Graduate School Professors' Motivation and Teaching Effectiveness: An Ex-Post Facto Analysis

In this research study, the intricate relationship between the motivations of graduate school professors and their effectiveness as educators in the dynamic context of graduate education is explored. Employing an ex-post facto research design, pre-existing data were analyzed to investigate the multifaceted connections between professors' motivations and teaching effectiveness. The study encompassed survey data from a diverse sample of professors representing various academic disciplines, including inquiries regarding motivations for teaching, teaching practices, and institutional demographics. The findings unveiled the coexistence of intrinsic and extrinsic motivations among professors, underscoring the complexity of their commitment to teaching. Intrinsic motivations, grounded in a profound passion for teaching and a genuine desire to positively impact students, emerged as robust predictors of effective teaching. Conversely, extrinsic motivations, such as career advancement and institutional recognition, also played a role but were less influential. Through correlation and regression analyses, the research demonstrated a positive and significant relationship between professors' intrinsic motivations and teaching effectiveness, even after controlling for covariates such as years of teaching experience and academic discipline. The identified discipline-specific variations underscored the necessity for tailored approaches to faculty development and support. These findings carry profound implications for graduate education institutions, administrators, and policymakers. They emphasize the pivotal role of intrinsic motivations in shaping effective teaching practices and highlight the importance of cultivating a teaching-centric culture. The study's implications call for faculty development programs that nurture and cultivate intrinsic motivations, discipline-specific approaches to support professors, and recognition and reward systems that celebrate teaching excellence. This research contributes significantly to our understanding of the vital connection between professors' motivations and teaching effectiveness within the context of graduate education. It underscores the significance of nurturing these motivations to foster a dynamic and responsive educational environment, benefiting both educators and learners in their pursuit of teaching excellence

Role of Social Media In Business Management Students’ Communication Skills

This study explores the role of social media in business management students' communication skills. Specifically, the study aims to answer ten research questions related to social media use, benefits and challenges, perceptions, improvements, engagement, workplace attitudes, communication patterns and behaviours, training strategies, and academic performance. Quantitative and qualitative methods, such as surveys, interviews, and social media analysis, were utilized to gather data from business management students. The findings suggest that social media is widely used by business management students for communication purposes, with a preference for certain platforms. Business management students recognize the benefits of social media but also acknowledge challenges such as privacy and security concerns. The use of social media in communication positively influences engagement among students, but improvements in multimedia content creation and knowledge of privacy and security settings are needed. The survey findings suggest that business management students can benefit from several recommendations to effectively use social media for professional purposes. They should prioritize engaging in conversations, invest in multimedia content creation and promotions, increase their knowledge of privacy settings, improve their proficiency in social media analytics, participate in online courses, and seek opportunities to collaborate. By following these recommendations, students can leverage social media in their professional lives, enhance their communication skills, and adapt to changes in the business environment

E-Learning Development as an E-Teaching Innovation in Graduate Education

The rapid evolution of technology has brought about transformative changes in the landscape of higher education, prompting institutions to explore innovative pedagogical approaches. This case study examines the implementation of e-learning as an e-teaching innovation within the graduate education programs at Guimaras State University. The research adopts a mixed-method approach, combining quantitative surveys and qualitative interviews to comprehensively assess the impact of e-learning on graduate students and faculty members. The quantitative phase reveals a positive perception of e-learning, with a significant majority of respondents recognizing its usefulness and ease of use. This favorable attitude translates into a strong intention to use e-learning resources and a notable increase in actual usage. The qualitative phase provides deeper insights, highlighting the enhancement of student engagement, flexibility, and accessibility as key benefits of e-learning. However, it also identifies challenges, including technical issues and the need for faculty training and support. The study's findings underscore the importance of continued investment in technological infrastructure, faculty development, and institutional support. Clear e-learning policies and guidelines are recommended to ensure effective integration, and opportunities for collaboration and networking with other institutions are encouraged. By addressing challenges and capitalizing on the benefits of e-teaching innovations, Guimaras State University can further enhance the quality of graduate education and position itself as a progressive institution responsive to the evolving needs of learners and educators in the digital age. This case study contributes to the broader discourse on e-learning development and adoption in higher education

Graduate School Professor’s Perception Towards Teaching Public Ethics

In the dynamic landscape of higher education, the teaching of public ethics in graduate programs has gained increasing significance. Graduate school professors play a pivotal role in shaping the ethical perspectives and practices of future professionals and leaders. This study delves into the attitudes, beliefs, practices, and challenges encountered by these professors in the domain of public ethics education. A mixed-method research approach was employed, encompassing surveys and in-depth interviews with a diverse group of graduate school professors. The study explored their attitudes towards public ethics education, the perceived relevance of ethics across academic disciplines, pedagogical approaches employed, and challenges faced in integrating ethics into their curriculum. The study employed thematic analysis to uncover nuanced insights from qualitative data and statistical analysis to derive quantitative trends. Quantitative analysis revealed a prevailing positive attitude among graduate school professors towards the importance of teaching public ethics. However, variations in perceived relevance across academic disciplines were observed. Professors reported diverse pedagogical approaches, ranging from case studies to ethical discussions, highlighting a rich educational landscape. Challenges included resource constraints and time limitations. The results underscore the commitment of graduate school professors to ethics education and the need for tailored approaches to address disciplinary variations. Diverse pedagogical approaches enrich the educational experience, while challenges present opportunities for institutional support and resource allocation. Interdisciplinary collaboration is recommended to bridge the gap between ethics education and various academic disciplines. This study illuminates the crucial role of graduate school professors in shaping ethical competencies among graduate students. Their positive attitudes, diverse teaching practices, and commitment to ethics education form a solid foundation for the continued integration of public ethics into graduate programs. Addressing challenges and promoting interdisciplinary collaboration will be instrumental in advancing ethics education and fostering ethically responsible professionals and leaders

An evaluation of seasonal variations in footwear worn by adults with inflammatory arthritis: a cross-sectional observational study using a web-based survey

Background: Foot problems are common in adults with inflammatory arthritis and therapeutic footwear can be effective in managing arthritic foot problems. Accessing appropriate footwear has been identified as a major barrier, resulting in poor adherence to treatment plans involving footwear. Indeed, previous New Zealand based studies found that many people with rheumatoid arthritis and gout wore inappropriate footwear. However, these studies were conducted in a single teaching hospital during the New Zealand summer therefore the findings may not be representative of footwear styles worn elsewhere in New Zealand, or reflect the potential influence of seasonal climate changes. The aim of the study was to evaluate seasonal variations in footwear habits of people with inflammatory arthritic conditions in New Zealand. Methods: A cross-sectional study design using a web-based survey. The survey questions were designed to elicit demographic and clinical information, features of importance when choosing footwear and seasonal footwear habits, including questions related to the provision of therapeutic footwear/orthoses and footwear experiences. Results: One-hundred and ninety-seven participants responded who were predominantly women of European descent, aged between 46–65 years old, from the North Island of New Zealand. The majority of participants identified with having either rheumatoid arthritis (35%) and/or osteoarthritis (57%) and 68% reported established disease (>5 years duration). 18% of participants had been issued with therapeutic footwear. Walking and athletic shoes were the most frequently reported footwear type worn regardless of the time of year. In the summer, 42% reported wearing sandals most often. Comfort, fit and support were reported most frequently as the footwear features of greatest importance. Many participants reported difficulties with footwear (63%), getting hot feet in the summer (63%) and the need for a sandal which could accommodate a supportive insole (73%). Conclusions: Athletic and walking shoes were the most popular style of footwear reported regardless of seasonal variation. During the summer season people with inflammatory arthritis may wear sandals more frequently in order to accommodate disease-related foot deformity. Healthcare professionals and researchers should consider seasonal variation when recommending appropriate footwear, or conducting footwear studies in people with inflammatory arthritis, to reduce non-adherence to prescribed footwear

Oil Price Volatility and Business Profitability: Evidence from The Local Market

This study seeks to investigate the impact of oil price volatility on business profitability in the Province of Guimaras. Through a mixed-methods approach, the study aims to answer important research questions such as the correlation between crude oil price changes and micro business profitability and investment, potential differences in the effect of crude oil prices during periods of high and low prices, trends in the profitability of micro businesses entrepreneurs, the role of the oil and gas upstream segment and its prospects for the future, and proposes an extension program toolkit to help micro business entrepreneurs mitigate the impact of oil price fluctuations on their businesses. The study will collect and analyze data from 200 micro business entrepreneurs operating in five municipalities within the Province of Guimaras, which represent approximately 90 percent of micro businesses in the area by population. By providing significant insights into the impact of oil price volatility on small businesses, the findings of this study can help inform policymakers and business owners to improve economic sustainability and competitiveness in the local market. The researchers recommend several strategies to help small businesses better manage the risks associated with oil price volatility. These include diversifying business operations and revenue streams, developing proactive risk management strategies, seeking financial support and education, and advocating for policies that promote energy efficiency or diversify energy sources. The researchers hope that these recommendations will help small businesses maintain profitability in the face of changing market conditions

Sharing The Responsibility for Underprivileged Students: Complexification and Ecosystem Leadership

This study investigated the applicability of complexification and ecosystem leadership theories in sharing responsibility for underprivileged students. The complexification theory advocates for the breaking down of complex education systems into smaller, interconnected components to effectively understand and manage issues related to underprivileged students. The ecosystem leadership theory, on the other hand, emphasizes collaboration and shared responsibility among different stakeholders to address complex issues. By utilizing these models, education systems can develop better approaches to sharing responsibility for underprivileged students with a focus on collaboration, shared understanding, and a commitment to achieving shared goals. To make education equitable for students experiencing poverty, the Guimaras State University must adopt ecosystem leadership, collaborate with others, and take collective responsibility for every student's well-being. Educational leaders must prioritize addressing the root causes of poverty by creating an inclusive approach that empowers students and promotes their overall well-being. Adopting ecosystem leadership and prioritizing collective well-being can create an inclusive and equitable educational experience for all students

Mainstreaming Real Estate Education on Mandated Courses, Current Strategy and Structure: A Proximity Analysis

This study dived into the importance of mainstreaming real estate education in mandated courses and analyses the current strategies and structures utilized for this purpose. The goal of this proximity analysis was to determine the effectiveness of these strategies and structures in improving the knowledge and skillset of professionals in the field. The study used a mixed-methods approach, combining quantitative and qualitative data from various sources. The findings of this study provide insights into the current state of real estate education in mandated courses and suggest potential improvements to enhance the learning outcomes of professionals in the field. The study recommends the following to mainstream real estate education mandated courses and improve the education system: an online learning platform, more practical and hands-on training, mentorship programs, continuing education and professional development opportunities, and increased emphasis on real estate ethics and standards