Development and Validation of Cultural and Academic Experience Questionnaire: A study of East Asian Research Students at Australian Universities

Latif, Yasir; Harrison, Neil; Chu, Hye‐Eun

doi:10.3390/educsci10060148

Cited by 3 publications

(2 citation statements)

References 54 publications

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“…This approach uses a theoretical definition of a construct as a guide for the creation of items. This study modified the work of Churchill (1979) and Latif et al, (2020) to develop FKS scale. Source: Created by the authors form Churchill (1979) and Latif et al, (2020) 3.2 STUDY 2…”

Section: Studymentioning

confidence: 99%

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Friendship Knowledge Sharing, Interpersonal Justice and Sustainability Performance: Scale Development and Validation

Helmy,

Fitri,

Parmin

et al. 2024

J. of Law and Sust. Develop.

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Purposes: This present study purposes to develop a new construct of friendship knowledge sharing (FKS) as a new concept of knowledge sharing behavior. Subsequently, this research also investigates the effect of FKS on employee’s sustainable performance through interpersonal justice as a mediating variable. Theoretical Framework: This study synthesizing a new construct of FKS by relying on the lens of social capital theory and knowledge sharing. In addition, based on social exchange theory, this study linking FKS to sustainable performance via interpersonal justice. This study assumes that FKS can improve perception of interpersonal justice that finally shares a positive effect on employee’s sustainability performance. Design/ methodology/ approach: This study divided in to two stages. In the study 1, deductive method in scale development involves item generation based on an extensive literature review and pre-existing scales. Subsequently, this study encompassed scale refinement to assess exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the scale, with the participation of 233 public school teachers in Indonesia. Study 2 focuses on the test of the relationship between FKS on the employee sustainable performance, while assessing interpersonal justice as mediating variable. To evaluate the research model, Smart PLS 3 were employed to examine the connection between latent variables. Findings: The results show that friendship knowledge sharing can be comprehensively measured from five dimensions: voluntary, informal, socio-emotional support, communal norms, and trust. This article contributes to the knowledge sharing literature by providing an original view on developing the friendship knowledge sharing scale. This research also found that all FKS dimensions has a significant effect on employee’s sustainability performance. According to effect analysis, this research conclude that interpersonal justice mediates the connection between FKS and employee’s sustainability performance. However, this study found the insignificant mediation effect of interpersonal justice on the informality-sustainability performance. Implications: This article contributes to the knowledge sharing literature by providing an original view on developing the friendship knowledge sharing scale. This research also offers valuable insights into management to create a more collaborative and supportive environment among employee, ultimately enhancing perception of interpersonal justice and in turn nurturing sustainability performance.

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Section: Studymentioning

confidence: 99%

“…This study modified the work of Churchill (1979) and Latif et al, (2020) to develop FKS scale. Source: Created by the authors form Churchill (1979) and Latif et al, (2020) 3.2 STUDY 2…”

Section: Studymentioning

confidence: 99%

Friendship Knowledge Sharing, Interpersonal Justice and Sustainability Performance: Scale Development and Validation

Helmy,

Fitri,

Parmin

et al. 2024

J. of Law and Sust. Develop.

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Unleashing cultural diversity knowledge for improved knowledge sharing and integration: an in-depth qualitative analysis

Latif,

Harrison,

Chu

et al. 2024

JKM

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Purpose This study aims to investigate international students’ experiences through a lens of knowledge management perspective, emphasizing their strategies for knowledge management in tandem with cultural adaptation. The primary objective is to elucidate how international students navigate cultural differences and use knowledge management strategies to augment their learning and integration, thereby supporting their academic progress in a new academic environment. Design/methodology/approach An in-depth qualitative research strategy was used, using semistructured interviews with Pakistani doctoral students who were studying in Australia. A thematic analysis was conducted to identify recurring themes and patterns in the data. Findings The findings reveal that international students adeptly adopt various knowledge management strategies to facilitate cultural adaptation. These strategies encompass embracing otherness through a sense of belonging, engaging in both personal and shared learning experiences, achieving individual success, and using critical inquiry as a guiding framework for observations. Notably, this study underscores the pivotal role played by cultural competence in conjunction with social networks, influencing cultural intelligence and, subsequently, impacting knowledge sharing and integration for academic progress. Practical implications This study’s findings provide practical insights for higher education institutions and policymakers, emphasizing the importance of supporting international students in their cultural adaptation and knowledge management endeavors. These practical implications encompass fostering a welcoming and inclusive environment, supporting intercultural engagement, using technology for enhanced learning and communication and promoting the development of cultural intelligence among international students. Originality/value This study contributes to the literature on international student experiences and knowledge management by providing insights into the strategies used by international students to navigate knowledge of cultural differences to enhance their learning experiences and advance academic progress. These findings contribute to a deeper understanding of the intersection between cultural adaptation and core knowledge management concepts of knowledge sharing and integration in the context of higher education.

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What Does it Mean to ‘Belong’?:

Mohamad,

Manning

2023

jis

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Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of ‘belonging’; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of ‘belonging’ within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that ‘belonging’ is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined.

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Development and Validation of Cultural and Academic Experience Questionnaire: A study of East Asian Research Students at Australian Universities

Cited by 3 publications

References 54 publications

Friendship Knowledge Sharing, Interpersonal Justice and Sustainability Performance: Scale Development and Validation

Friendship Knowledge Sharing, Interpersonal Justice and Sustainability Performance: Scale Development and Validation

Unleashing cultural diversity knowledge for improved knowledge sharing and integration: an in-depth qualitative analysis

What Does it Mean to ‘Belong’?:

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