Keyword: culture

ABSTRACT: Feedback is a powerful learning tool; however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies
cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom; however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

ABSTRACT: Concern continues to grow over the changing nature of work that initially formed a “new normal” within higher education institutions resulting from the COVID-19 pandemic. This situation is now being further impacted by subsequent economic and political
challenges in the sector, which in turn shifts the workplace towards an even “newer normal”. The purpose of this article is to (1) methodically and logically review the extant literature and research linking the influence of the COVID-19 pandemic to the organizational culture of higher education institutions in the United Kingdom (UK), and (2) based on a bibliometric analysis, to offer a road map for further empirical research in the future. Researchers have found that changing workplace norms, such as remote and hybrid working and other forms of flexibility in approaches to learning and the availability of delivery modes, have become increasingly common, which has changed the nature of working practices and underpinning aspects of organizational culture. Therefore, it now appears opportune to update existing knowledge on organizational culture theory within the UK higher education context to support policy development and enhance workplace practices in the post-COVID-19 period. From a theoretical perspective, this article contributes to organizational culture literature by assimilating a dataset of nascent studies generated through keyword search on Clarivate Analytics Web of Science that have examined the impact of COVID-19 on organizational culture in UK higher education institutions. This emergent dataset was analyzed using VOS Viewer, with the results of subsequent quantitative bibliometric analysis identifying the main existing research fronts as well as potential research directions for the empirical development of organizational culture. Based on this bibliometric analysis, the main suggested future research agendas that need to be addressed linked to organizational culture in the UK higher education sector in the post-COVID period are as follows: (a) to further examine changing cultural norms and expectations; (b) hybrid approaches to working; (c) academic identity; and (d) organizational culture and the changing psychological contract. Such research is important as the UK higher education sector now progresses towards an even “newer normal”.

ABSTRACT: This paper discusses the implementation and evolution of progress testing as an assessment technique in problem-based learning at the College of Medicine, King Faisal University, in collaboration with the University of Groningen, Netherlands. Despite the successful introduction of a local progress test, this paper notes the reluctance of students in Arab culture to embrace this method due to concerns about its impact on their grade point average. The research outlines a 5-year experience with international high-stakes progress testing based on European universities and describes the establishment of a local progress test system. A cross-sectional study design was employed to analyze the passing rates of medical students from their first to fifth year, using data from 2018 to 2020. The study population included 1450 students with a gender distribution of 50/50. The results highlight two main achievements of the local progress test system. Firstly, the development of a blueprint based on block teaching contents and curriculum learning outcomes from year 1 to 5. This blueprint served as a foundation for the assessment. Secondly, the establishment of an individual performance feedback system, facilitated by a confidential online platform using students’ academic numbers. In conclusion, the research suggests that progress testing can be successfully integrated into Arab culture, serving as a comprehensive assessment tool. It emphasizes the importance of recognizing progress testing as a key knowledge assessment method in the curriculum. This paper provides insights into the process, compares international and local experiences, and offers recommendations for further improvement of the local progress testing system.