Aims: The purpose of this study is to identify the teacher’s awareness and adoption of bloom’s taxonomy in-class assessment (examination) by teachers of Gedu College of Business Studies (GCBS), Bhutan. Study design: The descriptive and content analysis was applied. Place and Duration of Study: Teaching faculty of GCBS and exam question paper for the year June 2020 was studied. The study was conducted between June 2019 and December 2020. Methodology: The census survey was done with 63 teachers of which 48 responded (38 men, 10 women). The teachers’ awareness of Bloom’s taxonomy was assessed in terms of knowledge and information received on bloom’s taxonomy, and the exam question paper was analyzed to comprehend, how adequately teachers have adopted bloom’s taxonomy in the assessment of the student. Results: Results revealed that all the GCBS teachers are aware of the concepts and the majority think that their understanding of the concepts is good and above (79.2%). Though teachers are aware and familiar with bloom’s taxonomy concepts, those concepts were not used accordingly in preparation for the exam paper. The overall marks distributed in six levels of Bloom's taxonomy show that exam paper questions are slightly skewed to the lower level of Bloom's taxonomy. Conclusion: Without a careful mapping of questions according to Bloom's taxonomy, the examination will not yield the desirable objective of the module.

Aims: Reflective practice refers to teachers' conscious efforts to question their daily activities in the classroom to help them learn and develop professionally. The purpose of this study was to determine the level of reflective practices among Royal University of Bhutan (RUB) faculty members, as well as if these activities differed according to demographic characteristics of the respondents. The study's theoretical framework is the four reflective lenses of Brookfield, namely: student's eye, colleague's eye, Research and theory, and personal experiences/ autobiographies. Study Design: A descriptive research design with a quantitative approach was used in this study. Place and Duration of Study: The study was conducted in Bhutan for a period of one year (2020-2021) Methodology: A total of 186 faculty members from the colleges of the Royal University of Bhutan participated in the study using an online structured questionnaire through Google Form. Descriptive statistics, a one-sample t-test, One-way ANOVA, and an independent sample t-test were used to evaluate and present the findings. Results: The findings revealed that Royal University of Bhutan colleges' faculty members engage in reflective practices, with student feedback being the most widely utilized strategy for reflection among the four lenses, and peer feedback being the least used technique. The results also showed that there were no differences in educators' reflective practices depending on gender, the number of years of teaching experience, or training attended during in-service years. Conclusion: The study's main recommendations are to promote peer help in enabling classroom reflection and to provide faculty members with training and development opportunities in various teaching pedagogies.

Aims: The study assessed the learning organization (LO) dimensions, dominant culture, and the relationship between the organizational culture and learning organization dimensions of the colleges of Royal University of Bhutan (RUB). Study Design: It was a correlational study. Place and Duration of Study: The sample consisted of teaching and non-teaching staff of the colleges of RUB. The survey was conducted in Bhutan between February and April 2022. Methodology: The study participants were 201 teaching (161) and non-teaching (40) staff of the colleges of RUB. The Organizational Culture Assessment Instrument (OCAI) was used to analyze the culture of the colleges. The Dimensions of the Learning Organization Questionnaire (DLOQ) was used to examine the LO characteristics of the colleges. IBM SPSS (Statistical Product and Service Solutions) version 21 was used for data analysis. Results: RUB can be considered as a learning organization, as the average (4.051) of the DLOQ dimensions’ ratings by the staff is higher than the DLOQ scale average. The DLOQ dimension, connect the organization to its external environment, achieved the highest score. The DLOQ dimension, foster inquiry and dialogue, achieved the lowest score. The dominant culture of the colleges of RUB is clan culture. Clan culture significantly positively predicted, and hierarchy culture significantly negatively predicted the dimensions of a learning organization – continuous learning, inquiry and dialogue, team learning, strategic leadership for learning, systems to capture learning, empower people, and connect the organization. These predictors predicted 17.86 percent to 25.72 percent of the variance in the learning organization dimensions. Conclusion: The dominant culture of the colleges can promote or act as a barrier to the LO practices in the organization. The colleges need to shift orientation from control to collaboration to promote LO characteristics in the colleges.

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Aims: The study examined the relationship between self-compassion and positive mental health of undergraduate students of the Royal University of Bhutan. Study Design:  It was a correlational study. Place and Duration of Study: The sample consisted of students of Gedu College of Business Studies, College of Science and Technology, Samtse College, Norbuling Rigter College, Royal Thimphu College, Paro College of Education, College of Language and Cultural Studies, Sherubtse College, in Bhutan, between July 2020 and June 2021. Methodology: Participants were 321 undergraduate students (184 female, 137 male), between 17 and 40 years of age. To assess self-compassion and positive mental health they completed a questionnaire that consisted of the Self-Compassion Scale–Short Form (SCS-SF) and the Mental Health Continuum–Short Form (MHC-SF). Results: There was not a significant difference in overall mental health scores between the male students (M = 2.560, SD = 1.325) and the female students (M = 2.339, SD = 1.254); t(319) = -1.525, p = .128. Among the students surveyed, 24.6 percent were flourishing, 42.1 percent were moderately mentally healthy, and 33.3 percent were languishing. The percentage of female students (35.3) languishing was higher compared to male students (30.7). The participants had a moderate level of self-compassion (M = 3.034, SD = 0.403). The male students (M = 3.092, SD = 0.415) were significantly more self-compassionate than the females (M = 2.991, SD = 0.389); t(319) = -2.230, p = .026. Self-compassion was significantly positively correlated with the positive mental health of the students (r = .337, p < .001). Self-kindness (r = .298, p < .001), mindfulness (r = .278, p < .001), common humanity (r = .240, p < .001), self-judgment (r = .126, p = .024), and isolation (r = .119, p = .033) components of self-compassion were found to be significantly positively correlated to positive mental health. Over-identification had a non-significant weak correlation with positive mental health (r = 0.09). According to regression results, mindfulness (β = .18, p = .017), self-kindness (β = .17, p = .023), and self-judgment (β = .15, p = .006) significantly positively predicted positive mental health. The regressor, mindfulness, had the highest correlation with positive mental health. Self-compassion has explained 11.1 percent of the variance in positive mental health, F (3, 317) = 14.385, p < .001. Conclusion: Enhancing mindfulness is a promising positive intervention to improve positive mental health and reduce the risk of mental illness of the students in the future.