Journal of Educational Management and Instruction (JEMIN)

Characterization of higher education spatial injustices: Cases of selected Sub-Saharan universities

Shuti Steph Khumalo — Wed, 29 May 2024 00:00:00 +0700

The primary focus of this study was to explore the experiences of academics in relation to the challenges they face regarding office space. This paper was underpinned by the qualitative exploratory research design within the interpretivist philosophy. This paper explores the varied expressions of participants (three lecturers, two senior lecturers, three associate professors, four full professors, and three managers) through semi-structured interviews on how they characterize spatial challenges in their selected universities. In its examination, I undergirded the thesis of this paper on the social justice theory and on the concept of space as espoused by Lefebre (2004). In addition, extant literature on the epistemology of academic space and academic performance was intensively evaluated. The result of this study provides a glimpse of the socially just challenges academics face regarding office space. This study is of significance because there is scarcity of research on the comparison of office space provision in relation to selected universities in the Sub-Saharan region. In addressing this scholarly gap, the paper provides insights in the epistemology of space, social justice, and academic performance and how space can disrupt the academic agenda.

Effect of TikToK application on interpersonal communication among university students in Somalia: A Case study at Red Sea University

Ezekiel Ingudia Malenge, Abdirahman Mukhtar Mohamed, Abdullahi Bashir Nour — Sat, 01 Jun 2024 00:00:00 +0700

TikTok application allows individuals to creatively express themselves through brief videos showcasing activities such as dancing, singing and other daily activities. Its popularity is on the rise, particularly among the youth. Nevertheless, it's also facing significant scrutiny. This study aims to gather and analyze social media usage data, specifically focusing on TikTok. It seeks to understand how individuals engage with the app and to evaluate whether its usage negatively impacts interpersonal communication among young people. Participants between the ages of 18 - 32 participated in the survey. The sample used in this study had 316 participants using purposive and quota-sampling techniques. The technological acceptance model is used in this study. SPSS data analysis app was used to analyze the data. The results revealed that the more time students spent on TikTok, the more they became unfocused when trying to interact with their peers. Similar results were noticed when considering losing touch with friends. Their attention was likely to be diverted during discussions. The more they used TikTok, the less attention tended to reduce. The findings indicated that Tik Tok might affect university student's abilities to interact personally. Therefore, interpersonal communication is gradually losing its significance as a catalyst of creativity. The interpretation of the data will aid in the development of techniques to reduce the harmful effects reinforce interpersonal communication and reduce students' addiction to TikTok.

Project-based learning in English academic writing: Students’ and lecturer’s views, hindrances, and practical strategies

Arief Eko Priyo Atmojo, Zahrotun Hanifah — Thu, 20 Jun 2024 00:00:00 +0700

Despite a plethora of studies on project-based learning (PjBL) for teaching English academic writing in a higher education setting, it has remained underinvestigated in non-English department contexts, and students’ practical strategies to overcome hindrances have also been underexplored. This present study scrutinizes the views, hindrances, and practical strategies involved in the enactment of PjBL for teaching English academic writing in a non-English department setting. This study adopted a qualitative research method with a single-case study design. Three undergraduate students and one English academic writing lecturer were purposefully recruited as participants. Data were gathered through individual, semi-structured interviews. Thematic analysis was utilized to analyze the data, and member checking was employed to ensure trustworthiness. The findings suggest that the students positively viewed the enactment of PjBL as very helpful although they had mixed opinions about whether the project should be carried out individually or in groups. Moreover, PjBL offers four advantages, including minimizing individual tasks, avoiding getting stuck, accomplishing the project in a well-planned manner, and engaging students more actively. Appropriate technological tools and teaching media are encouraged to be incorporated into PjBL. Although several hindrances related to teamwork and writing were encountered, the students attempted to overcome these hindrances with some practical strategies. Implications, limitations, and future studies are also discussed.

School management and organizational culture towards teachers` performance: The perspective of educational transformation

Nuril Furkan, Adi Apriadi Adiansha — Fri, 28 Jun 2024 00:00:00 +0700

This research addresses the limited deep understanding of the direct impact of the School Movement Management practices on various aspects of teacher performance within the framework of a dynamic organizational culture in the continually transforming educational era. The study aims to examine the influence of school movement management and school culture on the pillars of teacher performance in this era of educational transformation. The research method is quantitative, utilizing a sample of 62 elementary school teachers selected through purposive sampling based on their involvement in the implementation of School Movement Management and their activities within the school's organizational culture. Data was collected through surveys and documentation, including trial testing of the research instruments. Data analysis was conducted using T-test and F-test. The research findings confirmed three points. First, there is an influence of School Movement Management on the performance of elementary school teachers. Second, there is an influence of Organizational Culture on the performance of elementary school teachers. Third, there is a combined influence of School Movement Management and Organizational Culture on the performance of elementary school teachers. This study highlights the importance of collaboration among schools, principals, the community, and supervisors to enhance the competencies of principals in School Movement Management and Organizational Culture. The results provide evidence that both aspects significantly impact teacher performance, supporting more effective human resource management policies in the context of educational transformation

Critical writing in higher education: A need analysis survey

Arif Nugroho, Nur Hidayanto Pancoro Setyo Putro, Kastam Syamsi — Fri, 28 Jun 2024 00:00:00 +0700

Critical thinking and writing are considered as one of the twenty-first century skills that must be acquired by students; however, research on this area still needs more empirical paucity of evidence. The present study aims to reveal English students’ learning needs on critical writing course at university level. Drawing on survey research, this study invites 437 undergraduate students majoring in English department from four universities in Surakarta municipality, Indonesia. Statistical analysis identifies key student priorities: acquiring, evaluating, and synthesizing information; effective communication; articulating their opinions; publishing their writings; and presenting materials at international forums. The data also reveal that English students encounter significant challenges in critically analyzing information and drawing conclusions from reading passages. Regarding their expectations for critical writing instruction, students aspire to enhance both their critical thinking and academic writing abilities. This is particularly pertinent for pre-service teachers who will need to teach content and produce both academic and non-academic publications. Additionally, the survey indicates a positive student response to incorporating technology (e.g., social media, networking sites, websites) into collaborative learning activities for critical writing courses. These findings provide valuable insights into the needs and expectations of English students regarding critical writing courses, offering a clear direction for course design and instructional strategies.