EUREKA: Social and Humanities
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Psychological and socio-economic motivators of suicide among victims: implications for psychological-based intervention
Full text linkSuicide is a global serious public health problem that has been a cause of death among adolescent. Given its being one of the most severe human behaviors, a distinct focus would be to identify the underlying psychosocial factors that may predispose or precipitate suicidal ideation and behavior. Understanding motivators of suicidal behaviors from specific socio-economic contexts and blending such knowledge with modern psychological perspectives will enhance a more redefined understanding of suicide behavior. Therefore, the purpose of this study is to explore, the prevailing psychological and socio-economic suicide motivators among adolescents in Nigeria with a view to shed light on its implications for psychological based intervention. A non-random purposive sampling strategy was employed to get data that aligned with the objectives of the study. 34 suicide notes were selected using this method. Data was analysed using thematic analysis. The findings of this study reveal the psychological and socio-economic suicide motivators among adolescents in Nigeria, which include perceived burdensomeness, frustration and anger, psychological distress, hopelessness and helplessness, financial distress, social distress, self-debasing cognitive distortions and low adversity quotient. Given the findings of this study, it is recommended that Psychologists should focus on reconstructing self-basing cognitive distortions when treating individuals at risk of suicide. Implementing psychological interventions that are based on empirical evidence will allow informed decision to better understand suicide motivations and controlling for them while treating individuals at risk of suicide
Limitations and challenges to multilingualism in higher education
Full text linkThe liberation of the nation's indigenous languages and linguistic equality are directly tied to multilingualism in South Africa. This implies that the successful implementation of multilingual education in South Africa will require a thorough understanding of the linguistic implications of multilingualism. Many South African colleges and universities are still far from completely implementing multilingual education, despite a wealth of data supporting multilingualism in higher education. Furthermore, not much research has looked into the real reasons behind the notable slowdown in its implementation in South African higher education. This study identified and examined factors that may have slowed or are still slowing down the adoption of multilingualism in South African higher education. This study used a desktop research approach based on source document reviews and analysis of secondary research literature on multilingualism to identify and interrogate factors that may have hindered or continue to slow its implementation in higher education. This review presents a comprehensive analysis that adds fresh information to support and enhance the process of implementing multilingualism in higher education.We advised that the government increase financing for bilingual and multilingual programs and closely monitor the implementation of language policies at universities. Furthermore, rather than considering multilingualism in terms of a select few isolated multilingual practices, we advise higher education institutions to begin embracing multilingualism as a broad term. This will be made possible by improving collaborative platforms that let academic institutions share information about successful multilingual education strategies, reopening or creating language departments at universities, and conducting surveys and parent and student consultations to learn more about attitudes toward multilingualism and the silent student voice
The impact of credit risk on the profitability of banks in South Africa
Full text linkThe purpose of this study is to determine the impact of credit risk on the profitability of commercial banks in South Africa. This study purposefully chose five banks that control more than 70 % of the market in South Africa. The secondary balanced panel data was gathered from each bank's audited annual financial statements over a ten years (2013-2022). This study was conducted using an explanatory study as our research design. The return on equity was used to measure profitability, while the credit loss ratio, the ratio of loss allowances to total loans and advances, and the ratio of total loans and advances to total assets were used to assess credit risk for each bank. The Variance Inflation Factor was used to test for multicollinearity, while Hausman model specification test was used to determine the preferred model for the study. The data were analysed using a balanced panel data regression with the random effects model. The study's findings show that the credit loss ratio has a positive effect on profitability, whereas the ratio of loss allowances to total loans and advances has a negative effect. The ratio of total loans to total assets was discovered to have a positive and significant relationship with bank profitability. As a result, this study concluded that banks should be aggressive in deploying deposits to extend credit to customers while maintaining effective credit management practices
Effect of talent development on organizational performance
Full text linkThe proliferation of public universities has intensified competition for talent acquisition, accentuating talent development's significance as a pivotal determinant of organizational efficacy. Concurrently, fiscal constraints, imposed by the Kenyan government, have imposed financial strains on public universities, potentially diverting attention away from talent development imperatives. Against this backdrop, this study aims to scrutinize the influence of talent development initiatives on the performance of Maasai Mara University. A total of 86 respondents were engaged in structured interviews, facilitated by standardized questionnaires to gather data pertinent to the research objectives. Participants were selected to ensure representativeness across various organizational hierarchies and departments using a stratified simple random sampling technique. Descriptive statistical methods, including mean and standard deviation calculations, were employed to summarize the data, while inferential analyses, such as Pearson correlation analysis and multiple linear regression, were conducted to ascertain the relationship between talent development and organizational performance. The findings of the study underscore the salience of talent development endeavors in bolstering organizational performance. Notably, the statistical analysis revealed a statistically significant relationship between talent development and organizational performance, as evidenced by an R2 change of 0.204, signifying that talent development accounted for 20.4 % of the variance in organizational performance. Consequently, the study advocates for implementing robust talent development strategies within public universities, positing them as catalysts for enhancing organizational effectiveness. This study's implications extend beyond academia's confines, offering actionable insights for policymakers and organizational leaders, tasked with charting talent management strategies. By informing policy formulation and strategic planning processes, the findings of this study are poised to contribute to the enhancement of talent management practices within the higher education sector, thereby fostering institutional resilience and efficac
Research of the global higher education market and of the use of artificial intelligence in this field
Full text linkThe object of the study is the status, segment analysis, dynamics and prospects of the global markets for higher education and artificial intelligence in higher education.
The analysis and systematization of literature data allowed to summarize the results of research in the field of marketing research of higher education markets and artificial intelligence in higher education.
To conduct a marketing analysis, the method of literature search and the method of analysis were applied. The main trends, volumes, rates and factors of growth of the higher education and artificial intelligence markets in the field of higher education, as well as some limitations of their development are presented.
The analysis of the higher education market is carried out by the following segments: geographical regions, mode of study, educational levels, sources of income, educational institutions, and the market of artificial intelligence in education – market components, deployment mode, technologies, applications, geographical regions.
The potential demand and volume of higher education and artificial intelligence markets in the field of higher education in different countries of the world are determined, the dynamics and competition in the world markets are tracked. The state of the art and prospects for further research in the field of higher education and artificial intelligence in education are summarized.
The following scientific methods were used: the method of searching for literature data on the topic under study; the method of analyzing literary sources; comparative analysis of different methodological approaches; content analysis of documents; the method of systematization and classification in conducting research on the achievements of modern science and technology in the field of higher education and the use of artificial intelligence in higher education.
The systematization of literature data allowed to present the problems of higher education and the use of artificial intelligence in higher education in the form of tables and diagrams, which gives a certain advantage for understanding and using the material
Influence of strike actions on students’ academic quality in Nigerian universities
Full text linkThis study examined the influence of strike actions on the quality of academic training in universities. The study is hinged on the social disruption theory, which offers insights on how students' educational experiences are influenced by the disruption of regular academic routines. The study purposively selected Obafemi Awolowo University (OAU), Nigeria because of its history of local strike actions. A total of 900 students were selected across six faculties using simple random sampling techniques. Data was collected using questionnaires, and gathered data was analysed using descriptive and inferential statistics. The study showed that majority of students perceived strikes as having a detrimental effect on their academic journey particularly on their academic performance. The study recommended the need for planning of module facilitation and curriculum delivery that integrates contingency measures, deepening the culture of flipped lectures where students could be independent to an extent that they can continue with some of the academic work during strike. Some measures to mitigate the alarming rates of strike actions were recommended to include constructive dialogue, strengthening communication channels, and enhancing policy transparency
Immigrant learners traversing the prospects of mastering destination languages: a perspective of globalisation and linguistic competencies
Full text linkThe article adopts a qualitative method to explore and demonstrate the impact of a lack of local language proficiency in a multinational classroom. It contributes to a better understanding of the extent of the language barrier to effective teaching and learning. It also demonstrates how a lack of inclusivity in a multilingual classroom could have negative consequences on a learner's performance and the quality of teaching and learning in general. Despite the extensive literature on how the lack of language proficiency impairs quality teaching and learning in a classroom, further research should be carried out on promoting equal access to quality teaching and learning. The ongoing globalised migration makes it imperative that this study be carried out with much focus on a multinational classroom, Xitsonga in particular. Over the last decade, South Africa has emerged as the major destination for people leaving Zimbabwe. For this qualitative study in one of Xitsonga classroom settings with an unnoticeable number of Zimbabwean migrant learners in the Limpopo Province of South Africa, two Grade 11 immigrant high school learners whose home language is Shona, enrolled in the Further Education and Training (FET) phase, were used as respondents. The researchers used conversation analysis to collect data. The results revealed that teacher-to-learner and learner-to-learner interactions are important in learning an additional language. Besides, all learners have immeasurable prior knowledge, gained from schooling and life experiences, and additional language teachers can build on those experiences. Also, translation, code-switching and translanguaging are necessary for developing broader inter-linguistic and intercultural skills when learning an additional language. The study recommends inculcating in the learners the belief that languages are intertwined and that they all have a social orientatio
Social comparison and overall adjustment among freshmen in one public university
Full text linkThe freshmen in universities continue to face adjustment issues to new environments. Thus, transition to the university is characterized by expected independent decisions as compared to the previous secondary school teacher controlled learning environment.When the transition challenges are not well managed by the university administration, then it could lead to the emergence of psychopathology, as pre-existing mental health problems are exacerbated or new symptoms emerge in response to novel environmental stressors.The present study examined the relationship between social comparison and overall adjustment among the freshmen in one selected public university in Kenya. The study was informed by Social Comparison Theory (SCT) and Student Integration Theory.This study was anchored in the positivist research paradigm. The study was guided by the cross-sectional survey research design. The sample size comprised 213 freshmen in one public university in Western Kenya. The Social Comparison Scale and Adjustment Questionnaire were used to collect data. The validity results indicated that the Keiser-Meyer-Olkin (KMO) was 0.753. The Bartlett’s Test of Sphericity at 95% level of confidence was significant (p-value of .000 < 0.05). The finding shows that there was a low negative (r = -.142, n =213, p<.05) relationship between social comparison and overall adjustment among the first year university students. The study concludes that the social comparison regression model was adequate to predict overall adjustment among first year university students [F (1, 211) = 4.366, p< .05)].The study recommends that the university counseling center should develop holistic counseling therapies, which would enhance coping skills, seeking support, and counseling seeking behaviours among first year student
The practice of eco-innovation and social inequality. antagonistic issues of development
Full text linkIn the midst of the global challenges of the 21st century, sustainability has become one of the common societal objectives of modern societies, given what it represents for the development of present generations with the commitment to guarantee the life of future generations. Faced with this, the common response has been the achievement of consensus to guarantee both the generation of wealth and the needs of the market in the midst of current consumption processes, one of them being eco-innovation as a response, persuaded by the productive offer. The objective of this work is to analyze the characteristics of eco-innovation as the basis of a new circular approach in product development models. The methodological design is based on a theoretical review through articles and reports that offer a particular discourse on the subject. For the analysis, the trend and patterns that influence respect for the environment through ecological practices, combined with innovative change processes as a business strategy, are explained. Regarding the results, it is noted that consumers, although they may maintain interest in responsible consumption studied from eco-innovation, the evidence is fragmentary and from the level of demand of industries related to emblematic examples of large companies that are leaders in their segment. Meanwhile, the research limitations are: insufficient information that analyzes the scope of eco-innovation and the processes followed. While, according to the findings, it is demonstrated that eco-innovation depends fundamentally on projects in the market and its achievement fundamentally on intervention mechanisms emanating from the non-existing instrumental policy
Student experiences with formative assessment feedback in one public university: from COVID-19 lockdown in 2021 to the new normal in 2024
Full text linkFirst-year university students continue to face challenges in adapting to evolving formative assessment practices, particularly in the wake of the COVID-19 pandemic. This study examined the evolution of first-year student experiences with formative assessment feedback from the COVID-19 lockdowns in 2021 to the new normal in 2024 at one selected public university in South Africa. Using a mixed-methods comparative case study design, the research involved 200 first-year undergraduate students (100 from each cohort) who completed the Formative Assessment Feedback Questionnaire (FAFQ), with 40 students participating in follow-up interviews. Quantitative findings revealed statistically significant differences between cohorts across all components of feedback experience (p<0.001), with the 2024 cohort reporting higher mean scores in Feedback Delivery, Engagement, Application, and Satisfaction. Factor analysis identified these four components as explaining 42.186% of the cumulative variance in feedback experience. Qualitative analysis highlighted a shift from predominantly text-based feedback in 2021 to diverse, multi-modal approaches in 2024, including video and audio feedback. The 2024 cohort reported enhanced interactivity and personalization in feedback practices, improved feedback literacy, and better integration of technology through AI-assisted feedback and learning management systems. However, some students reported feeling overwhelmed by the diversity of feedback methods and experienced technical challenges. The study concludes that while there has been a significant positive evolution in student experiences with formative assessment feedback from 2021 to 2024, continued support is needed to help first-year students adapt to these new practices. Universities should maintain investment in diverse, interactive, and technology-enhanced feedback methods while supporting feedback literacy development among students and instructors