Thapelo Mokole1, Marcia Mkansi
2
1Department of Computer Science, University of South Africa, Pretoria, South Africa
2Department of Operations Management, University of South Africa, Pretoria, South Africa
This article looks at how the Academic Rating Index (ARI) can be integrated with a variety of academic platforms to improve data collection and increase access to supervisors' academic records and competency. The ARI aims to address challenges faced by postgraduate students in South Africa, such as an increasing student-to-supervisor ratio, insufficient assessment of supervisor effectiveness, and limited digital forums for student participation. The ARI uses cross-platform data collection and powerful search functions to help students locate and interact with distinguished supervisors who share their research interests. Supervisors can assert and amend their profiles using the site, ensuring that the information is accurate and up to date. This study builds on previous research and emphasizes the importance of a central directory for academic supervisory expertise.
Search engine, Postgraduate supervision, Student & Supervisor relationship
Peiwen Su
California Youth Music Competition (CYMC), Los Angeles, USA
This study examines how mobile-video–based learning can enhance confidence and emotional resilience in youth performance education. Drawing on over one hundred student recordings from the California Youth Music Competition (CYMC), the study proposes a multimedia-supported framework integrating mobile video, cloud archiving, and reflective viewing. Three developmental trajectories were identified: Avoidance to Appearance, Compliance to Expression, and Expression to Agency. Mobile video served as a psychological mirror, enabling students to revisit their performances, recognize recovery behaviors, and reinterpret mistakes with greater emotional tolerance. Cloud-based curation further strengthened motivation. In the CYMC 2024 cycle, winning performances were compiled into a Digital Winners’ Portfolio and submitted to international competitions, prompting notable increases in confidence and artistic investment. Findings suggest that accessible multimedia tools, when paired with meaningful external opportunities, create a scalable model that supports self-efficacy, reflective growth, and early artistic identity formation in young performers.
Mobile-video learning; Multimedia-supported pedagogy; Performance-based education; Confidence development; Reflective learning; Youth music performance
