i-manager Publications

i-manager's Journal on Humanities & Social Sciences (JHSS)

Current Issue Vol. 4 Issue 2

Episodic Medication Adherence among Adolescents with Human Immuno Deficiency Virus (HIV): Roles of Parental Involvement and Peer Pressure in Receiving Treatments in Lagos, Nigeria
UNDERSTANDING THE DISCONNECTION IN ROYAL COLONIAL LEADERSHIP OF THE BRITISH COMMANDERS-IN-CHIEF (1775-1783): GAGE, W. HOWE, AND CLINTON
From Text to Visual: Analyzing the Influence of Graphic Design on English Language Storytelling

Most Cited

Volume 4 Issue 1 January - April 2024

Research Paper

Qualitative Case Study on HBCU Students' Perceptions of the Sources of Academic Self-Efficacy in Online Learning

Jennifer Miller* , Jillian Skelton, Madison Bibbs*

* Licensed Professional Counselor, United States.

University of Alabama, United States.

* Mississippi State University, United States.

Miller, J., Skelton, J., and Bibbs, M. (2024). Qualitative Case Study on HBCU Students' Perceptions of the Sources of Academic Self-Efficacy in Online Learning. i-manager’s Journal on Humanities & Social Sciences, 4(1), 1-14. https://doi.org/10.26634/jhss.4.1.20257

Abstract

This qualitative case study explored the experiences of Historically Black College or University (HBCU) students taking online courses during the initial stages of the COVID-19 pandemic. The purpose of this study was to better understand students' perceptions of the influence of the four sources of academic self-efficacy on their academic performance during this period of exclusive online learning. Participants (n = 13) were female students enrolled full-time in an undergraduate degree program at a small HBCU in the southeastern United States. All participants confirmed that they had been taking courses exclusively online due to COVID restrictions in 2020, with no in-person courses for at least six months prior to data collection. Four themes emerged: Mastery Experiences for online students requires self-regulation and independent learning skills with dynamic instruction and constructive feedback, effective Vicarious Experiences were student-directed extracurricular multi-modality interactions with peers, effective Verbal Persuasion for online students was the rapport with instructors, Physiological State for online students was their ability to manage competing demands and distractions. Each theme provided insights for college administration, faculty, and students into developing strategies for enhancing the online learning experience for undergraduate college students by intentionally informing their sense of academic self-efficacy which is strongly related to academic performance in the online classroom.

References

[1]. Allen, I. E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online Report Card: Tracking Online Education in the United States. Babson Survey Research Group.

[2]. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191.

[3]. Bandura, A. (1978). The self system in reciprocal determinism. American Psychologist, 33(4), 344.

[4]. Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.

[5]. Bradley, R. L., Browne, B. L., & Kelley, H. M. (2017). Examining the influence of self-efficacy and self- regulation in online learning. College Student Journal, 51(4), 518-530.

[6]. Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, 153128.

[7]. Cho, M. H., & Heron, M. L. (2015). Self-regulated learning: The role of motivation, emotion, and use of learning strategies in students' learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99.

[8]. Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301.

[9]. Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014). Online instruction, e-learning, and student satisfaction: A three year study. International Review of Research in Open and Distributed Learning, 15(6), 111-131.

[10]. Dayne, N., Hirabayashi, K., Seli, H., & Reiboldt, W. (2016). The examination of academic self-efficacy and academic help-seeking of higher education students taking an on-campus or online general education course in family and consumer sciences. Journal of Family and Consumer Sciences Education, 33(2), 13-24.

[11]. D'Lima, G. M., Winsler, A., & Kitsantas, A. (2014). Ethnic and gender differences in first-year college students' goal orientation, self-efficacy, and extrinsic and intrinsic motivation. The Journal of Educational Research, 107(5), 341-356.

[12]. Fenning, B. E., & May, L. N. (2013). “Where there is a will, there is an A”: Examining the roles of self-efficacy and self-concept in college students' current educational attainment and career planning. Social Psychology of Education, 16, 635-650.

[13]. Fong, C. J., & Krause, J. M. (2014). Lost confidence and potential: A mixed methods study of underachieving college students' sources of self-efficacy. Social Psychology of Education, 17(2), 249-268.

[14]. Jones, P. W. G., & Davenport, E. K. (2018). Resistance to change: HBCUs and online learning. Thought & Action, 34(1), 59-80.

[15]. Harder, J. T., Czyzewski, A., & Sherwood, A. L. (2015). Student self-efficacy in a chosen business career path: The influence of cognitive style. College Student Journal, 49(3), 341-354.

[16]. Hodges, C. B. (2008). Self efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(34), 7-25.

[17]. Jan, S. K. (2015). The relationships between academic self-efficacy, computer self-efficacy, prior experience, and satisfaction with online learning. American Journal of Distance Education, 29(1), 30-40.

[18]. Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59, 593-618.

[19]. Lent, R. W., Ireland, G. W., Penn, L. T., Morris, T. R., & Sappington, R. (2017). Sources of self-efficacy and outcome expectations for career exploration and decision-making: A test of the social cognitive model of career self-management. Journal of Vocational Behavior, 99, 107-117.

[20]. Lin, G. Y. (2016). Self-efficacy beliefs and their sources in undergraduate computing disciplines: An examination of gender and persistence. Journal of Educational Computing Research, 53(4), 540-561.

[21]. Loo, C. W., & Choy, J. L. F. (2013). Sources of self- efficacy influencing academic performance of engineering students. American Journal of Educational Research, 1(3), 86-92.

[22]. Margolis, H., & McCabe, P. P. (2006). Improving self- efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218-227.

[23]. Miller, J. E. (2019). Academic Self-Efficacy, Sources of Self-Efficacy in Math, and Academic Achievement in Online Learning. Grand Canyon University.

[24]. Muis, K. R., & Duffy, M. C. (2013). Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement. Journal of Educational Psychology, 105(1), 213.

[25]. Nausheen, M., & Richardson, P. W. (2013). The relationships between the motivational beliefs, course experiences and achievement among postgraduate students in Pakistan. Higher Education Research & Development, 32(4), 603-616.

[26]. Pardo, A., Han, F., & Ellis, R. A. (2016). Combining university student self-regulated learning indicators and engagement with online learning events to predict academic performance. IEEE Transactions on Learning Technologies, 10(1), 82-92.

[27]. Park, J. Y., Luo, H., & Kim, W. H. (2015, October). Factors affecting students' completion: A study of an online master's program. In 2015 International Conference of Educational Innovation through Technology (EITT) (pp. 275-278). IEEE.

[28]. Phan, H. P. (2016). Longitudinal examination of optimism, personal self-efficacy and student well-being: A path analysis. Social Psychology of Education, 19, 403- 426.

[29]. Putwain, D., Sander, P., & Larkin, D. (2013). Academic self efficacy in study related skills and behaviours: Relations with learning related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650.

[30]. Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students' writing self-efficacy. The Language Learning Journal, 46(2), 87-102.

[31]. Schönfeld, P., Preusser, F., & Margraf, J. (2017). Costs and benefits of self-efficacy: Differences of the stress response and clinical implications. Neuroscience & Biobehavioral Reviews, 75, 40-52.

[32]. Schunk, D. H. (1984). Enhancing self-efficacy and achievement through rewards and goals: Motivational and informational effects. The Journal of Educational Research, 78(1), 29-34.

[33]. Schunk, D. H., & DiBenedetto, M. K. (2016). Self- Efficacy Theory in Education. In Handbook of Motivation at School. Routledge.

[34]. Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement. Journal of Educational Psychology, 77(3), 313.

[35]. Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10-17.

[36]. Simmons, C., Fisher, A. K., Barnard, M., & Allen, S. C. (2017). Exploring self-efficacy among entry-level and advanced BSW students. Journal of Teaching in Social Work, 37(4), 369-384.

[37]. Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31(2), 125-141.

[38]. Wu, E., Lin, W. C., & Yang, S. C. (2013). An experimental study of cyber face-to-face vs. cyber text- based English tutorial programs for low-achieving university students. Computers & Education, 63, 52-61.

[39]. Yesilyurt, E. (2014). Academic locus of control, tendencies towards academic dishonesty and test anxiety levels as the predictors of academic self-efficacy. Educational Sciences: Theory and Practice, 14(5), 1945-1956.

[40]. Yin, R. K. (2012). Applications of Case Study Research (3rd ed.). SAGE Publications.

[41]. Zelenak, M. S. (2015). Measuring the sources of self- efficacy among secondary school music students. Journal of Research in Music Education, 62(4), 389-404.

[42]. Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660.

[43]. Zimmerman, B. J., & Ringle, J. (1981). Effects of model persistence and statements of confidence on children's self-efficacy and problem solving. Journal of Educational Psychology, 73(4), 485.

[44]. Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation of learning and performance. Handbook of Competence and Motivation: Theory and Application, 313, 41-50.

Full Article (HTML)

Pdf

Research Paper

Voices of Resilience: A Qualitative Exploration of Blogging as a Resilience Intervention among Young People in the Philippines

Dennis Relojo-Howell* , Mark Hoelterhoff , Laura Cariola *

*-*** Department of Clinical Psychology, University of Edinburgh, Edinburgh.

Relojo-Howell, D., Hoelterhoff, M., and Cariola, L. (2024). Voices of Resilience: A Qualitative Exploration of Blogging as a Resilience Intervention among Young People in the Philippines. i-manager’s Journal on Humanities & Social Sciences, 4(1), 15-31. https://doi.org/10.26634/jhss.4.1.20295

Abstract

Psychological resilience has been a topic of ongoing debate in the field of psychology, with a lack of consensus on its definition, operationalisation, and conceptualisation. Meanwhile, young people have been called upon to demonstrate resilience during the COVID-19 pandemic, particularly in Low- and Middle-Income Countries (LAMICs) where they have been disproportionately affected by the economic fallout. In response to this, this study aimed to explore the perception of resilience and blogging among young people from a LAMIC. Using in-depth interviews with 15 participants, the study identified three main themes: sources of resilience, role of resilience, and process of resilience. Additionally, five main themes related to blogging were identified: what is a blog, video bloggers, advantages, concerns, and experience. The study's findings highlight the importance of understanding resilience from a different demographic, which can influence the development of resilience interventions. This study also provides insights into the potential of using blogging as a tool for promoting resilience in young people. Overall, this study offers a valuable contribution to the understanding of resilience and its relation to digital mental health, particularly in diverse and underrepresented communities.

References

[1]. Alhojailan, M. I., & Ibrahim, M. (2012). Thematic analysis: A critical review of its process and evaluation. West East Journal of Social Sciences, 1(1), 39–47.

[2]. Argamon, S., Koppel, M., Pennebaker, J. W., & Schler, J. (2007). Mining the Blogosphere: Age, gender and the varieties of self-expression. First Monday, 12(9).

[3]. Bowen, P. A., Edwards, P. J., & Cattell, K. (2012). Corruption in the South African construction industry: A thematic analysis of verbatim comments from survey participants. Construction Management and Economics, 30(10), 885–901.

[4]. Boyatzis, R. E. (1998). Transforming Qualitative Information: Thematic Analysis and Code Development. Sage.

[5]. Boyce, C., & Neale, P. (2006). Conducting In-Depth Interviews: A Guide for Designing and Conducting In- Depth Interviews for Evaluation Input (Vol. 2). Watertown, MA: Pathfinder International.

[6]. Brailas, A. (2020, October). A systems thinking approach to reflective practice in blogs: Implications on social-emotional learning and resilience building. In Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 304-308).

[7]. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

[8]. Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. Sage.

[9]. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.

[10]. Burns, E. C., Martin, A. J., & Collie, R. J. (2018). Adaptability, personal best (PB) goals setting, and gains in students' academic outcomes: A longitudinal examination from a social cognitive perspective. Contemporary Educational Psychology, 53, 57–72.

[11]. Callueng, C., Aruta, J. J. B. R., Antazo, B. G., & Briones-Diato, A. (2020). Measurement and antecedents of national resilience in Filipino adults during coronavirus crisis. Journal of Community Psychology, 48(8), 2608–2624.

[12]. Cohler, B. J., Stott, F. M., & Musick, J. S. (1995). Adversity, vulnerability, and resilience: Cultural and developmental perspectives. In D. Cicchetti & D. J. Cohen (Eds.), Developmental Psychopathology, Vol. 2. Risk, Disorder, and Adaptation (pp. 753–800). John Wiley & Sons.

[13]. Conaway, R. N., & Wardrope, W. J. (2010). Do their words really matter? Thematic analysis of US and Latin American CEO letters. The Journal of Business Communication, 47(2), 141-168.

[14]. Coutu, D. L. (2002). How resilience works. Harvard Business Review, 80(5), 46–56.

[15]. Davis, K. (2010). Coming of age online: The developmental underpinnings of girls' blogs. Journal of Adolescent Research, 25(1), 145-171.

[16]. Denckla, C. A., Cicchetti, D., Kubzansky, L. D., Seedat, S., Teicher, M. H., Williams, D. R., & Koenen, K. C. (2020). Psychological resilience: An update on definitions, a critical appraisal, and research recommendations. European Journal of Psychotraumatology, 11(1), 1822064.

[17]. Eley, D. S., Cloninger, C. R., Walters, L., Laurence, C., Synnott, R., & Wilkinson, D. (2013). The relationship between resilience and personality traits in doctors: implications for enhancing well being. PeerJ, 1, e216.

[18]. Elliott, W., & Lewis, M. (2015). Student debt effects on financial well being: Research and policy implications. Journal of Economic Surveys, 29(4), 614–636.

[19]. Filbay, S. R., Roos, E. M., Frobell, R. B., Roemer, F., Ranstam, J., & Lohmander, L. S. (2017). Delaying ACL reconstruction and treating with exercise therapy alone may alter prognostic factors for 5-year outcome: An exploratory analysis of the KANON trial. British Journal of Sports Medicine, 51(22), 1622–1629.

[20]. Giorgi, A., & Giorgi, B. (2003). Phenomenology. In. J. A. Smith (Ed.), Qualitative Psychology: A Practical Guide to Research Methods (pp. 25–50). Sage.

[21]. Graber, R., Pichon, F., & Carabine, E. (2015, October). Psychological Resilience.

[22]. Green, P. (2020). Risks to children and young people during COVID-19 pandemic. BMJ Publishing.

[23]. Guest, G., & McLellan, E. (2003). Distinguishing the trees from the forest: Applying cluster analysis to thematic qualitative data. Field Methods, 15(2), 186–201.

[24]. Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied Thematic Analysis. Sage Publications.

[25]. Gustavson, K., Knudsen, A. K., Nesvåg, R., Knudsen, G. P., Vollset, S. E., & Reichborn-Kjennerud, T. (2018). Prevalence and stability of mental disorders among young adults: findings from a longitudinal study. BMC Psychiatry, 18, 1-15.

[26]. Harman, C., & Sealy, R. (2017). Opt-in or opt-out: exploring how women construe their ambition at early career stages. Career Development International, 22(4), 372–398.

[27]. Hechanova, M. R. M., Waelde, L. C., Docena, P. S., Alampay, L. P., Alianan, A. S., Flores, M. J. B., & Melgar, M. I. E. (2015). The development and initial evaluation of Katatagan: a resilience intervention for Filipino disaster survivors. Philippine Journal of Psychology, 48(2), 105–131.

[28]. Henehan, K. (2020). Class of 2020: Education Leavers in the Current Crisis. Resolution Foundation.

[29]. Herpertz-Dahlmann, B., Bühren, K., & Remschmidt, H. (2013). Growing up is hard: Mental disorders in adolescence. Deutsches Ärzteblatt International, 110(25), 432.

[30]. Horgan, A., McCarthy, G., & Sweeney, J. (2013). An evaluation of an online peer support forum for university students with depressive symptoms. Archives of Psychiatric Nursing, 27(2), 84–89.

[31]. Javadi, M., & Zarea, K. (2016). Understanding thematic analysis and its pitfall. Journal of Client Care, 1(1), 33–39.

[32]. Johnstone, L., & Boyle, M. (2018). The power threat meaning framework: An alternative nondiagnostic conceptual system. Journal of Humanistic Psychology.

[33]. King, N. (2004). Using Templates in the Thematic Analysis of Text. In Cassell, C., Symon, G. (Eds.), Essential guide to qualitative methods in organizational research (pp. 257–270). Sage.

[34]. Leininger, M. (1992). Current issues, problems, and trends to advance qualitative paradigmatic research methods for the future. Qualitative Health Research, 2, 392–415.

[35]. Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562.

[36]. Mackieson, P., Shlonsky, A., & Connolly, M. (2019). Increasing rigor and reducing bias in qualitative research: A document analysis of parliamentary debates using applied thematic analysis. Qualitative Social Work, 18(6), 965–980.

[37]. Marcus, M. A., Westra, H. A., Eastwood, J. D., Barnes, K. L., & Mobilizing Minds Research Group. (2012). What are young adults saying about mental health? An analysis of Internet blogs. Journal of Medical Internet Research, 14(1), e1868.

[38]. Masten, A. S., & Motti-Stefanidi, F. (2020). Multisystem resilience for children and youth in disaster: Reflections in the context of COVID-19. Adversity and Resilience Science, 1(2), 95–106.

[39]. Metin, A., Çetinkaya, A., & Erbiçer, E. S. (2021). Subjective well-being and resilience during COVID-19 pandemic in Turkey. European Journal of Health Psychology, 28(4), 152–160.

[40]. Murphy, E., Donohue, G., & McCann, E. (2020). Exploring mental health issues through the use of blogs: a scoping review of the research evidence. Issues in Mental Health Nursing, 41(4), 296–305.

[41]. Murray Nettles, S., Mucherah, W., & Jones, D. S. (2000). Understanding resilience: The role of social resources. Journal of Education for Students Placed at Risk (JESPAR), 5(1–2), 47–60.

[42]. Philippine Statistics Authority. (2022). Highlights on the 2020 Census of Population and Housing (2020 CPH) - Province of Bulacan.

[43]. Rees, C. S., Breen, L. J., Cusack, L., & Hegney, D. (2015). Understanding individual resilience in the workplace: The international collaboration of workforce resilience model. Frontiers in Psychology, 6, 73.

[44]. Rodríguez-Rivas, M. E., Cangas, A. J., Cariola, L. A., Varela, J. J., & Valdebenito, S. (2022). Innovative technology–based interventions to reduce stigma toward people with mental illness: Systematic review and meta- analysis. JMIR Serious Games, 10(2), e35099.

[45]. Shanahan, L., Steinhoff, A., Bechtiger, L., Murray, A.L., Nivette, A., Hepp, U., Ribeaud, D., & Eisner, M. (2022). Emotional distress in young adults during the COVID-19 pandemic: evidence of risk and resilience from a longitudinal cohort study. Psychological Medicine, 52(5), 824–833.

[46]. Smith-Frigerio, S. (2019). Coping, community and fighting stereotypes: An exploration of multidimensional social capital in personal blogs discussing mental illness. Health Communication, 35(4), 410–418.

[47]. Thorne, S. (2000). Data analysis in qualitative research. Evidence Based Nursing, 3, 68–70.

[48]. Wray, F., Clarke, D., & Forster, A. (2019). How do stroke survivors with communication difficulties manage life after stroke in the first year? A qualitative study. International Journal of Language & Communication Disorders, 54(5), 814–827.

[49]. Zubrick, S. R., Silburn, S. R., Burton, P., & Blair, E. (2000). Mental health disorders in children and young people: Scope, cause and prevention. Australian & New Zealand Journal of Psychiatry, 34(4), 570–578.

Full Article (HTML)

Pdf

Research Paper

Identification of Key Performance Dimensions of Academic Professionals: A Qualitative Exploration

Imran Sheikh*

Jashore University of Science and Technology, Khulna, Bangladesh.

Sheikh, I. (2024). Identification of Key Performance Dimensions of Academic Professionals: A Qualitative Exploration. i-manager’s Journal on Humanities & Social Sciences, 4(1), 32-49. https://doi.org/10.26634/jhss.4.1.20307

Abstract

This study seeks to explore the dimensions of performance of academic professionals in various universities in Bangladesh. This qualitative study used 21 in-depth, semi-structured interviews to collect data from 10 public universities across four administrative regions of Bangladesh. The data was analyzed thematically using the interpretive phenomenological approach in NVivo 12 Pro software. This study has identified four crucial performance characteristics of academic professionals in public institutions in Bangladesh. These dimensions include teaching, research and publication, administrative tasks, and managing external funds. The results also indicated that academic professionals must participate in this activity throughout their careers. A range of respondents' perspectives were utilized to characterize the performance aspects of academic professionals. During the process of selecting the university category, there was some overlap. For instance, this study does not include private universities, medical universities, other specialized universities, and off-campus universities in Bangladesh. There is a better possibility of getting better outcomes if all kinds of universities are included in this study. By outlining the shortcomings of the present study, the article also serves as a rallying cry for additional research. The findings of the study will improve the understanding of the academic professional about the key performance dimensions. The results also offer a useful framework for relevant authorities, HR departments, university administrations, and lawmakers by describing the most important aspects of academic professionals' performance that they must exhibit at different career points. The study sheds light on the possible societal contributions of performance and its various sub-dimensions. This research constructs a comprehensive model of the links between HRM practices, university authority orientation, and academic professionals' productivity based on theoretical assumptions and empirical evidence. This study's results have practical consequences because they examine critical components of academic professionals' performance that may influence their employment.

References

[1]. Abuhashesh, M., Al-Dmour, R., & Masa'deh, R. (2019). Factors that affect employees job satisfaction and performance to increase customers' satisfactions. Journal of Human Resources Management Research.

[2]. Aburizaizah, S. J. (2022). The role of quality assurance in Saudi higher education institutions. International Journal of Educational Research Open, 3, 100127.

[3]. Afrin, S., Asyraf Bin Mohd Kassim, M., Yusof, M. F., Hassan, M. S., Islam, M. A., & Khairuddin, K. N. B. (2023). Investigating the determinants of employee performance for sustainability: A study on the Bangladesh insurance industry. Sustainability, 15(7), 7.

[4]. Alam, Md. K. (2020). A systematic qualitative case study: Questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management: An International Journal, 16(1), 1–31.

[5]. Alfagira, Salem. Gdwar. A., & Bin Zumrah, A. R. (2019). The factors that affect motivation of academic staff to improve their performance at Sebha University. Journal of Education and Social Sciences, 13(2), 18–31.

[6]. Alipio, M. (2020). Predicting academic performance of college freshmen in the philippines using psychological variables and expectancy-value beliefs to outcomes-based education: A path analysis. EdArXiv.

[7]. Allaoui, A., & Benmoussa, R. (2020). Employees' attitudes toward change with Lean Higher Education in Moroccan public universities. Journal of Organizational Change Management, 33(2), 253–288.

[8]. Allen, J., Robbins, S. B., Casillas, A., & Oh, I.-S. (2008). Third-year college retention and transfer: Effects of academic performance, motivation, and social connectedness. Research in Higher Education, 49(7), 647–664.

[9]. Altbach, P. G. (2013). The prospects for the BRICs: The new academic superpowers? In P. G. Altbach, G. Androushchak, Y. Kuzminov, M. Yudkevich, & L. Reisberg (Eds.), The Global Future of Higher Education and the Academic Profession: The BRICs and the United States (pp. 1–27). Palgrave Macmillan UK.

[10]. Altbach, P. G., & Balán, J. (2007). World class worldwide: Transforming research universities in Asia and Latin America. JHU Press.

[11]. Amin, M. (2015). Relationship between job satisfaction, working conditions, motivation of teachers to teach and job performance of teachers in MTs, Serang, Banten. Journal of Management and Sustainability, 5(3), 141.

[12]. Amzat, I. H. (2017). Key performance indicators for excellent teachers in Malaysia: A measurement model for excellent teaching practices. International Journal of Productivity and Performance Management, 66(3), 298–319.

[13]. Andres, H. (2020). The role of active teaching, academic self-efficacy, and learning behaviors in student performance. Journal of International Education in Business, 13(2), 221–238.

[14]. Ball, R., & Halwachi, J. (1987). Performance indicators in higher education. Higher Education, 16(4), 393–405.

[15]. Baltaru, R. D. (2019). Do non-academic professionals enhance universities' performance? Reputation vs. organisation. Studies in Higher Education, 44(7), 1183–1196.

[16]. Bashir, A., Amir, A., Jawaad, M., & Hasan, T. (2020). Work conditions and job performance: An indirect conditional effect of motivation. Cogent Business & Management, 7(1), 1801961.

[17]. Beck, S., Bergenholtz, C., Bogers, M., Brasseur, T.-M., Conradsen, M. L., Di Marco, D., Distel, A. P., Dobusch, L., Dörler, D., Effert, A., Fecher, B., Filiou, D., Frederiksen, L., Gillier, T., Grimpe, C., Gruber, M., Haeussler, C., Heigl, F., Hoisl, K., … Xu, S. M. (2022). The open innovation in science research field: A collaborative conceptualisation approach. Industry and Innovation, 29(2), 136–185.

[18]. Berg, B. L., & Lune, H. (2017). Qualitative Research Methods for the Social Sciences (Ninth edition). Pearson.

[19]. Boadu, G. (2021). Giving voice to teachers through interpretative phenomenological research: A methodological consideration. Qualitative Research Journal, 21(4), 408–423.

[20]. Bondzi–Simpson, P. E., & Agomor, K. S. (2021). Financing public universities in Ghana through strategic agility: Lessons from Ghana Institute of Management and Public Administration (GIMPA). Global Journal of Flexible Systems Management, 22(1), 1–15.

[21]. Bozeman, B., Fay, D., & Slade, C. P. (2013). Research collaboration i n universities and academic entrepreneurship: The-state-of-the-art. The Journal of Technology Transfer, 38(1), 1–67.

[22]. Cadez, S., Dimovski, V., & Zaman Groff, M. (2017). Research, teaching and performance evaluation in academia: The salience of quality. Studies in Higher Education, 42(8), 1455–1473.

[23]. Callary, B., Rathwell, S., & Young, B. (2015). Insights on the process of using interpretive phenomenological analysis in a sport coaching research project. The Qualitative Report, 20(2), 63–75.

[24]. Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815.

[25]. Chanana, N. & Sangeeta. (2021). Employee engagement practices during COVID 19 lockdown. Journal of Public Affairs, 21(4).

[26]. Chu, A., & Westerheijden, D. F. (2018). Between quality and control: What can we learn from higher education quality assurance policy in the Netherlands. Quality in Higher Education, 24(3), 260–270.

[27]. Colomer-Pérez, N., Paredes-Carbonell, J. J., Sarabia-Cobo, C., & Gea-Caballero, V. (2019). Sense of coherence, academic performance and professional vocation in Certified Nursing Assistant students. Nurse Education Today, 79, 8–13.

[28]. Cooke, F. L., Schuler, R., & Varma, A. (2020). Human resource management research and practice in Asia: Past, present and future. Human Resource Management Review, 30(4), 100778.

[29]. Crouch, M., & McKenzie, H. (2006). The logic of small samples in interview-based qualitative research. Social Science Information, 45(4), 483–499.

[30]. Daumiller, M., Stupnisky, R., & Janke, S. (2020). Motivation of higher education faculty: Theoretical approaches, empirical evidence, and future directions. International Journal of Educational Research, 99, 101502.

[31]. Davidescu, A. A., Apostu, S.-A., Paul, A., & Casuneanu, I. (2020). Work flexibility, job satisfaction, and job performance among Romanian employees- Implications for sustainable human resource management. Sustainability, 12(15), 15.

[32]. Deterding, N. M., & Waters, M. C. (2021). Flexible coding of in-depth interviews: A twenty-first-century approach. Sociological Methods & Research, 50(2), 708–739.

[33]. Duckworth, A. L., & Seligman, M. E. P. (2005). Self- discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944.

[34]. Fan, D., Zhu, C. J., Huang, X., & Kumar, V. (2021). Mapping the terrain of international human resource management research over the past fifty years: A bibliographic analysis. Journal of World Business, 56(2), 101185.

[35]. Forbes, D. (2015). C. Mutch: Doing Educational Research: A Practitioner's Guide to Getting Started, 2nd edition: NZCER Press, Wellington, NZ, 2013. New Zealand Journal of Educational Studies, 50(2), 307–309.

[36]. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct. Learning Disabilities Research & Practice, 18(3), 157–171.

[37]. Gangwar, D. N. (2022). Employees locked at home: Revisiting motivation theory-an analytical study. Journal of Positive School Psychology, 6(3), 9860–9878.

[38]. Girdwichai, L., & Sriviboon, C. (2020). Employee Motivation and Performance: Do the Work Environment and the Training Matter? Journal of Security and Sustainability Issues, 9, 42–54.

[39]. Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality.

[40]. Green, J., & Thorogood, N. (2004). Qualitative Methods for Health Research. SAGE Publications.

[41]. Grossoehme, D. H. (2014). Overview of qualitative research. Journal of Health Care Chaplaincy, 20(3), 109–122.

[42]. Haldorai, K., Kim, W. G., & Garcia, R. L. F. (2022). Top management green commitment and green intellectual capital as enablers of hotel environmental performance: The mediating role of green human resource management. Tourism Management, 88, 104431.

[43]. Hardré, P. L. (2012). Community college faculty motivation for basic research, teaching research, and professional development. Community College Journal of Research and Practice, 36(8), 539–561.

[44]. Hassan, Y., Pandey, J., Varkkey, B., Sethi, D., & Scullion, H. (2022). Understanding talent management for sports organizations—Evidence from an emerging country. The International Journal of Human Resource Management, 33(11), 2192–2225.

[45]. Hecht, A. A., Biehl, E., Barnett, D. J., & Neff, R. A. (2019). Urban food supply chain resilience for crises threatening food security: A qualitative study. Journal of the Academy of Nutrition and Dietetics, 119(2), 211–224.

[46]. Herzberg, F. (1968). One more time: How do you motivate employees? In M. M. Gruneberg (Ed.), Job Satisfaction-A Reader (pp. 17–32). Palgrave Macmillan UK.

[47]. Hossain, S. A. (2023). Study on quality assurance of higher education and outcome-based education in Bangladesh. Open Journal of Social Sciences, 11(12), 12 vvi.

[48]. Iptian, R., & Efendi, R. (2020). The effect of work discipline and compensation on employee performance. International Journal of Multicultural and Multireligious Understanding, 7(8), 145–152.

[49]. Kezar, A. (2018). A new vision for the professoriate. Change: The Magazine of Higher Learning, 50(3–4), 84–87.

[50]. Khaskheli, A., Jiang, Y., Raza, S. A., Qureshi, M. A., Khan, K. A., & Salam, J. (2020). Do CSR activities increase organizational citizenship behavior among employees? Mediating role of affective commitment and job satisfaction. Corporate Social Responsibility and Environmental Management, 27(6), 2941–2955.

[51]. Kim, Y. J., Kim, W. G., Choi, H.-M., & Phetvaroon, K. (2019). The effect of green human resource management on hotel employees' eco-friendly behavior and environmental performance. International Journal of Hospitality Management, 76, 83–93.

[52]. Koch, P. C. (Ed.). (2008). The Asset Management Sector. In Optimizing Distribution Systems in Asset Management: Institutional Arrangements as Key Factor of Success (pp. 86–97). Gabler.

[53]. Kuncoro, T., & Dardiri, A. (2017). Teacher performance and work environment in the instructional process in vocational school. AIP Conference Proceedings, 1887(1), 020043.

[54]. Lam, A. (2011). What motivates academic scientists to engage in research commercialization: 'Gold', 'ribbon' or 'puzzle'? Research Policy, 40(10), 1354–1368.

[55]. Maryani, Y., Entang, M., & Tukiran, M. (2021). The relationship between work motivation, work discipline and employee performance at the regional secretariat of bogor city. International Journal of Social and Management Studies, 2(2), 2.

[56]. Mason, H. D. (2017). Sense of meaning and academic performance: A brief report. Journal of Psychology in Africa, 27(3), 282–285.

[57]. Murtinho, F., Eakin, H., López-Carr, D., & Hayes, T. M. (2013). Does External Funding Help Adaptation? Evidence from Community-Based Water Management in the Colombian Andes. Environmental Management, 52(5), 1103–1114.

[58]. Nieswiadomy, R. M., & Bailey, C. (2018). Foundations of Nursing Research (Seventh edition). Pearson.

[59]. Nyashanu, M., Simbanegavi, P., & Gibson, L. (2020). Exploring the impact of COVID-19 pandemic lockdown on informal settlements in Tshwane Gauteng Province, South Africa. Global Public Health, 15(10), 1443–1453.

[60]. Olapane, E. C. (2021). An in-depth exploration on the praxis of computer-assisted qualitative data analysis software (CAQDAS). Journal of Humanities and Social Sciences Studies, 3(11), 57–78.

[61]. Ott, M., & Cisneros, J. (2015). Understanding the changing faculty workforce in higher education: A comparison of non-tenure track and tenure line experiences. Education Policy Analysis Archives, 23, 90–90.

[62]. Perkmann, M., Tartari, V., McKelvey, M., Autio, E., Broström, A., D'Este, P., Fini, R., Geuna, A., Grimaldi, R., Hughes, A., Krabel, S., Kitson, M., Llerena, P., Lissoni, F., Salter, A., & Sobrero, M. (2013). Academic Engagement and Commercialisation: A Review of the Literature on University–Industry Relations. Research Policy, 42, 423–442.

[63]. Rhoads, D. L. P. author details . (2020). The impact of early college high school on college persistence to completion of a baccalaureate degree at a Northeast Texas University [Doctor of Education]. Northeast Texas University.

[64]. Rofifah, S., Sirojuddin, A., Ma`arif, M. A., & Zuana, M. M. M. (2021). The influence of organizational culture and work motivation on teacher performance at the international standard school, Amanatul Ummah Mojokerto. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 6(1), 1.

[65]. Ryazanova, O., & Jaskiene, J. (2022). Managing individual research productivity in academic organizations: A review of the evidence and a path forward. Research Policy, 51(2), 104448.

[66]. Sandelowski, M. (1995). Sample size in qualitative research. Research in Nursing & Health, 18(2), 179–183.

[67]. Schmeichel, B. J., Vohs, K. D., & Baumeister, R. F. (2018). Intellectual performance and ego depletion: Role of the self in logical reasoning and other information processing. In Self-Regulation and Self-Control (1st ed., p. 30). Routledge.

[68]. Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112–137.

[69]. Shin, Y., Hur, W.-M., Moon, T. W., & Lee, S. (2019). A motivational perspective on job insecurity: Relationships between job insecurity, intrinsic motivation, and performance and behavioral outcomes. International Journal of Environmental Research and Public Health, 16(10), 1812.

[70]. Siccama, C. J., & Penna, S. (2008). Enhancing validity of a qualitative dissertation research study by using Nvivo. Qualitative Research Journal, 8(2), 91–103.

[71]. Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students' perceptions of their high school experiences: The influence of teachers on student motivation. Gifted Child Quarterly, 58(1), 35–50.

[72]. Siman, A. G., Cunha, S. G. S., & Brito, M. J. M. (2016). Changes in management actions after the Hospital Accreditation. Revista Da Rede de Enfermagem Do Nordeste, 17(2), 165.

[73]. Sintaasih, D. K., Manuati Dewi, I. G. A., Mudiartha Utama, I. W., & Mujiati, N. W. (2019). Work spirituality: Its effect to the organizational commitment and performance of rural credit institution administrator. International Journal of Ethics and Systems, 35(3), 306–322.

[74]. Sohel, Md. S., Hossain, B., Alam, Md. K., Shi, G., Shabbir, R., Sifullah, Md. K., & Mamy, Most. M. B. (2021). COVID-19 induced impact on informal migrants in Bangladesh: A qualitative study. International Journal of Sociology and Social Policy.

[75]. Sotiriadou, P., Brouwers, J., & Le, T.-A. (2014). Choosing a qualitative data analysis tool: A comparison of NVivo and Leximancer. Annals of Leisure Research, 17(2), 218–234.

[76]. Stefurak, T., Morgan, R., & Johnson, R. B. (2020). The relationship of public service motivation to job satisfaction and job performance of emergency medical services professionals. Public Personnel Management, 49(4), 590–616.

[77]. Teichler, U., Arimoto, A., & Cummings, W. K. (2013). The changing academic profession: Major findings of a comparative survey. Springer.

[78]. Tella, A., & Ibinaiye, O. A. (2020). Correlates of staff motivation, satisfaction, and job performance of library staff in selected Nigerian University libraries. International Information & Library Review, 52(1), 32–49.

[79]. Tjahjadi, B., Soewarno, N., Astri, E., & Hariyati, H. (2019). Does intellectual capital matter in performance management system-organizational performance relationship? Experience of higher education institutions in Indonesia. Journal of Intellectual Capital, 20(4), 533–554.

[80]. Torlak, N. G., & Kuzey, C. (2019). Leadership, job satisfaction and performance links in private education institutes of Pakistan. International Journal of Productivity and Performance Management, 68(2), 276–295.

[81]. Trullen, J., Bos-Nehles, A., & Valverde, M. (2020). From intended to actual and beyond: A cross-disciplinary view of (Human Resource Management) implementation. International Journal of Management Reviews, 22(2), 150–176.

[82]. Tsumagari, M. I. (2023). A renewed purpose for public serving professionals focused graduate programs in global higher education ecosystem. Teaching Public Administration, 41(3), 334–350.

[83]. Tuero, E., Núñez, J. C., Vallejo, G., Fernández, M. P., Añón, F. J., Moreira, T., Martins, J., & Rosário, P. (2022). Short and long-term effects on academic performance of a school-based training in self-regulation learning: A three-level experimental study. Frontiers in Psychology, 13.

[84]. UGC. (2021). 47th Annual Report 2020 (p. 620) [Annual Report]. The University Grant Commission of Bangladesh.

[85]. Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children's academic success? Journal of Educational Psychology, 111(5), 877–902.

[86]. Vollmeyer, R., & Rheinberg, F. (2000). Does motivation affect performance via persistence? Learning and Instruction, 10(4), 293–309.

[87]. Weick, K. E., & Sutcliffe, K. M. (2015). Managing the unexpected: Sustained performance in a complex world. John Wiley & Sons.

[88]. Widarko, A., & Anwarodin, M. K. (2022). Work motivation and organizational culture on work performance: Organizational citizenship behavior (OCB) as mediating variable. Golden Ratio of Human Resource Management, 2(2), 123–138.

[89]. Wilk, V., Soutar, G. N., & Harrigan, P. (2019). Tackling social media data analysis: Comparing and contrasting QSR NVivo and Leximancer. Qualitative Market Research: An International Journal, 22(2), 94–113.

[90]. Williams, J., & Harvey, L. (2015). Quality assurance in higher education. In J. Huisman, H. de Boer, D. D. Dill, & M. Souto-Otero (Eds.), The Palgrave International Handbook of Higher Education Policy and Governance (pp. 506–525). Palgrave Macmillan UK.

[91]. Wilson, L. (2017). The Academic Man: A Study in the Sociology of a Profession. Routledge.

[92]. Winter, R. P., & Sarros, J. (2002). Corporate reforms to Australian universities: Views from the academic heartland. Journal of Institutional Research, 11(2), 92–104.

[93]. Youde, J. (2019). A meta-analysis of the effects of reflective self-assessment on academic achievement in primary and secondary populations. Education Dissertations.

[94]. Younies, H., & Al-Tawil, T. N. (2020). Hospitality workers' reward and recognition. International Journal of Law and Management, 63(2), 157–171.

[95]. Zabed Ahmed, S. M. (2013). Use of electronic resources by the faculty members in diverse public universities in Bangladesh. The Electronic Library, 31(3), 290–312.

[96]. Zhao, X., Yin, H., Fang, C., & Liu, X. (2021). For the sustainable development of universities: Exploring the external factors impacting returned early career academic' s research per formance in china. Sustainability, 13(3), 1–20.

[97]. Zhou, T. (2011). Understanding online community user participation: A social influence perspective. Internet Research, 21(1), 67–81.

Full Article (HTML)

Pdf

Research Paper

Challenges and Opportunities: The Impact of the Second Screening on Television Viewing in Blantyre, Malawi

Lawrence Luhanga* , George C. Angelopulo**

* Department of Computer Science, DMI St. John the Baptist University, Malawi.

** Department of Communication Science, University of South Africa, Pretoria, South Africa.

Luhanga, L., and Angelopulo, G. C. (2024). Challenges and Opportunities: The Impact of the Second Screening on Television Viewing in Blantyre, Malawi. i-manager’s Journal on Humanities & Social Sciences, 4(1), 50-56. https://doi.org/10.26634/jhss.4.1.20612

Abstract

This research investigates the dual impact of second screening on television viewing in Blantyre, Malawi, exploring the challenges it poses to traditional viewing practices and the opportunities it presents for broadcasters. Based on the Distraction-Conflict and Uses and Gratification theories, the study examines how second screening, the simultaneous use of secondary devices during television watching, affects viewer attention and engagement. Utilising qualitative methodologies, including focus groups and in-depth interviews, the research gathered insights from a diverse demographic in Blantyre. The analysis uncovered that second screening often leads to fragmented attention and reduced engagement with television content, posing significant challenges for content creators and broadcasters. However, the study also highlights potential opportunities for leveraging second screening to enhance viewer engagement, particularly through interactive content and social media integration. These opportunities suggest innovative strategies for broadcasters to reclaim viewer attention and foster a more participatory viewing experience. The findings of this study offer valuable implications for media producers, suggesting that embracing the complexities of second screening can lead to more engaging and immersive content strategies. Furthermore, this research contributes to the understanding of media consumption dynamics in Malawi, providing a foundation for future studies in similar contexts where digital and traditional media intersect.

References

[1]. Babones, S. (2016). Interpretive quantitative methods for the social sciences. Sociology, 50(3), 453-469.

[2]. Baron, R. S. (1986). Distraction-conflict theory: Progress and problems. Advances in Experimental Social Psychology, 19, 1-40.

[3]. Black, I. (2006). The presentation of interpretivist research. Qualitative Market Research: An International Journal, 9(4), 319-324.

[4]. Boyatzis, R. E. (1998). Transforming Qualitative C. (2015). What is second screening? Exploring motivations of second screen use and its effect on online political participation. Journal of Communication, 65(5), 793-815.

[5]. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

[6]. Breen, R. L. (2006). A practical guide to focus-group research. Journal of Geography in Higher Education, 30(3), 463-475.

[7]. Brumby, D. P., Du Toit, H., Griffin, H. J., Tajadura- Jiménez, A., & Cox, A. L. (2014). Working with the television on: An investigation into media multitasking. In CHI'14 Extended Abstracts on Human Factors in Computing Systems (pp. 1807-1812).

[8]. Buschow, C., Schneider, B., & Ueberheide, S. (2014). Tweeting television: Exploring communication activities on Twitter while watching TV. Communications, 39(2), 129- 149.

[9]. Cameron, J., & Geidner, N. (2014). Something old, something new, something borrowed from something blue: Experiments on dual viewing TV and Twitter. Journal of Broadcasting & Electronic Media, 58(3), 400-419.

[10]. Cerny, T., & Donahoo, M. J. (2018). Second screen engagement of event spectators. Advances in Human- Computer Interaction, 2018.

[11]. Chu, J., Qaisar, S., Shah, Z., & Jalil, A. (2021). Attention or distraction? The impact of mobile phone on users' psychological well-being. Frontiers in Psychology, 12, 612127.

[12]. D'heer, E., & Courtois, C. (2016). The changing dynamics of television consumption in the multimedia living room. Convergence, 22(1), 3-17.

[13]. de Zúñiga, H., Garcia-Perdomo, V., & McGregor, S.

[14]. Dias, P., & Serrano-Puche, J. (2020). Multi-Needs for multi-screening: Practices, motivations, and attention distribution. Palabra Clave, 23(1), 1-34.

[15]. Díaz-Faes, A. A., Bowman, T. D., & Costas, R. (2019). Towards a second generation of 'social media metrics': Characterizing Twitter communities of attention around science. PloS One, 14(5), e0216408.

[16]. Du Plooy-Cilliers, F. (2010). An Exploratory Descriptive Study of the Construction of Relationship Quality in Intimate Relationships Through the Process of Symbolic Interaction with Specific Reference to Rule and Expectation Violations (Doctoral dissertation, University of South Africa).

[17]. Ferguson, D. A., & Perse, E. M. (2000). The World Wide Web as a functional alternative to television. Journal of Broadcasting & Electronic Media, 44(2), 155-174.

[18]. Giglietto, F., & Selva, D. (2014). Second screen and participation: A content analysis on a full season dataset of tweets. Journal of Communication, 64(2), 260-277.

[19]. Han, E., & Lee, S. W. (2014). Motivations for the complementary use of text-based media during linear TV viewing: An exploratory study. Computers in Human Behavior, 32, 235-243.

[20]. Ho, H. Y., & Syu, L. Y. (2010, August). Uses and gratifications of mobile application users. In 2010 International Conference on Electronics and Information Engineering.

[21]. Koonin, M. (2019). A Re-Communication Conceptual Framework: Perceived Influence of Reality- Altering Events on Organisational Interaction Behaviour (Doctoral dissertation, University of South Africa).

[22]. Krueger, R., A, & Casey, M., A. (2014). Participants in a focus group. In Focus Groups: A Practical Guide for Applied Research (pp. 280). Sage Publications, Inc.

[23]. Lee, J. S., & Shin, D. H. (2014). The relationship between human and smart TVs based on emotion recognition in HCI. In Computational Science and Its Applications–ICCSA 2014: 14th International Conference, Guimarães, Portugal, June 30–July 3, 2014, Proceedings, Part IV 14 (pp. 652-667). Springer International Publishing.

[24]. Luhanga, L. (2023). The Second Screening Phenomenon: Motivations and Gratifications in Electronic Multi-Screen Consumption in Blantyre, Malawi (Doctoral dissertation, University of South Africa).

[25]. McCreery, S. P., & Krugman, D. M. (2015). TV and the iPad: How the tablet is redefining the way we watch. Journal of Broadcasting & Electronic Media, 59(4), 620- 639.

[26]. Neate, T., Jones, M., & Evans, M. (2017). Cross- device media: A review of second screening and multi- device television. Personal and Ubiquitous Computing, 21, 391-405.

[27]. Nee, R. C., & Barker, V. (2020). Co-viewing virtually: Social outcomes of second screening with televised and streamed content. Television & New Media, 21(7), 712- 729.

[28]. Nee, R. C., & Dozier, D. M. (2017). Second screen effects: Linking multiscreen media use to television engagement and incidental learning. Convergence, 23(2), 214-226.

[29]. Quan-Haase, A., & Young, A. L. (2010). Uses and gratifications of social media: A comparison of Facebook and instant messaging. Bulletin of Science, Technology & Society, 30(5), 350-361. Information: Thematic Analysis and Code Development. Sage.

[30]. Ragin, C. C. (2014). The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies. University of California Press.

[31]. Rossi, L., & Giglietto, F. (2016). Twitter use during TV: A full-season analysis of# serviziopubblico hashtag. Journal of Broadcasting & Electronic Media, 60(2), 331-346.

[32]. Rubin, A. M. (1994). Media uses and effects: A uses- and-gratifications perspective. In J. Bryant & D. Zillmann (Eds.), Media Effects: Advances in Theory and Research (pp. 417–436). Lawrence Erlbaum Associates, Inc.

[33]. Serrano-Puche, J. (2016). Internet and emotions: New trends in an emerging field of research. Comunicar, 24.

[34]. Shin, D. H., Shin, Y. J., Choo, H., & Beom, K. (2011). Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices. Computers in Human Behavior, 27(6), 2207-2214.

[35]. Simons, N. (2015). TV drama as a social experience: An empirical investigation of the social dimensions of watching TV drama in the age of non-linear television. Communications, 40(2), 219-236.

[36]. Wiesner, C. (2022). Doing qualitative and interpretative research: Reflecting principles and principled challenges. Political Research Exchange, 4(1), 2127372.

Full Article (HTML)

Pdf

Review Paper

Exploring the Intersections of Responsible AI for Community Wellbeing in Local Governance: A Comprehensive Review

Bala Dhandayuthapani V.*

Department of IT, University of Technology and Applied Sciences, Shinas Campus, North Al Batinah, Sultanate of Oman.

Dhandayuthapani, V. B. (2024). Exploring the Intersections of Responsible AI for Community Wellbeing in Local Governance: A Comprehensive Review. i-manager’s Journal on Humanities & Social Sciences, 4(1), 57-64. https://doi.org/10.26634/jhss.4.1.20327

Abstract

This article explores the relationship between artificial intelligence (AI) and community well-being for local governance. It investigates the potential use of AI to ease societal issues and improve community well-being. This article provides an overview of the impact of AI on community dynamics, smart urban planning, and integrating AI optimization with community well-being. The incorporation of smart applications into urban planning approaches is highlighted as a critical component, demonstrating AI's revolutionary potential for creating sustainable and inclusive landscapes. The main issue is the importance of combining AI optimization with community well-being, with a focus on responsible and ethical AI approaches that benefit the community. This review also goes over emotional AI and its ethical consequences, intellectual freedom in AI ethics, and AI's role in healthcare. This comprehensive analysis offers significant insights for researchers, policymakers, and practitioners looking to shape the ethical and equitable deployment of AI technology for societal benefit.

References

[1]. Ahmad, K., Abdelrazek, M., Arora, C., Bano, M., & Grundy, J. (2023). Requirements practices and gaps when engineering human-centered Artificial Intelligence systems. Applied Soft Computing, 143, 110421.

[2]. Delitheou, V., Bakogiannis, E., & Kyriakidis, C. (2019). Urban planning: Integrating smart applications to promote community engagement. Heliyon, 5(5), e01672.

[3]. Dey, N. C. (2023). Unleashing the power of artificial intelligence in social work: A new frontier of innovation. SSRN Electron Journal (pp. 1-22).

[4]. Ebell, C., Baeza-Yates, R., Benjamins, R., Cai, H., Coeckelbergh, M., Duarte, T., ... & Thais, S. (2021a). Towards intellectual freedom in an AI Ethics Global Community. AI and Ethics, 1, 131-138.

[5]. Ebell, C., Baeza-Yates, R., Benjamins, R., Cai, H., Coeckelbergh, M., Duarte, T., ... & Thais, S. (2021b). Correction to: Towards intellectual freedom in an AI Ethics Global Community. AI Ethics, 1(2), 139-140.

[6]. Hager, G. D., Drobnis, A., Fang, F., Ghani, R., Greenwald, A., Lyons, T., ... & Tambe, M. (2019). Artificial Intelligence for Social Good. arXiv.

[7]. Häußermann, J. J., & Lütge, C. (2022). Community-in- the-loop: Towards pluralistic value creation in AI, or—why AI needs business ethics. AI and Ethics, 1-22.

[8]. McStay, A. (2021). Emotional AI, ethics, and Japanese spice: contributing community, wholeness, sincerity, and heart. Philosophy & Technology, 34(4), 1781-1802.

[9]. Phillips, R., Musikanski, L., Manson, M., Bradbury, J., Fraizer, L., Rakova, B., ... & Smart, A. (2020). Introduction to the special issue: Intersections of Artificial Intelligence and community well-being. International Journal of Community Well-Being, 3, 425-435.

[10]. Stray, J. (2020). Aligning AI optimization to community well-being. International Journal of Community Well-Being, 3(4), 443-463.

[11]. Yigitcanlar, T., Corchado, J. M., Mehmood, R., Li, R. Y. M., Mossberger, K., & Desouza, K. (2021). Responsible urban innovation with local government artificial intelligence (AI): A conceptual framework and research agenda. Journal of Open Innovation: Technology, Market, and Complexity, 7(1), 71.

i-manager's Journal on Humanities & Social Sciences (JHSS)

Current Issue Vol. 4 Issue 2

Most Read

Most Cited

Volume 4 Issue 1 January - April 2024

Qualitative Case Study on HBCU Students' Perceptions of the Sources of Academic Self-Efficacy in Online Learning

Jennifer Miller* , Jillian Skelton**, Madison Bibbs***

* Licensed Professional Counselor, United States. ** University of Alabama, United States. *** Mississippi State University, United States.

Miller, J., Skelton, J., and Bibbs, M. (2024). Qualitative Case Study on HBCU Students' Perceptions of the Sources of Academic Self-Efficacy in Online Learning. i-manager’s Journal on Humanities & Social Sciences, 4(1), 1-14. https://doi.org/10.26634/jhss.4.1.20257

Abstract

References

Full Article (HTML)

Pdf

Voices of Resilience: A Qualitative Exploration of Blogging as a Resilience Intervention among Young People in the Philippines

Dennis Relojo-Howell* , Mark Hoelterhoff **, Laura Cariola ***

*-*** Department of Clinical Psychology, University of Edinburgh, Edinburgh.

Relojo-Howell, D., Hoelterhoff, M., and Cariola, L. (2024). Voices of Resilience: A Qualitative Exploration of Blogging as a Resilience Intervention among Young People in the Philippines. i-manager’s Journal on Humanities & Social Sciences, 4(1), 15-31. https://doi.org/10.26634/jhss.4.1.20295

Abstract

References

Full Article (HTML)

Pdf

Identification of Key Performance Dimensions of Academic Professionals: A Qualitative Exploration

Imran Sheikh*

Jashore University of Science and Technology, Khulna, Bangladesh.

Sheikh, I. (2024). Identification of Key Performance Dimensions of Academic Professionals: A Qualitative Exploration. i-manager’s Journal on Humanities & Social Sciences, 4(1), 32-49. https://doi.org/10.26634/jhss.4.1.20307

Abstract

References

Full Article (HTML)

Pdf

Challenges and Opportunities: The Impact of the Second Screening on Television Viewing in Blantyre, Malawi

Lawrence Luhanga* , George C. Angelopulo**

* Department of Computer Science, DMI St. John the Baptist University, Malawi. ** Department of Communication Science, University of South Africa, Pretoria, South Africa.

Luhanga, L., and Angelopulo, G. C. (2024). Challenges and Opportunities: The Impact of the Second Screening on Television Viewing in Blantyre, Malawi. i-manager’s Journal on Humanities & Social Sciences, 4(1), 50-56. https://doi.org/10.26634/jhss.4.1.20612

Abstract

References

Full Article (HTML)

Pdf

Exploring the Intersections of Responsible AI for Community Wellbeing in Local Governance: A Comprehensive Review

Bala Dhandayuthapani V.*

Department of IT, University of Technology and Applied Sciences, Shinas Campus, North Al Batinah, Sultanate of Oman.

Dhandayuthapani, V. B. (2024). Exploring the Intersections of Responsible AI for Community Wellbeing in Local Governance: A Comprehensive Review. i-manager’s Journal on Humanities & Social Sciences, 4(1), 57-64. https://doi.org/10.26634/jhss.4.1.20327

Abstract

References

Full Article (HTML)

Pdf

Jennifer Miller* , Jillian Skelton, Madison Bibbs*

* Licensed Professional Counselor, United States.

University of Alabama, United States.

* Mississippi State University, United States.

Dennis Relojo-Howell* , Mark Hoelterhoff , Laura Cariola *

* Department of Computer Science, DMI St. John the Baptist University, Malawi.

** Department of Communication Science, University of South Africa, Pretoria, South Africa.