Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty

This study's aim was to investigate a hypothesized model examining the associations between students' perceptions of the quality of their relationship with their educational faculty and staff (i.e., relationship quality) and students' involvement. The relationship quality measurement included students' experiences with all educational faculty and staff, with the aim of predicting student engagement and student loyalty. Based on data from 454 higher education students, findings indicate that affective commitment and affective conflict are important relationship quality dimensions that influence the student engagement dimensions of absorption, dedication, and vigor. The main conclusion is that a relationship management approach in higher education is fruitful to achieve positive academic outcomes such as student engagement and student loyalty

Het belang van relatiekwaliteit in het hoger onderwijs

Relaties tussen studenten en hun opleiding spelen een belangrijke rolin het hoger onderwijs. Studenten ontwikkelen zich in die periode immers tot jonge professionals die na het behalen van hun diploma de arbeidsmarkt betreden. In dit artikel worden de belangrijkste inzichten over een proefschrift over relatiekwaliteit in het hoger onderwijs gepresenteerd. In het promotieonderzoek onderzochten we de relatie tussen studenten en hun opleiding, oftewel relatiekwaliteit, vanuit een studentperspectief. We bekeken welke invloed die relatie heeft op hun betrokkenheid (d.i. engagement en loyaliteit). In het onderzoek onder studenten en alumni werd aangetoond dat relatiekwaliteit een positieve invloed heeft op studentbetrokkenheid en studentloyaliteit. Ook als relatiekwaliteit over de tijd heen gemeten wordt (longitudinaal), blijkt ze studentbetrokkenheid en studentloyaliteit gunstig te beïnvloeden. Uit het onderzoek komt naar voren dat als hoger onderwijsinstellingen de relatiekwaliteit regelmatig monitoren, zij adequater kunnen reageren op wat studenten nodig hebben in de relatie met hun opleiding. De bevindingen van het proefschrift voorzien in een beter inzicht in de relatie van studenten met hun opleiding. Die kan ten goede komen bij het opstellen van onderwijsbeleid bijvoorbeeld gericht op de begeleiding en omgang met studenten. Voor hoger onderwijsinstellingen en studenten kan dit gunstig zijn. Een goede relatiekwaliteit maakt dat studenten meer betrokken zijn bij hun studie en ze een positieve band tussen onderwijsinstellingen en studenten bewerkstelligt, ook na het afstuderen. Afgestudeerden blijven zo eerder betrokken bij hun voormalig onderwijsinstituut bijvoorbeeld doordat ze gastlezingen geven, stageplekken aanbieden en ideeën voor praktijkgericht onderzoek aanbrengen

Relationship quality in higher education and the interplay with student engagement and loyalty

Background: To date, studies that have investigated the bonds between students and their institution have emphasized the importance of student–staff relationships. Measuring the quality of those relationships (i.e., relationship quality) appears to help with investigating the relational ties students have with their higher education institutions. Growing interest has arisen in further investigating relationship quality in higher education, as it might predict students’ involvement with the institution (e.g., student engagement and student loyalty). So far, most studies have used a cross-sectional design, so that causality could not be determined. Aims: The aim of this longitudinal study was twofold. First, we investigated the temporal ordering of the relation between the relationship quality dimensions of trust (in benevolence and honesty) and affect (satisfaction, affective commitment, and affective conflict). Second, we examined the ordering of the paths between relationship quality, student engagement, and student loyalty. Our objectives were to gain a deeper understanding of the relationship quality construct in higher education and its later outcomes. Sample: Participants (N = 1649) were students from three Dutch higher education institutions who were studying in a technology economics or social sciences program. Methods: Longitudinal data from two time points were used to evaluate two types of cross-lagged panel models. In the first analysis, we could not assume measurement invariance for affective conflict over time. Therefore, we tested an alternative model without affective conflict, using the latent variables of trust and affect, the student engagement dimensions and student loyalty. In the second type of model, we investigated the manifest variables of relationship quality, student engagement, and student loyalty. The hypotheses were tested by evaluating simultaneous comparisons between estimates. Results: Results indicated that the relation between relationship quality at Time 1 with student engagement and loyalty at Time 2 was stronger than the reverse ordering in the first model. In the second model, results indicated that cross-lagged relations between trust in benevolence and trust in honesty at Time 1 and affective commitment, affective conflict, and satisfaction at Time 2 were more likely than the reverse ordering. Furthermore, cross-lagged relations from relationship quality at Time 1 to student engagement and student loyalty at Time 2 also supported our hypothesis. Conclusions: This study contributes to the existing higher education literature, indicating that students’ trust in the quality of their relationship with faculty/staff is essential for developing students’ affective commitment and satisfaction and for avoiding conflict over time. Second, relationship quality factors positively influence students’ engagement in their studies and their loyalty towards the institution. A relational approach to establishing (long-lasting) bonds with students appears to be fruitful as an approach for educational psychologists and for practitioners’ guidance and strategies. Recommendations are made for future research to further examine relationship quality in higher education in Europe and beyond

Identification of novel genetic risk factors of dilated cardiomyopathy: from canine to human

BackgroundDilated cardiomyopathy (DCM) is a life-threatening heart disease and a common cause of heart failure due to systolic dysfunction and subsequent left or biventricular dilatation. A significant number of cases have a genetic etiology; however, as a complex disease, the exact genetic risk factors are largely unknown, and many patients remain without a molecular diagnosis.MethodsWe performed GWAS followed by whole-genome, transcriptome, and immunohistochemical analyses in a spontaneously occurring canine model of DCM. Canine gene discovery was followed up in three human DCM cohorts.ResultsOur results revealed two independent additive loci associated with the typical DCM phenotype comprising left ventricular systolic dysfunction and dilatation. We highlight two novel candidate genes, RNF207 and PRKAA2, known for their involvement in cardiac action potentials, energy homeostasis, and morphology. We further illustrate the distinct genetic etiologies underlying the typical DCM phenotype and ventricular premature contractions. Finally, we followed up on the canine discoveries in human DCM patients and discovered candidate variants in our two novel genes.ConclusionsCollectively, our study yields insight into the molecular pathophysiology of DCM and provides a large animal model for preclinical studies

Reconstruction of the mouse extrahepatic biliary tree using primary human extrahepatic cholangiocyte organoids

Treatment of common bile duct disorders such as biliary atresia or ischaemic strictures is limited to liver transplantation or hepatojejunostomy due to the lack of suitable tissue for surgical reconstruction. Here, we report a novel method for the isolation and propagation of human cholangiocytes from the extrahepatic biliary tree and we explore the potential of bioengineered biliary tissue consisting of these extrahepatic cholangiocyte organoids (ECOs) and biodegradable scaffolds for transplantation and biliary reconstruction in vivo. ECOs closely correlate with primary cholangiocytes in terms of transcriptomic profile and functional properties (ALP, GGT). Following transplantation in immunocompromised mice ECOs self-organize into tubular structures expressing biliary markers (CK7). When seeded on biodegradable scaffolds, ECOs form tissue-like structures retaining biliary marker expression (CK7) and function (ALP, GGT). This bioengineered tissue can reconstruct the wall of the biliary tree (gallbladder) and rescue and extrahepatic biliary injury mouse model following transplantation. Furthermore, it can be fashioned into bioengineered ducts and replace the native common bile duct of immunocompromised mice, with no evidence of cholestasis or lumen occlusion up to one month after reconstruction. In conclusion, ECOs can successfully reconstruct the biliary tree following transplantation, providing proof-of-principle for organ regeneration using human primary cells expanded in vitro

Amplified Genes May Be Overexpressed, Unchanged, or Downregulated in Cervical Cancer Cell Lines

Several copy number-altered regions (CNAs) have been identified in the genome of cervical cancer, notably, amplifications of 3q and 5p. However, the contribution of copy-number alterations to cervical carcinogenesis is unresolved because genome-wide there exists a lack of correlation between copy-number alterations and gene expression. In this study, we investigated whether CNAs in the cell lines CaLo, CaSki, HeLa, and SiHa were associated with changes in gene expression. On average, 19.2% of the cell-line genomes had CNAs. However, only 2.4% comprised minimal recurrent regions (MRRs) common to all the cell lines. Whereas 3q had limited common gains (13%), 5p was entirely duplicated recurrently. Genome-wide, only 15.6% of genes located in CNAs changed gene expression; in contrast, the rate in MRRs was up to 3 times this. Chr 5p was confirmed entirely amplified by FISH; however, maximum 33.5% of the explored genes in 5p were deregulated. In 3q, this rate was 13.4%. Even in 3q26, which had 5 MRRs and 38.7% recurrently gained SNPs, the rate was only 15.1%. Interestingly, up to 19% of deregulated genes in 5p and 73% in 3q26 were downregulated, suggesting additional factors were involved in gene repression. The deregulated genes in 3q and 5p occurred in clusters, suggesting local chromatin factors may also influence gene expression. In regions amplified discontinuously, downregulated genes increased steadily as the number of amplified SNPs increased (p<0.01, Spearman's correlation). Therefore, partial gene amplification may function in silencing gene expression. Additional genes in 1q, 3q and 5p could be involved in cervical carcinogenesis, specifically in apoptosis. These include PARP1 in 1q, TNFSF10 and ECT2 in 3q and CLPTM1L, AHRR, PDCD6, and DAP in 5p. Overall, gene expression and copy-number profiles reveal factors other than gene dosage, like epigenetic or chromatin domains, may influence gene expression within the entirely amplified genome segments

International management platform for children's interstitial lung disease (chILD-EU)

BACKGROUND: Children's interstitial lung diseases (chILD) cover many rare entities, frequently not diagnosed or studied in detail. There is a great need for specialised advice and for internationally agreed subclassification of entities collected in a register.Our objective was to implement an international management platform with independent multidisciplinary review of cases at presentation for long-term follow-up and to test if this would allow for more accurate diagnosis. Also, quality and reproducibility of a diagnostic subclassification system were assessed using a collection of 25 complex chILD cases. METHODS: A web-based chILD management platform with a registry and biobank was successfully designed and implemented. RESULTS: Over a 3-year period, 575 patients were included for observation spanning a wide spectrum of chILD. In 346 patients, multidisciplinary reviews were completed by teams at five international sites (Munich 51%, London 12%, Hannover 31%, Ankara 1% and Paris 5%). In 13%, the diagnosis reached by the referring team was not confirmed by peer review. Among these, the diagnosis initially given was wrong (27%), imprecise (50%) or significant information was added (23%).The ability of nine expert clinicians to subcategorise the final diagnosis into the chILD-EU register classification had an overall exact inter-rater agreement of 59% on first assessment and after training, 64%. Only 10% of the 'wrong' answers resulted in allocation to an incorrect category. Subcategorisation proved useful but training is needed for optimal implementation. CONCLUSIONS: We have shown that chILD-EU has generated a platform to help the clinical assessment of chILD. TRIAL REGISTRATION NUMBER: Results, NCT02852928

The Effects of Employees’ Creative Self-Efficacy on Innovative Behavior: The Role of Entrepreneurial Leadership

The present study explores the unique effect of entrepreneurial leadership on the relationship between employees' creative self-efficacy (CSE) and innovative behavior. Using multi-level data from multiple sources, namely, 66 middle-level managers and their 346 subordinates from a large Chinese multinational organization, the effect of CSE on innovative behavior was found to be more influential when employees work under a strong entrepreneurial leader in their team. We also found that entrepreneurial leadership exerts a stronger moderating effect on the CSE-innovative behavior link than transformational and participative leadership behaviors. Consistent with social cognitive theory, these results suggest that leaders who engage in the role modeling of entrepreneurial behaviors to employees and in directing employees toward identifying and exploiting entrepreneurial opportunities are more likely to foster innovative behavior among employees with higher levels of creative self-efficacy, than acting in a transformational manner or allowing employees to participate in decision-making

Fostering Student-Faculty Relationships in Higher Education : How Relationship Quality Affects Student Involvement

Relationships between students and their educational programs play an important role in higher education. After all, during that period students develop into young professionals who enter the labor market after their graduation. This thesis studies the relationship between students and their study program (we call this relationship quality) from a student perspective and looks at the influence it has on their involvement (engagement and loyalty). A first finding is that if higher education institutions regularly monitor relationship quality, they can respond more adequately to what students need. This thesis shows that relationship quality can have a positive impact on student engagement and student loyalty, based on research among regular and former students. When relationship quality is measured over time (longitudinally), it also appears to positively influence student engagement and student loyalty. The findings of this thesis can help in the design of policies and practical resources that higher education institutions can use to improve the relationship with their students. This can be beneficial for higher education institutions. After all, a good relationship quality makes students more involved in their studies. The bond between educational institutions and students results in graduates more likely to stay involved with their former educational institution for example in the form of giving guest lectures, offering internships and bringing ideas for practice-based research