discipline-specific conventions and requirements, research writing can cause various levels of anxiety for native English speaking and English as a second/foreign language (ESL/EFL) postgraduate students. Although many studies have investigated how writing anxiety can negatively affect writing performance, self-efficacy, and disciplinary discourse socialization process, relatively few have examined the impact of writing anxiety from the perspectives of postgraduate students in EFL contexts. This study aims to 1) examine the level of and the relationship between research writing anxiety and self-efficacy among Taiwanese EFL students at the master's and doctoral levels and 2) to uncover the causes of students' research writing anxiety. The data was collected from an adapted version of Second Language Writing Anxiety Inventory (SLWAI) and Research Writing Self-Efficacy Scale with 218 EFL graduate students in engineering-related fields at two research-oriented universities in Taiwan. A pilot study was conducted to ensure the construct and content validity of the instruments. Semi-structured interviews were also undertaken with 30 survey respondents to better understand the causes of their writing anxiety. The results revealed that while both master's and doctoral students had low to moderate research writing anxiety and self-efficacy, the doctoral students with more experiences in writing research papers in English were more anxious but not necessarily more confident than the master's students. A significantly weak negative correlation was found between the two constructs. The contributing factors for these results include different degree of writing exigency, perceived importance and types of writing tasks, writing for publication as graduation thresholds, and mentoring relationship with thesis/dissertation advisers. The study also identified several causes of graduate-level writing anxiety, of which writing under time constraints and concern on linguistic and rhetorical proficiency appeared to be the major concern. Pedagogical implications regarding facilitating graduate students' writing process and reducing anxiety will also be drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20affect" title="writing affect">writing affect</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20anxiety" title=" writing anxiety"> writing anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20self-efficacy" title=" writing self-efficacy"> writing self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a> </p> <a href="https://publications.waset.org/abstracts/21343/research-writing-anxiety-among-engineering-postgraduate-students-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21343.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">484</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">6173</span> Cultural Adjustment Problems in Academic and Social Life Experienced by Indonesian Postgraduate Students Studying in London</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erizal%20Lugman">Erizal Lugman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An increasing number of students from Indonesia study in universities in the UK. Because of the substantial cultural differences between the Western and Indonesian cultures, this study investigates the issues in academic and social life experienced by Indonesian postgraduate students, with a sample of 11 Indonesian postgraduate students (8 male, 3 female) studying in London during the cultural adjustment stage. This research made use of a semi-structured interview and was analyzed qualitatively using thematic content analysis to reveal key areas of concern in the academic setting, social life, and language-related issues. The findings confirm that the most challenging aspects experienced by the participants are the use of academic English in academic situations and the students’ lack of critical thinking. Nine out of 11 students agreed that they had problems with writing essays during the cultural adjustment stage. Because of the collectivist culture in Indonesia, making friends with locals was the most concerning issue in the participants’ sociocultural adjustment, followed by difficulty in finding places to pray, looking for Halal food and using the Western toilet system The findings suggest recommendations that the students must be more aware of the cultural differences between Indonesian and Western cultures, including in the academic setting and social life. Also, the lecturers should pay more attention to their speech in the British accent which is sometimes difficult to understand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20adjustment" title="academic adjustment">academic adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20adjustment" title=" cultural adjustment"> cultural adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=indonesian%20culture" title=" indonesian culture"> indonesian culture</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a> </p> <a href="https://publications.waset.org/abstracts/98979/cultural-adjustment-problems-in-academic-and-social-life-experienced-by-indonesian-postgraduate-students-studying-in-london" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98979.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">135</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">6172</span> Compare Online Metacognitive Reading Strategies Used by Iranian Postgraduate Students with Internal and External Locus of Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitra%20Mesgar">Mitra Mesgar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning environment is becoming more popular among learners because of their multiple information representations. Despite the growing importance of online reading strategies among adult learners, little attention has been carried out to postgraduate EFL learners. This study is quantitative research designed and aimed to investigate metacognitive reading strategies employed by Iranian postgraduate learners to read online academic texts. This study is conducted by over 50 Iranian postgraduate students studying in different Malaysian universities. This study used two different survey questionnaires, namely, 1) background questionnaire and 2) OSORS questionnaire. The collected data were analyzed using SPSS. The findings of the study emphasized metacognitive reading strategies used by different aged adult learners. The results of the survey questionnaires revealed that adult learners use global reading strategies as well as problem-solving strategies and support reading strategies. Also, through one-way analysis of variance toward age factor revealed that it has no meaningful changes on metacognitive reading strategy usage. This means that metacognitive reading strategies used by adult learners are independent of age variable. Drawing from findings, adult learners have learning goals, and since they have more exposure to online academic texts, they are able to use different metacognitive online reading strategies that affect their understanding of academic texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20reading%20strategies" title="online reading strategies">online reading strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20students" title=" independent students"> independent students</a>, <a href="https://publications.waset.org/abstracts/search?q=locus%20of%20control" title=" locus of control"> locus of control</a> </p> <a href="https://publications.waset.org/abstracts/165789/compare-online-metacognitive-reading-strategies-used-by-iranian-postgraduate-students-with-internal-and-external-locus-of-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165789.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">89</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">6171</span> Higher Education and Empowerment of Women in Assam (India): An Empirical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anupam%20Deka">Anupam Deka</a>, <a href="https://publications.waset.org/abstracts/search?q=Indira%20Bardoloi"> Indira Bardoloi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gender discrimination has been considered as a major obstacle in granting equal opportunity for women in higher education as education plays a pivotal role in a country’s socioeconomic development. To examine the empowerment of women in the higher education field of Assam, a case study has been carried out. In the first stage, an overview of enrollment of students in different courses has been made by considering the whole state. In the second stage, a study has been conducted regarding the enrollment of students in various degree and postgraduate courses for the period 2000-2007 at Gauhati University (one of the four universities of Assam), and the relevant data has been collected. It has been found that though the enrollment of students in the degree levels has been constantly increasing, but the enrollment of girls are not proportionately increasing, especially in commerce and law. On the other hand, in the postgraduate level, these proportions are higher in almost all subjects (except some subjects like M. COM., L.L.M, M. C. A., Mathematics, etc.), indicating that compared to boys, a higher number of girls are being admitted in postgraduate courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=field%20study" title="field study">field study</a>, <a href="https://publications.waset.org/abstracts/search?q=enrollment%20of%20girls%20in%20degree%20and%20postgratudate%20levels" title=" enrollment of girls in degree and postgratudate levels"> enrollment of girls in degree and postgratudate levels</a>, <a href="https://publications.waset.org/abstracts/search?q=regression%20lines" title=" regression lines"> regression lines</a>, <a href="https://publications.waset.org/abstracts/search?q=chi%20square%20test" title=" chi square test"> chi square test</a>, <a href="https://publications.waset.org/abstracts/search?q=diagrams" title=" diagrams"> diagrams</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20tables" title=" statistical tables"> statistical tables</a> </p> <a href="https://publications.waset.org/abstracts/10827/higher-education-and-empowerment-of-women-in-assam-india-an-empirical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10827.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">257</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">6170</span> Behavioural Intention to Use Learning Management System (LMS) among Postgraduate Students: An Application of Utaut Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamaludeen%20Samaila">Kamaludeen Samaila</a>, <a href="https://publications.waset.org/abstracts/search?q=Khashyaullah%20Abdulfattah"> Khashyaullah Abdulfattah</a>, <a href="https://publications.waset.org/abstracts/search?q=Fahimi%20Ahmad%20Bin%20Amir"> Fahimi Ahmad Bin Amir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was conducted to examine the relationship between selected factors (performance expectancy, effort expectancy, social influence and facilitating condition) and students’ intention to use the learning management system (LMS), as well as investigating the factors predicting students’ intention to use the LMS. The study was specifically conducted at the Faculty of Educational Study of University Putra Malaysia. Questionnaires were distributed to 277 respondents using a random sampling technique. SPSS Version 22 was employed in analyzing the data; the findings of this study indicated that performance expectancy (r = .69, p < .01), effort expectancy (r=.60, p < .01), social influence (r = .61, p < .01), and facilitating condition (r=.42, p < .01), were significantly related to students’ intention to use the LMS. In addition, the result also revealed that performance expectancy (β = .436, p < .05), social influence (β=.232, p < .05), and effort expectancy (β = .193, p < .05) were strong predictors of students’ intention to use the LMS. The analysis further indicated that (R2) is 0.054 which means that 54% of variation in the dependent variable is explained by the entire predictor variables entered into the regression model. Understanding the factors that affect students’ intention to use the LMS could help the lecturers, LMS managers and university management to develop the policies that may attract students to use the LMS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=PutraBlas" title=" PutraBlas"> PutraBlas</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20intention" title=" students’ intention"> students’ intention</a>, <a href="https://publications.waset.org/abstracts/search?q=UPM" title=" UPM"> UPM</a>, <a href="https://publications.waset.org/abstracts/search?q=UTAUT%20model" title=" UTAUT model "> UTAUT model </a> </p> <a href="https://publications.waset.org/abstracts/69426/behavioural-intention-to-use-learning-management-system-lms-among-postgraduate-students-an-application-of-utaut-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69426.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">510</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">6169</span> Profile of Postgraduate Nursing Students Studying at B. P. Koirala Institute of Health Sciences Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ram%20Sharan%20Mehta">Ram Sharan Mehta </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Continuing changes in health and social care policy and practice have affected and changed the way in which nursing is practiced. One of the greatest challenges facing nursing today is to build on the essence of nursing as a caring profession whilst incorporating new technologies, ideas and approaches to future healthcare. The objective of this study was to find out the socio-demographic characteristics of the M.Sc. Nursing students and calculate the association between specialty subjects, caste, age group, and residence with SLC division, BN/BSN division, entrance score, and total nursing experience. Descriptive cross-sectional study design was used to conduct the study among all the 25 M.Sc. Nursing students studying at BPKIHS in 2012. Most of the students (56%) were of age group of 25-30 years, completed his academic courses with first division and succeeded in entrance test in first attempt (96%). Based on the results, it can conclude that most of the subjects were of young age, having high score achievers in SLC, I.Sc., CN, BN/BSN and Entrance test. The demographic characteristics do not influence in the academic scores of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=profile" title="profile">profile</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20nursing%20students" title=" postgraduate nursing students"> postgraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a>, <a href="https://publications.waset.org/abstracts/search?q=influence" title=" influence "> influence </a> </p> <a href="https://publications.waset.org/abstracts/16611/profile-of-postgraduate-nursing-students-studying-at-b-p-koirala-institute-of-health-sciences-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16611.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">255</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">6168</span> Influences of Culture, Multilingualism and Ethnicity on Using English in Pakistani Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Humaira%20Irfan%20Khan">Humaira Irfan Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses that Pakistan is a multilingual, multicultural, and multiethnic society. The findings from quantitative and qualitative data collected in two public universities look at the importance of English language and the role and status of national and regional languages in the country. The evidence implies that postgraduate students having diverse linguistic, cultural, ethnic, socio-economic, and educational backgrounds display negative attitudes towards the use of English language for academic and interactive functions in universities. It is also discovered that language anxiety of postgraduate students is an outcome of their language learning difficulties. It is suggested that considering the academic needs of students, universities should introduce a language proficiency course to enable them to use English with confidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Multilingualism" title="Multilingualism">Multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethnicity" title=" Ethnicity"> Ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=Cultural%20Diversity" title=" Cultural Diversity"> Cultural Diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=Importance%20of%20English" title=" Importance of English"> Importance of English</a>, <a href="https://publications.waset.org/abstracts/search?q=National%20language" title=" National language"> National language</a>, <a href="https://publications.waset.org/abstracts/search?q=Regional%20languages" title=" Regional languages"> Regional languages</a>, <a href="https://publications.waset.org/abstracts/search?q=Language%20Anxiety" title=" Language Anxiety"> Language Anxiety</a> </p> <a href="https://publications.waset.org/abstracts/21333/influences-of-culture-multilingualism-and-ethnicity-on-using-english-in-pakistani-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21333.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">593</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">6167</span> Creativity and Innovation in Postgraduate Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajendra%20Chetty">Rajendra Chetty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to address two aspects of postgraduate studies: interdisciplinary research and creative models of supervision. Interdisciplinary research can be viewed as a key imperative to solve complex problems. While excellent research requires a context of disciplinary strength, the cutting edge is often found at the intersection between disciplines. Interdisciplinary research foregrounds a team approach and information, methodologies, designs, and theories from different disciplines are integrated to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline. Our aim should also be to generate research that transcends the original disciplines i.e. transdisciplinary research. Complexity is characteristic of the knowledge economy, hence, postgraduate research and engaged scholarship should be viewed by universities as primary vehicles through which knowledge can be generated to have a meaningful impact on society. There are far too many ‘ordinary’ studies that fall into the realm of credentialism and certification as opposed to significant studies that generate new knowledge and provide a trajectory for further academic discourse. Secondly, the paper will look at models of supervision that are different to the dominant ‘apprentice’ or individual approach. A reflective practitioner approach would be used to discuss a range of supervision models that resonate well with the principles of interdisciplinarity, growth in the postgraduate sector and a commitment to engaged scholarship. The global demand for postgraduate education has resulted in increased intake and new demands to limited supervision capacity at institutions. Team supervision lodged within large-scale research projects, working with a cohort of students within a research theme, the journal article route of doctoral studies and the professional PhD are some of the models that provide an alternative to the traditional approach. International cooperation should be encouraged in the production of high-impact research and institutions should be committed to stimulating international linkages which would result in co-supervision and mobility of postgraduate students and global significance of postgraduate research. International linkages are also valuable in increasing the capacity for supervision at new and developing universities. Innovative co-supervision and joint-degree options with global partners should be explored within strategic planning for innovative postgraduate programmes. Co-supervision of PhD students is probably the strongest driver (besides funding) for collaborative research as it provides the glue of shared interest, advantage and commitment between supervisors. The students’ field serves and informs the co-supervisors own research agendas and helps to shape over-arching research themes through shared research findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interdisciplinarity" title="interdisciplinarity">interdisciplinarity</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalisation" title=" internationalisation"> internationalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate" title=" postgraduate"> postgraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=supervision" title=" supervision"> supervision</a> </p> <a href="https://publications.waset.org/abstracts/30269/creativity-and-innovation-in-postgraduate-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30269.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">238</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">6166</span> A Discourse Completion Test Analysis of Email Request Strategies as Used by Tunisian Postgraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imen%20Aribi%20Ben%20Amor">Imen Aribi Ben Amor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study is to analyze the performance of requests in emails among a group of Tunisian postgraduate students. It also seeks to determine the influence of the social factors on the participants’ requests performance. For this purpose, the data were collected using a discourse completion test (DCT). Accordingly, 42 Tunisian postgraduate students were asked to respond in English to eight different situations in which they carried out the speech act of request in emails. The data were analyzed based on the degree of directness. A detailed analysis of the head acts found in the DCT revealed that Tunisian Postgraduate students use a varied repertoire of request strategies (direct, conventionally indirect and non-conventionally indirect) but at the same time rely heavily on direct request strategies. They tended to address their requestees directly except for distant superiors. DCT results suggest that the participants are to some extent aware of the influence of the ranking of imposition and social distance but fail to acknowledge the weight of social power when performing requests in emails. The preference of the participants to use direct strategies may be the result of the effect of Tunisian culture and the negative transfer of Tunisian communicative strategies. Accordingly, this study suggests some pedagogical implications and suggestions for Tunisian EFL (English as a Foreign Language) instructors. They are required to pay closer attention to the pragmalinguistic nuances of the ways in which requests in emails are realized. Teachers can also help students understand academic email etiquettes by explicitly explaining what they expect in the student email. Thus, EFL teachers and syllabus designers should devote more attention to developing EFL learners’ pragmatic competence through teaching L2 pragmatics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=directness" title="directness">directness</a>, <a href="https://publications.waset.org/abstracts/search?q=ranking%20of%20imposition" title=" ranking of imposition"> ranking of imposition</a>, <a href="https://publications.waset.org/abstracts/search?q=request%20strategies" title=" request strategies"> request strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20distance" title=" social distance"> social distance</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20power" title=" social power"> social power</a> </p> <a href="https://publications.waset.org/abstracts/72047/a-discourse-completion-test-analysis-of-email-request-strategies-as-used-by-tunisian-postgraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72047.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">231</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">6165</span> Academic Literacy: A Study of L2 Academic Reading Literacy among a Group of EFL/ESL Postgraduate Arab Learners in a British University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanadi%20Khadawardi">Hanadi Khadawardi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study contributes to research on foreign/second language (L2) academic reading by presenting a significant case study, which seeks to investigate specific groups of international (Arab) postgraduate students’ L2 academic reading practices in the UK educational context. In particular, the study scrutinises postgraduate students’ L2 paper-based and digital-based academic reading strategies, and their use of digital aids while engaged in L2 academic reading. To this end, the study investigates Arab readers’ attitudes toward digital L2 academic reading. The study aims to compare between paper and digital L2 academic reading strategies that the students employ and which reading formats they prefer. This study tracks Masters-level students and examines the way in which their reading strategies and attitudes change throughout their Masters programme in the UK educational context. The academic reading strategies and attitudes of five students from four different disciplines (Health Science, Psychology, Management, and Education) are investigated at two points during their one-year Masters programmes. In addition, the study investigates the same phenomenon with 15 Saudi PhD students drawn from seven different disciplines (Computer Science, Engineering, Psychology, Management, Marketing, Health Science, and Applied Linguistics) at one period of their study in the same context. The study uses think-aloud protocol, field notes, stimulated recall, and semi-structured interviews to collect data. The data is analysed qualitatively. The results of the study will explain the process of learning in terms of reading L2 paper and digital academic texts in the L2 context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%3A%20English%20as%20a%20foreign%20language" title="EFL: English as a foreign language">EFL: English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%3A%20English%20as%20a%20second%20language" title=" ESL: English as a second language"> ESL: English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=L%3A%20Language" title=" L: Language"> L: Language</a> </p> <a href="https://publications.waset.org/abstracts/6746/academic-literacy-a-study-of-l2-academic-reading-literacy-among-a-group-of-eflesl-postgraduate-arab-learners-in-a-british-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6746.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">381</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">6164</span> Postgraduate Supervision Relationship: Practices, Challenges, and Strategies of Stakeholders in the Côte d’Ivoire University System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aku%C3%A9l%C3%A9%20Radha%20Kondo">Akuélé Radha Kondo</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathrin%20Heitz-Tokpa"> Kathrin Heitz-Tokpa</a>, <a href="https://publications.waset.org/abstracts/search?q=Bassirou%20Bonfoh"> Bassirou Bonfoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20Akindes"> Francis Akindes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Postgraduate supervision contributes significantly to a student’s academic career, a supervisor’s promotion, and a university’s reputation. Despite this, the length of graduation in the Côte d’Ivoire University system is beyond the normal duration, two years for a master's and three years for a PhD. The paper analyses supervision practices regarding the challenges and strategies mobilised by students, supervisors, and administration staff to manage various relationships. Using a qualitative research design, this study was conducted at three public universities in Côte d’Ivoire. Data were generated from thirty-two postgraduate students, seventeen supervisors, and four administration staff through semi-structured interviews. Data were analysed using content analysis and presented thematically. Findings revealed delegated supervision and co-supervision, two types of supervision relationship practices. Students pointed out that feedback is often delayed from their supervisors in delegation supervision. However, they acknowledged receiving input and scientific guidance. All students believed that their role is to be proactive, not to wait to receive everything from the supervisor, and need to be more autonomous and hardworking. They developed strategies related to these qualities. Supervisors were considered to guide, give advice, control, motivate, provide critical feedback, and validate the work. The administration was rather absent in monitoring supervision delays. Major challenges were related to the supervision relationships and access to the research funds. The study showed that more engagement of the main supervisor, administration monitoring, and secured funding would reduce the time and increase the completion rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=C%C3%B4te%20d%E2%80%99Ivoire" title="Côte d’Ivoire">Côte d’Ivoire</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20supervision" title=" postgraduate supervision"> postgraduate supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a> </p> <a href="https://publications.waset.org/abstracts/157696/postgraduate-supervision-relationship-practices-challenges-and-strategies-of-stakeholders-in-the-cote-divoire-university-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157696.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">96</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">6163</span> Bridging the Divide: Mixed-Method Analysis of Student Engagement and Outcomes in Diverse Postgraduate Cohorts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.Knox">A.Knox</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student diversity in postgraduate classes puts major challenges on educators seeking to encourage student engagement and desired to learn outcomes. This paper outlines the impact of a set of teaching initiatives aimed at addressing challenges associated with teaching and learning in an environment characterized by diversity in the student cohort. The study examines postgraduate students completing the core capstone unit within a specialized business degree. Although relatively small, the student cohort is highly diverse in terms of cultural backgrounds represented, prior learning and/or qualifications, as well as duration and type of work experience relevant to the degree, is completed. The wide range of cultures, existing knowledge and experience create enormous challenges with respect to students’ learning needs and outcomes. Subsequently, a suite of teaching innovations has been adopted to enhance curriculum content/delivery and the design of assessments. This paper explores the impact of these specific teaching and learning practices, examining the ways they have supported students’ diverse needs and enhanced students’ learning outcomes. Data from surveys and focus groups are used to assess the effectiveness of these practices. The results highlight the effectiveness of peer-assisted learning, cultural competence-building, and advanced assessment options in addressing diverse student needs and enhancing student engagement and learning outcomes. These findings suggest that such practices would benefit students’ learning in environments marked by diversity in the student cohort. Specific recommendations are offered for other educators working with diverse classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title="assessment design">assessment design</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20content" title=" curriculum content"> curriculum content</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20delivery" title=" curriculum delivery"> curriculum delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20diversity" title=" student diversity"> student diversity</a> </p> <a href="https://publications.waset.org/abstracts/118249/bridging-the-divide-mixed-method-analysis-of-student-engagement-and-outcomes-in-diverse-postgraduate-cohorts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118249.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">110</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">6162</span> Complexity in Managing Higher Education Institutions in Mexico: A System Dynamics Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Carlos%20Rodr%C3%ADguez">José Carlos Rodríguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Mario%20G%C3%B3mez"> Mario Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Medardo%20Serna"> Medardo Serna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyses managing higher education institutions in emerging economies. The paper investigates the case of postgraduate studies development at public universities. In so doing, it adopts the complex theory approach to evaluate how postgraduate studies have evolved in these countries. The investigation suggests that the postgraduate studies sector at public universities can be seen as a complex adaptive system (CAS). Therefore, the paper adopts system dynamics (SD) methods to develop this analysis. The case of postgraduate studies at Universidad Michoacana de San Nicolás de Hidalgo in Mexico is investigated in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complex%20adaptive%20systems" title="complex adaptive systems">complex adaptive systems</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=Mexico" title=" Mexico"> Mexico</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20dynamics" title=" system dynamics"> system dynamics</a> </p> <a href="https://publications.waset.org/abstracts/55621/complexity-in-managing-higher-education-institutions-in-mexico-a-system-dynamics-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55621.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">317</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">6161</span> Cognitive and Metacognitive Space in the Task Design at Postgraduate Taught Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei%20Lin">Mei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Lana%20Yj%20Liu"> Lana Yj Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Thin%20Ngoc%20Pham"> Thin Ngoc Pham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Postgraduate taught (PGT) students’ learning strategies align with what the learning task constitutes and the environment that the task creates. Cognitively, they can discover new perspectives, challenge general assumptions, establish clear connections, and synthesise information. Metacognitively, their engagement is conducive to the development of planning, monitoring, and evaluating strategies. Given that there has been a lack of longitudinal insights into international PGT students’ experiences of the cognitive and metacognitive space created in the tasks, this paper presentation aims to fill the gaps by longitudinally exploring (1) the fundamentals of task designs to create cognitive and metacognitive space and (2) the opportunities and challenges of multicultural group discussions as a pedagogical approach for the implementation of cognitive and metacognitive space in the learning tasks. Data were collected from the two rounds of semi-structured interviews with 11 international PGT students in two programmes at a UK university -at the end of semester one and at the end of semester two. The findings show that the task designs, to create cognitive and metacognitive space, need to include four interconnected factors: clarity, relevance, motivation, and practicality. In addition, international PGT students perceived that they practised and developed their cognitive and metacognitive abilities while getting immersed in multicultural group discussions. The findings, from the learners’ point of view, make some pedagogy-related suggestions to the task designs at the master’s level, particularly how to engage students in learning during their transition into higher education in a different cultural setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20space" title="cognitive space">cognitive space</a>, <a href="https://publications.waset.org/abstracts/search?q=master%20students" title=" master students"> master students</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20space" title=" metacognitive space"> metacognitive space</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20design" title=" task design"> task design</a> </p> <a href="https://publications.waset.org/abstracts/177834/cognitive-and-metacognitive-space-in-the-task-design-at-postgraduate-taught-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177834.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">59</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">6160</span> Students' Statistical Reasoning and Attitudes towards Statistics in Blended Learning, E-Learning and On-Campus Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petros%20Roussos">Petros Roussos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study focused on students' statistical reasoning related to Null Hypothesis Statistical Testing and p-values. Its objective was to test the hypothesis that neither the place (classroom, at a distance, online) nor the medium that actually supports the learning (ICT, internet, books) has an effect on understanding of statistical concepts. In addition, it was expected that students' attitudes towards statistics would not predict understanding of statistical concepts. The sample consisted of 385 undergraduate and postgraduate students from six state and private universities (five in Greece and one in Cyprus). Students were administered two questionnaires: a) the Greek version of the Survey of Attitudes Toward Statistics, and b) a short instrument which measures students' understanding of statistical significance and p-values. Results suggest that attitudes towards statistics do not predict students' understanding of statistical concepts, whereas the medium did not have an effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes%20towards%20statistics" title="attitudes towards statistics">attitudes towards statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</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=statistical%20reasoning" title=" statistical reasoning"> statistical reasoning</a> </p> <a href="https://publications.waset.org/abstracts/46506/students-statistical-reasoning-and-attitudes-towards-statistics-in-blended-learning-e-learning-and-on-campus-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46506.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">310</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">6159</span> Charting the Course: Using group Charters to Enhance Engagement and Learning Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angela%20Knox">Angela Knox</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student diversity in postgraduate classes puts major challengesoneducatorsseekingtoencouragestudentengagementand desired learning outcomes. This paper outlines the impact of a set of teaching initiatives aimed at addressing challenges associated with teaching and learning in an environment characterized by diversity in the student cohort. The study examines postgraduate students completing the core capstone unit within a specialized business degree. Although relatively small, the student cohort is highly diverse in terms of cultural backgrounds represented, prior learning and/or qualifications,aswellasdurationandtypeofworkexperiencerelevant to the degree being completed. The wide range of cultures, existing knowledge, and experience create enormous challenges with respect to students’ learning needs and outcomes. Subsequently, a suite of teaching innovations has been adopted to enhance curriculum content/delivery and the design of assessments. This paperexplores the impact of formalized group charters on students’ learning outcomes. Data from surveys and focus groups are used to assess the effectiveness of these practices. The results highlight the effectiveness of formalizedgroup charters in addressing diverse student needs and enhancing student engagement and learning outcomes. Thesefindings suggest that such practices would benefit students’ learning in environments marked by diversity in the student cohort. Specific recommendationsareofferedforothereducatorsworkingwithdiverse classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title="assessment design">assessment design</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20content" title=" curriculum content"> curriculum content</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20delivery" title=" curriculum delivery"> curriculum delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20charter" title=" group charter"> group charter</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20diversity" title=" student diversity"> student diversity</a> </p> <a href="https://publications.waset.org/abstracts/145165/charting-the-course-using-group-charters-to-enhance-engagement-and-learning-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145165.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">135</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">6158</span> Employing a System of Systems Approach in the Maritime RobotX Challenge: Incorporating Information Technology Students in the Development of an Autonomous Catamaran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adam%20Jenkins">Adam Jenkins</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Maritime RobotX Challenge provides a platform for postgraduate students conducting research in autonomous robotic systems to participate in an international competition. Although targeted to postgraduate students, the problem domain lends itself to a wide range of different levels of student expertise. In 2022, undergraduate Information Technology students from the University of South Australia undertook the challenge, utilizing a System of the Systems approach to the project's architecture. Each student group produced an independent solution to an identified task, which was then implemented on a Single Board Computer (SBC). A Central Control System then engaged each solution when appropriate, allowing the encapsulated SBC systems to manage each task as it was encountered. This approach facilitated collaboration among the multiple independent student teams over an 18-month period, and the fundamental system-agnostic architecture allowed for both the variance in student solutions and the limitations caused by the global electronics shortage. By adopting this approach, Information Technology teams were able to work independently yet produce an effective solution, leveraging their expertise to develop and construct an autonomous catamaran capable of meeting the competition's demanding requirements while producing a high level of engagement. The System of Systems approach is recommended to other universities interested in competing at this level and engaging students in a real-world problem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=programming" title=" programming"> programming</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20of%20systems" title=" system of systems"> system of systems</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-disciplinary%20collaboration" title=" multi-disciplinary collaboration"> multi-disciplinary collaboration</a> </p> <a href="https://publications.waset.org/abstracts/167771/employing-a-system-of-systems-approach-in-the-maritime-robotx-challenge-incorporating-information-technology-students-in-the-development-of-an-autonomous-catamaran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167771.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">76</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">6157</span> Online Postgraduate Students’ Perceptions and Experiences With Student to Student Interactions: A Case for Kamuzu University of Health Sciences in Malawi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frazer%20McDonald%20Ng%27oma">Frazer McDonald Ng'oma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online Learning in Malawi has only immersed in recent years due to the need to increase access to higher education, the need to accommodate upgrading students who wish to study on a part time basis while still continuing their work, and the COVID-19 pandemic, which forced the closure of schools resulting in academic institutions seeking alternative modes of teaching and Learning to ensure continued teaching and Learning. Realizing that this mode of Learning is becoming a norm, institutions of higher Learning have started pioneering online post-graduate programs from which they can draw lessons before fully implementing it in undergraduate programs. Online learning pedagogy has not been fully grasped and institutions are still experimenting with this mode of Learning until online Learning guiding policies are created and its standards improved. This single case descriptive qualitative research study sought to investigate online postgraduate students’ perceptions and experiences with Student to student interactive pedagogy in their programs. The results of the study are to inform institutions and educators how to structure their programs to ensure that their students get the full satisfaction. 25 Masters students in 3 recently introduced online programs at Kamuzu University of Health Sciences (KUHES), were engaged; 19 were interviewed and 6 responded to questionnaires. The findings from the students were presented and categorized in themes and subthemes that emerged from the qualitative data that was collected and analysed following Colaizzi’s framework for data analysis that resulted in themes formulation. Findings revealed that Student to student interactions occurred in the online programme during live sessions, on class Whatsapp group, in discussion boards as well as on emails. Majority of the students (n=18) felt the level of students’ interaction initiated by the institution was too much, referring to mandatory interactions activities like commenting in discussion boards and attending to live sessons. Some participants (n=7) were satisfied with the level of interaction and also pointed out that they would be fine with more program-initiated student–to–student interactions. These participants attributed having been out of school for some time as a reason for needing peer interactions citing that it is already difficult to get back to a traditional on-campus school after some time, let alone an online class where there is no physical interaction with other students. In general, majority of the participants (n=18) did not value Student to student interaction in online Learning. The students suggested that having intensive student-to-student interaction in postgraduate online studies does not need to be a high priority for the institution and they further recommended that if a lecturer decides to incorporate student-to-student activities into a class, they should be optional. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=interactions" title=" interactions"> interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20interactions" title=" student interactions"> student interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20graduate%20students" title=" post graduate students"> post graduate students</a> </p> <a href="https://publications.waset.org/abstracts/161816/online-postgraduate-students-perceptions-and-experiences-with-student-to-student-interactions-a-case-for-kamuzu-university-of-health-sciences-in-malawi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161816.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">71</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">6156</span> Decolonising Postgraduate Research Curricula and Its Impact on a Sustainable Protein Supply in Rural-Based Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fabian%20Nde%20Fon">Fabian Nde Fon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decolonisation is one of the hottest topics in most African Universities; this is because many researchers focus on research that does not speak to their immediate community. This research looked at postgraduate research projects that can take students to the community to apply the knowledge that they have learned as an attempt to transform their community. In regards to this, an honours project was designed to try and provide a cheaper and continuous source of protein (egg) using amber-link layers and to investigate the potential of the project to promote postgraduate student development and entrepreneurship. Two ban layer production systems were created: (1) Production system one on a Hill (PS-I) and (2) Production system two in a valley, closer to a dam (PS-II) at Nqutshini, Gingindlovu, KwaZulu-Natal Province. Forty point-of-lay (18 weeks old) amber links were bought at Inverness Rearers and divided into PS-I (20), and PS-II (20), and each of the production systems was further divided into two groups of ten (PS-I-1 and PS-II-1 (partially supplemented) and PS-I-2 and PS-II-2 (supplemented with layer mash)) by a random selection. Birds' weights were balanced in each group to avoid bias. The two groups in each production system were caged separately (1.5x1.5m² for ten birds) and in close proximity. Partially supplemented birds received 0.6 kg of layer mash (60g/per bird/day) and kitchen leftovers daily, and supplemented birds were fed 1.2 kg of layer mash (120g/per bird/day). Egg collection was daily after feeding in the morning while was given ad libitium. The eggs were assessed for internal and external quality after weighing before recording. Egg production from fully supplemented birds (PS-I-2 and PS-II-2) was generally higher (P<0.05) than those of PS-I-1 and PS-II-1. The difference in production was only 6% in the valley while on the Hill, it was only 3%. However, some of the birds in the valley showed signs of respiratory infections, which was not observed with those on the Hill. There are no differences in the internal and external qualities of eggs (york colour and egg shell) determined. This implies that both systems were sustainable. It was suggested members in the community living at the valley or Hill can use these hardy layers as a cheaper source of protein and preferable to the partially supplemented systems because it is relatively cheaper. The smallholder farmers are still pursuing the project long after the students graduate; hence the benefit of the project is reciprocal for both the university and the community (entrepreneurship). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20nutrition" title="animal nutrition">animal nutrition</a>, <a href="https://publications.waset.org/abstracts/search?q=ban%20layer" title=" ban layer"> ban layer</a>, <a href="https://publications.waset.org/abstracts/search?q=production" title=" production"> production</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20curricula" title=" postgraduate curricula"> postgraduate curricula</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/139525/decolonising-postgraduate-research-curricula-and-its-impact-on-a-sustainable-protein-supply-in-rural-based-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139525.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">114</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">6155</span> Information Needs and Seeking Behaviour of Postgraduate Students of Kohat University of Science and Technology, Khyber Pakhtunkhwa, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Ullah%20Jan">Saeed Ullah Jan</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ali"> Muhammad Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Misbah%20Ullah%20Awan"> Misbah Ullah Awan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This study investigated the information needs and seeking behaviour, and hurdles to information seeking of Post Graduate students of Kohat University of Science and Technology (KUST), Khyber Pakhtunkhwa. It focused on the information requirements of the post-graduate students of the university, the pattern they use for seeking information, and the difficulties they face while seeking information. Design/Methodology/approach: This study used a quantitative approach, adapting a survey questionnaire method for data collection. The population of this study was composed of M.Phil. and Ph.D. students of 2019 and 2020 in the faculties of Physical and Numerical Sciences, Chemical and Pharmaceutical Sciences, Biological Sciences, and Social Sciences of KUST. The sample size was 260. Students were selected randomly. The study response rate was 77%, and data were analyzed through SPSS (22 versions). Key findings: The study revealed that Most students' information needs were for study and research activities, new knowledge, and career development. To fulfill these needs, the scholars use various sources and resources. The sources they used for information needs were journal articles, textbooks, and research projects commonly. For the information-seeking purpose, often, students prefer books that have some importance. The other factors that played an essential role in selecting material were topical relevance, Novelty, Recommended by colleagues, and publisher's reputation. Most of the students thought that Book Exhibitions, Open Access systems in the Library, and the Display of new arrivals could enhance the students' information-seeking. The main problem seeking information was faced by them was a shortage of printed information resources. Overall they wanted more facilities, enhancement in the library collection, and better services. Delimitations of the study: This study has not included 1) BS and M.Sc. Students of KUST; 2) The colleges and institutions affiliated with KUST; 3) This study was delimited only to the Post Graduate students of KUST. Practical implication(s): The findings of the study motivate the policymakers and authorities of KUST to restructure the information literacy programs to fulfill the scholars' information needs. It may inform the policymakers to know the difficulties faced by scholars during information seeking. Contribution to the knowledge: No significant work has been done on the students' information needs and seeking behaviour at KUST. The study analyzed the information needs and seeking behaviour of post graduate students. It brought a clear picture of information needs and seeking behaviour of scholars and addressed the problems faced by them during the seeking process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20needs%20of%20Pakistan" title="information needs of Pakistan">information needs of Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=information-seeking%20behaviors" title=" information-seeking behaviors"> information-seeking behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20libraries" title=" university libraries"> university libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=Kohat%20university%20of%20science%20and%20technology" title=" Kohat university of science and technology"> Kohat university of science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Khyber%20Pakhtunkhwa" title=" Khyber Pakhtunkhwa"> Khyber Pakhtunkhwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/150512/information-needs-and-seeking-behaviour-of-postgraduate-students-of-kohat-university-of-science-and-technology-khyber-pakhtunkhwa-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150512.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">91</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">6154</span> Internet Addiction among Students: An Empirical Study in Pondicherry University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mashood%20C.">Mashood C.</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Vahid%20K."> Abdul Vahid K.</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashique%20C.%20K."> Ashique C. K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The technology is growing beyond human expectation. Internet is one of very sophisticated product of the information technology. It has various advantages like connecting the world, simplifying the difficult tasks done in past etc. Simultaneously it has demerits also; that is lack of authenticity and internet addiction. To find out the problems of internet addiction, a study conducted among the Postgraduate students of Pondicherry University and collected 454 samples. The study strictly focused to identify the internet addiction among students, influence and interdependence of personality on internet addiction among first years and second years. To evaluate this, we used two major analysis, these are Confirmatory Factor Analysis (CFA) to predict the internet addiction with the observed data and Logistic Regression to identify the difference between first years and second years in the case of internet addiction. Before applying to the core analysis, the data applied to some preliminary tests to check the model fit. The empirical findings shows that , the students of Pondicherry University are very much addicted to the internet, But there is no such huge difference between first years and second years in case of internet addiction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title="internet addiction">internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Pondicherry%20University" title=" Pondicherry University"> Pondicherry University</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical%20study" title=" empirical study"> empirical study</a> </p> <a href="https://publications.waset.org/abstracts/24138/internet-addiction-among-students-an-empirical-study-in-pondicherry-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24138.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">459</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=postgraduate%20students&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=postgraduate%20students&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=postgraduate%20students&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=postgraduate%20students&page=5">5</a></li> <li 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