Research Publications

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Now showing 1 - 7 of 7
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    Determinants of student satisfaction in private universities: examining the impact of academic staff quality
    (Emerald Publishing, 2025-02-14) Wisenthige, K; Pathirana, U; Perera, B; Wijesinghe, K; Wijethunga, A
    Purpose: The study utilized a quantitative approach to investigate student satisfaction, focusing on the lecturers’ knowledge, quality of delivery, student support and evaluation. The population included second- to fourth-year undergraduates, data from a sample of 600 were collected through a structured questionnaire using stratified random sampling and analyzed using structural equation modeling (SEM). Design/methodology/approach: The aim of this study is to examine the various dimensions of academic staff quality that affect student satisfaction within a selected private higher educational institute in Sri Lanka, providing a clear understanding of the dimensions of academic staff quality and recognizing the important role of the said dimensions in shaping the educational experience of the students. Findings: Results revealed that effective support for students, lectures’ broader knowledge, quality of delivery and quality of evaluation were significant predictors of student satisfaction and that they are crucial indicators of how strong the impact of the academic staff is in contributing to overall undergraduate student satisfaction. Originality/value: This study filled a gap in higher education research in Sri Lanka by offering empirical evidence on the impact of academic staff quality on satisfaction among students in private universities. It serves as a valuable reference for those exploring higher education concepts, providing a novel understanding of the influence of the key component of academic staff quality.
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    Shadows on the ivory tower: the unseen scars of academic bullying in South Asia
    (Emerald Publishing, 2025-08-18) Jayasinghe, P.S.K; Kevitiyagala, L; Joshep, K; Rajapaksha, S; Illangamtilake, K; Rathnayake, N
    Purpose Workplace bullying (WB) is increasingly recognised in academic literature. This study aims to investigate the relationship between WB and turnover intentions among academics in Sri Lanka’s higher education sector, focusing on the mediating role of supervisor support (SS). Design/methodology/approach Data were collected via a structured questionnaire from 346 academics using simple random sampling. Structural equation modelling using Smart PLS was used to test the hypothesised relationships. Findings This study reveals a strong positive relationship between WB and employee turnover intention, indicating that academics subjected to bullying are more likely to consider leaving their institutions. Furthermore, SS significantly mediates this relationship, emphasising its role in mitigating the adverse effects of bullying. Research limitations/implications The cross-sectional nature of this study limits the ability to capture long-term dynamics. Future research should incorporate longitudinal or qualitative approaches to explore additional mediating or moderating factors. Originality/value This research fills a critical gap in the literature by focusing on the underexplored Sri Lankan higher education sector, which has received limited scholarly attention. In contrast to prior research that focused on developed nations and other industries, this study provides new insights into the types and impacts of WB in academic institutions. It also underscores the value of SS and offers practical recommendations for creating supportive and retention-friendly work environments.
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    PublicationOpen Access
    Impact of Artificial Intelligence on Academic Integrity in Higher Education, Sri Lanka
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wijayasiri, K. D.S.N
    The blistering pace of artificial intelligence (AI) adoption in the college and university sector has, in effect, revolutionized the academic sector, offering high potential while simultaneously encompassing numerous obstacles regarding academic integrity. This study examines the various ways in which artificial intelligence has impacted academic integrity in higher education institutions in Sri Lanka. Investigating the ever-developing field of AI through the prism of professional literature, this research addresses the issue of how the use of AI tools, mainly large language models, such as ChatGPT, is reinventing the familiar pattern of assessments, establishing new patterns of academic dishonesty, and causing the emergence of new solutions to the problem of preservingacademic integrity. The results indicate that although current AI-based technologies provide significant value to personalized learning and educational improvement, they also present significant risks to academic integrity,which must be addressed promptly by educators, policymakers, and institutional officials. The following paper proposes an approach to addressing these issues by redesigning policies, course and examination evaluation, and incorporating ethical AI strategies tailored to the specific context of Sri Lankan higher education.
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    PublicationOpen Access
    Attitudes of Sri Lankan Medical Students Towards the Medium of Instruction
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wickramasinghe, S; Hakadewaththe, N
    This study explores the attitudes of medical undergraduates at a Sri Lankan state university towards English as the Medium of Instruction (EMI) within the framework of Sri Lanka’s higher education language policy. It examines how EMI impacts students academic engagement, performance, and language development. A mixed methodsapproach was employed, using Google-based questionnaires completed by 50 students and in-depth interviews with five second-year undergraduates. Quantitative data were analyzed using descriptive statistics to identify patterns in student attitudes, while qualitative interview responses were thematically analyzed to highlight recurring challenges, coping strategies, and language preferences. Findings reveal that while students acknowledge the global relevance of English in medicine and higher education, many face challenges in comprehension and communication due to limited prior exposure and inadequate language proficiency. A notable number expresseda preference for flexible or bilingual instruction, particularly in the early stages of their academic journey. Interviews highlighted that students often refrain from participating in class discussions due to language-related anxieties and fear of negative peer judgment. These difficulties stem from both internal factors, such as low confidence and motivation, as well as external factors, including poor English instruction at school and limited access to language resources. The study concludes that EMI, when implemented without sufficient preparatory support, can hinder academic progress. It advocates for a more inclusive and adaptable language policy at the university level, particularly in demanding professional disciplines like medicine. Key recommendations include conducting needs assessments, incorporating bilingual instruction, and providing staff training to support equitable, linguistically inclusive education.
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    PublicationOpen Access
    Relationship Between Sleep Quality and Perceived Stress among Undergraduates of a Selected Nonstate Sector Higher Education Institute in Sri Lanka
    (School of Nursing, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Anthony, K; Wijedasa, H; Samarasinghe, C; Gunawardhana, S; Wanigasinghe, H; De Silva, D
    Sleep is a fundamental determinant of health, and good sleep quality is positively linked to overall wellbeing. Stress, as a physiological response, can adversely affect health when experienced at high or prolonged levels. Due to various reasons, undergraduates often have poor sleep quality and a high level of stress. Therefore, it is important to assess the relationship between sleep quality and perceived stress level among undergraduate students in Sri Lanka. This study was conducted to assess the relationship between perceived stress and sleep quality among undergraduates in a selected non-state sector higher educational institute in the country.
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    PublicationOpen Access
    Factors Influencing the Private Cost of Higher Education; the Case of Sri Lanka
    (researchgate.net, 2019-03) Gobinath, S; Tharshan, K; Dheerasekara, W. R. H; Gunawardena, M.M.D de S; Jayakody, S. G; Lokeshwara, A. A
    The research aims to identify and analyze the cost elements that impact the private cost of university education in Sri Lanka. It focused on determining the private cost of the Bachelor’s degree programs and also the cost elements affecting the total private cost and their significance. Twenty one cost categories were identified through a pilot study and analyzed in order to assess their impact on the private cost and their variability based on field of study, gender, programme duration, and the socio-economic group of undergraduates. The population comprised of students enrolled in private higher education institutes offering Bachelor’s degree programs in Sri Lanka. The study was conducted during the 2016/2017 academic year and the sample contained 419 respondents drawn utilizing the purposive and stratified random sampling procedures. The data were analyzed using descriptive statistics, while the hypotheses were tested using the Chi-square test for independent sample statistics at 0.05 level of significance. It was found that majority of cost categories (15) had significantly varied between fields of study undertaken while minority of cost categories (10) varied significantly between students’ gender. The study revealed that the identified factors influenced the private cost of university education in the Sri Lankan context.
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    The Influence on Mobile Learning: Mobile Learning Contents, Higher Education Institutes, and Communication Technology
    (2020 2nd International Conference on Advancements in Computing (ICAC), SLIIT, 2020-12-10) Dolawattha, D.D.M.; Premadasa, S.; Jayaweera, P.M.
    In the present era, mobile learning has secured a better position in modern technology base learning paradigms. It surpasses other conventional learning methods because of ubiquity, mobility, attractive content, facilitated connectivity, and institutional engagements. The main objective of this study is to identify how mobile learning content, higher education institute, and communication technology factors influence learners and teachers when using sustainable mobile learning in higher education. Through the literature review, we developed three separate impact models i.e. mobile learning content, higher education institute, and communication technology with separate impact factors. We used pre and post usage survey questionnaires of 60 teachers and 60 learners to evaluate these models. Primarily, they were asked to fill the pre-usage questionnaire with their initial mobile learning experience. Then, they were allowed to use the modified Moodle mobile app and asked to fill the post-usage questionnaire. The results reveal that the most significant influencing factors are, ease of use in mobile learning content, and facilitating conditions for higher education institutes and communication technology models. Finally, we can conclude that users prefer to have easy to use mobile learning content with better service facilities in higher education institutes and communication technologies.