Relevant bibliographies by topics / University Academic Performances

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University Academic Performances'

Author: Grafiati
Published: 7 June 2025
Last updated: 26 June 2025

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Journal articles on the topic "University Academic Performances"

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Rosalba, Aciro, Onen David, M. Malinga Geoffrey, A. Ezati Betty, and L. Openjuru George. "Entry Grades and the Academic Performance of University Students: A Review of Literature." Education Quarterly Reviews 4, no. 1 (2021): 141–50. https://doi.org/10.31014/aior.1993.04.01.181.

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Universities world over mostly base their decisions to admit their new students on the applicant’s pre-university academic results. However, there is yet no concrete evidence that the students’ pre-university academic accolades determine their performances at university level. In this article, we explored the findings of earlier studies that examined the relationships between entry grades and the academic performance of university students. The study was undertaken to collate the literature on the relationships between the students’ entry grades and their university academic performance in order to validate earlier assertions, if any, as well as to identify opportunities for further research in this field. During the study, we carried out a systematic review of 59 articles that we drew from different online electronic databases including, among others, the Free Scientific Publication, the Worldwide Science.org, and the Directory of Open Access Journals (DOAJ). The majority of these reviewed studies were drawn from America and Europe. Only a few of them were conducted in Asia, Latin America and Africa. Of the 59 reviewed articles, only 53 of them met our inclusion criteria and our key findings showed, among others, that out of the 53 reviewed articles, 26, 4 and 13 of them revealed the existence of positive, negative, and mixed correlations respectively between the entry grades and the academic performance of university students. The remaining 10 articles, however, did not reveal any significant correlations between the two variables; instead, they alluded to the existence of difference in these relationships between male and female students; thus, suggesting for the need for affirmative action schemes. Overall, the study revealed that there is yet no consensus over whether pre-university academic performances of students predict their performances at university level; thus, indicating the need for further research in this field.
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Et. al., Nor Ain Maisarah Samsudin,. "Modeling Student’s Academic Performance During Covid-19 Based on Classification in Support Vector Machine." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (2021): 1798–804. http://dx.doi.org/10.17762/turcomat.v12i5.2190.

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This study proposed a statistical investigate the pattern of students’ academic performance before and after online learning due to the Movement Control Order (MCO) during pandemic outbreak and a modelling students’ academic performance based on classification in Support Vector Machine (SVM). Data sample were taken from undergraduate students of Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris (UPSI). Student’s Grade Point Average (GPA) were obtained to developed model of academic performances during Covid-19 outbreak. The prediction model was used to predict the academic performances of university students when online classes was conducted. The algorithm of Support Vector Machine (SVM) was used to develop a model of students’ academic performance in university. For the Support Vector Machine (SVM) algorithm, there are two important parameters which are C (misclassification tolerance parameter) and epsilon need to identify before proceed the further analysis. The parameters was applied to four different types of kernel which is linear kernel, radial basis function kernel, polynomial kernel and sigmoid kernel and the result was found that the best accuracy achieved by SVM are 73.68% by using linear kernel and the worst accuracy obtained from a sigmoid kernel which is 67.99% with parameter of misclassification tolerance C is 128 and epsilon is 0.6.
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Ching, Siew Mooi, Wong Yi Hui Priscilla, Muhammad Ikhwan Johari, et al. "Determinants of Academic Performance Among Undergraduates During COVID-19 in a Public University: A Cross-sectional Study." Primary Care Endeavour in Healthcare 19, s17 (2023): 9–15. http://dx.doi.org/10.47836/mjmhs.19.s17.2.

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Introduction: This study aims to examine the determinants of academic performance among students in Faculty of Medicine and Health Sciences (FMHS) in Universiti Putra Malaysia (UPM) during COVID 19 pandemic. Method: A cross sectional study was conducted between 1st March 2021 until 15th March 2021 to determine the factors associated with academic performance during COVID 19 pandemic among medical students in a public university. The questionnaires of COVID-19 Fear Scale, Student Stress Inventory-Academic Subscale, and self-reported academic performances were used. Results: The study revealed that lower stress level (OR 0.938, 95% CI 0.893-0.984), being non-medical students (OR 3.210, 95% CI 1.844, 5.587) compared with medical students, Chinese ethnicity (OR 2.932, 95% CI 1.635, 5.258) compared with non-Chinese ethnicity and a conducive study environment (OR 1.954, 95% CI 1.168, 3.268) compared with non-conducive study environment were the determinants of good academic performance among undergraduates in a public university during COVID 19 pandemic. Conclusion: These findings indicate that low stress level, non-medical course, Chinese ethnicity, and good study environment are significant factors associated with good academic performance during COVID-19 pandemic among undergraduate students in a public university. Therefore, institutions may benefit from taking these factors into account when developing interventions to enhance students’ academic outcomes.
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Zubairu, Umaru Mustapha, and Olalekan Busra Sakariyau. "The Relationship between Religiosity and Academic Performance amongst Accounting Students." International Journal of Evaluation and Research in Education (IJERE) 5, no. 2 (2016): 165. http://dx.doi.org/10.11591/ijere.v5i2.4535.

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<p>In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic perspective, whilst their academic performances were measured using their Cumulative Grade Point Averages (CGPA). The statistical analysis revealed no significant correlation between religiosity and academic performance among accounting students at IIUM. However, a closer examination of the results revealed that students at IIUM possessed high levels of religiosity as well as high levels of academic performances.</p>
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Neri III, Martiniano Jake P. "CURRICULUM COMPARISON OF THE TERTIARY EDUCATION PROGRAM OF CAPITOL UNIVERSITY FOR THE 2008-2009 GRADUATES." Problems of Education in the 21st Century 39, no. 1 (2012): 119–29. http://dx.doi.org/10.33225/pec/12.39.120.

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The study looked into the variances and differences of the two curricula of Capitol University College of Education for the graduates of Academic Year 2008-2009, and the performance of the graduates who opted to take the Licensure Examination for Teachers (LET) of the same year. The University produced 39 Education Graduates from two separate curricula implemented, wherein 25 were from the old curriculum and 14 were from the new one. The study specifically monitored the academic, practical and national performances of the Bachelor of Science in Education (BEEd) graduates, at which the academic criteria focused on their marks according to the university standards for General and Professional Education, as well as marks from the Mock Exam (as a course requirement); practical performances measured according to marks given by supervisory instructors during their practicum or Practice Teaching. These marks were then statistically derived to represent the general training these graduates received from Capitol University. The LET results of 2009 were used as the benchmark to determine the performances of the curricula stated. Along with information gathered from graduate insights and job experiences, the study highlighted on the perceived identified strengths of the both curriculums as an add-on experience to further improve the LET performances of the incoming graduates for the Education Program of Capitol University. The new curriculum is currently implemented in the University, with the distinction specific to the Department awarded by the Commission on Higher Education (CHED) as a center of Excellence. Key words: accreditation, curriculum comparison, Licensure Examination for Teachers (LET), performance.
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Nesayan, Abbas, Roghayeh Asadi Gandomani, and Emer Ring. "Comparing Hope, Executive Function, and Procrastination in University Students: Implications for a Post-COVID-19 World." Practice in Clinical Psychology 10, no. 3 (2022): 203–12. http://dx.doi.org/10.32598/jpcp.10.3.396.2.

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Objective: The global pandemic has impacted variously on students’ experiences of education globally. At this time, we must continue to isolate the key components contributing to supporting students’ academic performance so that education systems can begin to reduce the impact of this pandemic on children’s lives. Methods: We used the ex post facto research to compare hope, executive functions, and procrastination between students with high and low academic performances. The authors hope to contribute positively to rebuilding our education system as we move to a post-pandemic phase. The statistical population consisted of students with high and low academic performances at the University of Bojnurd, Bojnurd City, Iran, from 2019 to 2020. A total of 85 students were selected as samples using the available sampling method. The research data were collected using the behavior rating inventory of executive function for adults, the procrastination assessment scale for students, and the domain-specific hope scale. Results: The results showed a statistically significant difference between the two groups of students regarding the mean scores of executive functions and academic procrastination. In this regard, the scores of executive functions were reduced, but the academic procrastination in students with low performance was significantly higher than the high-performance students. The group factor predicted a significant amount of variance in the examined components. Nevertheless, there was no significant difference between the two groups in the hope variable except for the academic hope subscale. Conclusion: The results have implications for understanding students’ academic performances and the use of interventions that can improve students’ outcomes in the future.
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Liu, Chuang, Haojie Wang, and Zhonghu Yuan. "A Method for Predicting the Academic Performances of College Students Based on Education System Data." Mathematics 10, no. 20 (2022): 3737. http://dx.doi.org/10.3390/math10203737.

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With the development of university campus informatization, effective information mined from fragmented data can greatly improve the management levels of universities and the quality of student training. Academic performances are important in campus life and learning and are important indicators reflecting school administration, teaching level, and learning abilities. As the number of college students increases each year, the quality of teaching in colleges and universities is receiving widespread attention. Academic performances measure the learning ’effects’ of college students and evaluate the educational levels of colleges and universities. Existing studies related to academic performance prediction often only use a single data source, and their prediction accuracies are often not ideal. In this research, the academic performances of students will be predicted using a feedforward spike neural network trained on data collected from an educational administration system and an online learning platform. Finally, the performance of the proposed prediction model was validated by predicting student achievements on a real dataset (involving a university in Shenyang). The experimental results show that the proposed model can effectively improve the prediction accuracies of student achievements, and its prediction accuracy could reach 70.8%. Using artificial intelligence technology to deeply analyze the behavioral patterns of students and clarify the deep-level impact mechanisms of the academic performances of students can help college educators manage students in a timely and targeted manner, and formulate effective learning supervision plans.
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Stan, Andreea, and Maria Claudia Ionescu. "PERFECTIONISM, PSYCHOLOGICAL WELL-BEING AND ACADEMIC PERFORMANCE IN UNIVERSITY STUDENTS." CURRENT TRENDS IN NATURAL SCIENCES 13, no. 26 (2024): 64–71. https://doi.org/10.47068/ctns.2024.v13i26.007.

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Studies show that perfectionism is associated with academic performance, because people with a high level of perfectionism study more, they are rather intrinsically motivated and have higher performance standards. However, certain dimensions of perfectionism and an excessively high level are associated with low well-being, emotional exhaustion and frustration when the results are not the desired ones. This study aimed to assess the relationship between perfectionism, wellbeing and academic performance in students. Perfectionism was assessed using a shortened version of the Frost et al. Multidimensional Perfectionism Scale (F-MPS-Brief) (Burgess, Frost, & DiBartolo, 2016), and a shortened version of the Psychological Wellbeing Scale (Ryff & Keyes, 1995) was used to identify students' level of wellbeing. Students reported their academic performance in their last semester of study. Participants in this study included 362 Romanian students from different academic majors and with different degrees. The results revealed significant correlations between dimensions of perfectionism, wellbeing and academic performances Our findings extend the current understanding of the relationship between students’ perfectionism, wellbeing and academic performance.
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Malak, Abdullah, Al-Ayyoub Mahmoud, Shatnawi Farah, Rawashdeh Saif, and Abbott Rob. "Predicting students' academic performance using e-learning logs." International Journal of Artificial Intelligence (IJ-AI) 12, no. 2 (2023): 831–39. https://doi.org/10.11591/ijai.v12.i2.pp831-839.

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The outbreak of coronavirus disease 2019 (COVID-19) drives most higher education systems in many countries to stop face-to-face learning. Accordingly, many universities, including Jordan University of Science and Technology (JUST), changed the teaching method from face-to-face education to electronic learning from a distance. This research paper investigated the impact of the e-learning experience on the students during the spring semester of 2020 at JUST. It also explored how to predict students’ academic performances using e-learning data. Consequently, we collected students’ datasets from two resources: the center for e-learning and open educational resources and the admission and registration unit at the university. Five courses in the spring semester of 2020 were targeted. In addition, four regression machine learning algorithms had been used in this study to generate the predictions: random forest (RF), Bayesian ridge (BR), adaptive boosting (AdaBoost), and extreme gradient boosting (XGBoost). The results showed that the ensemble model for RF and XGBoost yielded the best performance. Finally, it is worth mentioning that among all the e-learning components and events, quiz events had a significant impact on predicting the student’s academic performance. Moreover, the paper shows that the activities between weeks 9 and 12 influenced students’ performances during the semester.
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Jucan, Dana, and Georgeta Orian. "Assessment Strategies of Academic Performances used in University. Ascertaining Study." Procedia - Social and Behavioral Sciences 76 (April 2013): 414–20. http://dx.doi.org/10.1016/j.sbspro.2013.04.138.

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Dissertations / Theses on the topic "University Academic Performances"

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Omruuzun, Fatih. "A New Framework For Evaluation Of Field Based Academic Performances Of Higher Education Institutions." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613732/index.pdf.

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Measurement and evaluation of academic performance is an highly debated research area and results of the studies in this area are closely followed by a large segment of the society. In general, researches conducted in this domain evaluate higher education institutions as a whole, but such an approach actually represents an average performance of the research fields, which are actively studied by the members of institutions. This may be misleading, because academic performance varies for each university depending on the field of research. However, people who are interested in the results of these studies require more detailed information about field based academic performances of institutions. One of these studies mentioned above have been implemented in 2011 by University Ranking by Academic Performance (URAP) research laboratory which was established in Middle East Technical University - Informatics Institute. In this study, 2000 universities around the world have been ranked according to multiple criteria in terms of overall academic performance. Interests shown to results of the system implemented by URAP revealed a need for a more comprehensive ranking system, which deals with the evaluation of field based academic performance. In this sense, within the scope of this study, universities ranked by URAP research laboratory were evaluated in terms of their academic performance in the following six research fields<br>Agriculture &amp<br>Environmental Sciences (AGE) Clinical Medicine (MED) Engineering, Computing &amp<br>Technology (ENG) Life Sciences (LIFE) Natural Sciences (SCI) Social Sciences (SOC) Institutions in this study has been evaluated according to data that have been collected from ISI - Web of Knowledge for the indicators listed below. Article Count (last year) Total Document Count (last 5 years) Cumulative Journal Impact (last 5 years) Total Citation Count (last 5 years) H-Index (average of last 5 years) The results indicate that status of universities from the point of academic performance varies according to the research field.
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Sutanto, David T. "Pictures at an exhibition: a performer &8217;s guide comparing recorded performances by pianists Vladimir Horowitz and Evgeny Kissin: "Eccentric" v.s. "Academic " playing /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1180300837.

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Thesis (Dr. of Musical Arts)--University of Cincinnati, 2007.<br>Advisor: Frank Weinstock Title from electronic thesis title page (viewed Nov. 18, 2007). Includes abstract. Keywords: Pictures at an Exhibition; Vladimir Horowitz; Evgeny Kissin; Piano Includes bibliographical references.
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Holzer, Susanna. "University Choice, Equality, and Academic Performance." Doctoral thesis, Växjö universitet, Ekonomihögskolan, EHV, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-6181.

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This thesis consists of three essays that examine issues on university attendance behavior, factorsof university completion, and the labor market value of a university diploma in Sweden. Essay [I] analyzes how the rapid expansion of higher education that increased the geographicalaccessibility to higher education in the 1990s affected university enrollment decisions amongvarious socioeconomic groups of young adults in Sweden. The empirical findings show that theprobability of enrollment in university education increases with accessibility to universityeducation. The results also indicate that accessibility adds to the likelihood of attending auniversity within the region of residence. Access to higher education more locally seems to havedecreased the social distance to higher education, meaning that the option of attending highereducation, as compared to entering the local labor market after upper secondary school, hasbecome a more common and a more natural alternative for more socioeconomic groups insociety. Essay [II] compares the performance of students in universities built before and after the largedecentralization and expansion of the higher educational system in Sweden, starting in the late1970s. Two outcome measures are used: (i) whether or not the student has obtained a degreewithin seven years after she initiated her studies; and (ii) whether or not she obtained 120 creditpoints (the requirement for most undergraduate degrees) within seven years. Controlling forseveral background variables as well as GPA scores in a binomial probit model, we show thatstudents at old universities are about 5 percentage points more likely to get a degree and about 9percentage points more likely to obtain 120 credit points. However, in an extended bivariatemodel where we consider selection on unobservables into university type, we cannot reject thepossibility of no difference in performance between the two university types. Essay [III] analyzes the labor market value of a university diploma (sheepskin) in Sweden. Incontrast to previous studies, this study only focuses on Swedish university students who havethree years of full time university education or more − where some have obtained a universitydegree, others not. The results show that for male students, the wage premium of possessing adegree, i.e. the sheepskin effect, is roughly 5-8 percent. For women, it is about 6-7 percent forthose who have completed four years of fulltime or more. For students who attended a moreprestigious university in the metropolitan areas in Sweden and majored in the natural sciences, asheepskin effect of roughly 13 percent for men and 22 percent for women is traced. However,this result did not hold among students who attended. Keywords: Higher education, university enrollment; university choice; accessibility; universitycompletion; selection bias; propensity score matching, sheepskin, human capital.
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Earl-Novell, Sarah. "Gender differentiation in first class academic achievement at university." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270508.

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It is claimed that, nationally, women undergraduates obtain proportionately fewer First Class degrees than their male counterparts. This thesis examines the extent to which gender differentiation in First Class achievement exists in Higher Education. Historically, various hypotheses have been presented within literature on Higher Education to account for this pattern and the thesis explores the extent to which these hypotheses continue to hold explanatory power using the University of Sussex as a case study. To ascertain the hypotheses' continued relevance and salience, a multi-faceted methodological approach was employed. The empirical programme comprised a national (N=657534) and a local statistical survey (N=8349) examining HESA defined subject groups, in addition to a local statistical survey (N=568) examining specific disciplines. The empirical programme also included detailed analyses of a student cohort of 'high achievers' (N=199) who were tracked throughout their degree. A range of information was collected on this cohort including cognitive ability and personality test scores, socio-demographic data, pre-university qualifications and measures of application. Some of the cohort (N=84) completed a questionnaire, and interviews were carried out with a smaller sub-section (N=23). Structured observations of seminars (N=24) were also conducted alongside interviews with members of faculty (N=21). Findings indicate that, nationally, gender inequity in First Class performance is prevalent in the Humanities, Social Sciences and Physical Sciences. In relation to local patterns of performance, evidence suggests that the University of Sussex may be spearheading incipient shifts in attainment with gender differentiation in existence only in the Humanities. Notwithstanding this moving and improving picture vis a vis the gender distribution of Firsts, the thesis concludes that many of the hypotheses remain pertinent.
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Spanos, Bill. "Performance evaluation of non-academic personnel in a Quebec University." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22397.

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The purpose of this study was to find out if the performance appraisal system (the PMP) of non-academic nonunionized personal of a Quebec university was developed, implemented, administered and maintained adequately.<br>The literature emphasizes certain elements essential to the successful or adequate development, implementation and administration of a performance appraisal system, and it is in reference to this body of literature that the PMP was examined. To find out how the PMP was developed, implemented and administered in practical terms, the researcher interviewed four Human Resources staff members directly responsible for these processes.<br>The findings of this descriptive study showed that in order for a performance appraisal system to be successful, an organization must be thorough in addressing certain essential elements within each step of its development implementation and administration. (Abstract shortened by UMI.)
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Murphy, Jennifer. "Managing professional development of academic staff to enhance university performance." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301.

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Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of higher education have intensified the challenges of working in a university. These challenges have added considerable complexity to the roles of academic staff, many of whom are facing increasing demands for which they are ill equipped to deal in terms of their formal education. To succeed in the highly competitive and changing environment that is higher education today, universities need to ensure that the requisite capabilities are developed in their academic staff. The key question underpinning this study is: how can the provision of professional development for academic staff be optimised to enhance university performance? The focus of the research is on identifying the ways in which higher education institutions provide formal offerings of professional development to academic staff, how they are organised to do this, who is entrusted with the task, and what are the strengths and limitations of the approaches taken. The research is informed by literature concerning higher education management, academic development, and strategic human resource management. Taking a critical realist ontological perspective, case studies of professional development provision in two Irish universities are presented. Findings reveal that while effective professional development is an espoused priority it is not a managed priority. While there is some evidence of good practice, the fragmented organisational structures in place for delivery of professional development reveal an absence of coordination and gaps in provision. The connection between professional development and organisational performance is loose. Recommendations are made on how the provision of professional development for academics can be managed to enhance university performance. A framework for designing performance-led professional development activities that aligns organisational and individual goals is proposed. An organisational structure that takes a more conscious approach to the management of the full range of professional development provision is put forward.
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Ha, Joung Yeob. "LEGAL ACCESS TO ALCOHOL AND ACADEMIC PERFORMANCE: EVIDENCE FROM MIAMI UNIVERSITY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1501219488946778.

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Bush, Denise, and n/a. "Writing in the university : faculty expectations and overseas tudents' performance." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060622.132041.

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Two surveys were conducted at the University of Canberra in 1992 to seek the views of faculty on issues regarding academic writing. The first survey sought to ascertain what criteria faculty employ when marking student writing. It asked faculty to indicate the importance of certain key features in the writing of university students. These key features were: Content, Argument, Style, Organisation, Communicative Ability, Vocabulary, Use of Literature and Punctuation. Faculty were requested to rank the importance of aspects of each of the nine key features. The second survey asked faculty to assess an actual assignment written by an overseas student, using the structure of the nine key features of writing as above. Faculty were invited to indicate the strengths and weaknesses of the assignment which they were assessing. The aim of the surveys was to better inform teachers of English for Academic Purposes (EAP) classes, who prepare overseas students for study at university. EAP teachers need to know the expectations of faculty, in order to give overseas students a realistic view of what faculty expect from their assignments and the kinds of. weaknesses which faculty find in overseas students' writing. The survey found that content-related features such as Content, Argument, Organisation and Communicative Ability were considered more important than form features such as Punctuation, Grammar, Style and Vocabulary. Use of Literature was found to be a very important feature in some faculties but not in all. Surprisingly, Style was the feature which evoked the greatest variety of responses from faculty; however, in general faculty agreed that Style had to be appropriate to the topic or task, rather than there being a set format for academic writing. From a factor analysis of data, four underlying principles for academic writing were derived. These principles were: relevance, appropriacy, accuracy and clarity. Thus, academic writing, according to the faculty surveyed, should be: 1) relevant to the topic and to the internal argument of the assigment; 2) appropriate in the style, tone and use of literature; 3) accurate in its vocabulary, grammar and referencing system. 4) clear in its argument and organisation of ideas. For the most part, faculty responded favourably to the overseas student assignments, which were assessed in the second questionnaire. Faculty indicated that the main weakness in overseas student writing was in their argument. The surveys also found differences between different Faculties in the importance they place on these key features. It was postulated that the Science Faculties (Applied Science, Environmental Design and Information Science and Engineering) would be fairly similar in their views on writing, as would the Humanities Faculties (Communication, Education and Management). This was found to be only partly true. The views of Information Science and Engineering faculty were found to be more similar in many of their attitudes to the views of the Humanities faculty. However, in some ways, their views were unique and unlike any other Faculty. In particular. Information Science and Engineering faculty place little emphasis on writing as a method of assessment and, perhaps as a consequence, even less on the use of literature in writing From the survey, it also appeared that, in general, faculty make some allowances for the fact that overseas students are L2 speakers. They tend to overlook mechanical errors so long as the content is acceptable.
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Zachos, Georgios. "Greek university libraries in the European context : a comparative evaluation." Thesis, Loughborough University, 1994. https://dspace.lboro.ac.uk/2134/15661.

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The aim of this study is to provide a comprehensive examination of university libraries in Greece seen in the European context. To this end, the thesis: i. discusses the context in which Greek university libraries have developed and the challenges they face; ii. examines the factors that affect their operation and development; iii. assesses their role in university education in supporting the informational, educational and research needs of the academic community; iv. compares their position with similar libraries in other member states of the European Union and in Scandinavia; v. suggests actions needed in order that university libraries in Greece should develop further and play their role better. In this study a standard model for university libraries is developed and performance indicators and methodologies which are proper for this model are used. University libraries are examined as open, dynamic, multi-goal seeking and purposeful systems. They consist of resources which are transformed into outputs for the benefit of their users. Inputs, outputs and outcomes can be measured in a greater or less accuracy but measurement itself is meaningful only if it is placed in some kind of context. University libraries operate within a given environment. They receive their inputs from this environment, and their outputs are used by people or other systems in the environment. They are also constrained by factors in this environment such as the social, economic, educational, technological, etc. In this study not only the performance indicators themselves but also the relationships between them that are indicative of performance were analysed. The main findings of the study are related to the environment within which Greek University Libraries operate, the organisational structures, and administrative practices applied, issues concerning staff and the way they affect library development, the provision of library material, the organisation of technical services, and the reader services that are provided. Library performance is assessed in a number of ways. The indicators produced and comparisons with the state of development of university libraries in other European countries show that Greek University libraries fall behind them in terms of almost all indicators used. It appears that Greek University libraries are weak in meeting the needs of their users in both education and research.
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Tam, William Hon Kwan. "Academics’ perspectives of performance management in a British university context." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4036.

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This study provides an in-depth understanding of how academics perceive and experience a performance management system in a British university. Specifically, it examines - within the context of a university department - the meaning and purposes of performance management; the effectiveness of the processes; the management of the system and its effectiveness; the impact of the system on academics’ working lives; and the areas requiring improvement. The study particularly explores the tension between performance management as a means of accountability within a managerial context and the more traditional academic ethos of professional autonomy. The research adopts a qualitative case study approach by selecting a School of Education in an older researchled University. The case School was primarily chosen for its ease of access. However, it had also operated performance management for some time, and it had academics with both high and low research profiles, a phenomenon which was likely to present a range of experiences of the performance management system. Twelve academics with varied backgrounds in terms of years of service, seniority and gender were participants in the study. Data were collected through in-depth, semi-structured interviews and documentary sources between September 2006 and February 2007. A two-level analytical coding approach was used to derive themes from the collected data. Among the major findings were that the participants found the meanings and purposes of performance management ambiguous; and that the many different processes contained within the system were perceived as fragmenting and confusing in achieving the intended outcomes. Compounding the concern was the lack of dedicated and able academics to manage the process. With work intensification - a prominent feature of academic life, academics became frustrated with the lack of time available for their research work. To defend their research ethos, the study provides evidence that some academics look for a more structured system to address the unbalanced workload issue.
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Books on the topic "University Academic Performances"

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SCONUL Advisory Committee on Performance Indicators., ed. Performance indicators for university libraries: A practical guide. Standing Conference of National and University Libraries, Advisory Committee on Performance Indicators, 1992.

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House, Nancy A. Van. Measuring academic library performance: A practical approach. American Library Assoc., 1990.

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Thorndike-Christ, Tracy. The relationship between academic performance, students' admission status, and selected student characteristics. Office of Institutional Assessment and Testing, Western Washington University, 1991.

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Grayson, J. Paul. The performance of "gifted" high school students in university. Institute for Social Research, York University, 1999.

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Thorndike-Christ, Tracy. A comparative analysis of the academic performance of native and transfer students. Office of Institutional Assessment and Testing, Western Washington University, 1991.

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Adeeb, Yasmin. A Critical comparison of performance measurement in technical services in six West Midlands academic university libraries.. University of Central England in Birmingham, 1997.

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Frenette, Marc. Why are most university students women?: Evidence based on academic performance, study habits and parental influences. Statistics Canada, Analytical Studies Branch, 2007.

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Momoh, G. D. Effects of entry qualification on student's academic performance: A case study of 500 level students of the Federal University of Technology, Minna. Omotunde Printers, 2003.

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Gebremedhin, Berhan. The impact of ProModel simulation exercises on students' understanding and performance in operation and quality management courses under Engineering Management Program at National University. National University, 2015.

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Curry, G. Richard. Radar system performance modeling. Artech House, 2001.

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Book chapters on the topic "University Academic Performances"

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Bacci, Silvia, Bruno Bertaccini, Alessandra Petrucci, and Valentina Tocchioni. "Assessing the predictive capability of Invalsi tests on high school final mark." In Proceedings e report. Firenze University Press and Genova University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0106-3.03.

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Educational achievement can be considered a multifaceted issue, which comprises different domains of learning. In Italy, on one hand the INVALSI tests administered to students through the schooling years aim to measure the ability of students in numeracy, literacy and English reading and listening competencies, separately. On the other hand, the high school final mark may be considered an overall performance outcome, formed by the combination of several marks in different subjects. Finally, at university academic achievement may be represented by the number of credits earned during the first year of enrolment, usually considered a good predictor of successful academic performances. The aim of the present work is to understand if the INVALSI scores, the high school final mark and the number of credits earned in the first academic year are associated. More specifically, our objective is twofold: first, we intend to verify if and how the INVALSI scores are associated with students’ high school final mark; second, we aim to check if the INVALSI scores and / or the high school final mark are predictive of students’ career in terms of credits earned in the first year. We will interpret our results concentrating our attention on eventual differences depending on type of school, university, field of study, student’s geographical area of residence. We use the MOBYSU.it database, selecting nearly 200.000 students who obtained their high school diploma in Italy in 2019 and enrolled in an Italian university in academic year 2019/2020. For the first objective, we estimate a multilevel ordered logit models, with students nested within high schools; as for the second objective, we estimate a cross-classified multilevel models, with students nested within high schools and athenaeums. We interpret our results in the light of assessing eventual divergences in students’ performances during the transition from high school to university.
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Jonas, Yomboi, Mohammed Majeed, and Banaba David Alaaba. "The Effect of Social Media on Academic Performances of Students in Ghanaian Universities (A Case of Tamale Technical University)." In Digital Transformation in the Customer Experience. Apple Academic Press, 2024. https://doi.org/10.1201/9781003560449-19.

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Bratti, Massimiliano, Giovanni Barbato, Daniele Biancardi, Chiara Conti, and Matteo Turri. "Degree-Level Determinants of University Student Performance." In Teaching, Research and Academic Careers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_10.

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AbstractAlthough features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.
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Alkan, Taha Yiğit, Fatih Özbek, Melih Günay, Bekir Taner San, and Olgun Kitapci. "Assessment of Academic Performance at Akdeniz University." In Artificial Intelligence and Applied Mathematics in Engineering Problems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36178-5_87.

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Walter, Achim, Michael Auer, and Thomas Ritter. "The Impact of Network Capabilities and Entrepreneurial Orientation on University Spin-off Performance*." In Academic Entrepreneurship. Gabler, 2009. http://dx.doi.org/10.1007/978-3-8349-8929-1_2.

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Cerulli, Giovanni, Giovanni Marin, Eleonora Pierucci, and Bianca Potì. "The Heterogeneous Impact of Academic Patent Characteristics on Firms’ Economic Performance." In University-Industry Knowledge Interactions. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84669-5_3.

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Alieva, Deniza, Akmal Alikhodjaev, and Otabek Abdubositov. "Influence of University Groups Formation on Academic Performance." In Lecture Notes in Networks and Systems. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64877-0_21.

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Shore, Cris, and Susan Wright. "The Kafkaesque Pursuit of ‘World Class’: Audit Culture and the Reputational Arms Race in Academia." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_5.

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AbstractSince the 1980s universities have been subjected to a seemingly continuous process of policy reforms designed to make them more economical, efficient and effective, according to yardsticks defined by governments and university managers. The pursuit of ‘excellence’, ‘international standing’ and ‘world class’ status have become key drivers of what Hazelkorn (High Educ Pol 21(2):193–215, 2008) has termed the ‘rankings arms race’ that now dominates the world of academia. These policies are changing the mission and meaning of the public university and, more profoundly, the culture of academia itself. While some authors have sought to capture and analyse these trends in terms of ‘academic capitalism’ and the ‘enterprise university model’, we suggest they might also be usefully understood theoretically as illustrations of the rise of audit culture in higher education and its effects. Drawing on ethnographic examples from the UK, Denmark and New Zealand, we ask: how are higher education institutions being reconfigured by these new disciplinary regimes of audit? How are ranking and performance indicators changing institutional behaviour and transforming academic subjectivities? What possibilities are there for alternative university futures? And what insights can anthropology offer to address these questions?
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Yoshioka-Kobayashi, Tohru, and Makiko Takahashi. "Determinants of Contract Renewals in University–Industry Contract Research: Going my Way, or Good Sam?" In University-Industry Knowledge Interactions. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84669-5_6.

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AbstractLong-term university–industry contract research benefits both universities and the industry, as it can potentially reduce transaction costs and improve the quality of such collaborations. Nevertheless, trade-offs between the advantages and disadvantages of long-term contracts motivate firms to enter stage-gate contracts (i.e., a shorter contract period with an expectation of renewal or extension) to avoid uncertainty over collaboration’s performance. This study addresses two less understood questions in the contract renewal or extension decision: longitudinal changes in the strength of the commitment to the collaboration and the determinants of renewals. We empirically test these issues with 1562 research contracts from a leading Japanese university, and we match this database to a questionnaire survey results obtained from its industrial counterparts. Our empirical test identified an inverse-U-shaped effect on the degree of commitment in the time elapsed since the first research contract. We also found that firms are more likely to renew or extend a contract when they perceive technological knowledge learning or co-publish an academic paper. Our findings suggest that university–industry contract research focused on academic research-related activities (or academic researcher’s “going my way”) is likely to establish long-term collaborations.
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Carillo, Maria Rosaria, Alessandro Sapio, and Tiziana Venittelli. "The Relationship Between Teaching and Research in the Italian University System." In Teaching, Research and Academic Careers. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_9.

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AbstractWe study the relationship between the quality of research and teaching in the Italian university system, at the study program level. We run a cross-sectional econometric analysis by using a very rich dataset collected by the Italian National Agency for the Evaluation of Universities and Research Institutes on the BA and MA-level degrees of all universities in Italy in the academic year 2016/2017. We find that a positive relationship between teaching quality and research performance emerges if we take account of yardstick competition among study programs belonging to the same department. Indeed, previous theoretical results suggest that, despite the individual trade-off between teaching and research faced by individual academics, in multi-unit universities adopting a budget sharing rule based on both research performance and number of students, the negative relation between teaching and research is reduced or even completely counterbalanced. We find a confirmation of this hypothesis by proxying yardstick competition with the number of study programs activated per department. However, the teaching–research relationship is positive and stronger where study programs are relatively few and immediately comparable by the department managers. Such results emerge more strongly in MA-level degrees, where teaching is more aligned with individual research interests.
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Conference papers on the topic "University Academic Performances"

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Toledano-Dueñas, Juan Manuel, Maria Puche-Juarez, Jose María Gálvez-Navas, et al. "COVID-19 AND ACADEMIC PERFORMANCE IN UNIVERSITY STUDENTS: A DANGEROUS MIX." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1288.

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Sánchez Camino, Alberto Francisco, Victor Humberto Carranza Elguera, Carlos Andrés Guerra Bendezú, and Rafael Vásquez Rodríguez. "Factors Associated with Academic Performance in Mathematics of First-Cycle University Students from a Public University." In 2024 IEEE 4th International Conference on Advanced Learning Technologies on Education & Research (ICALTER). IEEE, 2024. https://doi.org/10.1109/icalter65499.2024.10819248.

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Chirinos-Marroquín, Maritza, Marjorie Agueda Calcina Cateriano, Segio Esteban Caballero Dávila, Karol Lucía Mendoza Gonzales, and Daira Sofia Choquehuayta Valderrama. "Characteristics of University Happiness Conditions and Academic Performance: A Case Study of a University in Arequipa, Peru." In 2024 International Symposium on Accreditation of Engineering and Computing Education (ICACIT). IEEE, 2024. https://doi.org/10.1109/icacit62963.2024.10788632.

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Luza, Juan Carlos Jo, and Ciro Rodriguez. "Predictive Attributes in Machine Learning for University Academic Performance: A Feature Engineering Approach." In 2024 IEEE 16th International Conference on Computational Intelligence and Communication Networks (CICN). IEEE, 2024. https://doi.org/10.1109/cicn63059.2024.10847424.

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Li, Fiorella, Waldir Vásquez Espinoza, Xesika Marifé Carrillo Cajo, et al. "SOCIAL NETWORK USE AND ACADEMIC PERFORMANCE: ANALYSIS IN STUDENTS AT A PRIVATE UNIVERSITY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1846.

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Prokofyeva, Natalya, Marina Uhanova, Diana Zagulova, Sabina Katalnikova, Viktorija Ziborova, and Maksims Uhanovs. "Educational Group Project Organization Approaches and Their Impact on Student Academic Performance." In 2024 IEEE 65th International Scientific Conference on Information Technology and Management Science of Riga Technical University (ITMS). IEEE, 2024. http://dx.doi.org/10.1109/itms64072.2024.10741927.

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Pio, Pedro B., Igor C. Sodré, and Vinicius R. P. Borges. "Visual analysis to compare academic performances of quota and non-quota students from computer-related programs." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2020.11154.

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The implementation of affirmative actions in public universities is a topic of debate within the Brazilian society, specially regarding the academic performance of students that have been admitted through the quota system. This paper describes a visual analysis process to explore and compare the academic performances of quota and non-quota students from computer-related programs in a public Brazilian university. The results revealed that both failure and dropout rates for quota students are slightly higher than non-quota students in the first terms, but tends to present similar rates at the final terms.
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Coetzee, Isabella. "Student support to enhance student living and learning at a South African University." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2659.

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Quantitative measures show that the higher education system in South Africa remains inefficient and this reality poses significant challenges to all universities. The Faculty of Humanities at the Tshwane University of Technology has added a Student Support Programme to the existing institutional student support structures. In this article, the author reflects on the experiences of student supporters who were appointe in 2014 and 2015 for the enhancement of students' living and learnining to improve success in the Faculty of Huanities. The findings indicated that this programme has indeed improved the academic performance and personal circumstances of hundreds of students. The under-preparedness of students entering South African higher education institutions was highlighted as a major obstacle in academic performances. The majority of students who are supported by this programme experience intense personal and social challenges that are by and large brought about by and as the result of severe financial needs. The student supprters were adamant in their departing statement that much more had to be done over and beyond the general and existing approach and support structures at the Tshwane University of Technology to support these students.Keywords: Student support; Student living; Student learning; Social challenges
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Higuera-Trujillo, Juan Luis, Carmen Llinares Millán, Susana Iñarra Abad, and Juan Serra Lluch. "A virtual reality study in university classrooms: The influence of classroom colour on memory and attention." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11858.

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Design of teaching spaces influences the cognitive abilities of its users. Among the design variables, the colour stands out for the ease of its implementation and its aesthetic possibilities. Previous studies suggest that it can influence students' academic progress. However, due to the difficulty in studying their combinations, only a limited number of colours have been exhaustively studied. This was the objective of the present study: to contribute to the study of the effect of different colour parameters applied on the walls of university classrooms on students’ memory and attention performances. To address it, a virtual reality study was carried out with 80 university students. The colour variable was studied through two parameters: hue (8 settings) and saturation (2 settings). The resulting 16 combinations were implemented in a virtual reality university classroom. Memory performance was quantified using a psychological task of remembering an auditory word list, and attention was quantified by the reaction time to auditory stimuli. Analyses indicate that memory and attention performance is affected by some of these parameters, so they could be especially critical in the design of this type of space. Results may be of interest to different agents involved in the university classroom project, from architects and designers to the political leaders of these institutions.
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Hoque, Md Moinul, Kazi A. Kalpoma, Md Khairul Hasan, and Md Shahriar Mahbub. "Blended Learning Implementation at Ahsanullah University of Science and Technology – an Academic Quality Enhancer and a Savior During the Covid-19 Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2566.

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This work evaluates blended learning implementation at Ahsanullah University of Science and Technology (AUST) by integrating technologies with the collaboration of the Commonwealth of Learning (COL). It explores the readiness of students toward blended learning through their attitudes, perceptions of, and satisfaction. The Technology-Enabled Learning policy is institutionalized based on the necessary infrastructure and capacity of AUST and Twenty blended courses were developed for the students. These blended courses were offered by AUST during the COVID-19 pandemic, from 2 February to 13 December 2020. A student survey was carried out in all these courses. Twenty instructors also participated in a different survey comprising a few very significant questions addressing the experience of the teachers in terms of designing and teaching blended courses. After a successful application of blended learning at the AUST premise, we have gathered, filtered, and performed a number of significant statistical analyses on the available data to assess the impact. Course-wise performances for blended courses over non-blended ones were calculated. A stepwise regression analysis was performed to see the impact of the students’ self-regulated learning behavior. The approach came in handy to partially tackle the COVID-19 pandemic, which forced a nationwide shutdown of face-to-face studies in Bangladesh.
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Reports on the topic "University Academic Performances"

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Reuter, Peter, Bridget Forster, and Sierra Brister. The Influence of Eating Habits on the Academic Performance of University Students. Florida Gulf Coast University Library, 2019. http://dx.doi.org/10.24049/fs0001.

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Oleksiuk, Vasyl P., Olesia R. Oleksiuk, Oleg M. Spirin, Nadiia R. Balyk, and Yaroslav P. Vasylenko. Some experience in maintenance of an academic cloud. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4436.

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The article is devoted to the systematization of experience in the deployment, maintenance and servicing of the private academic cloud. The article contains model of the authors’ cloud infrastructure. It was developed at Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine) on the basis of the Apache CloudStack platform. The authors identify the main tasks for maintaining a private academic cloud. Here they are making changes to the cloud infrastructure; maintenance of virtual machines (VM) to determine the performance and migration of VM instances; work with VMs; backup of all cloud infrastructure. The analysis of productivity and providing students with computing resources is carried out. The main types of VM used in training are given. The number and characteristics of VM that can be served by a private academic cloud are calculated. Approaches and schemes for performing backup are analysed. Some theoretical and practical experience of using cloud services to perform backup has been studied. Several scripts have been developed for archiving the platform database and its repositories. They allow you to upload backups to the Google Drive cloud service. The performance of these scripts for the author’s deployment of private cloud infrastructure was evaluated.
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Cueto, Santiago, Diether Beuermann, Julian P. Cristia, Ofer Malamud, and Francisco Pardo. Laptops in the Long-Run: Evidence from the One Laptop per Child Program in Rural Peru. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013192.

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This paper examines a large-scale randomized evaluation of the One Laptop Per Child (OLPC) program in 531 rural primary schools, as implemented by the Peruvian government starting in 2009. We use administrative and survey data on academic achievement and grade progression through 2019 to estimate the long-run effects of educational technology on i) academic performance and grade progression in schools over time and ii) student trajectories as they progress from primary school to university. We find negative and significant effects on completing primary and secondary education on time but no effects on achievement. We find positive and significant impacts on students' computer skills but no effects on broader cognitive skills. Information on teacher training and computer utilization suggests limited benefits of providing educational technology without sufficient pedagogical support.
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Vescio, Talia, Courtney Walshe, and Rachel Blance-Palmer. A Wellbeing Specialist Case Management Service Providing Support to Students in a University Setting. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-1-04.

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Development of the Student Wellbeing Connect (SWBC) service was a response to increased student support needs in the initial stages of the COVID-19 pandemic in 2020. Due to the government-imposed restrictions during the COVID-19 pandemic, students often faced complex psychosocial and wellbeing issues (Dodd et al., 2021). Two years on from its inception, the case management service has become a core component of La Trobe University’s Student Health, Wellbeing and Inclusion services responding to the complex and compounding factors that can impact the wellbeing and success of university students. Varying psychosocial needs can underly a student’s presentation to a counselling service; thus, the case management service complements the counsellor’s role by providing practical-based interventions. The focus of the service on practical issues has provided an alternative support model for students who do not identify as primarily requiring mental health or counselling support. This has opened service provision to a broader cohort of students. Using a multi-disciplinary, strength-based, and person-centred case management approach, students work collaboratively with Wellbeing Coordinators to identify internal and external supports to address their needs through psychosocial assessments and implementation of goal-focused planning. SWBC acts as a safety net within the university setting if/when psychosocial difficulties are impacting the student’s experience, academic performance, and wellbeing. This paper will outline the operational and service provision framework for providing case management to tertiary students.
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Malej, Matt, Fengyan Shi, Nigel Tozer, et al. FUNWAVE-TVD testbed : analytical, laboratory, and field cases for validation and verification of the phase-resolving nearshore Boussinesq-type numerical wave model. Engineer Research and Development Center (U.S.), 2024. http://dx.doi.org/10.21079/11681/49183.

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Over the last couple of decades, advancements in high-performance computing have allowed phase-resolving, Boussinesq-type numerical wave models to be more practical in addressing nearshore coastal wave processes. As such, the open-source Fully Nonlinear Wave model–Total Variation Diminishing (FUNWAVE-TVD) numerical wave model has become more ubiquitous across all scientific and engineering-focused R&amp;D organizations, including academic, government, and industry partners. In collaboration with the US Army Engineer Research and Development Center, Coastal and Hydraulics Laboratory; the University of Delaware; and HR Wallingford, a robust testbed has been developed to allow users to benchmark their applications against new releases of the model. The testbed presented here includes analytical, laboratory, and field cases, to provide guidance on the operational utility of FUNWAVE-TVD and examines numerical convergence, accuracy, and performance in modeling wave generation, propagation, wave breaking, and moving shorelines in nearshore wind-wave applications. A brief discussion on the efficiency of the model across parallel computing platforms is also provided.
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Carlana, Michela, Gaia Gaudenzi, and Eliana La Ferrara. Italy: Tutoring Online Program (TOP): A Successful Gobal Experience. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005113.

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The "Tutoring Online Program" (TOP), launched in Italy in 2020, is an online educational reinforcement tutoring program that offered support to high school students affected by the pandemic. The program's inaugural edition took place between April and June of 2020, engaging 1,059 participants. Over the course of its four editions from 2020 to 2023, it has impacted nearly 3,000 middle school students. The sessions, lasting between 3 to 6 hours each week, were customized to meet the unique needs of each student and facilitated by volunteer university students. The evaluation of the program through a "Randomized Controlled Trial" (RCT) showed a significant increase in academic performance (0.26 SD) and improvements in socio-emotional skills and well-being. The impacts were particularly notable among students from low socioeconomic statuses and immigrant children.
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Talukder, Noor Mohammad, and Wahid bin Ahsan. The Impact of AI on Student Engagement in Virtual Learning within Bangladesh’s Higher Education Sector. Userhub, 2025. https://doi.org/10.58947/journal.jtgx34.

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This study examines the impact of Artificial Intelligence (AI) on student engagement in virtual learning environments within Bangladesh’s higher education sector, using a mixed-methods approach. The research integrates qualitative interviews with educators, students, and IT professionals, alongside a quantitative survey of 97 university students. Findings reveal that AI enhances academic performance by improving efficiency and simplifying complex tasks. However, concerns about over-reliance on AI, diminished critical thinking skills, and data privacy issues were prominent. Technical challenges such as inaccurate outputs and usability barriers further impede effective adoption. To maximize AI’s potential, the study recommends fostering critical thinking, refining AI tools for accuracy and personalization, and prioritizing data security. These findings offer actionable insights for educators, policymakers, and developers seeking to integrate AI effectively into virtual learning environments.
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Duncan, Michael. Recording, Sharing, and Futureproofing Art & Design Research in Pure: Make it count. University of Dundee, 2025. https://doi.org/10.20933/100001404.

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How can practice research be preserved, cited, and recognised for it's valuable contribution to knowledge and understanding? This presentation by Michael Duncan, Research Librarian at the University of Dundee, explores best practices for documenting and sharing art and design research using Pure. It highlights the importance of metadata, DOIs, and evidence-based records to futureproof creative work for the REF and beyond. Whether you’re submitting exhibitions, performances, or artistic outputs, you’ll learn how to boost the visibility and discoverability of your practice research. From understanding the REF definition of research to making the most of Pure’s capabilities, this session provides actionable tips, tools, and examples to elevate your research profile. Ideal for artists, designers, researchers, and academics seeking to understand metadata best practice in a creative context, this presentation aligns with open research values and makes the case for treating creative outputs with the same rigour as traditional publications.
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Mosalam, Khalid, Amarnath Kasalanati, and Selim Gunay. PEER Annual Report 2017 - 2018. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, 2018. http://dx.doi.org/10.55461/fars6451.

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The Pacific Earthquake Engineering Research Center (PEER) is a multi-institutional research and education center with headquarters at the University of California, Berkeley. PEER’s mission is to (1) develop, validate, and disseminate performance-based engineering (PBE) technologies for buildings and infrastructure networks subjected to earthquakes and other natural hazards, with the goal of achieving community resilience; and (2) equip the earthquake engineering and other extreme-event communities with the 21st -century tools that define the current digital revolution. This reports presents the activities of the Center over the period of July 1, 2017 to June 30, 2018. PEER staff, in particular Grace Kang, Erika Donald, Claire Johnson, Christina Bodnar-Anderson, and Zulema Lara, helped in preparation of this report. Key activities of the past academic year include the following: -Continuation of major projects such as Tall Building Initiative (TBI) and Next Generation Attenuation (NGA) projects, and start of work on the major project funded by the California Earthquake Authority (CEA). The TBI was completed in 2017, and NGA projects are nearing completion soon. -Addition of University of Nevada, Reno (UNR) as a core institution. -Re-establishment of the PEER Research Committee. -Issuing a Request for Proposal (RFP) from TSRP funds and funding 17 projects as a result of this RFP. Together with the ongoing projects, the total number of projects funded in 2017 is 24. -Organization of several workshops focused on Liquefaction, Structural Health Monitoring (SHM), High-Performance Computing (HPC), Bridge Component Fragility Development, Physics-Based Ground Motions, Hybrid Simulation, and Research Needs for Resilient Buildings. -Rollout of TBI seminars and HayWired activities as part of outreach. -Conducting a blind prediction contest with robust participation and instructive findings on current modeling approaches. -Organization of the PEER Annual Meeting with participation of 240 attendees -Continuing participation in board of directors of international organizations such as Global Alliance of Disaster Research Institutes (GADRI) and International Laboratory of Earthquake Engineering (ILEE). Going forward, PEER aims to hold more focused workshops, form new committees, and draw on existing resources and experience on PBE to systematically move towards Resilient Design for Extreme Events (RDEE).
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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