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This cross-sectional study investigates the factors influencing writing self-efficacy among EFL postgraduate students in Indonesia. It employs a quantitative analysis facilitated through partial least squares-structural equation modeling (PLS-SEM). The study engaged 150 master’s and doctoral EFL students as participants, examining the variables of writing enjoyment, research literacy, and teacher clarity and teacher immediacy in feedback, in relation to writing self-efficacy. The findings revealed that research literacy significantly improves writing self-efficacy, particularly among doctoral students. This demonstrates the crucial role of research literacy in building students’ confidence in their writing abilities. Furthermore, writing enjoyment was found to be a key factor in enhancing writing self-efficacy, especially for master’s students. This pinpoints the necessity to nurture joy in the writing process. Teacher clarity was found to be essential for enhancing research literacy, whereas teacher immediacy had a lesser impact. This suggests a reduced reliance on teacher guidance during postgraduate studies. The study highlights the critical roles of research literacy and enjoyment in developing writing self-efficacy and illuminates the nuanced role of pedagogical strategies.  These insights are valuable for educational institutions and policy-makers in strengthening the EFL postgraduate learning environment. The differences observed between master’s and doctoral students call for further research to develop educational practices tailored to the different needs of these academic stages.

Introduction: There are two types of master's qualifications in China. One is the academic qualification that pays more attention to academic research, aiming to cultivate research-oriented talents; while the other is the application-oriented qualification that focuses more on practical ability, aiming to cultivate applied-oriented talents. The purpose of this study is to explore the impact of the COVID-19 on the learning activities of postgraduate students, as well as the differences in the extent to which the learning activities of postgraduate students of different qualification types are affected and their mental health status. Methods: A self-constructed scale for the pandemic's impact on master's students, the self-rating anxiety scale and the self-rating depression scale were applied in the study. The single- and multi-group latent class analyses were used to investigate the impact of the pandemic on postgraduate students of different qualification types. Results: A total of 2818 responses were collected. The single-group latent class analysis identified four classes. The multi-group latent class analysis showed that no absolute homogeneity existed between different groups. In general, the number of academic master's students affected was greater than application-oriented master's students. Application-oriented master's students were more affected by course activities, while academic master's students were more affected by academic and social activities. Results show that individuals more affected had higher levels of anxiety and depression. Compared to course activities, impacts on social activities were more likely to cause anxiety and depression. Discussion: Universities can provide a more flexible way of assistance to different qualification types of postgraduate students. Furthermore, social activities play an important role in the mental health of postgraduate students. Therefore, under the background of normalization of pandemic prevention and control, schools should pay more attention to students' interpersonal communication activities to help relieve students' anxiety, depression, and other negative emotions. Keywords: COVID-19 pandemic, application-oriented postgraduate students, academic postgraduate students, learning activities, multi-group latent class analysis

Despite the support structures offered at Open distance e-learning (ODeL) higher education institutions, slow completion and attrition attest to postgraduate students' challenging study experiences. This qualitative and interpretivist case study examines postgraduate students' experiences of counselling support at an ODeL institution in South Africa with the research question: What are postgraduate student experiences of counselling services, and how may they inform optimal practice at an ODeL institution? A questionnaire and semi-structured telephone interviews were completed by a total purposive sample of fifteen masters, doctoral and PhD students from one department at the institution. Data was analysed thematically. Findings indicate that although many students were unaware of the institution's student support services, they would seek counselling. However, counselling decisions were impacted by counsellor-student gender, age, and cultural factors. Open distance e-learning counselling services require more awareness, accessibility, and robust online and digital media approaches. Future research could focus on more comprehensive postgraduate student experiences throughout the institution's departments.

The ability to conduct an explicit and robust literature review by students, scholars or scientists is critical in producing excellent journal articles, academic theses, academic dissertations or working papers. A literature review is an evaluation of existing research works on a specific academic topic, theme or subject to identify gaps and propose future research agenda. Many postgraduate students in higher education institutions lack the necessary skills and understanding to conduct in-depth literature reviews. This may lead to the presentation of incorrect, false or biased inferences in their theses or dissertations. This study offers scientific knowledge on how literature reviews in different fields of study could be conducted to mitigate against biased inferences such as unscientific analogies and baseless recommendations. The literature review is presented as a process that involves several activities including searching, identifying, reading, summarising, compiling, analysing, interpreting and referencing. We hope this article serves as reference material to improve the academic rigour in the literature review chapters of postgraduate students’ theses or dissertations. This article prompts established scholars to explore more innovative ways through which scientific literature reviews can be conducted to identify gaps (empirical, knowledge, theoretical, methodological, application and population gap) and propose a future research agenda.

A persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates.

A persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates.

A persistent challenge in postgraduate studies is the low retention and throughput rate following initial access, often due to delayed graduation. This issue is frequently exacerbated by the prevailing 'lonely scholar' model typically adopted by academic faculties and research supervisors. This paper proposes an alternative supervisory pedagogy grounded in a multifaceted, collaborative approach. It integrates the structured design of a writing camp with the traditional ‘master-apprentice’ supervision model. The study seeks to evaluate the effectiveness of this collaborative support system in accelerating the completion of postgraduate research reports – dissertations and research articles – while enhancing the quality of scholarly output. Adhering to established ethical standards in social science research, the study employed a qualitative approach within a descriptive and programme evaluation research design. Thirty-nine pipeline students were purposively selected to participate in a writing camp, based on a defined set of selection criteria. Data were gathered through participant testimonials and a post-camp telephonic survey, then analysed using Atlas.ti (Version 23). Ethical principles – including voluntary participation, the right to withdraw, confidentiality, and anonymity – were rigorously upheld. Findings highlight the substantial benefits of collaborative supervision models in strengthening research and academic writing skills, alleviating the supervisory burden, and incorporating specialist input to enhance the overall quality of student research. The study recommends the early integration of writing specialists into postgraduate supervision to build student confidence and improve throughput rates.

Individual involvement in creative work is of crucial importance for organizations in a knowledge-based economy. This study examined how psychological safety induces feelings of vitality and how feelings of vitality impact one's involvement in creative work. We examined these relationships among 128 part-time graduate students who held managerial and nonmanagerial position in their work organizations. The results suggest that employees' sense of psychological safety is significantly associated with feelings of vitality (both collected at time 1), which, in turn, result in involvement in creative work (collected at time 2). We discuss the implications of these findings for both theory and practice.

Students in fast-track postgraduate programmes face unique challenges, including intense academic pressure, role management difficulties, and high expectations for research output. This study, using the Self-Determination Theory (SDT) framework, specifically investigated good practices of supervisory strategies to improve postgraduate student well-being and academic performance in such accelerated programs. We collected data through online Focus Group Discussions (FGDs) with 264 supervisors from various academic fields and then analysed the data using thematic analysis. We incorporated expert review, FGDs facilitator guidance, and rigorous data validation processes to ensure trustworthiness. The findings reveal several critical challenges students face, including academic, self-management, relationship, financial, and program-related difficulties, highlighting areas where enhanced supervisory support is crucial. Furthermore, we found that supervisors assist students by providing essential academic information, offering structured guidance, and fostering a supportive environment. These findings can guide improved supervision strategies in a postgraduate fast-track programme.

Aim/Purpose: This study examined the practices, experiences, and challenges of postgraduate Library and Information Science (LIS) students in Nigeria in managing electronic documents. Background: Many universities have transitioned from the physical to a virtual environment for both lecture and supervision since the outbreak of the COVID-19 pandemic in 2020. This transition has benefits and challenges for people, especially regarding managing electronic documents. This study examined the electronic information management practices of postgraduate LIS students in Nigeria. Methodology: The population was 1,358 postgraduate students of LIS schools in Nigeria. A sample size of 309 was obtained using the Taro Yamane formula and a purposive sampling technique. Contribution: There is a dearth of studies on electronic information management of postgraduate students in Nigeria. This study fills the gap. The study highlights areas of improvement and training needs of postgraduate researchers with respect to the management of electronic documents. Findings: File naming practice was poor among the respondents, as fewer than 20% always saved their files and folders by date and year. Only 14 (6.7%) always used version numbers to save documents with multiple versions, while more than 50% never did. Email boxes, flash drives, and smartphones were popular storage media among the respondents. Although the majority admitted to always or sometimes updating their antivirus and avoiding suspicious sites, about 30% do not use Virtual Private Networks (VPN), do not change their password regularly, and use the same password for different accounts. Furthermore, only 13.9% use web-based reference systems like Mendeley and Zotero to keep the documents they find online. About 90% had experienced a total loss of electronic files. File management practices were independent of gender and program level. Future Research: The data management practices of postgraduate researchers should be examined in future studies.