Innovative Entrepreneurship

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Mentorship and sustainable research output : a case study of the University of Johannesburg

Abstract: Higher education institutions (HEIs) in South Africa are facing challenges arising as a result of the shift from traditional teaching activities to a combination of research and teaching. Increasing emphasis on research, an integral part of this transformation of higher education, has required HEIs to develop and implement capacity development strategies to enable those new to research to engage in research output; and mentorship is a strategy that is enjoying increasing popularity. This article explores the challenges faced in the implementation of a formal research mentorship programme (REMP), using the University of Johannesburg as a case study. A quantitative approach was adopted to obtain the perceptions of academic staff of REMP as a strategy for building research capacity. The findings reveal that whilst the REMP is strongly favoured by academics as a means of guiding novice researchers, key factors need to be addressed to ensure its success. This article examines the challenges for both mentors and mentees and suggests actions to help mentorship programmes make sustainable contributions to the development of research capacity

Academic writing for publication: Putting the ‘international’ into context

There is a growing body of research on the impact of English-medium publication and associated higher education regimes on knowledge construction. However, not much is known about how academics outside the Global North make decisions about how and where to publish. Through a comparative case study, this article sets out to explore how academics in Ethiopia and Oman engage in writing for publication. Taking an academic literacies lens, the analysis reveals that their decisions were shaped by institutional values at the local level, as well as global hierarchies around knowledge construction. However, issues around identity, languages and disciplinary cultures also influenced how academics chose to position themselves in relation to local and international journals. The findings point to the need for new partnerships between journals in the Global North and South to prevent ‘publication drain’, and for universities to explore ways to address inequalities perpetuated through journal ranking and language hierarchies

Breed-specific patterns of early myogenesis, nitric oxide metabolism, and post-hatch growth in relation to genetic diversity and divergent selection in chickens [Породоспецифичные модели раннего миогенеза, метаболизма оксида азота и постнатального роста в связи с генетическим разнообразием и разнонаправленной селекцией у кур]

Aims: There is currently a significant genetic diversity across poultry breeds as a result of long-term domestication, breeding, and divergent selection, with each breed having its own distinctive phenotypic and genetic characteristics [1,2]. We presumed and set out to investigate whether differences between chicken breeds divergently selected for economically and culturally significant traits [3] manifest as early as possible in development and growth stages. Methods: Breed-specific patterns and relationships of embryo myogenesis, nitric oxide (NO) metabolism, and post-hatch growth rate were studied and analyzed [4]. Results: Our research revealed that myogenesis genes were coordinatedly expressed in the thigh and breast muscles, demonstrating breed uniqueness. Indicators of NO oxidation and post-hatch growth were largely consistent with utility breed types, with meat breeds showing higher NO oxidation levels and better growth rate values in comparison to egg, dual purpose, game, and fancy breeds. Conclusions: The findings of this study indicate that breed-specific variations in early myogenesis, NO metabolism, and post-hatch growth adequately represent genetic variety and reliably depict the evolutionary history of diversely chosen chicken breeds

From feed regulation to regulated feeding: intestinal microbiome and performance optimization in broiler chickens in response to antibiotic and probiotic treatment [От регулирования кормов к регулируемому кормлению: оптимизация микробиома кишечника и продуктивности цыплят-бройлеров в ответ на применение антибиотика и пробиотика]

Aims: The nutrition and immune system of poultry are significantly influenced by gut bacteria. The physiological status, metabolism, and innate immunity of poultry are all impacted by changes in the gut microbiota [1,2]. The current study aimed to define age-related changes in the gastrointestinal tract (GIT) microbiota, with the addition of the in-feed antibiotic Stafac® 110 and a probiotic based on the Bacillus subtilis strain to the diet of broiler chickens. Methods: Using a molecular genetic technique called the Terminal-Restriction Fragment Length Polymorphism (T-RFLP) analysis [3,4], a thorough investigation of the taxonomic structure of the microbial community in the GIT of broiler chickens was conducted in this regard, while considering age dynamics and feeding treatment. The latter involved administering the in-feed antibiotic Stafac® 110 as well as a probiotic based on the Bacillus subtilis strain 1-85. Results: The findings provided insight into how the GIT microflora of broiler chickens develops during the developing stage and how it alters in response to antibiotic and probiotic treatment. Using the antibiotic and probiotic in compound feeds had a positive impact on the microbiological makeup and body weight of broilers. Due to the addition of the antibiotic and probiotic to the feed, different bacterial communities were found in the duodenum and cecum of broiler chickens, and their beneficial effects on broiler growth were demonstrated. Conclusions: We propose that the use of the tested in-feed antibiotic and probiotic can be advantageous in regulating microbial activities in the GIT and improving broiler chicken productivity and feeding effectiveness. These feed additives can form the basis of a useful procedure for controlling the intestinal microbiota and enhancing broiler performance

Nursing and midwifery students' perceptions of spirituality, spiritual care, and spiritual care competency: A prospective, longitudinal, correlational European study

Background Nurses and midwives care for people at some of the most vulnerable moments of their lives, so it is essential that they have the skills to give care which is compassionate, dignified, holistic and person-centred. Holistic care includes spiritual care which is concerned with helping people whose beliefs, values and sense of meaning, purpose and connection is challenged by birth, illness or death. Spiritual care is expected of nurses/midwives but they feel least prepared for this part of their role. How nursing and midwifery students can be prepared for spiritual care is the focus of this study. Objectives 1. To describe undergraduate nursing and midwifery student's perceptions of spirituality/spiritual care, their perceived competence in giving spiritual care and how these perceptions change over time. 2. To explore factors contributing to development of spiritual care competency. Methods Prospective, longitudinal, multinational, correlational survey design. A convenience sample of 2193 undergraduate nursing and midwifery students (69% response rate, dropping to 33%) enrolled at 21 universities in eight countries completed questionnaires capturing demographic data (purpose designed questionnaire) and measuring perception of spirituality/spiritual care (SSCRS), spiritual care competency (SCCS), spiritual wellbeing (JAREL) and spiritual attitude and involvement (SAIL) on 4 occasions (start of course n = 2193, year 2 n = 1182, year 3 n = 736, end of course n = 595) between 2011 and 2015. Data were analysed using descriptive, bivariate and multivariate analyses as appropriate. Results Perceived competency increased significantly over the course of students' study which they attributed to caring for patients, events in their own lives and teaching/discussion in university. Two factors were significantly correlated with perceived spiritual care competency: perception of spirituality/spiritual care, where a broad view was preferable, and personal spirituality, where high spiritual wellbeing (JAREL) and spiritual attitude and involvement (SAIL) scores were preferable. Conclusions We have provided the first international evidence that perceived spiritual care competence is developed in undergraduate nursing and midwifery students and that students' perceptions of spirituality and personal spirituality contribute to that development. Implications for teaching and learning and student selection are discussed. The study is limited by attrition which is common in longitudinal research

"Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching

[EN] Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics-related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses-actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).Tormo-Carbó, G.; Oltra, V.; Klimkiewicz, K.; Seguí-Mas, E. (2019). "Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching. 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