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Global Academy of Multidisciplinary Studies
Published by Goodwood Publishing
ISSN : -     EISSN : 31107052     DOI : https://doi.org/10.35912/gams
Core Subject : Economy, Education, Social,
Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences
Global Academy of Multidisciplinary Studies, published by Goodwood Publishing, is an online, peer-reviewed, open access scholarly journal dedicated to publishing high-quality, critical, and original research across diverse fields of study. The journal serves as a platform for researchers, academics, and practitioners to share innovative ideas, empirical findings, and theoretical advancements that contribute to the development of multidisciplinary knowledge. We welcome a wide range of manuscript types, including original research articles, review articles, book reviews, case studies, and critical discussions. The journal particularly encourages works that integrate multiple disciplines, address complex real-world problems, and offer insights that advance both theoretical frameworks and practical applications. By fostering intellectual exchange across disciplines, Global Academy of Multidisciplinary Studies aims to bridge the gap between theory and practice, stimulate scholarly debate, and support the dissemination of knowledge to a global audience.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Bisnis, Menejemen, dan Akutansi (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 3 (2026): February" : 5 Documents clear
Collaboration and Partnership as Catalysts for Balanced Development in Global Tertiary Education Systems Ogunode, Niyi Jacob; Bahodirovna, Akhmedova Mehrinigor; Sevdiyorovna, Turakulova Mukhayyo
Global Academy of Multidisciplinary Studies Vol. 2 No. 3 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/gams.v2i3.4012

Abstract

Purpose: This paper examines the role of collaboration and partnership in enhancing global tertiary education, focusing on bridging disparities in research capacity, funding, infrastructure, and academic standards across continents. Research Methodology: A qualitative approach was employed, analyzing literature and case studies on international academic cooperation, including joint research initiatives, staff and student mobility, and curriculum harmonization. Results: The study finds that strategic collaboration significantly boosts research productivity, improves quality assurance, fosters innovation, and expands global opportunities. Partnerships in joint research, mobility programs, and capacity-building initiatives help address global challenges, such as climate change and public health crises. Conclusions: The paper concludes that sustained collaboration among tertiary institutions, governments, industries, and international organizations is essential for promoting equity, competitiveness, and global knowledge production in the 21st century. Limitations: The study is limited by the availability of comprehensive data on global partnerships, and further empirical research is needed to assess the impact of specific collaborative efforts. Contributions: This paper highlights the importance of strategic academic partnerships and offers insights into how collaboration can advance global tertiary education, fostering equity, innovation, and knowledge production.
Accreditation and Quality Assurance in Nigerian Tertiary Institutions: Challenges, Processes, and Implications for Educational Development Halilu, Hamidu; Suleiman, Umar; Garba, Yusuf Benedict
Global Academy of Multidisciplinary Studies Vol. 2 No. 3 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/gams.v2i3.4019

Abstract

Purpose: This study examines accreditation and quality assurance in Nigeria's tertiary education system, focusing on the challenges affecting the accreditation process and how they hinder its effectiveness in maintaining academic standards. Research methodology: This study adopts a descriptive and analytical approach, utilizing a review of relevant literature and policy documents to investigate the accreditation process, its challenges, and the impact of these factors on the quality of education in Nigerian universities, polytechnics, and colleges of education. Results: The findings highlight several challenges, including inadequate funding, a shortage of qualified academic staff, poor infrastructure, the politicization of the accreditation process, corruption, weak monitoring, and rapid institutional expansion. These factors significantly hinder the effectiveness of the accreditation process and its ability to ensure academic quality. Conclusions: Although accreditation remains a crucial mechanism for maintaining academic standards, its effectiveness in Nigeria is severely constrained by systemic and institutional factors. These challenges call for urgent policy and administrative reforms, including improved funding, better infrastructure, and stronger monitoring mechanisms, to enhance the accreditation process and ensure that it functions as intended. Limitations: This study primarily focuses on the challenges in the accreditation process within Nigeria’s tertiary education system and may not fully address solutions or offer a comparative perspective with other countries' systems. Contributions: This study contributes to the understanding of the critical role of accreditation in Nigeria’s higher education system and emphasizes the urgent need for reforms to improve the process and overall quality of education in the country.
Applying the Trait-Factor Theory to Promote Entrepreneurial Career Choices: A Framework for Vocational Guidance in Undergraduate Education Abdulganiyu, Saka; Saidu, Haruna; Micheal, Atabor
Global Academy of Multidisciplinary Studies Vol. 2 No. 3 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/gams.v2i3.4037

Abstract

Purpose This paper examines the adaptation of Trait-Factor Theory for entrepreneurial career guidance in undergraduate education, focusing on the alignment of students' personal traits with suitable entrepreneurial paths in a rapidly changing economic landscape. Research Methodology: The study utilizes a qualitative approach, analyzing Trait-Factor Theory’s application through literature review and case studies of institutions integrating entrepreneurial guidance into their curricula. Results: Findings indicate that assessing personality, cognitive, motivational, and behavioral factors help personalize career paths for students. The study highlights the importance of a tailored matching system that aligns students’ traits with entrepreneurial opportunities, boosting their potential for success in entrepreneurship. Conclusions: The study concludes that adapting Trait-Factor Theory to entrepreneurship education enhances individualized support for students, equipping them to navigate the complexities of modern entrepreneurship. It suggests incorporating experiential learning and curriculum integration for effective career guidance. Limitations: Limitations include the qualitative nature of the research, based on selected case studies, which may not fully represent global undergraduate programs. Additionally, the traditional Trait-Factor Theory may need further adjustments to meet the evolving needs of entrepreneurial education. Contributions: This paper contributes by proposing a revised application of Trait-Factor Theory in entrepreneurship education, emphasizing a developmental, inclusive, and context-sensitive approach. It advocates for continuous program evaluation and cross-sector collaboration to better prepare students for entrepreneurship.
The Role of TPACK (Technological Pedagogical Content Knowledge) in Preparing Teachers for the Digital Age Asemota, Ruth; Kingsley, Edinoh; Kyaune, Wakili Hussaina
Global Academy of Multidisciplinary Studies Vol. 2 No. 3 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/gams.v2i3.4105

Abstract

Purpose: This study aims to investigate the role of the Technological Pedagogical Content Knowledge (TPACK) framework in preparing pre-service teachers for effective teaching in digitally mediated classrooms. Research Methodology: This study employed a mixed-methods approach in which quantitative data were collected through a structured questionnaire measuring technology integration self-efficacy among 238 pre-service teachers from three universities in North Central Nigeria, while qualitative data were obtained from reflective journals and focus group discussions to explore participants’ experiences and understanding of technology integration in teaching and learning. Results: The findings show that TPACK-based coursework improves pre-service teachers’ confidence and understanding of integrating technology into teaching, especially through collaborative, reflective, and practical learning experiences. Conclusions: The study concludes that the systematic integration of TPACK within teacher education curricula is essential. Combining technological, pedagogical, and content knowledge can better prepare future teachers to effectively teach in increasingly digital learning environments. Limitations: The study is limited to three universities within one region (North Central Nigeria), which may restrict the generalizability of the findings. In addition, the data rely largely on self-reported measures, which may introduce subjective bias, and the study does not directly assess long-term classroom teaching practices. Contributions: This study provides empirical evidence on the effectiveness of the TPACK framework and emphasizes the importance of integrating technology, pedagogy, and content knowledge to enhance pre-service teachers’ digital competence.
Effects of Manual Communication Method on Listening Proficiency of Students with Hearing Impairment in Special Schools in Lafia Metropolis, Nasarawa State, Nigeria Yakubu, Andrew; Joseph, Terkula
Global Academy of Multidisciplinary Studies Vol. 2 No. 3 (2026): February
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/gams.v2i3.4110

Abstract

Purpose: This study aimed to investigate the effects of manual communication methods on the listening proficiency of students with hearing impairment in special schools in Lafia Metropolis, Nasarawa State, Nigeria. Research Methodology: A quasi-experimental design was used with 57 students with hearing impairment from two schools in Malaysia. The experimental group (n=15) received instruction using the manual communication method, including sign language, finger spelling, gestures, and visual cues, while the control group (n=14) received oral communication instruction emphasizing speech and lip reading. Listening proficiency was measured using a validated 100-mark Listening Proficiency Assessment Tool, with a Cronbach's alpha reliability coefficient of 0.82. Data were analyzed using t-tests and two-way analyses of variance. Results: The experimental group significantly outperformed the control group in post-test scores (M = 72.40, SD = 8.30) vs. (M = 58.20, SD = 7.90), with a large effect size (Cohen's d = 1.76). Age of hearing loss onset and parental communication mode influenced the effectiveness of communication methods. Conclusions: Manual communication significantly enhances listening proficiency among students with hearing impairment and should be prioritized in special schools. Teacher training programs should integrate comprehensive manual communication instructions. Limitations: The study's limitations include a small sample size and focus on a single geographic area. Contributions: This study highlights the effectiveness of manual communication in improving listening proficiency among students with hearing impairment and emphasizes the need for targeted teacher training.

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