Keyword: university

ABSTRACT: This study examines the influence of co-curricular activities on the development of critical thinking skills among students, which is critical for their academic and professional success. Despite the increasing emphasis on developing critical thinking in education, research has not fully explored how specific co-curricular activities, such as structured debate, contribute to this development. Focusing on the Dhaka University Debating Society (DUDS), the research aims to examine the influence of co-curricular activities on the development of critical thinking skills among students, focusing on the DUDS policy provisions and practices. Employing a qualitative case study approach, triangulation methods were used to collect data, including content analysis of the DUDS constitution and semi-structured interviews with general members, executive members, representatives, and mentors. Participants were selected through purposive and quota sampling. Data analysis was conducted using Deductive Content Analysis for policy documents and Inductive Thematic Analysis for interview data, guided by a conceptual framework identifying six critical thinking indicators: accuracy of observation, use of evidence, reliability of sources, generalization, reasoning, and prediction. Findings reveal that DUDS significantly enhances critical thinking through structured policy provisions, argumentation practices, and a strong focus on diverse perspectives, rational thinking, decision-making, and communication skills. The study also highlights how DUDS fosters collaboration and the ability to challenge personal beliefs, contributing to a deeper understanding of multiple perspectives. These findings emphasize the crucial role of oratory-based co-curricular activities in cultivating critical thinking and suggest the importance of integrating such practices more widely into educational curricula. Future studies should explore how different debate formats and interdisciplinary integration can further enhance critical thinking in diverse educational contexts.

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”.