No abstract

This dataset was collected from a total of 1,977 university lecturers across 24 African countries, that were purposively targeted due to their level of exposure to scholarly publications. The dataset was collected through an online survey that was sent to respondents through email, WhatsApp, and the Association of African Universities Telegram group. The questionnaire was designed by the researchers and validated by five experts for face and content validity. The demographic information of the data was analysed and the softcopy of the data uploaded to the Mendeley database for easy retrieval after deidentification (see Data Availability statement). The associated questionnaire can be found in the extended data. In Africa, this appears to be the broadest dataset associated with academics’ perception of utilizing digital platforms for research sharing. This implies that scholars can use this dataset to quantitatively analyse the extent to which different digital tools are being utilized for research communication. Considering the current restrictions on in-person social gatherings due to COVID-19, researchers working on related studies may readily utilize this set of data, saving time and cost. A comprehensive but non-exhaustive number of 20 digital tools were assessed based on academics' awareness and current engagement with them, and the challenges they have faced using them. This offers a wide range of areas for studies to be anchored. Furthermore, researchers interested in specific digital tools can also evaluate the extent to which academic staff in African universities are aware of and willing to utilize them for research dissemination. This data will enable scholars and researchers in Africa and beyond to understand the extent to which academics in varsities are willing to adopt digital repositories for research sharing in the context of Africa.

BACKGROUND: Graduates’ job performance has become a matter that needs urgent attention. This is because many stakeholders are increasingly becoming interested in understanding the extent schools are able to produce output that meets the yearnings of society. Along these lines, we examined the contributions of alcohol intake to the job performance of higher education graduates while treating mental stress and psychotic experiences as mediators in the nexus. MATERIALS AND METHODS: The study's population comprised all the graduates of higher education institutions in Nigeria between 2015 and 2020. Data were collected from a virtual cross-section of 3,862 graduates who self-reported to have taken alcohol in the past. These participants responded to an electronic questionnaire that was mailed to them. The scale content validity for clarity and relevance were 0.90 and 0.88, respectively, while the Cronbach alpha reliability estimate of the instrument is 0.86. RESULTS: Amongst many others, key findings indicate that alcohol intake, mental stress and psychotic experiences jointly made a significant negative contribution to the overall job performance of graduates ( R 2 = 0.256, 95% confidence interval (CI) [0.23, 0.28], P = 0.00). Mental stress ( B = −0.09, β = −0.14, z = −4.45, 95%CI [−0.24, −0.05], P = 0.00) and psychotic experiences ( B = −0.26, β = −0.43, z = −8.07, 95%CI [−0.68, −0.16], P = 0.01) have significant negative contributions to graduates’ job performance, respectively. Alcohol intake and mental stress jointly predict the psychotic experiences of graduates ( B = −0.26, β = −0.43, z = −8.07, 95%CI [−0.68, −0.16], P = 0.01). Alcohol intake has a positive contribution to the mental stress of graduates ( R 2 = 0.797, 95%CI [0.77, 0.825], P = 0.01). Mental stress and psychotic experiences jointly mediated the relationship between alcohol intake and graduates’ job performance. CONCLUSION: It was concluded that high intake of alcohol and high levels of mental stress and psychotic experiences significantly reduce graduates’ job performance generally and in specific aspects. Alcohol intake can increase graduates’ job performance to a small extent depending on the amount consumed.

This dataset was collected from a total of 1,977 university lecturers across 24 African countries, that were purposively targeted due to their level of exposure to scholarly publications. The dataset was collected through an online survey that was sent to respondents through email, WhatsApp, and the Association of African Universities Telegram group. The questionnaire was designed by the researchers and validated by five experts for face and content validity. The demographic information of the data was analysed and the softcopy of the data uploaded to the Mendeley database for easy retrieval after deidentification (see Data Availability statement). The associated questionnaire can be found in the extended data. In Africa, this appears to be the broadest dataset associated with academics’ perception of utilizing digital platforms for research sharing. This implies that scholars can use this dataset to quantitatively analyse the extent to which different digital tools are being utilized for research communication. Considering the current restrictions on in-person social gatherings due to COVID-19, researchers working on related studies may readily utilize this set of data, saving time and cost. A comprehensive but non-exhaustive number of 20 digital tools were assessed based on academics' awareness and current engagement with them, and the challenges they have faced using them. This offers a wide range of areas for studies to be anchored. Furthermore, researchers interested in specific digital tools can also evaluate the extent to which academic staff in African universities are aware of and willing to utilize them for research dissemination. This data will enable scholars and researchers in Africa and beyond to understand the extent to which academics in varsities are willing to adopt digital repositories for research sharing in the context of Africa.

This dataset was collected from a total of 1,977 university lecturers across 24 African countries, that were purposively targeted due to their level of exposure to scholarly publications. The dataset was collected through an online survey that was sent to respondents through email, WhatsApp, and the Association of African Universities Telegram group. The questionnaire was designed by the researchers and validated by five experts for face and content validity. The demographic information of the data was analysed and the softcopy of the data uploaded to the Mendeley database for easy retrieval after deidentification (see Data Availability statement). The associated questionnaire can be found in the extended data. In Africa, this appears to be the broadest dataset associated with academics’ perception of utilizing digital platforms for research sharing. This implies that scholars can use this dataset to quantitatively analyse the extent to which different internet-based platforms are being utilized for research communication. Considering the current restrictions on in-person social gatherings due to COVID-19, researchers working on related studies may readily utilize this set of data, saving time and cost. A comprehensive but non-exhaustive number of 20 online platforms were assessed based on academics' awareness and current engagement with them, and the challenges they have faced using them. This offers a wide range of areas for studies to be anchored. Furthermore, researchers interested in specific online platforms can also evaluate the extent to which academic staff in African universities are aware of and willing to utilize them for research dissemination. This data will enable scholars and researchers in Africa and beyond to understand the extent to which academics in varsities are willing to adopt digital repositories for research sharing in the context of Africa.