Jul 2026· Journal of Advanced Studies in Aviation, Aerospace, and Management· Vol 1, pp. 238-243· 0 citations
Abstract
Effective time management is an essential competency for aviation students who must balance rigorous academic requirements with intensive flight training schedules. This study examined the impact of time management on the academic and flight training performance of Bachelor of Science in Aviation Technology students at Indiana Aerospace University during the Academic Year 2025–2026. Specifically, the study assessed students' time management practices, academic performance, and flight training performance, identified the major challenges encountered, and developed an action plan to enhance student success. A mixed-method convergent research design was employed, integrating quantitative and qualitative data to provide a comprehensive understanding of the phenomenon. The study involved 100 second-, third-, and fourth-year aviation students selected through convenience and purposive sampling. Data were collected using a validated researcher-developed questionnaire and semi-structured interviews. Quantitative data were analyzed using frequency, percentage, weighted mean, and rank, while qualitative responses were subjected to thematic analysis. The findings revealed that respondents strongly agreed that effective time management positively influences both academic and flight training performance. Students acknowledged that planning, prioritization, and structured scheduling enabled them to manage the demanding requirements of aviation education more efficiently. However, the most frequently reported challenges included procrastination, inadequate academic preparation, difficulty managing assignments and projects, limited time for balancing study and flight practice, and challenges in prioritizing academic and flight training responsibilities. Based on these findings, the study proposed an action plan emphasizing structured scheduling, time-blocking techniques, mentoring programs, academic support, productivity strategies, and self-regulated learning practices. The study concludes that effective time management is a critical determinant of academic achievement, flight training success, and professional readiness, highlighting the need for institutional interventions that cultivate disciplined, organized, and competent future aviation professionals.
This study examined the perceived effectiveness of pre-flight simulation training in developing the competencies of student pilots at Indiana Aerospace University, particularly in relation to flight readiness, knowledge of aircraft systems and procedures, decision-making, reaction time, situational awareness, multitasking, maneuver proficiency, safety, error reduction, and preparation for actual flight conditions. The study was informed by experiential learning, cognitive load, behavioral learning, situated learning, schema, deliberate practice, and transfer-of-learning perspectives that explain how simulation, repetition, feedback, and realistic practice may support competency development. A quantitative descriptive survey design was employed using a survey questionnaire administered to 110 randomly selected senior high school and college Aviation Technology Major in Flying students. Data were analyzed using frequency, percentage, and weighted mean. Results showed consistently high perceived effectiveness of pre-flight simulation training across the assessed competencies. Flight readiness and willingness to recommend simulation training obtained the highest weighted means of 4.88, followed by its perceived contribution to aviation safety at 4.79 and instructor guidance at 4.76. Availability of sufficient simulator practice time received the lowest, although still high, weighted mean of 4.42, indicating a potential area for institutional attention. Overall, respondents perceived simulation training as beneficial for strengthening knowledge, technical competencies, emergency preparedness, confidence, safety awareness, and readiness for real-world flight conditions. The study recommends further integration of structured simulation activities, instructor guidance, feedback, updated training technologies, and continuing simulation exposure in aviation education, while future research should examine long-term skill retention and objectively measured flight performance. The study primarily supports SDG 4—Quality Education and SDG 9—Industry, Innovation and Infrastructure, with a secondary connection to SDG 8—Decent Work and Economic Growth. Its sustainability impact lies in strengthening educational, technological, institutional, safety, and workforce development practices within aviation training.
Jason D. Baguio· International Journal of Sus...· 0 citations
The aviation sector is currently facing a growing shortage of aircraft maintenance engineers, further complicated by outdated training and assessment regulations focusing on theory and time requirements rather than competencies. In response, the industry is moving towards Competency-Based Training and Assessment, which introduces a significant shift by including transversal competencies that hold strong attitudinal elements requiring assessment through direct observation of performance. This study seeks to identify the critical success factors for training and assessing these transversal competencies within aircraft maintenance vocational education and training, leveraging principles of programmatic assessment.
A five-month action research study was conducted involving 21 students and three instructors, utilizing a previously developed training and assessment programme validated by industry stakeholders. The findings demonstrate that a programmatic assessment approach, integrating peer, self, and instructor assessments within individual assessment portfolios, is perceived as effective to develop and evaluate competence. Students report enhanced reflection, self-awareness, and competency performance. Key factors for success included the adoption of a coaching approach, the use of simulation and role-play, and the implementation of iterative assessments with formative feedback in supportive environments. Additionally, instructors benefited from applying the ORCA (Observe, Record, Classify, Assess) method and undertaking further training in holistic group assessment.
L. Kes, Marcus M. Specht, David A. Abbink et al.· SEFI Journal of Engineering...· 0 citations
This study aimed to examine the impact of student-centered management (SCM) practices in universities on educational effectiveness and students’ academic performance. This research employed a sequential exploratory mixed-method design consisting of a qualitative phase followed by a quantitative validation phase. In the first phase, a systematic literature review was conducted to identify the key dimensions of student-centered management, and data collection continued until theoretical saturation was achieved. The qualitative data were analyzed through thematic analysis using NVivo 14 software, producing six core dimensions: active learning practices, advising and mentorship, participatory decision-making, feedback timeliness, support services integration, and flexible assessment. In the second phase, a structured questionnaire derived from the qualitative findings was administered to 200 university students in Tehran, Iran, selected through simple random sampling. Data were analyzed using SPSS version 26, employing descriptive statistics, Pearson correlations, and multiple regression analyses to assess the predictive relationships between SCM dimensions, educational effectiveness, and academic performance. Inferential results indicated that SCM significantly predicts both educational effectiveness (R² = 0.52, p < .001) and academic performance (R² = 0.45, p < .001). Among SCM dimensions, active learning practices (β = 0.31, p < .001), advising and mentorship (β = 0.21, p = .002), and feedback timeliness (β = 0.17, p = .010) were the strongest predictors of educational effectiveness. Furthermore, educational effectiveness mediated the relationship between SCM and academic performance, suggesting that the management approach enhances achievement primarily through improved teaching quality and engagement. Student-centered management substantially enhances the quality of education and academic performance by fostering active learning, effective mentorship, and timely feedback. Integrating participatory governance and adaptive management strategies can strengthen institutional effectiveness and student outcomes in higher education settings.
Alireza Farhang Esfahani· Assessment and Practice in E...· 0 citations
Aviation vocational education institutions must continuously adjust their programs, partnerships, and service portfolios to technological change and evolving industry competence requirements. This study analyzes the strategic development options of Politeknik Penerbangan Surabaya using the Ansoff Matrix. A qualitative case-study design was employed. Data were obtained through semi-structured interviews with purposively selected internal and external stakeholders, direct observation of academic and training activities, and analysis of institutional strategic plans, performance reports, accreditation records, and cooperation documents. The data were analyzed through thematic coding and subsequently mapped to the four Ansoff strategies: market penetration, market development, product development, and diversification. Triangulation and member checking were used to enhance credibility. The findings indicate that product development and market development offer the strongest medium-term combination of feasibility and strategic impact. Priority initiatives include upgrading selected study programs, developing short courses in unmanned aircraft systems, airport operations, rescue and firefighting, and aviation cybersecurity, modernizing laboratories and simulators, and expanding cooperation with aviation organizations in Southeast Asia and the Middle East. Diversification through applied research centers, a digital academy, startup incubation, and professional consulting offers long-term value but requires stronger governance, specialist staff, and sustainable financing. The study is novel in adapting the product-market logic of the Ansoff Matrix to an aviation vocational education context and in proposing a staged institutional growth portfolio. Practically, the findings provide institutional leaders with a risk-sensitive roadmap for strengthening graduate relevance, international reach, innovation capacity, and institutional competitiveness.
M. K. Shandy, Nur Ismanidar, Fiel Salvador Rangel Da Cunha Braz· Jurnal Penelitian· 0 citations
This study developed and evaluated an integrated teaching model for Computer Control Technology within the framework of New Engineering Education. A descriptive comparison was conducted between two consecutive cohorts of third-year mechatronic engineering students at Tianjin University of Technology during the first semesters of the 2024–2025 and 2025–2026 academic years. Each cohort comprised 72 students and was taught by the same instructor under consistent course hours, assessment weights, examination difficulty, and marking standards. The course was reorganised into basic, advanced, and integrated modules, with outcome-based objectives aligned with project- and case-based learning, virtual simulation, embedded implementation, physical verification, debugging, and engineering communication. Learning-outcome attainment, course-performance indicators, and student-satisfaction ratings were compared descriptively. Mean learning-outcome attainment increased from 0.70 to 0.86, while the overall course score increased from 77.7 to 89.3. The excellent rate rose from 12.5% to 27.8%, and the pass rate increased from 87.5% to 97.2%. Mean student satisfaction increased from 3.61 to 4.39, with the largest relative gain observed for virtual simulation support. The findings indicate that the integrated model was accompanied by improved attainment, performance, and satisfaction across the two cohorts. However, because the evaluation involved successive cohorts from one course and did not include individual-level statistical testing, the results should be interpreted as course-specific descriptive evidence.
Hongbiao Xiang, Yijiao Zhao· Asian Journal of Education a...· 0 citations
Fatigue is a critical human-factors hazard in flight training because it can impair attention, procedural memory, communication, and aircraft control. This study examined the dominant causes of fatigue among cadet pilots at the Indonesian Aviation Academy Banyuwangi, the strategies used to manage it, and the institutional implications for flight training safety. A descriptive qualitative case-study design was supported by an exploratory questionnaire, direct observation of training schedules, semi-structured interviews, and a literature review. Thirty-one cadets in the CPL-IR phase with more than 50 flight hours completed a seven-item questionnaire, and four cadets representing the participating cohorts completed interviews guided by 15 questions. Questionnaire data were summarized using frequencies, while interview and observation data were analyzed through data condensation, thematic display, and conclusion verification. Twenty-nine of 31 cadets reported experiencing fatigue. The most frequently reported contributors were insufficient sleep (13 responses), high physical workload (10), and insufficient nutrition (8). Concentration and procedural disruption were the most common consequences (18 responses). Interviews further showed that compressed schedules, consecutive flight, simulator, academic, hangar, and dormitory duties created cumulative fatigue, while institutional responses to fatigue reporting were inconsistent. The study is novel in framing cadet fatigue as an interaction between individual recovery practices and institutional scheduling conditions. It recommends an academy-level Fatigue Risk Management System incorporating non-punitive reporting, schedule-risk assessment, pre-flight fitness checks, protected rest, and nutrition and hydration support.
Agung Wahyu Wicaksono, Deodatus Januarius Odi Wayam, Safitri Era Globalisasi· Jurnal Penelitian· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
