Exploring Faculty Developers' Experiences to Inform Our Understanding of Competence in Faculty Development.

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Baker, Lindsay; Leslie, Karen; Panisko, Danny; Walsh, Allyn; Wong, Anne; Stubbs, Barbara; Mylopoulos, Maria

2018-02-01

Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer's ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.

The transformation of science and mathematics content knowledge into teaching content by university faculty

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Flynn, Natalie P.

This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

Quality of Faculty Life and Lifelong Learning Tendencies of University Students

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Beytekin, Osman Ferda; Kadi, Aysegül

2014-01-01

The purpose of this study is to examine the university students' opinions about quality of faculty life and their lifelong learning tendencies. Research was conducted with 375 university students. According to the findings: the quality of faculty life of students differ according to gender. Male students have lower quality of faculty life than…

Integration of Educational and Research Activities of Medical Students (Experience of the Medical Faculty of Saint Petersburg State University).

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Balakhonov, Aleksei V; Churilov, Leonid P; Erman, Mikhail V; Shishkin, Aleksandr N; Slepykh, Lyudmila A; Stroev, Yuri I; Utekhin, Vladimir J; Basantsova, Natalia Y

2017-12-01

The article is devoted to the role of research activity of the medical students in higher education of physicians. The teaching of physicians in classical universities and specialized medical schools is compared. The history of physicians' training in Russia in imperial, Soviet and post-Soviet periods is reviewed and compared to development of higher medical education in other countries. Article gives the the description of all failed attempts to establish a Medical Faculty within oldest classical university of Russia, crowned by history of last and successful attempt of its establishment. Authors' experience of adjoining education and research in curriculum and extra-curricular life of this Medical Faculty is discussed. The problems of specialization and fundamentalization of medical education are subjected to analysis. Clinical reasoning and reasoning of scholar-experimentalist are compared. The article reviews the role of term and course papers and significance of self-studies and graduation thesis in education of a physician. The paper gives original definition of interactive learning, and discusses the methods and pathways of intermingling the fundamental science and clinical medicine in medical teaching for achievement of admixed competencies of medical doctor and biomedical researcher.

Professional Immigrant Women's Experiences of Managing Work and Family Conflicts: The Case of Chinese and Taiwanese Faculty in Research Intensive Universities

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Li, Yun Ling

2017-01-01

This study investigates first-generation Chinese and Taiwanese immigrant women faculty's workplace experiences and their strategies for managing work and family demands. By looking at how immigration, ethnicity, gender, and work processes shape these women's ideology and practices, this study addresses the following questions: How do married Chinese and Taiwanese immigrant women in research-intensive universities handle work and family conflicts? How do they negotiate their gender-role expect...

Impacts of a Faculty Abroad Experience on Teaching Style and Technology Use in a College of Agriculture and Life Sciences

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Sandlin, M'Randa R.; Murphrey, Theresa Pesl; Lindner, James R.; Dooley, Kim E.

2013-01-01

Faculty abroad programs are becoming a popular method to provide faculty in colleges of agriculture with international experiences so they may internationalize their curricula. These programs also serve to provide experiential faculty development opportunities. Eight faculty members from Texas A&M University participated in a faculty abroad…

A University Libraries Faculty Perspective on the Role of the Department Head in Faculty Performance: A Grounded Theory Approach. Revised.

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Boden, Dana W. R.

This qualitative study examined the perceptions that university library faculty members hold regarding the role of the department head in promoting faculty growth and development. Four faculty members at the University of Nebraska-Lincoln were interviewed. Axial coding of the individuals' perceptions revealed six categories of perceived roles for…

Navigating Distance and Traditional Higher Education: Online faculty experiences

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Alice G. Yick

2005-07-01

Full Text Available The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal status. Consequently, the goal of this qualitative study was to explore faculty members’ experiences in a distance education, online university while simultaneously navigating within a traditional environment of higher education. A total of 28 faculty members participated in a threaded, asynchronous discussion board that resembled a focus group. Participants discussed perceptions about online teaching, working in an institution without a traditional tenure system, and the role of research in distance education. Findings indicated that online teaching is still regarded as less credible; however, participants also noted how this perception is gradually changing. Several benchmarks of legitimacy were identified for online universities to adopt in order to be viewed as credible. The issue of tenure still remains highly debated, although some faculty felt that tenure will be less crucial in the future. Finally, recommendations regarding attitudinal shifts within academic circles are described with particular attention to professional practice, program development, and policy decision-making in academia.

Teaching Styles and Occupational Stress among Chinese University Faculty Members

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Zhang, Li-fang

2007-01-01

The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People's Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four…

Faculty of Journalism in Al-Farabi Kazakh National University

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Kurmanbaeva, A.; Alim, A.; Nogaibayeva, Zh.

2015-01-01

The article introduces the faculty of Journalism in Al-Farabi Kazakh National University. It describes the benefits of studying in the faculty of journalism, some opinions of students and stuff. The best qualities and advantages, studying habit, foreign exchange programs were also added.

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus.

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Zimmerman, Carla A; Carter-Sowell, Adrienne R; Xu, Xiaohong

2016-01-01

Research on the retention of women in academia has focused on challenges, including a "chilly climate," devaluation, and incivility. The unique consequences of workplace ostracism - being ignored and excluded by others in an organizational setting - require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee's specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia.

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus

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Carla A. Zimmerman

2016-05-01

Full Text Available Research on the retention of women in academia has focused on challenges, including a chilly climate, devaluation, and incivility. The unique consequences of workplace ostracism – being ignored and excluded by others in an organizational setting – require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1 and perceived information sharing (Study 2 among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia.

Examining Workplace Ostracism Experiences in Academia: Understanding How Differences in the Faculty Ranks Influence Inclusive Climates on Campus

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Zimmerman, Carla A.; Carter-Sowell, Adrienne R.; Xu, Xiaohong

2016-01-01

Research on the retention of women in academia has focused on challenges, including a “chilly climate,” devaluation, and incivility. The unique consequences of workplace ostracism – being ignored and excluded by others in an organizational setting – require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia. PMID:27303322

New Program for New Faculty Mentoring at California State University, Chico

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Teasdale, R.; McCarthy, K.; Phillips, C.; Silliman, K.; Fosen, C.; Thomas, M.

2015-12-01

CSU, Chico is a comprehensive university with high expectations for both teaching (4 courses per semester) and scholarly work. In an attempt to introduce faculty to their new positions, a two-day New Faculty Orientation has been offered for the last two decades. In AY 2014-15, in an attempt to improve the first year experience for new faculty, the Office of Faculty Affairs established and assessed a New Faculty Mentoring program. Eight college-based mentors were selected based on recommendations by College Deans who suggested successful teachers and scholars who could provide the social and leadership skills to effectively guide others. Based on a needs-assessment survey new faculty completed during orientation, mentors met with their new faculty cohort at least monthly to discuss campus resources, host workshops and provide other support in areas of time management, work-life balance, teaching pedagogies, discipline-specific internal and external funding resources, student support resources, and the preparation of Review/Retention documents. Mentors were paid a small stipend for their work and met twice each semester to discuss readings on mentoring best practices, their mentoring activities with new faculty and to compare the needs of their mentees. Survey results from 28 of 37 new faculty respondents indicate they valued Review/Retention workshops, mentor reviews of teaching and the opportunity to visit mentor classrooms for examples of good teaching practices. Social events helped establish cohorts, although some mentees indicated that some cohorts were too large. An unforeseen outcome was recognition that mid-year hires need to also be included in new faculty cohort groups. Moving forward, mentors will continue to work with their original mentees for a 2nd year. A new group of mentors will be identified for faculty starting in fall 2015 who will work with smaller first-year faculty cohorts and will coordinate with the first generation mentors for peer support.

A Model for Mentoring University Faculty

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Lumpkin, Angela

2011-01-01

Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and proteges, mentor training, mentor-protege relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental,…

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators.

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Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

2017-08-08

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one's personal and professional lives, concern for one's safety, and the impact of authorities' (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

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Cassidy, Wanda; Jackson, Margaret

2017-01-01

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture. PMID:28786941

The lived experience of part-time baccalaureate nursing faculty.

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Gazza, Elizabeth A; Shellenbarger, Teresa

2010-01-01

Hiring part-time nursing faculty may impact students, faculty careers, and the institution. Yet, little has been studied, particularly in nursing, regarding the experiences of these faculty. This hermeneutic phenomenological study seeks to understand the lived experience of being a part-time faculty member in a baccalaureate nursing program. Through purposive and snowball sampling, nine nursing faculty in part-time positions in northeastern baccalaureate nursing programs participated in in-depth personal interviews. Four themes were uncovered during data analysis, including achieving the dream, a group divided, for the love of the students, and jump in and figure it out. Results of the study seem to indicate that the experience of being a part-time faculty differs in several ways from being a full-time faculty. Understanding part-time faculty experiences provides insight into faculty needs, issues, and concerns while facilitating the development of research-based recruitment and retention strategies. Recommendations for those involved in nursing education, including nursing faculty and administrators, are provided. Copyright © 2010 Elsevier Inc. All rights reserved.

Research Productivity of Teaching Faculty Members in Nigerian Federal Universities: An Investigative Study

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Olatokunbo Christopher Okiki

2013-12-01

Full Text Available This study assessed the level of research productivity of teaching faculty members in Nigerian federal universities. The findings of the study show that the research productivity of the teaching faculty members in Nigerian federal universities is high in journal publications, technical reports, conference papers, working papers, and occasional papers. The research productivity is higher in Northeast (M=22.53; SD=25.73, and Southwest (M=21.74; SD=87.28, and North Central (M=20.69; SD=31.24 Nigeria. Also, the mean score of information resources availability (M=2.41; SD=0.90 indicates that information resources are readily available to teaching faculty members in Nigerian federal universities. The barriers to research productivity by teaching faculty members in the universities include low Internet bandwidth (M=3.793; SD=1.162 and financial constraint (M=3.543; SD=1.257. Besides, the study has shown the strengths and weaknesses of the teaching faculty members in Nigerian universities in terms of their research output.

Human Resources Management in Educational Faculties of State Universities in Turkey

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Öztürk, Sevim

2016-01-01

This study aims to evaluate the human resources management in the faculties of education of state universities in Turkey within the context of Human Resources Management Principles. The study population consisted of 40 academic members in the faculties of education of 20 different state universities and 10 academic unit administrators at different…

PROGNOSTICATORS OF JOB SATISFACTION FOR FACULTY IN UNIVERSITIES

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Jawwad AHMAD

2012-01-01

Full Text Available This study examines job satisfaction of teaching faculty working in universities at Pakistan. The study investigates job satisfaction in perspective of gender; organizational commitment; intrinsic and extrinsic rewards; organizational fairness; quality of coworkers’ integration; organizational fairness; and diversity. Data was collected from 203 respondents of 8 public and private sector teaching faculty members. Chi-Square Test, correlation and Ordinary least squares (OLS regression are used to test hypotheses. It is found that there is no significant difference between job satisfaction levels in context of gender; however, extrinsic rewards are primary motivators for job satisfaction of teaching faculty.

Assessment of Job Satisfaction among Faculty Members and Its Relationship with Some Variables in Najran University

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Al-Smadi, Marwan Saleh; Qblan, Yahya Mohammed

2015-01-01

It is vital that colleges and universities monitor the satisfaction levels of their employees to secure high levels of their performance. The current study aimed to identify the impact of some variables (gender, Teaching experience and college type) on assessing the level of job satisfaction among faculty of Najran University. A survey was…

Leadership Succession Management in a University Health Faculty

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McMurray, Anne M.; Henly, Debra; Chaboyer, Wendy; Clapton, Jayne; Lizzio, Alf; Teml, Martin

2012-01-01

We report on a succession planning pilot project in an Australian university health faculty. The programme aimed to enhance organisational stability and develop leadership capacity in middle level academics. Six monthly sessions addressed university and general leadership topics, communication, decision-making, working with change, self-management…

Teaching Business Classes Abroad: How International Experience Benefits Faculty, Students, and Institutions

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Miglietti, Cynthia

2015-01-01

International educational experiences can provide benefits for faculty members as well as higher education institutions and their students. The opportunity to lecture and conduct research with colleagues at universities in other countries can foster the globalization or internationalization of academic teaching, the advancement of knowledge, and…

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

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Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

2017-01-01

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impact...

Key Strategies for Building Research Capacity of University Faculty Members.

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Huenneke, Laura F; Stearns, Diane M; Martinez, Jesse D; Laurila, Kelly

2017-12-01

Universities are under pressure to increase external research funding, and some federal agencies offer programs to expand research capacity in certain kinds of institutions. However, conflicts within faculty roles and other aspects of university operations influence the effectiveness of particular strategies for increasing research activity. We review conventional approaches to increasing research, focusing on outcomes for individual faculty members and use one federally-funded effort to build cancer-related research capacity at a public university as an example to explore the impact of various strategies on research outcomes. We close with hypotheses that should be tested in future formal studies.

Can Increasing Faculty Professionalism Raise Instructional Quality at a Chinese University?

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Lindgren, Jeffrey D.

2013-01-01

The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese university. In this study, increasing faculty professionalism refers to increases in regards to six areas of faculty work: academic freedom, work balance, governance, reward systems, salary, and…

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

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Murray, Christopher; Lombardi, Allison; Wren, Carol T.; Keys, Christopher

2009-01-01

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who…

Educational needs of faculty members of Shahid Sadoughi University of Medical Sciences in 2011

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S. S Mazloomy Mahmoodabad

2012-11-01

Full Text Available Introduction: Identifying educational needs is an essential step in planning faculty development programs. It plays an important role in promoting the quality of education. The aim of this study was to determine and prioritize the educational needs of clinical and non clinical faculty members of Faculty of Medicne of Shahid Sadoughi University of Medical Sciences. Methods: A questionnaire was developed for this cross-sectional study using the indices identified by reviewing the literature. The questionnaire was sent to all faculty members of Medical Faculty (n=260. The items were scored from 1 to 20 according to the importance of the educational needs. Data was analyzed by SPSS software. Results: Different areas of educational needs of the clinical faculty members were respectively prioritized as: familiarity with National Medical Universities Ranking Schemeresearch, personal development, administrative and executive activities, education, specialized activities outside the university and health services and health promotion. In the non clinical faculty members: research, familiarity with National Medical Universities Ranking Schemeeducation, personal development, specialized activities outside the university, administrative and executive activities. The first priority of education in the clinical faculty members was design, implementation and analysis of oral exams. In research domain priorities were data analysis skills and the first priority of education in the non clinical faculty members was how to foster critical thinking and reasoning in research and critical appraisal skills. Conclusion: Faculty members need all of the seven studiedmajor areas. It is recommended further research to determine the weight of these seven areas using a standard method.

Job Satisfaction Analysis of Faculty Members in Public Sector Engineering Universities: An Empirical Investigation

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AMEER ALI SHAHANI

2017-07-01

Full Text Available Most of the researchers have conducted study on the job satisfaction of the faculty members in Non? Engineering Universities only few have paid their attention in the Public Sector Engineering Universities. This study is the first attempt towards the research on faculty members? job satisfaction in public sector engineering universities of Sindh, Pakistan. The focus of this research is to assess the faculty members?job satisfaction on the perspectives of different factors i.e. compensation, research and technology, management style, recognition, working environment, in-service teaching training. The data was collected and analyzed using SPSS version 17.0 on five point likert scale. Regression, Correlation and ANOVAs (Analysis of Variance tests were conducted. Results showed that faculty members of the public sector engineering universities have lower job satisfaction. The finding suggested that, the study is useful for the management of universities in order to rectify the areas of dissatisfaction and to tackle the issues related to the faculty members regarding their job satisfaction.

University Faculty and Work-Related Well-Being: The Importance of the Triple Work Profile

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Vera, Maria; Salanova, Marisa; Martin, Beatriz

2010-01-01

Introduction: The main aim of this study is to test whether different university faculty work profiles (i.e., teaching, research and management) relate with the experience of well-being at work (i.e., burnout, work engagement and intrinsic satisfaction). Method: Hypotheses were tested through a K-means cluster, ANOVA, and confirmatory factor…

Faculty's Academic Intellectual Leadership: Predictive Relations with Several Organizational Characteristics of Universities

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Barış USLU

2015-09-01

Full Text Available The purpose of this research is to examine the predictive relations between faculty's academic intellectual leadership, and communication, climate and managerial flexibility regarding scholarly practices in universities. For this purpose, the research was designed in correlational research pattern, and, to collect data, an online questionnaire composed of Organizational Communication, Organizational Climate, Managerial Flexibility Regarding Scholarly Practices and Academic Intellectual Leadership scales was sent via e-mail to faculty who work in different disciplines in Turkish public universities. The questionnaires responded to by 504 faculties were included in the data analysis, and then descriptive, correlation and regression analyses were performed. According to the findings, Managerial Flexibility Regarding Service Practices is a significant predictor for all dimensions of academic intellectual leadership; Managerial Flexibility Regarding Teaching Practices for only the Guardian dimension; Supported Structurally, a dimension of the organizational climate, for Ambassador and Acquistor dimensions. This result shows that faculty's perceptions about climate in universities and the managerial support for scholarly duties strongly affect their academic intellectual leadership. Therefore, to enhance faculty's academic intellectual leadership behaviors, university managers can initiate different mechanisms such as learning-teaching centers, media advisory units and sporting-social event bureaus besides research-based facilities. University managers should also generate a more positive work environment by encouraging academics to follow their scholarly interests and recognizing academics' various achievements with material and moral rewards within the institution.

Faculty Perceptions of Multicultural Teaching in a Large Urban University

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Bigatti, Sylvia M.; Gibau, Gina Sanchez; Boys, Stephanie; Grove, Kathy; Ashburn-Nardo, Leslie; Khaja, Khadiji; Springer, Jennifer Thorington

2012-01-01

As college graduates face an increasingly globalized world, it is imperative to consider issues of multicultural instruction in higher education. This study presents qualitative and quantitative findings from a survey of faculty at a large, urban, midwestern university regarding perceptions of multicultural teaching. Faculty were asked how they…

Information Seeking Behaviour of Faculty Members of Rajabhat Universities in Bangkok

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Neela J. Deshpande

2005-12-01

Full Text Available This article reports the results of a study of the information seeking behaviour of faculty members of Rajabhat Universities in Bangkok, Thailand. Data were collected by using a questionnaire from seven faculties in Rajabhat Universities. Results show that most of respondents (forty one percent stated their method of seeking information by consulting a knowledgeable person in the field. Two hundred and thirteen respondents (82 percent seek information for preparing lectures. Fifty-four percent of faculty members access more documents was references from a book. It is revealed that most of the faculty members (57 percent used textbooks. Seventy four percent of respondents read information materials in Thai and twenty four percent read materials in English. The Internet had been almost universally adopted; they trace materials from the library via the Internet. Google.com was used for searching information by respondents. They use frequently e-mail for communication. It is found that 42 percent of respondents use the ERIC (Education Resources Information Centre database. The majority of respondents faced the common problem while seeking information i.e. unavailability of information.

Is faculty practice valuable? The experience of Western Australian nursing and midwifery academics undertaking faculty clinical practice - A discussion paper.

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Fowler, Amanda C; Baker, Melanie; Geraghty, Sadie

2017-09-01

The faculty clinical practice model provides dedicated time for nursing lecturers and educators in a university school of nursing to work with supervision in the clinical environments for an agreed amount of time each year. Allowing academics to partake in faculty clinical practice this way has been shown to update skills and retain clinical competency. Some nursing and midwifery academics believe it is essential to remain clinically current and up-to-date with professional issues in the clinical environments, whereas other academics believe reading current research maintains clinical competency. This discussion paper will explore the authors' own experiences of faculty clinical practice as an opportunity to enhance their learning. Narrative accounts of time spent in the clinical areas being expressed as invaluable as it allowed the authors to become part of the health professional team, refine clinical skills, gain clinical confidence, and share knowledge. This, in turn, impacted upon the academic's teaching style as well as redefined it by introducing incidents and stories from their experience. It has been concluded by the authors that faculty clinical practice allows academics to increase confidence, encourage leadership skills, and improve their teaching abilities in their clinical area of expertise. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Effects of Demographic, Internal and External University Environment Factors on Faculty Job Satisfaction in Vietnam

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Duong, Minh-Quang

2016-01-01

University faculty members with higher job satisfaction are more productive, creative and positive attitude towards their job. Even less is known about university faculty job satisfaction in developing countries like Vietnam. This study examines the effects of demographic, internal and external university environment factors on faculty job…

Exploring Women Faculty's Experiences and Perceptions in Higher Education: The Effects of Feminism?

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Midkiff, Brooke

2015-01-01

This study analyses women faculty's discourse about feminism, themselves, and their professional experiences as scholars in the North American university context. This case study pushes at the boundaries of what we believe we know about "the gender question" in the academy, opening a discursive space for scholars to examine university…

A Full-Time Dilemma: Examining the Experiences of Part-Time Faculty

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Kimmel, Krista M.; Fairchild, Jennifer L.

2017-01-01

Part-time faculty now account for more than half of all faculty in American colleges and universities. Existing scholarship primarily has focused on the teaching effectiveness of part-time faculty. In this exploratory study, the authors employ a qualitative approach to examine the perspectives of part-time faculty members at a public, regional…

California Community College and California State University English Faculty Grading Practices: An Assessment.

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Bogart, Quentin J.; Kistler, Kathleen M.

1987-01-01

Discusses a study of the extent to which the use of 21 grading criteria was comparable among community college and university English faculty. Reports no differences in criteria selected for normal grading situations. Indicates that university faculty gave more importance to "adherence to due dates" in borderline situations. (DMM)

The New Faculty Members' Concerns: The Case of Jordanian Universities

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Qudais, Mahmoud Abu; Al-Omari, Aieman; Smadi, Rana

2009-01-01

The present study aimed to identify and interpret concerns of the new faculty members in Jordanian universities. A total of 336 new faculty members who participated in this study were asked to rate their perceptions of issues related to teaching, research, service, balancing work and home life and the academic culture of their workplace. Means and…

Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

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Jacqueline Murray

2016-06-01

Full Text Available First-year seminar programs have been a feature on the landscape of post-secondary teaching and learning in the United States, since they first appeared in the 1880s at Boston University (Mamrick, 2005. More recently, they have begun to appear at Canadian universities. For example, first-year seminars were introduced a decade ago at the University of Guelph, as a campus-wide initiative. To recognize the first decade that these unique, interdisciplinary seminars have been offered, faculty were surveyed to understand better the impact of the program on those teaching in it, as well as their perceptions of their students. The experience of the University of Guelph suggests first-year seminar programs can have a significant influence on the teaching and professional experience of faculty and encourages them to extend their networks beyond the department and across the campus. Significantly, seminars serve as sites for pedagogical experimentation that can influence departmental curricula. Faculty who teach a first-year seminar have high satisfaction and report myriad benefits to morale, teaching, and research. The salutary effects of a first-year seminar program are not local but would be transferable across post-secondary institutions. Aux États-Unis, on a beaucoup parlé des programmes de séminaires de première année dans le paysage de la pédagogie dans l’enseignement supérieur, depuis leur première apparition dans les années 1880 à l’Université de Boston (Mamrick, 2005. Plus récemment, ils ont commencé à apparaître dans les universités canadiennes. Par exemple, des séminaires de première année ont été introduits il y a dix ans à l’Université de Guelph en tant qu’initiative à l’échelle du campus. Afin de marquer la première décennie au cours de laquelle ces séminaires interdisciplinaires uniques ont été offerts, une enquête a été menée auprès des professeurs pour mieux comprendre les effets du programme

A Time Allocation Study of University Faculty

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Link, Albert N.; Swann, Christopher A.; Bozeman, Barry

2008-01-01

Many previous time allocation studies treat work as a single activity and examine trade-offs between work and other activities. This paper investigates the at-work allocation of time among teaching, research, grant writing and service by science and engineering faculty at top US research universities. We focus on the relationship between tenure…

Students and Libraries: The Perspectives of Faculty in a Pakistani University

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Muhammad Kashif

2011-06-01

Full Text Available The purpose of this study is to explore student library use from the perspective of the faculty. An already developed instrument was used to collect data from full-time faculty members working in a private university located in the province of Punjab, Pakistan. The faculty strongly supported the idea of library based learning, student library use, assigning library-based tasks, and the crucial role of librarians in promoting a library culture. The respondents were not satisfied with the students’ library use skills, availability of relevant and current data or the promotion of library use by the institution’s top management. The current research is first of its kind in Pakistan and is based on data collected from a single university. Future research might be extended to other universities in the Pakistani or South Asian higher education sector. The study could be helpful to higher education policy to design customerdriven marketing strategies while marketing libraries to stakeholders.

Faculty Perception of Support to Do Their Job Well

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Charissa K. Eaton, PhD

2015-08-01

Full Text Available Research has commonly suggested that adequate and appropriate mentoring and faculty perception of support for a work-life balance are important factors in the recruitment, development, and retention of university faculty. To better understand the role of these factors in faculty job performance at teaching universities, faculty from such a university were surveyed about their experiences with these forms of support and the factors that influenced their perception of the ability to do their job well. Results indicate that faculty mentoring was an important predictor for support at the department level. Additionally, perceived work-life balance was a significant factor at the college and university levels.

TEACHING IN ONLINE COURSES: Experiences of Instructional Technology Faculty Members

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Omur AKDEMIR

2008-04-01

Full Text Available The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.

Inclusion of Part-Time Faculty for the Benefit of Faculty and Students

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Meixner, Cara; Kruck, S. E.; Madden, Laura T.

2010-01-01

The new majority of faculty in today's colleges and universities are part-time, yet sizable gaps exist in the research on their needs, interests, and experiences. Further, the peer-reviewed scholarship is largely quantitative. Principally, it focuses on the utility of the adjunct work force, comparisons between part-time and full-time faculty, and…

Motivators and Inhibitors for University Faculty in Distance and E-Learning

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Cook, Ruth Gannon; Ley, Kathryn; Crawford, Caroline; Warner, Allen

2009-01-01

This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach…

Love and Hate in University Technology Transfer: Examining Faculty and Staff Conflicts and Ethical Issues

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Hamilton, Clovia; Schumann, David

2016-01-01

With respect to university technology transfer, the purpose of this paper is to examine the literature focused on the relationship between university research faculty and technology transfer office staff. We attempt to provide greater understanding of how research faculty's personal values and research universities' organization values may differ…

Evaluation of Faculty Members by Students in Birjand University of Medicine, 2003-2004

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Masood Ziaie

2009-02-01

Full Text Available Background and purpose: Evaluation of faculty members is a kind of educational evaluation to determine success of faculty members in reaching the educational goals. Regarding the controversy about the validity of this kind of evaluation, this study was done to examine faculty members and students view point about content and implementation of evaluation of faculty members by students and feedback of the results in the second term of academic year 2003-4 in Birjand University of Medicine.Methods: All faculty members and students participated in this descriptive study. Their opinions were studied using two questionnaires for students and faculty members separately, whose content validity were confirmed after a survey from specialists and pilot study and reliability of results werestudied through calculating Cronbach’s alpha coefficient for internal consistency .Data were analyzed through calculating frequencies and K2-test, α=0.05.Results: Of all faculty members, 95% ( 30 from clinical and 30 from non clinical departments were aware of having been evaluated by students, 81.7% of them recognize educational development center of the University as the responsible body for evaluation. 91.7% of them received the feedback of the evaluation results. 45% of them agreed that announcement of evaluation results was helpful to improve teaching. 40% believed that questionnaires were responded without dutifulness andcarefulness by students.Conclusion: The aim of teaching evaluation is to improve teaching by faculty members. But it seems that many faculty members do not regard this evaluation tool so valid for measuring their teaching activities. The inappropriateness of most of the questionnaires, unfair judgment of student, and careless selection of the sample of students who answer the questionnaires are major issues for further development.Key words: EVALUATION, FACULTY MEMBER, STUDENT, MEDICAL UNIVERSITY OF BIRJAND

Project for Establishing a Selected Dissemination of Information Service for the Faculty Members at Education and Psychology Faculty, University of Tehran

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Gholamreza Fadaei

2012-02-01

Full Text Available The project aim was to establish an SDI (Selected Dissemination of Information service for the faculty members at University of Tehran, faculty of psychology and education. The project was carried out during the 2006-2007 period. First, a three stage survey was conducted to identify the information needs which were then served using a current awareness service over the period. Findings confirmed that the SDI project significantly impacted on the faculty information seeking behavior. Furthermore, there had been evidence supporting the fact that it has also influenced the quality of instruction by facilitating the overall efficacy of information sources collected. It was the intent of researchers to expand this project at later stages to include all humanities faculties in the university and if possible at a national level.

Southern Coup: Recruiting African American Faculty Members at an Elite Private Southern Research University

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Barrett, Thomas Gregory; Smith, Theophus

2008-01-01

Competition for highly qualified African American faculty members among elite universities in the United States remains keen. Two of the most successful research universities at recruiting African American faculty members are located in the Southeast. Employing a conceptual framework grounded in organizational culture and climate literature, in…

The influences and experiences of African American undergraduate science majors at predominately White universities

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Blockus, Linda Helen

The purpose of this study is to describe and explore some of the social and academic experiences of successful African American undergraduate science majors at predominately White universities with the expectation of conceptualizing emerging patterns for future study. The study surveyed 80 upperclass African Americans at 11 public research universities about their perceptions of the influences that affect their educational experiences and career interests in science. The mailed survey included the Persistence/ voluntary Dropout Decision Scale, the Cultural Congruity Scale and the University Environment Scale. A variety of potential influences were considered including family background, career goals, psychosocial development, academic and social connections with the university, faculty relationships, environmental fit, retention factors, validation, participation in mentored research projects and other experiences. The students' sources of influences, opportunities for connection, and cultural values were considered in the context of a research university environment and investigated for emerging themes and direction for future research. Results indicate that performance in coursework appears to be the most salient factor in African American students' experience as science majors. The mean college gpa was 3.01 for students in this study. Challenging content, time demands, study habits and concern with poor grades all serve to discourage students; however, for most of the students in this study, it has not dissuaded them from their educational and career plans. Positive course performance provided encouragement. Science faculty provide less influence than family members, and more students find faculty members discouraging than supportive. Measures of faculty relations were not associated with academic success. No evidence was provided to confirm the disadvantages of being female in a scientific discipline. Students were concerned with lack of minority role models

Determinants of Political Science Faculty Salaries at the University of California

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Grofman, Bernard

2009-01-01

Combining salary data for permanent non-emeritus faculty at seven departments of political science within the University of California system with lifetime citation counts and other individual-level data from the Masuoka, Grofman, and Feld (2007a) study of faculty at Ph.D.-granting political science departments in the United States, I analyze…

Key Strategies for Building Research Capacity of University Faculty Members

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Huenneke, Laura F.; Stearns, Diane M.; Martinez, Jesse D.; Laurila, Kelly

2017-01-01

Universities are under pressure to increase external research funding, and some federal agencies offer programs to expand research capacity in certain kinds of institutions. However, conflicts within faculty roles and other aspects of university operations influence the effectiveness of particular strategies for increasing research activity. We…

University Faculty Perceptions and Utilization of Popular Culture in the Classroom

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Peacock, Jessica; Covino, Ralph; Auchter, Jessica; Boyd, Jennifer; Klug, Hope; Laing, Craig; Irvin, Lindsay

2018-01-01

This article discusses results of a survey on the utilization of and attitudes and beliefs towards the use of popular culture among faculty in higher education. A total of 212 faculty members from a mid-sized public regional university provided responses, with the majority indicating that they utilize popular culture in their classroom teaching…

Faculty self-reported experience with racial and ethnic discrimination in academic medicine.

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Peterson, Neeraja B; Friedman, Robert H; Ash, Arlene S; Franco, Shakira; Carr, Phyllis L

2004-03-01

Despite the need to recruit and retain minority faculty in academic medicine, little is known about the experiences of minority faculty, in particular their self-reported experience of racial and ethnic discrimination at their institutions. To determine the frequency of self-reported experience of racial/ethnic discrimination among faculty of U.S. medical schools, as well as associations with outcomes, such as career satisfaction, academic rank, and number of peer-reviewed publications. A 177-item self-administered mailed survey of U.S. medical school faculty. Twenty-four randomly selected medical schools in the contiguous United States. A random sample of 1,979 full-time faculty, stratified by medical school, specialty, graduation cohort, and gender. Frequency of self-reported experiences of racial/ethnic bias and discrimination. The response rate was 60%. Of 1,833 faculty eligible, 82% were non-Hispanic white, 10% underrepresented minority (URM), and 8% non-underrepresented minority (NURM). URM and NURM faculty were substantially more likely than majority faculty to perceive racial/ethnic bias in their academic environment (odds ratio [OR], 5.4; P discrimination by a superior or colleague. Faculty with such reported experiences had lower career satisfaction scores than other faculty (P discrimination achieved academic productivity similar to that of other faculty.

Race, Disadvantage and Faculty Experiences in Academic Medicine

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Cooper, Lisa A.; Carr, Phyllis

2010-01-01

ABSTRACT Background Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. Objective The study’s purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. Design The authors conducted a qualitative interview study in 2006–2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Participants Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. Approach We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Results Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership’s role in diversity goals; and financial hardship. Conclusions Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science

Race, disadvantage and faculty experiences in academic medicine.

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Pololi, Linda; Cooper, Lisa A; Carr, Phyllis

2010-12-01

Despite compelling reasons to draw on the contributions of under-represented minority (URM) faculty members, US medical schools lack these faculty, particularly in leadership and senior roles. The study's purpose was to document URM faculty perceptions and experience of the culture of academic medicine in the US and to raise awareness of obstacles to achieving the goal of having people of color in positions of leadership in academic medicine. The authors conducted a qualitative interview study in 2006-2007 of faculty in five US medical schools chosen for their diverse regional and organizational attributes. Using purposeful sampling of medical faculty, 96 faculty were interviewed from four different career stages (early, plateaued, leaders and left academic medicine) and diverse specialties with an oversampling of URM faculty. We identified patterns and themes emergent in the coded data. Analysis was inductive and data driven. Predominant themes underscored during analyses regarding the experience of URM faculty were: difficulty of cross-cultural relationships; isolation and feeling invisible; lack of mentoring, role models and social capital; disrespect, overt and covert bias/discrimination; different performance expectations related to race/ethnicity; devaluing of research on community health care and health disparities; the unfair burden of being identified with affirmative action and responsibility for diversity efforts; leadership's role in diversity goals; and financial hardship. Achieving an inclusive culture for diverse medical school faculty would help meet the mission of academic medicine to train a physician and research workforce that meets the disparate needs of our multicultural society. Medical school leaders need to value the inclusion of URM faculty. Failure to fully engage the skills and insights of URM faculty impairs our ability to provide the best science, education or medical care.

Smoking differences between university faculties in Tartu, Estonia, and Oulu, Finland, after the disruption of communism.

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Heikkinen, Rauno; Kivastik, Jana; Kingisepp, Peet-Henn; Hirvonen, Leo; Näyhä, Simo

2006-01-01

To provide information on smoking differences between university faculties. Data from smoking surveys performed on 1,441 staff members and 2,308 students at the University of Tartu, Estonia, soon after the fall of communism, were analysed by faculties, using similar data from the University of Oulu, Finland (1,830 staff members, 5,947 students) for reference. Wide variations in smoking were found between faculties in Tartu, the prevalence being high among male students of theology (54%) and low among staff and students in the faculties of exercise & sports sciences (< 5%) and mathematics (< 15%). Less variation was seen in Oulu. The medical faculty showed low smoking rates in Oulu but not in Tartu. High percentages of smokers were typical of Tartu faculties representing disciplines closely connected with the country's transition (e.g. theology), and low percentages in faculties emphasising physical and mental performance (e.g. sports). The relatively high percentage of smokers in the Tartu medical faculty compared with that in Oulu can be interpreted as delayed diffusion of medical information beyond the former Iron Curtain.

Assuring Student Learning Outcomes Achievement through Faculty Development: An Online University Example

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Lewis, Shelia; Ewing, Christopher

2016-01-01

Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning…

Attitudes of Faculty Members at Najran University towards Students' Assessment for Their Teaching Performance

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Zakri, Ali; Qablan, Yahya

2015-01-01

This study aimed to investigate the attitudes of faculty members at Najran University towards students' assessment for their teaching performance. The sample of the study consisted of (184) faculty members from Najran University, Kingdome of Saudi Arabia. A questionnaire was developed and distributed to the sample of the study. The result showed…

The role of college and university faculty in the fossil fuel divestment movement

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Jennie C. Stephens

2018-05-01

Full Text Available Colleges and universities have played a critical role in the growing social movement to divest institutional endowments from fossil fuels. While campus activism on fossil fuel divestment has been driven largely by students and alumni, faculty are also advocating to their administrators for institutional divestment from fossil fuels. This article characterizes the role of faculty by reviewing signatories to publicly available letters that endorse fossil fuel divestment. Analysis of 30 letters to administrators signed by faculty at campuses throughout the United States and Canada reveals support for divestment from 4550 faculty across all major fields of inquiry and scholarship, and all types of faculty positions. Of these signers, more than 225 have specific expertise in climate change or energy. An in-depth analysis of 18 of these letters shows that a significantly greater proportion of tenured faculty sign open letters of support for divestment than do not-yet-tenured tenure-track faculty (15.4% versus 10.7%, perhaps reflecting concerns among not-yet-tenured faculty that such support might jeopardize their career advancement. This analysis suggests that faculty support for the divestment movement is more widespread than commonly recognized; this movement is more mainstream, and broader-based, than is often recognized. Revealing the scope and scale of faculty support for fossil fuel divestment may encourage additional faculty to engage, support and endorse this growing social movement that highlights the social impact of investment decisions, and calls upon colleges and universities to align their investment practices with their academic missions and values.

Factors Affecting Job Satisfaction among the Faculty Members at Guilan University of Medical Sciences

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Fardin Mehrabian

2013-08-01

Full Text Available Introduction: Job satisfaction plays a pivotal role in the performance of university faculty members. Identification of the factors influencing job satisfaction can be useful in advancing the educational and research objectives of the university. The aim of the present study was to analyze the factors influencing job satisfaction among the faculty members of Guilan University of medical sciences. Methods: This study was a descriptive cross-sectional research that was conducted in 2012. The statistical population of the research included 139 faculty members at faculties of Guilan University of Medical Sciences selected using stratified random sampling. The instrument of data collection was a questionnaire consisting of two sections; the first section contained 10 questions about demographic information and the second section comprised of 19 questions which was designed based on Herzberg's two-factor theory. The questionnaire was scored according to 5-point Likert scale. Data were analyzed by SPSS 18 software and descriptive statistics indices of frequency, mean, standard deviation and Pearson correlation coefficient reported.Results: 66.2% of the faculty members were male, 62.6% were clinical faculty members and 37.4% basic sciences faculty members. The most important factors affecting the faculty members’ job satisfaction were job security (4.14±0.96, friendly relationship with colleagues (4.01±0.81, and technology and technical knowledge (3.99±0.87. The most important motivational factors influencing job satisfaction were interest in job (4.24+0.71, achievement (3.99±0.87 and equal opportunities for career promotion (3.95±0.99.Conclusion: stability and job satisfaction, creating friendly working environment, proper environmental conditions, professor’s welfare and providing spiritual and material incentives are factors that influence the professor’s job satisfaction.

Reciprocal Engagement: The Process of Pedagogical Innovation among Faculty at Research Universities

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Boden, Karen E.

2012-01-01

Research Universities: very high research activity (RU/VH) faculty often emphasize research compared with teaching or service in their work. However, some faculty still intentionally endeavor to be excellent teachers by innovating pedagogy to enhance student learning. This qualitative study focused on developing a theory to describe the process…

Understanding University Faculty Perceptions about Innovation in Teaching and Technology

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Kopcha, Theodore J.; Rieber, Lloyd P.; Walker, Brandy B.

2016-01-01

The purpose of this research is to understand faculty perceptions about innovation in teaching and technology in a college of education in a research-intensive university. This study was motivated by the creation of a new initiative begun in a large college of education at a Carnegie Research-Intensive university to promote innovation in teaching…

Developing Effective Guidelines for Faculty Teaching First-Year University Students

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Carter, Irene; Leslie, Donald; Moore, Sarah

2010-01-01

First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and…

Elements related to attrition of women faculty at the University of Pittsburgh, School of Medicine: A case study

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Gandhi, Pooja

Recent studies have shown that the number of women faculty in academic medicine is much lesser than the number of women that are graduating from medical schools. Many academic institutes face the challenge of retaining talented faculty and this attrition from academic medicine prevents career advancement of women faculty. This case study attempts to identify some of the reasons for dissatisfaction that may be related to the attrition of women medical faculty at the University of Pittsburgh, School of Medicine. Data was collected using a job satisfaction survey, which consisted of various constructs that are part of a faculty's job and proxy measures to gather the faculty's intent to leave their current position at the University of Pittsburgh or academic medicine in general. The survey results showed that although women faculty were satisfied with their job at the University of Pittsburgh, there are some important factors that influenced their decision of potentially dropping out. The main reasons cited by the women faculty were related to funding pressures, work-life balance, mentoring of junior faculty and the amount of time spent on clinical responsibilities. The analysis of proxy measures showed that if women faculty decided to leave University of Pittsburgh, it would most probably be due to better opportunity elsewhere followed by pressure to get funding. The results of this study aim to provide the School of Medicine at the University of Pittsburgh with information related to attrition of its women faculty and provide suggestions for implications for policy to retain their women faculty.

Job Satisfaction in Basic and Clinical Faculty Members in Shiraz University of Medical Sciences, Iran

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Mehdi Saberi-Firoozi

2009-02-01

Full Text Available Background and Purpose: Shiraz University of Medical Sciences as one of the oldest and largest universities of medicine in Iran with 50 years history has more than 450 faculty members and 5000 students. This study is an attempt to find out the level of job satisfaction among Shiraz University ofMedical Sciences’ faculty members.Methods: In midterm of 2003-2004, data on job satisfaction level among 404 faculty members from all schools of Shiraz University of Medical Sciences were collected. The translation of Spector’s job satisfaction score was used including 34 questions in 9 items of job satisfaction and each one based on Likert’s Scale with score an of 1-5. A question related to overall job satisfaction of faculty members was added.Results: Of all faculties,, 252 responded to the questionnaire and 70.1% expressed satisfaction in response the added question. The mean scores of job satisfaction in items of coworkers, work nature, supervision, management methods, academic relations, promotion, salary and suitable benefits were3.771, 3.265, 2.557, 2.454, 2.395, and 2.376 out of 5 respectively (F=223.8, p=0.0001. In the promotion item, the satisfaction of female faculty was lower than male subjects. The level of job satisfaction was not different between clinical faculty members of Medical School with or without private activity. The results of linear regression analysis between the items of job satisfaction revealed that reimbursement and fringe benefits could predict the overall job satisfaction (r2=0.70, p<0.01.Conclusion: As a whole, the faculty members of the university were satisfied with their jobs, but a correction in reimbursement, benefits and promotion regulations especially in lower academic ranks is needed to improve the level of job satisfaction in this group.Key words: JOB SATISFACTION, FACULTY MEMBER, BASIC AND CLINICAL DEPARTMENTS, FULLTIME, PART-TIME

Concerns and professional development needs of science faculty at Taibah University in adopting blended learning

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Al-Sarrani, Nauaf

The purpose of this study was to obtain Science faculty concerns and professional development needs to adopt blended learning in their teaching at Taibah University. To answer these two research questions the survey instrument was designed to collect quantitative and qualitative data from close-ended and open-ended questions. The participants' general characteristics were first presented, then the quantitative measures were presented as the results of the null hypotheses. The data analysis for research question one revealed a statistically significant difference in the participants' concerns in adopting BL by their gender sig = .0015. The significances were found in stages one (sig = .000) and stage five (sig = .006) for female faculty. Therefore, null hypothesis 1.1 was rejected (There are no statistically significant differences between science faculty's gender and their concerns in adopting BL). The data analysis indicated also that there were no relationships between science faculty's age, academic rank, nationality, country of graduation and years of teaching experience and their concerns in adopting BL in their teaching, so the null hypotheses 1.2-7 were accepted (There are no statistically significant differences between Science faculty's age and their concerns in adopting BL, there are no statistically significant differences between Science faculty's academic rank and their concerns in adopting BL, there are no statistically significant differences between Science faculty's nationality and their concerns in adopting BL, there are no statistically significant differences between Science faculty's content area and their concerns in adopting BL, there are no statistically significant differences between Science faculty's country of graduation and their concerns in adopting BL and there are no statistically significant differences between Science faculty's years of teaching experience and their concerns in adopting BL). The data analyses for research question

The university faculty's selection in Europe

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Ángel Luis Sánchez Marín

2017-10-01

Full Text Available Based on the systems of the faculty selection discussed in this paper, the conclusion that there are two types of systems in Europe can be reached: centralized systems depending on the central government, where the government regulates and dictates the rules for the selection process, including France, Italy and Spain, with their own features. Then, non-centralized systems not depending on the country central government, where each university dictates and manages its own system, such is the case of Germany, the United Kingdom and Northern Ireland, and the Netherlands.

Momasi Model in Need Assessment of Faculty Members of Alborz University

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S. Esmaelzadeh

2013-02-01

Full Text Available Background: The first step in developing human resources to improve the performance of universities is to indentify accurate educational needs. Models may draw on a number of theories to help understand a particular problem in a certain setting or context. Momasi model is an integrated of the existing models in educational needs assessment field which has sufficient comprehensiveness of data collection. the aim of this study was application of Momasi model in need assessment of faculty members in seven areas duties. Methods: This study is a cross- sectional study which was formed based on Momasi model between34 faculty members of Alborz university. Results: Different areas of educational needs were respectively prioritized as: personal development, research, administrative and executive activities, education, health services and health promotion, and specialized activities outside the university. The most mean and standard deviation belong to area of research, The first priority in the area of research was the publications in English, in personal development area: familiarity with SPSS software ,and the area of education it was creativity nurture. Conclusion: Based on assessment results, research area in this needs assessment study has the most important priority and frequency. Therefore it is recommended that data gathered in research area section put in first priority for empowering for faculty members Of Alborz University.

Annual report of Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo, fiscal year 1996

International Nuclear Information System (INIS)

1997-08-01

This report summarizes research and educational activities, operation status of the research facilities of the Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo on fiscal year 1996. This facility has four major research facilities such as fast neutron source reactor 'Yayoi', electron Linac, fundamental experiment facility for nuclear fusion reactor blanket design and high fluence irradiation facility(HIT). Education and research activities are conducted in a wide fields of nuclear engineering using these facilities. The former two facilities are available for various studies by universities all over Japan, facility for nuclear fusion reactor blanket design is utilized for research within the Faculty of Engineering and HIT is used for the research within the University of Tokyo. The facility established a plan to reorganized into a nation wide research collaboration center in fiscal year 1995 and after further discussion of a future program it is decided to hold 'Nuclear energy symposium' periodically after fiscal year 1997 as a part of the activity for appealing the research results to the public. (G.K.)

Faculty Perspectives in the Transition to Online Teaching

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Lorraine Slater

2005-01-01

Full Text Available This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities. This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities.

Experiences of Female Faculty with Maternity Leave at Four-Year Universities in an Upper Midwest State

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Myerchin, Audra Dawn

2012-01-01

The purpose of this mixed methods study was to explore female faculty members' experiences with maternity leave, while working as a career academic in higher education. Participants consisted of women currently employed in an upper Midwest state at six four-year institutions. An online survey was completed by 121 women, and 30 of these women also…

University faculty preparation of students in using natural environment practices with young children.

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Dunst, Carl J; Bruder, Mary Beth

2005-02-01

155 university faculty teaching students in physical therapy, occupational therapy, speech and language pathology, early childhood special education, or multidisciplinary studies programs were surveyed to assess how the students were taught how to use everyday family and community activities as natural learning opportunities for young children. Analysis showed that the faculty provided very little training in using community activity settings as contexts for children's learning and that physical therapy faculty provided less training in using natural environments as sources of children's learning opportunities than faculty in the other disciplines.

Strategic Planning Effectiveness in Jordanian Universities: Faculty Members' and Academic Administrators' Perspectives

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Al-Omari, Aieman Ahmad; Salameh, Kayed M.

2009-01-01

This study aims to explore the faculty and academic administrators' perception of strategic planning effectiveness (SPE) in a reform environment, measuring the impact of university type, gender, and job role. A total of 338 faculty members and 183 academic administrators who enrolled during the first semester of the 2007-08 term at a public and a…

African American Faculty Expressing Concerns: Breaking the Silence at Predominantly White Research Oriented Universities

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Ross, Henry H.; Edwards, Willie J.

2016-01-01

A Delphi method was used with a panel of 24 African American faculty employed at 43 predominantly white doctoral extensive universities to arrive at a group consensus on a list of concerns that African American faculty in general experienced or held. Using the Delphi method a panel of African American faculty initially worked from a list of eight…

The Study of Scientific Outputs Status of Faculty Members of Humanities, Art and Social Sciences Faculties of State Universities of Iran during 2000-2008

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Fatemeh Jafari

2012-07-01

Full Text Available This research investigated scientific outputs status of faculty members of Humanities, Art and Social Sciences faculties of state universities of Iran that indexed in A&HCI and SSCI during 2000 to 2008. Descriptive and analytical method was used to conduct this research. Findings showed that Tehran University with 38/73% and then Shiraz University with 15.65% had the greatest value of scientific outputs, while in other universities the status of scientific outputs was not satisfying. Article with 76.42% was the most published format and then meeting abstract, book review, proceeding paper are next in rank . 65.65% of scientific outputs were collective and 34.34% individual. Scientific outputs development process in universities during the investigated period was ascending. Scientific outputs of Humanities, Art and Social Sciences faculties of state universities were published in167 titles and through these 135 titles (80.83% were indexed in Journal Citation Reports and among these the impact factor of 74 journals (54.81% range from 0 to 1 and the other 61 (45.18% journals’ impact factors value more than one.

Teaching Effectiveness of the Teacher Education Faculty Members in Pangasinan State University Asingan Campus, Philippines

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Priscilla L. Agsalud

2017-02-01

Full Text Available Teaching effectiveness of the faculty is one of the most critical areas that need to be considered. The success of the students will depend to a great extent, upon how well the teachers have trained them. This paper evaluated the faculty members’ level of teaching effectiveness in the teacher education program in Pangasinan State University Asingan Campus, Philippines. Their professional background was assessed. Their level of teaching effectiveness along commitment, knowledge of the subject matter, teaching for independent learning and management of learning were considered. The study used the descriptive and evaluative methods of research. Questionnaire Checklist was used to gather data. The Faculty Evaluation Instrument (QCE of the NBC No.461 was adopted to evaluate the faculty members’ level of teaching effectiveness. It further tested significant relationship between the faculty members’ level of teaching effectiveness and their professional background. Salient findings are as follows: the teacher education faculty members in Pangasinan State University Asingan Campus are qualified professionals who possessed the maximum educational qualifications and eligibility to work in a state-run university. Only few of them graduated with honors and attended training and conferences in the national and international level.; their level of teaching effectiveness is Very Satisfactory; the profile variable awards/honors received influences the faculty members’ level of teaching effectiveness.

Knowledge, Attitude and Faculty Members’ performance on e-Learning in Tehran University of Medical Sciences

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Aeen Mohammadi

2016-11-01

Full Text Available Introduction : E-learning is used in the worldwide in higher education to improve the quality of the learning experience by students; at the same time using this approach requires behavioral changes in the faculty members. One of the steps in the implementation and monitoring of e-learning, is audience analysis using techniques such as knowledge, attitude and practices (KAP. This study investigates the knowledge, attitude and faculty members’ performance of Tehran University of Medical Sciences (TUMS on e-learning. Methods: This descriptive, cross-sectional study was conducted in 2014-15 through a research-made questionnaire. Face validity was determined by expert opinion, Cronbach’s alpha was measured to assess the reliability and its construct validity was investigated through exploratory factor analysis. . The questionnaire was e-mailed to all TUMS faculty members . 218 faculty members responded to the questionnaire. Results: The reliability score of the questionnaire was assessed using Cronbach alphs, and it was 0.79. Exploratory factor analysis of the attitude part of the questionnaire produced a single factor that explained 53% of the variance. The results showed the positive attitude of faculty members regarding e-learning, although their knowledge and practice scores was less than half of the total score. There wass not found any meaningful differences between knowledge, attitude and performance of the participants based on sex, rank and work experience. ANOVA test showed that the difference of scores among schools was statistically significant (  = 0.000;  = 0.003 and  = 0.000, respectively. Conclusion: The findings of this study showed the state of knowledge, attitude and faculty members’ performance of TUMS on e-learning. Over the past years, TUMS has established suitable e-learning infrastructure such as educational websites and virtual programs as well as training workshop for faculty members. The results of this study can

Science, Technology and University in the XIXth Century. The Free-Faculty of Sciences of the University of Salamanca (1875-1902

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Joaquín PÉREZ MELERO

2013-11-01

Full Text Available The Free-Faculty of Sciences of the University of Salamanca was established in 1875 as the only way to continue Science studies in the University. Poorly financed, with little resources and academic acceptance, it survives helped by financial support from the City Hall and the Provincial Deputation, and to the Rector Esperabé5 s will, against the High Education centralization trend which concentres the studies at the Central University of Madrid. That economic and technical poverty provides just only an approach to the physico-chemical sciences in the framework of a provincial University, but helps it to stay alive until its recongnition as «official» faculty in 1902.

Continuing Professional Education for Teachers and University and College Faculty

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Cranton, Patricia

2016-01-01

In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

The impact of student-faculty ratio on pharmacy faculty scholarship.

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Benavides, Sandra; Garcia, Angela S; Caballero, Joshua; Wolowich, William R

2010-10-11

To determine the relationship and impact of student-faculty ratio on scholarship of pharmacy faculty members. The number and rank of faculty members, pharmacy program characteristics, and faculty productivity data were collected to determine the impact of student-faculty ratio on faculty scholarship. Faculty scholarship was not predicted by student-faculty ratio. Factors impacting positively on faculty productivity included National Institutes of Health funding; presence of clinical associate professors, instructors, and lecturers; and programs located in public universities. Faculty productivity is not related to the student-faculty ratio, wherein more faculty members and fewer students equates to increased scholarship. However, public universities may have different infrastructures which are associated with greater academic productivity compared to private institutions. Additionally, utilizing instructors and clinical or nontenure-track faculty members can significantly increase scholarship among faculty members.

The Way Deans Run Their Faculties in Indonesian Universities

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Ngo, Jenny; de Boer, Harry; Enders, Jurgen

2014-01-01

Using the theory of reasoned action in combination with the Competing Values Framework of organizational leadership, our study examines how deans at Indonesian universities lead and manage their faculties. Based on a large-scale survey with responses from more than 200 Indonesian deans, the study empirically identifies a number of deanship styles:…

The Vacuous Rhetoric of Diversity: Exploring How Institutional Responses to National Racial Incidences Effect Faculty of Color Perceptions of University Commitment to Diversity

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Squire, Dian

2017-01-01

Recent news cycles have illuminated the disparate, racialized experiences of Black people in the United States but university leadership responses have been reactionary, or worse non-responsive. This study examines how university responses to national racial incidences such as the police brutality affect how faculty of color in one discipline…

How the Demographic Composition of Academic Science and Engineering Departments Influences Workplace Culture, Faculty Experience, and Retention Risk

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Eric E. Griffith

2018-04-01

Full Text Available Although on average women are underrepresented in academic science, technology, engineering, and mathematics (STEM departments at universities, an underappreciated fact is that women’s representation varies widely across STEM disciplines. Past research is fairly silent on how local variations in gender composition impact faculty experiences. This study fills that gap. A survey of STEM departments at a large research university finds that women faculty in STEM are less professionally satisfied than male colleagues only if they are housed in departments where women are a small numeric minority. Gender differences in satisfaction are largest in departments with less than 25% women, smaller in departments with 25–35% women, and nonexistent in departments approaching 50% women. Gender differences in professional satisfaction in gender-unbalanced departments are mediated by women’s perception that their department’s climate is uncollegial, faculty governance is non-transparent, and gender relations are inequitable. Unfavorable department climates also predict retention risk for women in departments with few women, but not in departments closer to gender parity. Finally, faculty who find within-department mentors to be useful are more likely to have a favorable view of their department’s climate, which consequently predicts more professional satisfaction. Faculty gender and gender composition does not moderate these findings, suggesting that mentoring is equally effective for all faculty.

Faculty and Student Perceptions of Outstanding University Teachers in the USA and Russia

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Lammers, William John; Savina, Elena; Skotko, David; Churlyaeva, Maria

2010-01-01

The majority of research that relates teacher characteristics to student learning in the university has come from Western universities. Using various methodologies, research continues to examine the characteristics of outstanding university teachers. Much of that research in the USA assesses faculty and student perspectives. However, there are…

Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

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Paige, Jane B; Smith, Regina O

2013-01-01

This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.

General experiences + race + racism = Work lives of Black faculty in postsecondary science education

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Parsons, Eileen R. C.; Bulls, Domonique L.; Freeman, Tonjua B.; Butler, Malcolm B.; Atwater, Mary M.

2016-12-01

Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices.

Faculty Sufficiency and AACSB Accreditation Compliance within a Global University: A Mathematical Modeling Approach

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Boronico, Jess; Murdy, Jim; Kong, Xinlu

2014-01-01

This manuscript proposes a mathematical model to address faculty sufficiency requirements towards assuring overall high quality management education at a global university. Constraining elements include full-time faculty coverage by discipline, location, and program, across multiple campus locations subject to stated service quality standards of…

Comparison of Cell Phone Usage Frequencies and Brand Preferences of Public and Private University Education Faculty Students

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Aylin TUTGUN ÜNAL; Ahmet ARSLAN

2013-01-01

In this research, cell phone usage frequencies and brand preferences of the education faculty students were examined. Research was conducted with 985 students from Marmara University Ataturk Education Faculty and Maltepe University Education Faculty in Istanbul. For the collection of data, “cell phone usage frequency and brand preference determination survey” was used. In the research, various results were obtained and some of which are as follows: a) Students use cell phone intensively for a...

The Implicit Role of First-Years’ Higher Education Faculties

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Maurice Abi-Raad

2018-02-01

Full Text Available The higher education experience is a challenge for first-year students. One of the challenges facing a generation of youth is attaining professional skills, academic experience and occupational training. In order to have a clear picture of the challenges involved in first-year experiences it is important to examine elements impacting first-year students' adjustment to university and in particular on the dual faculty role. This opinion paper posits that higher education faculties play an important role in the successful adjustment of first-year students, not only in facilitating their learning, but in impacting students' well-being and their growth as better citizens. The findings from this paper were drawn from various studies looking at the importance of first-year faculties in higher education, which involved extensive literature reviews and reported interviews with university stakeholders. The paper offers higher education leadership insights into the complex factors at play and the dual role faculties hold.

The Impact of International Students on American Students and Faculty at an Appalachian University

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Jourdini, My Mustapha

2012-01-01

This study examined the effects of exposure to international students on American student and faculty perceptions at a regional Appalachian University. A revised and improved version of Jaleh Shabahang's (1993) "International Education Opinionnaire" was used to survey American students and faculty regarding their perceptions of the…

Faculty Members' Ethical Behaviors: "A Survey Based on Students' Perceptions at Universities in Turkey"

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Ozcan, Kenan; Balyer, Aydin; Servi, Tayfun

2013-01-01

As members of academic team, faculty behaviors have vital influence on students' lives at universities. This study purposes to discover students' perceptions about faculty behaviors concerning their professional responsibilities, dating/sexual harassment, behaviors inside and behaviors outside the classroom and relationship based on self-interest.…

A Study of the Inter-Cultural Sensitivity among the Faculty of English Language Centre of Jazan University, Saudi Arabia

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Saeed Ahmad

2016-11-01

Full Text Available study explored intercultural sensitivity of 103 faculty members of the English Language Centre (ELC of Jazan University, Saudi Arabia. A quantitative and non-experimental design was adopted for this study in which intercultural sensitivity of the English language teachers was evaluated on five demographic variables (e.g. gender, education, religion, total teaching experience, and experience of teaching in intercultural context. The results revealed that the international faculty of ELC abreast the basic canons of Intercultural adjustments. This suggests that the teachers are not only familiar with different cultural patterns (like beliefs, values and communication styles they are willing to minimize these differences and adopt universal set of values for effective educational practices. The results indicate the participants’ higher level of empathy, respect for others’ culture, tolerance on differences and high willingness to integrate with other cultures. The data reveals no statistically significant difference between the two groups in three variables, i.e. gender (Male & Female, qualification (Masters' & Ph.D and religion (Muslims & Non-Muslims. However, there was found a statistically significant difference in the two groups (Less than ten years & More than ten years in two variables, i.e. total teaching experience and teaching experience in intercultural context.

Academic Faculty in University Research Centers: Neither Capitalism's Slaves nor Teaching Fugitives

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Bozeman, Barry; Boardman, Craig

2013-01-01

This study addresses university-industry interactions for both educational and industrial outcomes. The results suggest that while academic faculty who are affiliated with centers are more involved with industry than non-affiliated faculty, affiliates are also more involved with and supportive of students at the undergraduate, graduate, and…

The Role of HRM Practices in Predicting Faculty Turnover Intention: Empirical Evidence from Private Universities in Bangladesh

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Mohd H.R. Joarder

2012-04-01

Full Text Available The present study was designed to examine the relationship between human resource management practices and turnover intention among the faculty members of private universities in Bangladesh. The prime objective of this study was to understand whether the institution’s HRM practices can influence faculty turnover decision. A total of 317 faculty members of different private universities located in Dhaka Metropolitan Area(DMA participated in the survey and returned the questionnaire to the researchers which represented 57% response rate of the study. Multiple regression analyses were used to test thehypotheses of the study. The study found faculty compensation, supervisory support and job security as statistically significant predictors of faculty turnover intention. Therefore, privateuniversity management should pay much attention to this area of human resource practices (compensation, supervisory support, job security to retain the potential faculty, thus reducing turnover intention. Limitations and suggestions for latest news headline are forwarded.

Work Life Balance and Job Satisfaction among Faculty at Iowa State University

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Mukhtar, Farah

2012-01-01

This study utilized the existing database from the Iowa State University 2009-2010 COACHE Tenure-Track Job Satisfaction Survey Report to explore faculty work life balance and job satisfaction among academic disciplines at Iowa State University. The articulation of work and life, cast as work life balance, has become a key feature of much current…

Faculty Perceptions of and Experiences with Students' Use of Coercive Power

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Kuhn, Kristine L.

2016-01-01

The purpose of this basic qualitative study was to understand how faculty perceive and experience students' use of coercive power in faculty-student relationships. Interviews were used to gather data from faculty members who had experienced students' use of coercive power. Data reveal that students' use of coercive power can negatively impact…

An Organizational Culture Study of Missouri State University Faculty/Staff in Relation to the University's Public Affair Mission

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Weaver, Marissa LeClaire

2012-01-01

The purpose of the study was to address a problem of practice of the public affairs mission through the perceptions of faculty and staff members at Missouri State University of the University's organizational culture. The design included a phenomenological study with a set of organizational culture procedural questions related to the perceptions…

University Drop-Out: An Italian Experience

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Belloc, Filippo; Maruotti, Antonello; Petrella, Lea

2010-01-01

University students' drop-out is a crucial issue for the universities' efficiency evaluation and funding. In this paper, we analyze the drop-out rate of the Economics and Business faculty of Sapienza University of Rome. We use administrative data on 9,725 undergraduates students enrolled in three-years bachelor programs from 2001 to 2007 and…

Talent support at Kaposvár University, Faculty of Pedagogy

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Bencéné-Fekete Andrea

2015-12-01

Full Text Available The shared aim of the professors working at the Faculty of Pedagogy is to help their students find the field, in which they are able to show extraordinary achievements. They help the students recognize what they are talented in and provide them the necessary support to act on this field. The talented students are most often helped by pedagogues; however, no one deals with the issue of pedagogues, who are talented and fulfill their jobs on the highest level. At Kaposvár University, Faculty of Pedagogy a three-step talent support program – based on the Czeizel-talent model – and mentorship for talented pedagogues have been introduced. During the sessions of Csokonai Student Talent Support Program each student is granted with the possibility to participate in research method lectures, rhetoric and personal development trainings and sessions how to create presentations. This new, three-step method has initiated cooperation in professional questions among not only students, but also pedagogues on our faculty.

Strategies for Success of Women Faculty in Science: The ADVANCE Program at the University of Rhode Island

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Wishner, K.; Silver, B.; Boudreaux-Bartels, F.; Harlow, L.; Knickle, H.; Mederer, H.; Peckham, J.; Roheim, C.; Trubatch, J.; Webster, K.

2004-12-01

The NSF-funded ADVANCE program seeks to increase the recruitment and retention of women faculty in science, technology, engineering, and mathematics (STEM) disciplines as part of a national goal of creating a broad-based scientific workforce able to effectively address societal demands. The University of Rhode Island, a recipient of an Institutional Transformation ADVANCE grant in 2003, has begun a campus-wide initiative. The 5 goals are (1) to increase the numbers of women STEM faculty, (2) to provide faculty development opportunities, (3) to improve networks of professional and social support, (4) to assess the academic work environment for all faculty, and (5) to implement long-term changes throughout the university that promote a supportive work environment for women STEM faculty. Accomplishments during the first year include (1) hiring several ADVANCE Assistant Professors, (2) developing workshops on critical skills for junior faculty (grant writing, negotiations, mentoring), (3) initiating a series of lunch meetings where pertinent topical and work-family issues are discussed informally, (4) awarding small Incentive grants for research and other projects that enhance the careers of women STEM faculty, (5) developing and modifying university policies on family leave and dual career couple recruitment, (6) developing and implementing quantitative and qualitative assessment tools for baseline and ongoing campus-wide work climate surveys within the context of a theoretical model for change, and (7) offering directed self-study workshops for entire departments using a trained facilitator. The ADVANCE Assistant Professor position, unique to URI's program, allows a new hire to spend the first 2-3 years developing a research program without teaching obligations. ADVANCE pays their salary during this time, at which point they transition to a regular faculty position. During this first of five years of NSF funding, the ADVANCE program has been met with campus wide

Faculty Fathers: Toward a New Ideal in the Research University

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Sallee, Margaret W.

2014-01-01

For the past two decades, colleges and universities have focused significant attention on helping female faculty balance work and family by implementing a series of family-friendly policies. Although most policies were targeted at men and women alike, women were intended as the primary targets and recipients. This groundbreaking book makes clear…

Introducing a model of organizational envy management among university faculty members: A mixed research approach

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Maris Zarin Daneshvar

2016-01-01

Full Text Available The present study aimed at offering a model of organizational envy management among faculty members of Islamic Azad Universities of East Azerbaijan Province. A mixed method through involving qualitative data and then quantitative data emphasizing on quantitative analysis. Population of the study was the entire faculty members with associate or higher degree in the educational year of 2014-2015. In the qualitative stage 20 individuals (experts were selected to design the primary model and questionnaire, and to fit the model 316 faculty members were selected. In the qualitative section it was specified that influential variables on envy management in faculty members are health organizational climate, spiritual leadership, effective communication, job satisfaction and professional development of professors and approved, as well in the quantitative section findings showed that there is a significant relationship between effective variables so that in indirect analysis of effect of organizational climate on envy management, the variable of spiritual leadership via the variable of effective communication had little effect on envy management than variables of professional development and job satisfaction. It is concluded that university managers should provide conditions and backgrounds of envy management in the universities and enable professors for more effective roles without envy in the scientific climate of university to achieve in educational, research and servicing efficiency.

Same-same but different: integrating central university support and faculty-specific knowledge for mentor training. A Practice Report

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Deborah Rodrigo

2014-08-01

Full Text Available Mentoring literature often cites a tension between local initiatives that target the needs of specific groups and more efficient centralised programs addressing common concerns across a larger population. For several years, the University of Sydney has had a Mentoring Network consisting of the faculties of Arts and Social Sciences, Health Sciences, Science, Sydney Law School and the Business School. These faculties have worked together to develop a community of best practice for mentoring programs at our large, multi-campus institution, and for the past two years have included a representative from Student Support Services to incorporate a centralised support component into their faculty-specific training programs. This Practice Report showcases the work of the University of Sydney Mentoring Network in combining central university services with faculty-based mentoring.

Integrating Internet into Engineering Education: A Case Study of Students' Usage and Attitudes in Faculty of Engineering, Ahmadu Bello University

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F.O. Anafi

2015-12-01

Full Text Available The attitude of students towards the integration of the internet as a study tool and communication channel in teaching and learning in engineering has been investigated. A study was carried out in the Faculty of Engineering, Ahmadu Bello University Zaria, Nigeria, aimed at investigating the effect of certain variables such as gender, course of study, computer experience, and the percentage of internet usage on teaching and learning processes. A well-structured questionnaire was administered to a randomly selected five hundred (500 male and female students across the seven (7 departments of the faculty and about 85% were filled and returned. The study also examines the university management's perspectives and strategies to incorporate internet usage in teaching and learning processes especially in engineering. Amazingly, responses received showed that experience in the use of the computer in surfing the internet for problem based activities mainly affects the level of internet usage across the faculty. This factor makes some students to misplace their priority in internet usage emphasizing on e-mail correspondence and social networking rather than sourcing for information and solving problems as it is done by a few students. Furthermore, findings support that internet cannot entirely substitute for traditional teaching and learning processes like text reading but can serve as a reasonable alternative when the latter is unavailable

Faculty Sensemaking and Mission Creep: Interrogating Institutionalized Ways of Knowing and Doing Legitimacy

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Gonzales, Leslie D.

2013-01-01

Increasingly, regional and/or teaching colleges and universities are striving to assert themselves as national or international research universities. Although such shifts represent significant implications for faculty members, few works address the faculty perspective or experience with this change. In this qualitative, interpretive paper, I…

Analysis of Multiple Choice Tests Designed by Faculty Members of Kermanshah University of Medical Sciences

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Reza Pourmirza Kalhori

2013-12-01

Full Text Available Dear Editor Multiple choice tests are the most common objective tests in medical education which are used to assess the ind-ividual knowledge, recall, recognition and problem solving abilities. One of the testing components is the post-test analysis. This component includes; first, qualitative analysis of the taxonomy of questions based on the Bloom’s educational objectives and percentage of the questions with no structural problems; and second, the quantitative analysis of the reliability (KR-20 and indices of difficulty and differentiation (1. This descriptive-analytical study was aimed to qualitatively and quan-titatively investigate the multiple-choice tests of the faculty members at Kermanshah University of Medical Sciences in 2009-2010. The sample size comprised of 156 tests. Data were analyzed by SPSS-16 software using t-test, chi-squared test, ANOVA and Tukey multiple comparison tests. The mean of reliability (KR-20, difficulty index, and discrimination index were 0.68 (± 0.31, 0.56 (± 0.15 and 0.21 (± 0.15, respectively, which were acceptable. The analysis of the tests at Mashad University of Medical Sciences indicated that the mean for the reliability of the tests was 0.72, and 52.2% of the tests had inappropriate difficulty index and 49.2% of the tests did not have acceptable differentiation index (2. Comparison of the tests at Kermanshah University of Medical Sciences for the fields of anatomy, physiology, biochemistry, genetics, statistics and behavioral sciences courses at Malaysia Faculty of Medicine (3 and tests at Argentina Faculty of Medicine (4 showed that while difficulty index was acceptable in all three universities, but differentiation indices in Malaysia and Argentina Medical Faculties were higher than that in Kermanshah University of Medical Sciences. The mean for the questions with no structural flaws in all tests, taxonomy I, taxonomy II, and taxonomy III were 73.88% (± 14.88, 34.65% (± 15.78, 41.34% (± 13

Effect Of Accounting Lecturer Lecturer Commitment To The Development Of Professional Accounting Empirical Study Lecturer Accounting Faculty Of Economics University Of Muhammadiyah Tangerang 2013

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Endraria

2015-04-01

Full Text Available Abstract The purpose of the study in which the researcher is interested in conducting research by taking the title The Effect of Commitment Against Lecturer - Lecturer in Accounting Accounting Profession Development Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013 . This research was conducted at the Faculty of Economics University of Muhammadiyah Tangerang is located at Independence Pioneer Road I No.33 Cikokol Tangerang City. The experiment was conducted at the research site easily accessible for the author. The method used in this research is descriptive quantitative methods which aim to describe the descriptive method of data distribution of each variable.There are significant accounting lecturers commitment to the development of the accounting profession Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013 this is evidenced by the results of hypothesis testing that has been done obtained tcount ttable value 5.7193 and with a significance level of 5 and df n - 2 40-2 38 is equal to 1.686 with the statement concluded that t count t table. Thus Ha Ho accepted and rejected. The conclusion was that there are significant accounting lecturers commitment to the development of the accounting profession Empirical Study of Accounting Lecturer Faculty of Economics University of Muhammadiyah Tangerang in 2013. As for advice to be conveyed in this study is the government as a regulator should be able to evaluate the development of the accounting profession especially in Indonesia with the influence of commitment accounting lecturers are expected to improve and develop the accounting profession especially in the Faculty of Economics University of Muhammadiyah Tangerang.

Beliefs about Meditating among University Students, Faculty, and Staff: A Theory-Based Salient Belief Elicitation

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Lederer, Alyssa M.; Middlestadt, Susan E.

2014-01-01

Objective: Stress impacts college students, faculty, and staff alike. Although meditation has been found to decrease stress, it is an underutilized strategy. This study used the Reasoned Action Approach (RAA) to identify beliefs underlying university constituents' decision to meditate. Participants: N = 96 students, faculty, and staff at a large…

Faculty Searches at a Christian University: Ethical and Practical Considerations

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Steele, Richard B.

2008-01-01

In the space of four years, the School of Theology at Seattle Pacific University made eight faculty hires. But for various reasons, three of the eight hirees did not prove to be good "mission fits" for the institution. Suspecting that the regrettable outcome of these searches lay not in the persons hired, but in the deficiencies of the hiring…

Identifying Best Practices for Engaging Faculty in International Agricultural Education

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Alexa J. Lamm

2013-10-01

Full Text Available Universities are being called upon to internationalize curriculum as the need for a globally competent workforce increases. Without globally-competent faculty, international integration within higher education cannot occur. Literature indicates that participation in short-term international agricultural education experiences is important to increasing agricultural faculty members’ cultural awareness. However, the best way to design and implement such experiences for faculty is uncharted. The purpose of the study was to identify best practices for facilitating a short-term international education experience for faculty in the agricultural and life sciences that encouraged learning, discussion, and reflection leading faculty to further integrate international perspectives in their agricultural courses in the U.S. Through a qualitative research design, reflective observations and statements from a planning team conducting short-term international agricultural education experience in Ecuador were used to provide a thick, rich description of the successes/challenges faced while designing and implementing the experience. The results provided a list of best practices future planning team members can use to emphasize learning before, during, and after a short-term international agricultural education experience for faculty.

The relationship between job performance and perceived organizational support in faculty members at Chinese universities: a questionnaire survey

Science.gov (United States)

2014-01-01

Background Although several studies have been conducted to investigate the relationship between perceived organizational support (POS) and job performance (JP), it remains unclear whether this relationship is appropriate for faculty members at Chinese universities. The objectives of this study were to (a) examine the correlation between POS andJP; (b) identify the predictors of POS, including demographic and organizational characteristics among faculty members at a Chinese university; (c) investigate the influence of mediating factors between POS and JP; and (d) compare the findings of this study with related studies. Methods A cross-sectional questionnaire survey was used in this study. The questionnaire was administered to 700 faculty members who were randomly selected from all faculty members at six universities. A total of 581 questionnaires were obtained. A statistical model for JP was developed based on the literature review. Results The analysis results indicated that the relationship between POS and JP was mediated by job satisfaction (JS), positive affectivity (PA), and affective commitment (AC). In addition, procedural and distributive justice contribute to POS. Conclusions The study concludes that the relationship between POS and JP is mediated by JS, PA, and AC and is influenced by POS. These results can provide evidence for university administrators to improve POS and increase the JP of faculty members at universities. PMID:24624932

Faculty Experiences of Merger and Organizational Change in a Social Work Program.

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Adedoyin, A Christson; Miller, Monte; Jackson, Mary S; Dodor, Bernice; Hall, Kristen

2016-01-01

Social work programs are experiencing unprecedented organizational changes due to budget cuts, dwindling resources, global, and technological challenges. However, there is limited information in the literature about the merger experiences of faculty in social work programs. On one hand undergoing merger and reorganization provides the opportunity to reorganize, reprioritize, re-assess, develop strategies, and explore previously untapped opportunities for social work programs. Conversely, merger experiences have caused frustration, intention to quit, confusion, and loss of professional identity for social work faculty. In this article the authors utilize a journaling method and sense-making approach of the merger experiences of some of the faculty members of a social work program in the United States. The authors suggest a framework to understand how the faculty confronted the challenges, overcame the pitfalls, and maximized the opportunities offered during the merger and organizational change process.

Examination of Attitudes towards Teaching Online Courses Based on Theory of Reasoned Action of University Faculty in Taiwan

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Chen, Tzy-Ling; Chen, Tzu-Jung

2006-01-01

This study examined attitudes of university faculty specialising in the field of human resource (HR) in Taiwan towards participation in the teaching of online courses using the theory of reasoned action (TRA). The population targeted for investigation consisted of the full-time university faculty in the HR field in Taiwan regardless of their…

Factors Affecting Faculty Attitude for Adopting Online Learning at Aljouf University, Saudi Arabia

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Alanazy, Salim M.

2018-01-01

This study aims to take an initial step toward investigating the readiness of faculty members for adopting online learning at Aljouf University, a Saudi newly established university. Participants (n = 156) were asked to complete a Web-based questionnaire that starts with eight demographic questions and has four other parts: attitude toward online…

Faculty Members and E-Journals: The Case of Private Universities in Kumasi, Ghana

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Boakye, Ernest

2017-01-01

The purpose of this study was to determine the level of awareness, accessibility, and use of electronic journals (E-journals) by the faculty members of Garden City University College (GCUC) and Christian Service University College (CSUC) in Kumasi, Ghana. The survey method was used with questionnaire as the data collection instrument. The study…

Training Needs for Faculty Members: Towards Achieving Quality of University Education in the Light of Technological Innovations

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Abouelenein, Yousri Attia Mohamed

2016-01-01

The aim of this study was to identify training needs of university faculty members, in order to achieve the desired quality in the light of technological innovations. A list of training needs of faculty members was developed in terms of technological innovations in general, developing skills of faculty members in the use of technological…

Workplace Bullying in Academe: A Grounded Theory Study Exploring How Faculty Cope with the Experience of Being Bullied

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Wilkin, La Vena

2010-01-01

This qualitative study used a grounded theory methodology to generate a theory about how targets of workplace bullying in academe may begin to heal from the aftermath of their ill-treatment. The emphasis was on understanding the experiences of university faculty members who had been targets of workplace bullying. A key factor in this study was to…

Maintenance of Physical Activity among Faculty and Staff in University Settings

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Whipple, Kerry; Kinney, Judy; Kattenbraker, Mark

2008-01-01

Previous studies have placed little emphasis on maintenance of healthy behaviors longer than six months. This study examined factors that contribute to maintenance of physical activity among faculty and staff in university settings. A 55-item survey on physical activity maintenance was used to assess attitudes towards exercise, exercise…

A diary study to open up the black box of overtime work among university faculty members

NARCIS (Netherlands)

Beckers, D.G.J.; Hooff, M.L.M. van; Linden, D. van der; Kompier, M.A.J.; Taris, T.W.; Geurts, S.A.E.

2008-01-01

Objectives: This study aimed at opening up the black box of overtime work among university faculty members by providing information on (i) when faculty members work overtime, (ii) what activities are undertaken during overtime, and (iii) how overtime is experienced. Methods: Data were collected

A diary study to open up the black box of overtime work among university faculty members

NARCIS (Netherlands)

Beckers, D.G.J.; Hooff, M.L.M. van; Linden, D. van der; Kompier, M.A.J.; Taris, T.W.; Geurts, S.A.E.

2008-01-01

Objectives - This study aimed at opening up the black box of overtime work among university faculty members by providing information on (i) when faculty members work overtime, (ii) what activities are undertaken during overtime, and (iii) how overtime is experienced. Methods - Data were collected

Foreign-Born Women Faculty Work Roles and Productivity at Research Universities in the United States

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Mamiseishvili, Ketevan

2010-01-01

Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women faculty members' work roles and productivity in the areas of teaching, research, and service in comparison with their US-born counterparts at research universities in the US. The findings provided some evidence to suggest…

Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs.

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Brandt, Cheryl L; Boellaard, Melissa R; Zorn, Cecelia R

2013-07-01

The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs. Copyright 2013, SLACK Incorporated.

Inauguration of the Faculty of Law at the University of Wollongong.

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Mason, Anthony

1991-01-01

The Chief Justice of Australia, on the occasion of inauguration of the Faculty of Law at the University of Wollongong (Australia), examines the purposes and content of academic legal education, notes the increasing numbers of students wanting to study law, and recommends more interdisciplinary studies for students of law. (DB)

Effective Factors in Job Motivation of Faculty Members of Shaheed Beheshti University of Medical Sciences Based on Herzberg's Two-Factor Theory of Motivation in 1394

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Somaie Ziar

2017-06-01

Full Text Available Background and objective: The most important factor for success in every organization, s its human resources. Human resources with the power of creativity, imagination, faith and commitment, have a great impact on the performance of the organization. University faculty members are the main pillars of human resources and affect the development of universities to promote academic standing in their communities. In this regard, the role of job motivation of faculty members to further efficiency helps universities. Materials and Methods: To determine the effective factors in job motivation of Shaheed Beheshti University of Medical Sciences’ faculty members, we conducted the study based on Herzberg's two factor motivation theory. In this across-sectional study, a sample of 137, (10% of the population in 12 faculties were selected by random and proportional sampling based on size and gender of faculty members. The instrument used was a questionnaire containing 40 of the 11 areas of external factors and an effective two-factor theory of Herzberg's motivation-based job. The reliability of the questionnaire was calculated using Cronbach's alpha (%86. After collecting data gamma and correlation multipliers Ki-test and logistic regression analysis was carried was with software SPSS16. Results: The internal factors were more important than external factors. Internal factors were more important in younger people. External factors, however, were more important in older people. Three areas, nature of work, professional development and career is also the most importance among the areas of internal factors, respectively. Two areas of occupational safety and connection are the most importance among the external factors. Conclusion: Providing the perfect environment, according to members of academic faculty, job security, moral values, decreasing problems of employment due to age and work experience, training individuals and providing a salary based on ability

The Lived Experience of Black Nurse Faculty in Predominantly White Schools of Nursing.

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Whitfield-Harris, Lisa; Lockhart, Joan Such; Zoucha, Richard; Alexander, Rumay

2017-03-01

This study explored the experiences of Black nurse faculty employed in predominantly White schools of nursing. High attrition rates of this group were noted in previous literature. Understanding their experiences is important to increase nurse diversity. Hermeneutic phenomenology was used to explore the experiences of 15 Black nurse faculty using interviews. Four themes were extracted as the following: cultural norms of the workplace, coping with improper assets, life as a "Lone Ranger," and surviving the workplace environment. The study provided insight to understand the meaning that Black faculty members give to their experiences working in predominantly White schools of nursing. Findings exemplify the need to improve culturally competent work environments and mentoring programs. Results suggest that better communication and proper respect from students, colleagues, and administrators are necessary. The limited research on this topic illustrates that Black nurse faculty remain under investigated; research is necessary to determine effective change strategies.

Workplace Bullying in Higher Education: Faculty Experiences and Responses

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Taylor, Susan K.

2012-01-01

This study examines workplace bullying in a university setting. Specifically it examines how faculty members' tenure status is related to having been targets and witnesses of bullying at work and their responses to dissatisfaction at work. The research literature reveals a correlation between being a target of workplace bullying and the target's…

Dental Faculty Perceptions of Workplace Environment and Job Satisfaction at a Southeastern University, College of Dentistry

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Cooper, Sharon L.

2009-01-01

The purpose of this study was to replicate the American Dental Education Association 2007 Dental Faculty Perceptions of Workplace Environment survey at A Southeastern University, College of Dentistry. The study examined dental faculty perceptions of academic workplace variables including culture and environment, as well as professional development…

REFLECTIONS ON SCREENAGERS, FACULTY DEVELOPMENT

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Mike K. MOULTON

2008-04-01

Full Text Available This paper outlines a strategy for a faculty development program with respect to net-supported learning. Many universities and colleges are struggling with meeting the demands of a rapidly changing world. Reflections in this paper are based on experiences from the Norwegian University of Life Sciences. Attention has been given to the intelligent use of technology as a means of meeting pressing challenges. What does this mean? I ask a series of questions, the answers of which form the basis for a faculty development program. What qualities and skills should our graduates have? What consequences does this have for the way we approach teaching and learning? And what role does technology play? In short, we must focus on faculty training courses and the ensuing development cycles of trial, error, refinement and sharing. Guiding principles for these activities should be:1. It is about learning.2. It is about easy access.3. It is about emphasizing collaboration.4. It is about support.

Contingent Faculty Perceptions of Organizational Support, Workplace Attitudes, and Teaching Evaluations at a Public Research University

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Min Young Cha

2016-03-01

Full Text Available This research examines contingent faculty’s perception of organizational support, workplace attitudes, and Student Ratings of Teaching (SRT in a large public research university to investigate their employee-organization relationship. According to t-tests and regression analyses for samples of 2,229 faculty and instructional staff who answered the survey and had SRT data (tenured and tenure-track faculty: 1,708, 76.6% of total; contingent faculty: 521, 23.4% of total, employment relationship of contingent faculty in this institution was closer to a combined economic and social exchange model than to a pure economic exchange model or underinvestment model. Contingent faculty’s satisfaction with work, satisfaction with coworkers, perception of being supported at work, and affective organizational commitment were higher than tenured and tenure-track faculty at a statistically significant level. In addition, contingent faculty had higher SRT mean results in all areas of SRT items in medium-size (10-30 classes and in ‘class presentation,’ ‘feedback,’ ‘deeper understanding,’ and ‘interest stimulated’ in large-size (30-50 classes than Tenured and Tenure-track Faculty. These results not only refute the misconception that contingent faculty have too little time to provide students with feedback but also support that they provide students with good teaching, at least in medium-size and large-size classes. Whereas these results might be partially attributable to the relatively stable status of contingent faculty in this study (who work for more than 50 percent FTE, they indicate that, as a collective, contingent faculty also represent a significant contributor to the university, who are satisfied with their work, enjoy the community they are in, and are committed to their institution.

Association between Organizational Citizenship Behavior and Educational Performance of Faculty Members in Tabriz University of Medical Sciences- 2014

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Hazratian Teimour

2015-07-01

Full Text Available Introduction: Regarding the educational goals of university and academic performance, it seems that organizational citizenship behavior (OCB is one of the effective variables in increasing the educational performance of university faculty members. The present study aims to investigate the relationship between organizational citizenship behavior (OCB and educational performance of the faculty members of Tabriz University of Medical Sciences in 2013-14. Methods: Researchers selected 127 faculty members and 1,120 students from different grades in order to investigate the relationship between altruism, conscientiousness, sportsmanship, civic virtue and respect and the educational performance of faculty members. Generalized estimating equations (GEE were used in this method. Data were analyzed using SPSS 21 software and the significance level of 0.05. Results: There was a significant relationship between altruism and educational performance (P =0.043. There was a significant relationship between conscientiousness and educational performance (p=0.046. A significant relationship was observed between sportsmanship and educational performance (p=0.004. There was no significant relationship between civic virtue and educational performance (p=0.98. A significant relationship was observed between respect and educational performance (P>0.001. There was no relationship between citizenship behavior and gender of the faculty members (P> 0.05.Conclusion: The results of this study showed that the more faculty members have the spirit of cooperation and assistance to colleagues and students and try to understand the specific situations that students face, the more effective they are in increasing the educational performance at the university level.

Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance

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Brill, Jennifer; Park, Yeonjeong

2011-01-01

The effective integration of current technologies in teaching and research is a high priority for today's universities. To support the technology skills of university faculty, staff, and students, the subject university's office for faculty training and support, provides free, 24/7 access to a collection of online technology tutorials leased from…

Assessing Response Bias in a Web Survey at a University Faculty

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Menachemi, Nir

2011-01-01

Online surveys are increasingly common due to the myriad of benefits they offer over traditional survey methods. However, research has shown that response rates to web-based surveys are typically lower than to traditional surveys and can possibly yield biased results. University-based faculty members are a unique cohort that may be ideally suited…

Perceptions of Faculty toward Integrating Technology in Undergraduate Higher Education Traditional Classrooms at Research-Focused Regional Universities in South Texas

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Shipman, Cheri Deann

2017-01-01

This qualitative study examined the perceptions of faculty members who use technology in undergraduate higher education traditional classrooms in research-focused regional universities in South Texas. Faculty members at research-focused regional universities are expected to divide time judiciously into three major areas: research, service, and…

Faculty ethics: ideal principles with practical applications.

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Reybold, L Earle

2009-01-01

Ethics in higher education is the subject of intense public attention, with considerable focus on faculty roles and responsibilities. Media reports and scholarly research have documented egregious misconduct that includes plagiarism, falsification of data, illicit teacher-student relationships, and grading bias. These accounts of wrongdoing often portray faculty ethicality as only a legal issue of obeying rules and regulations, especially in the teaching and research roles. My discussion challenges this narrow perspective and argues that characterizations of faculty ethicality should take into account broader expectations for professionalism such as collegiality, respect, and freedom of inquiry. First, I review the general principles of faculty ethics developed by the American Association of University Professors, as well as professional codes of ethics in specific professional fields. Second, I juxtapose the experiences of women and minority faculty members in relation to these general codes of ethics. This section examines three issues that particularly affect women and minority faculty experiences of ethicality: "chilly and alienating" academic climates, "cultural taxation" of minority identity, and the snare of conventional reward systems. Third, I suggest practical strategies to reconcile faculty practice with codes of ethics. My challenge is to the faculty as a community of practice to engage professional ethics as social and political events, not just legal and moral failures.

[Once upon a time there was a medical faculty--a brief history of the Medical Faculty of the Erzsébet University in Pressburg (1914-1919)].

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Kiss, László

2010-01-01

Despite the fact that the idea of expanding the medical faculties of Budapest and Kolozsvár was formed in the 1870s, it only came true in the 1910s. The XXXVI. Law of 1912 ensured establishing new faculties in Pozsony and Debrecen. The medical faculty of Erzsébet University in Pozsony opened in 1914. The first three professors, i.e. Lajos Bakay, Ferenc Herzog and Dezső Velits, who formerly worked as head physicians for the State Hospital in Pozsony and the Institute for Midwives, were appointed then. The appointment of further professors and launching the 3rd, 4th and 5th forms were delayed by the outbreak of the war until 1918. After the collapse of the Austro-Hungarian Monarchy the newly formed Czechoslovakia dissolved the Hungarian university in 1919. The clinics and institutes of the medical faculty were passed to Czechoslovak ownership, the Hungarian lecturers were dismissed. It is worth mentioning though that Albert Szent-Györgyi and Carl Ferdinand Cori (both Nobel Prize winners) started their scientific career in Pozsony.

Physiology Teaching and Learning Experience in a New Modular Curriculum at the National University of Rwanda

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Gahutu, Jean Bosco

2010-01-01

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The…

The Dark Side of the Ivory Tower: Cyberbullying of University Faculty and Teaching Personnel

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Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

2014-01-01

This paper discusses findings from an exploratory study on the nature, extent, and impact of cyberbullying experienced by 121 faculty members at one Canadian university. We situate cyberbullying in university on a continuum between cyberbullying in K-12 education and cyberbullying in the workplace and also take into account the power dynamics that…

Faculty Members' Views of Effective Teaching: A Case Study of Qatar University

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Al-Thani, Alanood Mubarak; Al-Meghaissib, Latifa A. Aziz A. A.; Nosair, Mohamed Ragab Abdelhakeem Ali

2016-01-01

Effective teaching (ET) has recently drawn attention within higher educational intuitions owing to the need for greater accountability, and high quality learning outcomes. The present study investigated Qatar University faculty member's (QUFM) perception of ET, characteristics, practices, and impediment, by assembling data from a cluster sample of…

Mobility of academic staff from Faculty of Social Sciences at Charles University in years 2011- 2015

OpenAIRE

Gregáňová, Nikola

2016-01-01

The main topic of this thesis is analysing of the mobility of academic staff from the Faculty of Social Sciences in period 2011- 2015. The main aim of thesis will be exploration of the mobility of academic staff of the Faculty of Social Sciences at Charles University, focuses on the individual academic degrees and different institutions inside of faculty. The first sub-objective will analyse the usability offered by the mobility of academic staff and their interest. As another sub-goal I chos...

Academic Freedom for Whom? Experiences and Perceptions of Faculty of Color

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Locher, Holley M.

2013-01-01

Academic freedom is a cornerstone principle to the U. S. system of higher education and is intended to exist for all faculty. Thus, the dominant discourse is that academic freedom is neutral. Utilizing the framework of critical race theory, this research demonstrates that faculty of color can differentially experience and perceive their academic…

Job Satisfaction and Pay Satisfaction Levels of University Faculty by Discipline Type and by Geographic Region.

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Terpstra, David E.; Honoree, Andre L.

2004-01-01

This study surveyed approximately 500 faculty across different disciplines from over 100 four- year colleges and universities in the U.S. The primary purpose of the study was to provide some empirical data on the general job satisfaction and pay satisfaction levels of faculty by type of academic discipline and by geographic region. The possible…

A Study on the Tacit Knowledge of University Faculty: A Case Study in Taiwan

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Wu, Mingchang; Lin, Hsiuhsu; Lin, YiKai; Chang, Wenlung

2013-01-01

The tacit knowledge of university faculty might take roots deep down in their own cognition system and influence their ways of thinking and reasoning. This study aims at (1) the exploration of the characteristics of university professors' tacit knowledge in Taiwan and (2) the disentangling of the factors underlying its development. Drawn from the…

Teacher training for medical faculty and residents.

OpenAIRE

Craig, J L

1988-01-01

Since 1984 the University of British Columbia's School of Medicine has offered teaching improvement project systems (TIPS) workshops on effective teaching techniques; two workshops a year are given for medical faculty members and two a year for residents. The faculty members who conduct the workshops have received training on how to present them. The most powerful learning experience offered by TIPS is the opportunity for participants to present 10-minute teaching segments that are videotaped...

Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health

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Kidd, Terry; Davis, Trina; Larke, Patricia

2016-01-01

Using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Dewey's Theory of Experience, this phenomenological study explored the experiences of faculty who engaged in online teaching at one school of public health. Findings revealed that the experiences of public health faculty, who engaged in online teaching, are similar and…

Faculty Agency in Striving University Contexts: Mundane yet Powerful Acts of Agency

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Gonzales, Leslie D.

2015-01-01

Drawing from Archer's critical realist theory of agency, this paper has two specific aims. First, the cultural and structural features of one "striving" institution are outlined. Then, I illustrate how faculty members asserted agency inside their striving university in ways intended to disrupt the structures and cultures that striving…

Scholarly Productivity of Social Work Faculty at Historically Black Colleges and Universities: Are h-Index Scores a Suitable Measure?

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Marshall, Isiah, Jr.; Smith, Belinda Davis; Green, Makeba T.; Anderson, Brian; Harry, Sonja V.; Byrd, Yolanda M.; Pratt-Harris, Natasha C.; Bolden, Errol S.; Hill, Solomon

2016-01-01

Faculty scholarship at historically Black colleges and universities (HBCU) has in the past served as a blueprint for the Black masses. Even today, HBCU faculty scholarship continues to be an informative source to communicate accurate information regarding marginalized groups. This study examines h-index scores of 65 faculty members at five…

The founding of the University of Belgrade and the controversy over the Faculty of Theology 1905-1920

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Lolić Marinko

2007-01-01

Full Text Available The paper presents and sheds light on a 1919 controversy unfolding in the periodical Demokratija. Its main protagonists were the notable Serbian philosopher Branislav Petronijević, theologist Radovan Kazimirović and physiologist Ivan Đaja, and it concerned the proposal to establish a Faculty of Theology in Belgrade. The debate reflects in fact the conflict among Serbian intellectuals over fundamental principles of the university. We believe this is a most important intellectual dispute taking place in our academic public in the early 20th century. Although historical records indicate that the position of the Faculty of Theology within the future University was discussed as early as the 19th century, when the first ideas of founding a University in Serbia had been put forward, with discussions culminating on the occasion of the establishment of the first Serbian University in 1905, the questions raised then remained mainly unsolved and marked the one-century of the Belgrade University, the most prestigious Serbian institution of higher learning. Turbulent changes in our society in the 1990s announced new searches and radical reevaluation of the condition of our higher education. The problem of the Faculty of Theology thus resurfaced within not just academic but also broader political and cultural public. Unfortunately, some participants in this debate, disregarding the complexity of the issue, have focused their attention on the communist period alone, when the Faculty of Theology was separated from the University. In this way they avoid facing the crucial problem of the contemporary Serbian society - the problem of building modern secular educational and political institutions. .

Female science faculty in liberal arts colleges and research universities: A case study of building careers

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McCartney, Kerry Michelle

2001-07-01

This study investigates the lives of twelve female science faculty in higher education, in both the Liberal Arts College and the Research University environments. The study focuses on two areas---the gender issue and women's positive experiences in being science faculty. The methods used are qualitative, including interviews and self-esteem, achievement-motivation, and self-descriptive word ranking scales, which were used to determine success and determination to understand the desire to continue in the field of academic science. The central findings of the study focused on the rampant gender and sexual discrimination that was apparent at the Liberal Arts College science department, and the desire to balance a family with a career. The common misperception that a woman cannot be an academic science and have a family appeared to have troubled most of the subjects in the study. It appeared that the support of a spouse and family are two factors that have led to the continuation of the majority of the women to want to remain in academic science. The issue of gender touched on the lack of financial compensation among some of the female science faculty in the study, as well as the need for more institutional and structural support for human relations within the science departments.

Utopia University: A Faculty Member Reflects on Recommendations for the Future of SoTL

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Forrest, Krista D.

2013-01-01

The author, Krista D. Forrest, Professor of Psychology, University of Nebraska at Kearney, reports on what it would take to create a "Utopian university," a campus of the future where faculty members' scholarship of teaching and learning (SoTL) has gone on to change departments and as the departments changed, so did the institution.…

Physics and Astronomy New Faculty Workshops: 20 Years of Workshops and 2000 Faculty

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Hilborn, Robert

Most college and university new faculty members start their teaching careers with almost no formal training in pedagogy. To address this issue, the American Association of Physics Teachers, the American Astronomical Society, and the American Physical Society have been offering since 1996 workshops for physics and astronomy new faculty members (and in recent years for experienced faculty members as well). The workshops introduce faculty members to a variety of interactive engagement teaching (IET) methods and the evidence for their effectiveness, embedded in a framework of general professional development. Currently the workshops engage about 50% of the new tenure-track hires in physics and astronomy. The workshops are quite successful in making the participants aware of IET methods and motivating them to implement them in their classes. However, about 1/3 of the participants stop using IET methods within a year or two. The faculty members cite (a) lack of time and energy to change, (b) content coverage concerns, and (c) difficulty getting students engaged as reasons for their discontinuance. To help overcome these barriers, we have introduced faculty online learning communities (FOLCs). The FOLCs provide peer support and advice through webinars and coaching from more experienced faculty members. Recommendations based on the workshops and the experiences of the participants can enhance the teaching effectiveness of future physics and astronomy faculty members. This work was supported in part by NSF Grant 1431638.

Examining E-Learning Barriers as Perceived by Faculty Members of Engineering Colleges in the Jordanian Universities

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Al-Alawneh, Muhammad K.

2014-01-01

Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed. Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and…

Impact of Adopt-a-Classroom Partnerships between K-12 and University Faculty

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Smith, Elizabeth; Kindall, Heather D.; Carter, Vinson; Beachner, Maggie

2016-01-01

There is often a disconnect between K-12 schools and postsecondary institutions. While this gap has grown consistently, the need for collaboration between systems is greater than ever. The Adopt-A-Classroom program was created to address the need for greater university faculty involvement in public schools by providing opportunities for…

University students and faculty have positive perceptions of open/alternative resources and their utilization in a textbook replacement initiative

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Nicole Delimont

2016-06-01

Full Text Available This is contribution no. 16-114-J from the Kansas Agricultural Experiment Station.The Kansas State University Open/Alternative Textbook Initiative provides grants to faculty members to replace textbooks with open/alternative educational resources (OAERs that are available at no cost to students. Open educational resources are available for anyone to access, while alternative educational resources are not open. The objective of this study was to determine the perceptions towards OAERs and the initiative, of students enrolled in, and faculty members teaching, courses using OAERs. A survey was sent out to 2,074 students in 13 courses using the OAERs. A total of 524 (25.3% students completed the survey and a faculty member from each of the 13 courses using OAERs was interviewed. Students rated the OAERs as good quality, preferred using them instead of buying textbooks for their courses, and agreed that they would like OAERs used in other courses. Faculty felt that student learning was somewhat better and it was somewhat easier to teach using OAERs than when they used the traditional textbooks. Nearly all faculty members preferred teaching with OAERs and planned to continue to do so after the funding period. These results, combined with the tremendous savings to students, support the continued funding of the initiative and similar approaches at other institutions.

Smoking differences between employees in faculties of the University of Tartu, Estonia, and changes during the country's transition.

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Näyhä, Simo; Kivastik, Jana; Kingisepp, Peet-Henn; Heikkinen, Rauno

2011-03-08

A previous study found marked differences in smoking between employees in various university faculties in Tartu, Estonia, soon after the disruption of communism. The present study was conducted to see whether such differences still exist and how the patterns had changed during the country's first transitional decade. All employees at the University of Tartu (UT) were surveyed for smoking habits by means of a questionnaire in 1992 and 2003. The present paper is based on respondents whose faculty or workplace was known (1390 people in 1992, 1790 in 2003). Smoking differences were assessed in terms of regression-based adjusted figures. While 20% of the male employees smoked daily in 1992, 13% did so in 2003, the figures for females being 10% and 7%, respectively. The prevalence of men's daily smoking varied between faculties and other workplaces in the range 4-30% in 1992, and 0-24% in 2003, with corresponding ranges of 3-21% and 0-10% among females. Men in the medical faculty in both surveys, and those in the faculty of philosophy in the second survey showed higher rates than men in most other faculties, as did women in the faculty of law in the first survey and those in the faculty of philosophy in the second. The figures were usually low in the faculties of sports & exercise, physics & chemistry and mathematics. The sex pattern was reversed in the faculty of law and also in that of economics, where the women smoked more than the men. Even in this low-smoking academic community, wide smoking differences existed between the faculties and other workplaces. Faculties where physical or mental performance is of prime importance are leading the way towards a smoke-free community, while men in the faculty of philosophy and, paradoxically, men in the medical faculty are lagging behind. The reversed sex ratio in the faculties of law and economics may indicate women's intensified drive for equality in this transitional society. We assume that different professional cultures

University-Industry Interaction: Reserach and Career Opportunities - Good for Industry, Faculty and Students

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Schneider, John

1997-03-01

Industry sponsorship of research at universities is growing and becoming more important as funding resources change. In addition, re-engineering at industries has forced them to review how and what they sponsor at universities. Well thought out and understood "partnerships" between companies and universities can be good for everyone. Students receive scholarships, research opportunities, exposure to industry life and career/job opportunities. Faculty receive funds for their research, exposure to real-world problems, equipment, consulting opportunities and more. . Universities receive funds for research, scholarships, etc. In addition, there are opportunities for royalties and donations that help everyone. . The public gains trained students, research advances that lead to better and lower cost products, and economic growth. A concern faculty often express is that they would have to do "applied" and not leading edge research. It is true that industry will not fund "any" research; they want to support research that solves their current needs or could lead to break-throughs in products they can commercialize. Many industrial scientists counter academic concerns by stating that doing practical research can and usually is fundamental and discovery oriented. University-Industry collaboration research has been good for all and can continue to be so. Leading organizations such as the National Science Foundation and the Council on Competitiveness are stressing the need for collaborative partnerships. Universities are creating education programs that bring the basic sciences in contact with the applied world.

Comparison of Cell Phone Usage Frequencies and Brand Preferences of Public and Private University Education Faculty Students

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Aylin TUTGUN ÜNAL

2013-06-01

Full Text Available In this research, cell phone usage frequencies and brand preferences of the education faculty students were examined. Research was conducted with 985 students from Marmara University Ataturk Education Faculty and Maltepe University Education Faculty in Istanbul. For the collection of data, “cell phone usage frequency and brand preference determination survey” was used. In the research, various results were obtained and some of which are as follows: a Students use cell phone intensively for and ratio for usage more than 1 hour is over the average(56.5%. b When the made / received calls were examined it is interesting that 20 and more calls are received (8% and more than 40, 50, 100 calls are made even in little ratios. c Students receive (31.7% and send (31.5% more than 100 messages. d Students mostly prefer Turkcell operator, Young Tariff and mostly prefer Nokia brand. It was understood that usage frequencies and brand preferences of state and foundation universities are significantly different from each other. In the research the intensive cell phone usage of Education Faculty students were emphasized and at the end of the research discussions and suggestions took place related with arranging cell phone usage habits of the students

Association between Organizational Commitment and Personality Traits of Faculty Members of Ahvaz Jundishapur University of Medical Sciences.

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Khiavi, Farzad Faraji; Dashti, Rezvan; Mokhtari, Saeedeh

2016-03-01

Individual characteristics are important factors influencing organizational commitment. Also, committed human resources can lead organizations to performance improvement as well as personal and organizational achievements. This research aimed to determine the association between organizational commitment and personality traits among faculty members of Ahvaz Jundishapur University of Medical Sciences. the research population of this cross-sectional study was the faculty members of Ahvaz Jundishapur University of Medical Sciences (Ahvaz, Iran). The sample size was determined to be 83. Data collection instruments were the Allen and Meyer questionnaire for organizational commitment and Neo for characteristics' features. The data were analyzed through Pearson's product-moment correlation and the independent samples t-test, ANOVA, and simple linear regression analysis (SLR) by SPSS. Continuance commitment showed a significant positive association with neuroticism, extroversion, agreeableness, and conscientiousness. Normative commitment showed a significant positive association with conscientiousness and a negative association with extroversion (p = 0.001). Openness had a positive association with affective commitment. Openness and agreeableness, among the five characteristics' features, had the most effect on organizational commitment, as indicated by simple linear regression analysis. Faculty members' characteristics showed a significant association with their organizational commitment. Determining appropriate characteristic criteria for faculty members may lead to employing committed personnel to accomplish the University's objectives and tasks.

Nonfixed Retirement Age for University Professors: Modeling Its Effects on New Faculty Hires.

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Larson, Richard C; Diaz, Mauricio Gomez

2012-03-01

We model the set of tenure-track faculty members at a university as a queue, where "customers" in queue are faculty members in active careers. Arrivals to the queue are usually young, untenured assistant professors, and departures from the queue are primarily those who do not pass a promotion or tenure hurdle and those who retire. There are other less-often-used ways to enter and leave the queue. Our focus is on system effects of the elimination of mandatory retirement age. In particular, we are concerned with estimating the number of assistant professor slots that annually are no longer available because of the elimination of mandatory retirement. We start with steady-state assumptions that require use of Little's Law of Queueing, and we progress to a transient model using system dynamics. We apply these simple models using available data from our home university, the Massachusetts Institute of Technology.

Obstacles of Achieving Total Quality in the Faculty of Education in Alexandria University from Staff’s Perspective

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Khaled Salah Hanafy Mahmoud

2018-03-01

Full Text Available This study investigated obstacles that prevent achieving total quality in the faculty of Education in Alexandria University from the point of view of the faculty members in order to provide methods for overcoming such obstacles. The study also aimed to measure the impact of the variables (gender – academic rank – the major on the staff's views in the fields of (teaching, learning – scientific research – community service – university administration – staff's personal aspects. The study was based on the descriptive method and used a questionnaire to a sample of (100 teaching staff members who were randomly selected. The results revealed that the obstacles were as follows: i obstacles of university administration with a mean of (4.5 indicating a very high agreement score, ii obstacles of teaching and learning process with a mean of (4.2 indicating a high agreement score, iii obstacles of the scientific research with a mean of (3.9 indicating a high agreement score, iv obstacles of the community service with a mean of (3.5 indicating a high agreement score and v obstacles related to the staff members’ personal aspects with a mean of (3.4 indicating an average agreement score. The results showed no statistically significant differences between the staff's views regarding about obstacles of applying total quality in the Faculty of Education, Alexandria University attributed to gender, academic rank or major. Keywords: Quality, Faculty of education, Staff members, TQM obstacles.

[Effectiveness of teaching gerontology and geriatrics in students of the 1st Faculty of Medicine, Charles University in Prague].

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Mádlová, P; Neuwirth, J; Topinková, E

2006-01-01

Increasing number of seniors in the society requires more university-degree educated professionals--health care professionals, social care workers and managers with basic exposure to and knowledge of gerontology and geriatrics. The aim of our paper was to evaluate the effectiveness of undergraduate training of gerontology and geriatrics among students of the 1st Faculty of Medicine, Charles University in Prague. To get information about knowledge of medical students and students of ergotherapy and physiotherapy and about their attitudes towards senior citizens we conducted a survey using two anonymous questionnaires prepared in our department and piloted earlier. The survey ran during the academic year 2004/2005. Students completed identical questionnaires twice, first time before the start of the clinical rotation and second time after the training end (n=134). Evaluation of knowledge and attitudes confirmed that one to two weeks clinical rotation at Department of Geriatrics was effective and increased knowledge of students in the topic trained. The percentage of correct answers in all three evaluated training programmes increased after the completion of the clinical rotation and reached 83% and more. From 134 participating students, 54.5 % appreciated life experience and wisdom of seniors they met, 98.4 % of students were satisfied with the training programme and 67.2 % of students reported that after training they changed their attitude towards senior population. Our survey confirmed that clinical training in geriatric medicine at 1st Faculty of Medicine, Charles University in Prague, prepared in agreement with current European recommendations is sufficiently effective and well accepted by the students. Therefore we recommend introduction of formal geriatric training for students in all medical faculties in the Czech Republic.

A qualitative assessment of faculty perspectives of small group teaching experience in Iraq.

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Saleh, Abubakir M; Shabila, Nazar P; Dabbagh, Ali A; Al-Tawil, Namir G; Al-Hadithi, Tariq S

2015-02-15

Although medical colleges in Iraq started recently to increasingly use small group teaching approach, there is limited research on the challenges, opportunities and needs of small group teaching in Iraq particularly in Kurdistan Region. Therefore, this study was aimed to assess the small group teaching experience in the 4(th) and 5(th) year of study in Hawler College of Medicine with a focus on characterizing the impressions of faculty members about how small group teaching is proceeding in the college. A qualitative study based on semi-structured interviews with 20 purposively selected faculty members was conducted. An interview guide was used for data collection that was around different issues related to small group teaching in medical education including planning, preparation, positive aspects, problems facing its implementation, factors related to it and recommendations for improvement. Qualitative data analysis comprised identifying themes that emerged from the review of transcribed interviews. Participants reported some positive experience and a number of positive outcomes related to this experience including better controlling the class, enhancing students' understanding of the subject, increasing interaction in the class, increasing the students' confidence, enhancing more contact between teachers and students, improving the presentation skills of the students and improving the teacher performance. The participants emphasized poor preparation and planning for application of this system and highlighted a number of problems and challenges facing this experience particularly in terms of poor infrastructure and teaching facilities, poor orientation of students and teachers, inadequate course time for some subjects and shortage of faculty members in a number of departments. The main suggestions to improve this experience included improving the infrastructure and teaching facilities, using more interactive teaching methods and better organization and management

Connecticut State University System Initiative for Nanotechnology-Related Equipment, Faculty Development and Curriculum Development

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Broadbridge, Christine C. [Southern Connecticut State University

2013-03-28

DOE grant used for partial fulfillment of necessary laboratory equipment for course enrichment and new graduate programs in nanotechnology at the four institutions of the Connecticut State University System (CSUS). Equipment in this initial phase included variable pressure scanning electron microscope with energy dispersive x-ray spectroscopy elemental analysis capability [at Southern Connecticut State University]; power x-ray diffractometer [at Central Connecticut State University]; a spectrophotometer and spectrofluorimeter [at Eastern Connecticut State University; and a Raman Spectrometer [at Western Connecticut State University]. DOE's funding was allocated for purchase and installation of this scientific equipment and instrumentation. Subsequently, DOE funding was allocated to fund the curriculum, faculty development and travel necessary to continue development and implementation of the System's Graduate Certificate in Nanotechnology (GCNT) program and the ConnSCU Nanotechnology Center (ConnSCU-NC) at Southern Connecticut State University. All of the established outcomes have been successfully achieved. The courses and structure of the GCNT program have been determined and the program will be completely implemented in the fall of 2013. The instrumentation has been purchased, installed and has been utilized at each campus for the implementation of the nanotechnology courses, CSUS GCNT and the ConnSCU-NC. Additional outcomes for this grant include curriculum development for non-majors as well as faculty and student research.

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members' perspective.

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Rizvi, Nusrat Fatima; Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. A cross-sectional survey was conducted through a self-reported questionnaire using 'survey monkey'. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching.

Development of the acquisition model of online information resources at Faculty of Medicine Library, Khon Kaen University.

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Thanapaisal, Soodjai; Thanapaisal, Chaiwit

2013-09-01

Faculty of Medicine Library, Khon Kaen University started to acquire online information resources since 2001 with the subscriptions to 2 databases. Nowadays it has 29 items of subscriptions and the expenses on online information resources reach to 17 million baht, more than 70 percent of the information resources budget, serving the academic purposes of the Faculty of Medicine. The problems of online information resources acquisition fall into 4 categories, and lead to 4 aspects conforming the model of the acquisition, comparing or benchmarking with the 4 selected medical school libraries in Bangkok, Chiang Mai, and Songkhla, and discussion with some other Thai and foreign libraries. The acquisition model of online information resources is developed from those problems and proposed for Faculty of Medicine Library, Khon Kaen University as well as for any medical libraries which prefer.

Smoking differences between employees in faculties of the University of Tartu, Estonia, and changes during the country's transition

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Kingisepp Peet-Henn

2011-03-01

Full Text Available Abstract Background A previous study found marked differences in smoking between employees in various university faculties in Tartu, Estonia, soon after the disruption of communism. The present study was conducted to see whether such differences still exist and how the patterns had changed during the country's first transitional decade. Methods All employees at the University of Tartu (UT were surveyed for smoking habits by means of a questionnaire in 1992 and 2003. The present paper is based on respondents whose faculty or workplace was known (1390 people in 1992, 1790 in 2003. Smoking differences were assessed in terms of regression-based adjusted figures. Results While 20% of the male employees smoked daily in 1992, 13% did so in 2003, the figures for females being 10% and 7%, respectively. The prevalence of men's daily smoking varied between faculties and other workplaces in the range 4-30% in 1992, and 0-24% in 2003, with corresponding ranges of 3-21% and 0-10% among females. Men in the medical faculty in both surveys, and those in the faculty of philosophy in the second survey showed higher rates than men in most other faculties, as did women in the faculty of law in the first survey and those in the faculty of philosophy in the second. The figures were usually low in the faculties of sports & exercise, physics & chemistry and mathematics. The sex pattern was reversed in the faculty of law and also in that of economics, where the women smoked more than the men. Conclusions Even in this low-smoking academic community, wide smoking differences existed between the faculties and other workplaces. Faculties where physical or mental performance is of prime importance are leading the way towards a smoke-free community, while men in the faculty of philosophy and, paradoxically, men in the medical faculty are lagging behind. The reversed sex ratio in the faculties of law and economics may indicate women's intensified drive for equality in this

Communication Skills of Dentist Faculty Members of Islamic Azad University Based on a Student Survey and its Relation with Faculties Evaluation by Students

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saeideh Abzan

2009-11-01

Full Text Available Background and purpose: Given the fact that identifying the problems of faculty members improvement are important, we investigated the communication skills of faculty members and examined if here isany association between good communication skill and the scores faculty members get from students evaluation in dental school of Islamic Azad University in Tehran.Methods: In this cross-sectional study, the students filled a questionnaire which assessed the communication skill (verbal and non verbal of faculty members based on a Likert’s type scale ranging from very good, to good, moderate, and poor at two weeks after the beginning of the course.The verbal communication skill were assessed based on 7 factors and the non verbal communication skill were evaluated based on 11 items .These items were extracted from standard communication text for content validity and the reliability was examined through a pilot test-retest procedure withr=0.85. Two weeks before the end of the same semester the students completed the faculties’ evaluation form which included 16 items. The validity and reliability of the faculty evaluation have previouslyestablished.The students selected one choice out of a range of very good, good, moderate, poor for each of the above items. The data were examined for correlation of communication skill with faculty evaluation by students by chi-square test.Results: In this study 1278 students assessed 154 faculty members in 234 class or clinics by completing 9107 questionnaire for communication skill and 9107 from for evaluation of faculty members. Of all participants 55.4% evaluated communication skills of faculty members as good, 31.8% as moderate and 12.8% as poor. Faculties were evaluated as good by 54%, of students, as moderate by 32.8% and as poor by 14.2%. Faculties with higher communication skill scores tend to have higher evaluationscores (p<0.001 Conclusions: It seems that the communication skill of faculty members of Islamic

Inclusive Instruction: Perceptions of Community College Faculty and Students Pertaining to Universal Design

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Gawronski, Michael; Kuk, Linda; Lombardi, Allison R.

2016-01-01

This study examined community college faculty (n = 179) and student (n = 449) attitudes and actions toward inclusive teaching practices based on tenets of Universal Design. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a medium-sized…

Assessing the impact of faculty development fellowship in Shiraz University of Medical Sciences.

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Ebrahimi, Sedigheh; Kojuri, Javad

2012-02-01

Changing concepts of education have led many medical schools to design educational programs to enhance teaching skills, as traditional approaches cannot fulfill the current students' needs. The educational development of medical faculty members has recently received impetus in Iran and the Eastern Mediterranean region. The aim of this study was to investigate whether participation in a faculty development program reinforced new teaching skills. A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors improve their teaching skills. The program, imparted in workshop format, covered effective teaching methods, feedback, knowledge assessment, and time management. Program sessions lasted four hours, four days each week for one month. Instruction was in the form of lectures, group discussions, case simulations, video presentations, and role-playing. All participants in the study (n = 219) belonged to the academic staff of Shiraz University of Medical Sciences. The participants highly rated the quality of the program. They felt that the educational intervention was appropriate and had a positive impact on their knowledge (P effectiveness of the program in strengthening the participants' teaching ability showed that students noticed significant improvements in the participants' teaching abilities (P effect on medical teachers' competencies, and we suggest that our educational intervention is effective in achieving its aims. Further research should investigate whether this faculty development program actually results in improved teaching performance.

A Study of Faculty Attitudes toward Internet-Based Distance Education: A Survey of Two Jordanian Public Universities

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Gasaymeh, Al-Mothana M.

2009-01-01

The purpose of this study was to examine the attitudes toward internet-based distance education by the faculty members of two Jordanian public universities, Al-Hussein Bin Talal University and Yarmouk University, as well as to explore the relationship between their attitudes toward internet-based distance education and their perceptions of their…

Obesity and Food Choices among Faculty and Staff at a Large Urban University

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Freedman, Marjorie R.; Rubinstein, Rebecca J.

2010-01-01

Objective: In order to address increasing health care costs associated with obesity, this study sought to determine prevalence of overweight and obesity and examine eating behaviors, food choices, health beliefs, and attitudes of university employees. Participants and Methods: An online survey was distributed to greater than 3,800 faculty and…

Teaching, Research, and Service: The Satisfiers of Education Faculty at Western Michigan University.

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Serafin, Ana Gil

This report investigated a random sample of 54 (divided equally between male and female) full-time regular education faculty actively engaged in classroom activities at Western Michigan University in Venezuelan postsecondary education to learn: (1) their satisfaction levels with their role functions of teaching, research, and service; and (2) if…

[THE CANCELED FACULTY: ON THE ISSUE OF ESTABLISHMENT OF MEDICAL FACULTY OF THE PETROGRAD UNIVERSITY DURING THE FIRST WORLD WAR].

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Rostovtsev, E A; Sidortchuk, I V

2015-01-01

The article considers history of attempts to organize medicalfaculty in the Petrograd university on the eve and during the First World War The actuality of issue is in both insufficient investigation of this page of history of national medicine and medical education and history of development of national medicine in the period of the First World War which centenary is observed this year On the basis of large spectrum of published and archive sources the article considers the prerequisites of organization of medical faculty in St. Petersburg-Petrograd The discussions around its organization, positioning and augmentation of its supporters and opponents are called to mind The attempt is cited concerning organization offaculty in context of existed relationship between professional and teaching staff corporation of the Petrograd university and authorities. The separate attention is paid to the issue of corporative aspiration of professorate which determined model of their behavior and in spite of all social politic alterations provide no permission to compromise with authorities. The similar behavior model continued and after the February Revolution and this became the cause of giving up the idea of organization of medical faculty after overthrow of czarism.

Barriers in adopting blended learning in a private university of Pakistan and East Africa: faculty members’ perspective

Science.gov (United States)

Gulzar, Saleema; Nicholas, Wachira; Nkoroi, Beatrice

2017-01-01

Background Education methods have undergone transformation over the centuries. Use of technology is the cornerstone for innovation in teaching methods. Hence, blended learning which includes face to face and online modalities is being increasingly explored as effective method for learning. This pilot study determines the perceptions of faculty members in a private international university on barriers influencing adoption of technology for teaching and learning. Methods A cross-sectional survey was conducted through a self-reported questionnaire using ‘survey monkey’. The data was entered and analyzed using Statistical Package for the Social Sciences (SPSS version 20). Frequencies and proportions are reported. Results Findings indicated that 51.6% faculty members perceived the importance of integration of technology in their teaching. Around 54% of the participants recognized that they do possess the ability and accessibility to integrate information communication technology (ICT) in teaching and learning, but there is a need to hone the basic information technology (IT) skills to initiate technology driven teaching. Findings revealed that 55% faculty members acknowledged the constraint of not getting protective time to develop and deliver technology driven courses. Further, results showed that 45% faculty members perceived that their innovation efforts in terms of teaching as blended learning do not count towards their professional promotion or recognition, as usually priority is given to research over teaching innovation. The findings also indicated that 54.5% participants asserted that university lack mentorship in the field of blended learning. Conclusions Therefore, study suggests that universities should provide adequate mentorship programmes for the faculty members in enhancing their skills of integrating technology in their teaching. PMID:28567414

Investigating Knowledge Management Status among Faculty Members of Kerman University of Medical Sciences based on the Nonaka Model in 2015.

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Vali, Leila; Izadi, Azar; Jahani, Yunes; Okhovati, Maryam

2016-08-01

Education and research are two major functions of universities, which require proper and systematic exploitation of available knowledge and information. Therefore, it is necessary to investigate the knowledge management status in an education system by considering the function of faculty members in creation and dissemination of knowledge. This study was conducted to investigate the knowledge management status among faculty members of the Kerman University of Medical Sciences based on the Nonaka and Takeuchi models in 2015. This was a descriptive-analytical and cross-sectional study. It was conducted on 165 faculty members at the Kerman University of Medical Sciences, who were selected from seven faculties as weighted using a random stratified sampling method. The Nonaka and Takeuchi knowledge management questionnaire consists of 26 questions in four dimensions of socialization, externalization, internalization, and combination. Scoring of questions was conducted using the five-point Likert scale. To analyze data, independent t-test, one-way ANOVA, Pearson correlation coefficients, and the Kruskal-Wallis test were employed. The four dimensions in the Nonaka and Takeuchi model are based on optimal indicators (3.5), dimensions of combination, and externalization with an average of 3.3 were found in higher ranks and internalization and socialization had averages of 3.1 and 3. According to the findings of this study, the average knowledge management among faculty members of the Kerman University of Medical Sciences was estimated to be 3.1, with a bit difference compared to the average. According to the results of t-tests, there was no significant relationship between gender and various dimensions of knowledge management (p>0.05). The findings of Kruskal-Wallis showed that there is no significant relationship between variables of age, academic rank, and type of faculty with regard to dimensions of knowledge management (p>0.05). In addition, according to the results of

What Can Happen When Business and Language Faculty Cooperate across an Ocean?

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Bryant, Michael; Karney, Dennis; Vigier, Mary

2010-01-01

Management schools are expected to educate future professionals with the necessary skills to operate successfully in a global business environment. In this paper, the authors analyze and reflect on an experiment in interdisciplinary cooperation undertaken by business faculty at a US university and language faculty at a French School of Management.…

Performance Pay Preferences of College of Education Faculty and Administrators at One Historically Black University: A Case Study

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Jones, Corey Lee

2012-01-01

The purpose of this study was to determine the attitudes and perceptions College of Education faculty and administrators have about performance pay at a Historically Black University (HBCU). A secondary purpose of the study was to determine the performance pay plan and specific measures of faculty productivity preferred by College of Education…

FOREIGN EXPERIENCE OF USING CLOUD SERVICES FOR THE INFORMATION-ANALYTICAL SUPPORT OF THE ORGANIZATION OF INTERNATIONAL COOPERATION OF UNIVERSITIES

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Kravchenko A.

2017-12-01

Full Text Available Foreign experience of using cloud services for the information-analytical support of the organization of international cooperation of universities is presented in the article. The best practices of using cloud services like new analytical tools and platforms for solving complex problems of optimization of the management of scientific and international activities of universities are analyzed. Architecture of the cloud computing environment as a system is analysed; it consists of 4 blocks: hardware; infrastructure; platforms and applications and cloud taxonomy for the organization of the scientific, academic and international activities of the University support, as well as taxonomy of the main cloud technologies to support the University's academic and international activities. The activities of the leading universities of the world for 2016-2017 are monitored and the expert results of Quacquarelli Symonds specialists’ are presented according to the World University Ratings. The evaluation was carried out based on more than 50 different indicators, such as: academic reputation; employer's reputation; faculty / student rate; reference (quotation about the faculty; international correlation of faculties; international student rate; assessment of the quality of researches of scientists and determination of productivity of the university; number of quotes; graduate university rewards; assessment of teaching quality; employment opportunity; Internationalization, which includes statistical indicators for the number of foreign students styding at University; number of exchange students; number of international partnership Agreements with other universities; accessibility; the possibility of distance learning; social responsibility; innovation; art and culture; inclusiveness, etc.

Medical faculty members' attitude on lesson planning Semnan University of Medical Sciences

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Masomeh Saberian

2003-01-01

Full Text Available Background: Lesson planning has a distinct role in enhancing education quality, as well as maintaining the friendly and dynamic atmosphere of the academic environment and increasing student's initiatives for achieving better educational attainments. Lesson planning is a process for defining the goals, understanding the needs, and specifying available tools and possible limitations. Lesson planning is a written description of this process, which shows the materials, the route, the time, and the place of instructions, as well as a method for evaluating students. Purpose: to identify the attitudes of Semnan University of Medical Sciences (SUMS on lesson planning. Methods: Fifty-three faculty members of the SUMS participated in this study. A questionnaire was used, which contained 8 demographic questions, and 24 r questions for identification the faculty members' attitude. Questionnaires were distributed among the faculty members in sealed envelopes, without denoting their names. The questionnaires were gathered after being completed. Results were analyzed by calculating the mean, standard deviation, absolute and relative frequencies, and using Chi-square and Fischer exact test at the level of 5%. Results: II was shown that 88% of faculty members favoured lesson planning before the beginning of the semester. But they found lesson planning a difficult task, because of their heavy workload. Of the faculty members, 60.4% organized their teaching classes according to a designed lesson plan, and believed that it did affect the quality of their teaching, but 49.1% disagreed with distributing the designed lesson plan among the students. Discussion: Although professor favoured lesson planning and find it necessary to work according to such a plan, workload and lack of knowledge are defined as two main obstacles in doing so. It is believed that by decreasing the professor's workload and provision of lesson planning workshops, these problems could be solved

Factors Predicting Faculty Commitment to the University.

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Fjortoft, Nancy

This paper examines the effect of faculty rank, satisfaction with salary, working conditions, institutional reputation, perceived influence on institutional policies, participation in meetings, and perceived governance on organizational commitment (at both the departmental and institutional level) using a representative sample of 4,925 faculty.…

Faculty Response to Ethical Issues at an American University in the Middle-East

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Tabsh, Sami W.; El Kadi, Hany A.; Abdelfatah, Akmal S.

2012-01-01

Purpose: The objective of this study is to get feedback on faculty perception of ethical issues related to teaching, scholarship and service at a relatively new American-style university in the Middle-East. Design/methodology/approach: A questionnaire involving 21 scenarios with multiple choice answers was developed and distributed to all faculty…

Carbon Stock in Integrated Field Laboratory Faculty of Agriculture University of Lampung

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Irwan Sukri Banuwa

2016-05-01

Full Text Available This study aimed to determine the amount of carbon stock and CO2 plant uptake in the Integrated Field Laboratory (IFL Faculty of Agriculture University of Lampung. The research was conducted from April to November 2015. The study was arranged in a completely randomized block design (CRBD, consisting of five land units as treatment with four replications for each treatment. Biomass of woody plants was estimated using allometric equation, biomass of understorey plants was estimated using plant dry weight equation, and organic C content in plants and soils were analyzed using a Walkey and Black method. The results showed that land unit consisting of densely woody plants significantly affects total biomass of woody plants, organic C content in woody plants and total carbon content (above and below ground. The highest amount of woody plant biomass was observed in land unit 5, i.e. 1,196.88 Mg ha-1, and above ground total carbon was 437.19 Mg ha-1. IFL Faculty of Agriculture University of Lampung has a total carbon stock of 2,051.90 Mg and capacity to take up total CO2 of 6,656.88 Mg.

Obstacles to the Application of Administrative Process Engineering in Gaza Universities from the Faculty Members’ Perspective

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Mahmoud A.R. Assaf

2017-08-01

Full Text Available The study aimed to identify the faculty members’ levels of assessment at Palestinian universities of the obstacles to the application of engineering of administrative processes ; and to find out whether there were statistically significant differences at the level of significance (α≤0.05 between the mean scores of assessment attributable to the variables: (college, academic rank, years of service. To achieve this, the researcher followed the descriptive method by using a questionnaire consisting of 36 items distributed into 4 areas: (technical, human, financial, administrative. The sample consisted of (95 faculty members from two universities (Al-Azhar and Islamia. The study revealed that the total degree of the respondents’ assessment of the obstacles to the application of engineering of administrative processes was (73.4%. The order of obstacles was as follows: i financial, ii human, iii administrative and iv technical obstacles. Further, there were no statistically significant differences at the level of significance (α≤0.05 between the mean scores of respondents’ assessment of the obstacles to the application of this method at the Palestinian universities that were attributed to these variables: (college, academic rank, years of service.The study recommended the need for allocating of adequate financial budgets, and the creation of a special unit in each university to be responsible for providing training on the concepts of reengineering administrative processes and linking them to quality and continuous improvement. Keywords: Administrative process engineering, Gaza governorates , Faculty members.

Contract Faculty in Canada: Using Access to Information Requests to Uncover Hidden Academics in Canadian Universities

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Brownlee, Jamie

2015-01-01

In Canada, universities are undergoing a process of corporatization where business interests, values and practices are assuming a more prominent place in higher education. A key feature of this process has been the changing composition of academic labor. While it is generally accepted that universities are relying more heavily on contract faculty,…

A strategy to address the nursing faculty shortage.

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Ganley, Barbara J; Sheets, Ingrid

2009-07-01

This article describes one university's experience in creating a master's geriatric clinical nurse specialist-nurse educator program to address the nursing faculty shortage and the need for geriatric clinical nurse specialists. The successes and challenges are outlined, and curricular ideas that may be beneficial to other nursing programs also are presented. This program has enhanced the university's pool of clinical instructors, increased its ability to provide services to older adults, and allowed faculty to instruct and focus undergraduates in the distinctions of geriatric nursing care. The biggest challenges faced were marketing and recruitment of nurses; these challenges were addressed, and possible solutions are offered. The most immediate benefit of this program was the generation of geriatric clinical nurse specialists.

Job dissatisfaction in lecturers in School of Medical Sciences Universiti Sains Malaysia and Faculty of Medicine Universiti Kebangsaan Malaysia.

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Huda, B Z; Rusli, B N; Naing, L; Tengku, M A; Winn, T; Rampal, K G

2004-06-01

Job dissatisfaction in doctors and teachers is known to have direct consequences on the quality of service and teaching for patients and students respectively. A cross-sectional study to assess dissatisfaction in lecturers of School of Medical Sciences, Universiti Sains Malaysia (USM) and Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM) was undertaken between August 2001 and May 2002. The original English version of the Job Content Questionnaire (CQ) version 1.7 (revised 1997) by Robert Karasek was self-administered to 73 (response rate 58.4%) and 80 (response rate 41.7%) lecturers in the medical faculties of USM and UKM, respectively. The prevalence of job dissatisfaction in USM and UKM lecturers were 42.6% and 42.9%, respectively; the difference was not significant (p>0.05). Risk factors of job dissatisfaction in USM lecturers were decision authority (pjob demand (pjob dissatisfaction in UKM lecturers were skill discretion (pjob demand (pjob demand was a risk factor of job dissatisfaction in both USM and UKM lecturers; in USM, decision authority was protective, while in UKM, skill discretion was protective against job dissatisfaction.

Investigation of Science Faculty with Education Specialties within the Largest University System in the United States

OpenAIRE

Bush, Seth D; Pelaez, Nancy; Rudd, James A, II; Stevens, Michael T; Tanner, Kimberly D; Williams, Kathy, PhD

2011-01-01

Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university ...

Lecturers’, Students’, and Administrators’ Perception of Discipline in the Faculty of Education, University of Cape Coast, Ghana

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Kwame Bediako Asare

2013-06-01

Full Text Available This study examined some dimensions of discipline as perceived by lecturers, administrators, and students in the Faculty of Education, University of Cape Coast. It sought to find out whether differences exist in their perceptions regarding the importance of discipline, forms of indiscipline, and causes of indiscipline in the Faculty of Education. We adopted a cross-sectional descriptive survey for the study involving 358 students, 11 lecturers, and 8 administrators. A customized Likert-type questionnaire was used for data collection to help answer the research questions and hypothesis formulated to guide the study. We found that there was no statistically significant difference in the perceptions lecturers, students, and administrators hold about disciplinary issues in the Faculty of Education. The need for university authorities to continuously use learning dialogue to engage students in decision making was highlighted so as to continue to achieve and enjoy a conducive environment for learning—as efforts are made to focus on students’ learning.

Obstacles of Search Engines Used by Graduate Students at The Faculty of Education, The Islamic University in Gaza

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Fayez Kamal Shaladan

2018-03-01

Full Text Available This study aimed to identify obstacles of search engines used by graduate students at the Faculty of Education, the Islamic University in Gaza, and to overcome them. The researchers utilized the analytical descriptive approach to achieve the goal of the study. They used the interview tool and designed a questionnaire to collect data for the study. The sample of the study was (164 male and female postgraduate students enrolled in the College of Education. The study results were as follows: The degree of obstacles to the use of search engines among postgraduate students at the Faculty of Education at the Islamic University in Gaza was high with a percentage of (%71.05.There were no statistically significant differences between the averages of the study sample for the obstacles of the use of the search engines among the postgraduate students in the Faculty of Education, the Islamic University due to the gender and academic variables, the cumulative average. An exception to this was the third theme which was personal constraints which had differences in favor of students whose cumulative rates were less than (%85. The study concluded with these recommendations: The university should subscribe to various search engines revise admission terms and conditions for postgraduate studies whereby English and computer courses can be included. Keywords: Search engines, Students, Postgraduate studies, Islamic University.

Development of a Medical Humanities Program at Dalhousie University Faculty of Medicine, Nova Scotia, Canada, 1992-2003.

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Murray, Jock

2003-10-01

The Medical Humanities Program at Dalhousie University Faculty of Medicine in Nova Scotia, Canada, was initiated in 1992 to incorporate the medical humanities into the learning and experiences of medical students. The goal of the program was to gain acceptance as an integral part of the medical school. The program assumed a broad concept of the medical humanities that includes medical history, literature, music, art, multiculturalism, philosophy, epistemology, theology, anthropology, professionalism, history of alternative therapies, writing, storytelling, health law, international medicine, and ethics. Phase I of the program has provided the same elective and research opportunities in the medical humanities that are available to the students in clinical and basic sciences, and has encouraged and legitimized the involvement of the humanities in the life and learning of the medical student through a wide array of programs and activities. Phase II will focus on further incorporation of the humanities into the curriculum. Phase III will be the development of a graduate program in medical humanities to train more faculty who will incorporate the humanities into their teaching and into the development of education programs.

Extent of Implementing Accreditation and Quality Assurance Standards in Azal University of Human Development from the Faculty Members’ Perspective

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Mohammed Zain Saleh ALSadi

2017-10-01

Full Text Available The research aimed to find out how far accreditation and quality assurance standards in Azal University for human development are implemented from the perspective of faculty members. To achieve this objective, to the researchers adopted descriptive analytical approach techniques. The research population was all the teaching staff at the university; and the sample consisted of (94 faculty members, (48.45 % of the total number of the population. A questionnaire was designed to collect data relevant to the testing of the research objectives. The questionnaire consisted of two parts: the first included the personal data, while the second part included the standards of accreditation and quality assurance. The study revealed the following results: The mean of implementing standards as a whole was (3.44, the standard deviation (0.76, and the extent of the using the standards was (high. There were no significant differences between the research participants’ responses about the extent of using the standards due to the variables (gender – Qualification – college type – years of teaching experience. In light of the results of the study, a set of recommendations were presented, including the need to provide the necessary requirements for implementing accreditation and quality assurance standards, whether material, human or financial resources, and creating a positive conducive learning environment to be suitable and ready for a complete implementation of quality standards. One of the main suggestions made by the research was to conduct a similar study on government and private universities and community colleges in Yemen. Keywords: Quality Assurance and accreditation; Azal University of Human Development.

Faculty lecturers’ attitudes towards some educational indicators at Lorestan university of medical sciences

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faride malekshahi

2011-03-01

Meanwhile their evaluations regarding officials’ attention to educational problems and appropriateness of students numbers to educational facilities were rated weak. Paying more attention to the quality and quantity of workshops , continuous education and solving university educational problems were of great emphasis. Besides, participation of all the faculty lectures in the educational planning and managemant is recommended.

Therapeutic Massage Impacts Quality of Life for University Female Faculty in Teacher Education

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Sandstrom, Clarine

2009-01-01

Stress is a part of everyone's life. Depending on the level of stress, it may affect people's health and lives. Stress in the workplace may come from many different sources, however for the purpose of this study, the focus was on female faculty working in a Teacher Education program at a small north central, North Dakota university. Stress is…

Comparing Student’s Assessment of the Faculty Member’s Training Performance and Faculty Member’s Self-Assessment at Kermanshah University of Medical Sciences

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Bijan Sabour

2013-08-01

Full Text Available As an important strategy to promote the quality of teaching, the faculty member's assessment has been seriously taken into consideration by universities. The purpose of the present study was to compare the student's assessment of the faculty members and self-evaluation. In this cross-sectional descriptive analytic study, 885 students and 49 faculty members participated in this study in the second semester in 2009-2010. The maximum of 20 students were considered for the evaluation of each teacher. The instrument of data collection comprised of two corresponding questionnaires that were prepared based on Likert scale and included demographic information and teaching methodology. Data were analyzed by SPSS 16 software using descriptive statistics (independent T-test and ANOVA. The mean of scores for the faculty member's self-assessment was 88.12±6.21 out of 100 and the mean of scores for the student's assessment was 79.33±8.25 out of 100 that was statistically significantly differently from each other (p=0.021. There was a significant difference between the two groups in most cases regarding the 20 questions of the questionnaire.

Extent of Implementing the Total Quality Management Principles by Academic Departments Heads at Najran University from Faculty Members' Perspectives

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Al-Din, Hesham Moustafa Kamal; Abouzid, Mohamed Mahmoud

2016-01-01

This study aimed to identify the implementing degree of Total Quality Management (TQM) principals by Academic Departmental Heads (ADH) at the Najran University from faculty members' perspectives. It also aimed to determine significant differences between the average estimate of sample section of faculty members about the implementing degree of TQM…

Professional Development Amid Change: Fostering Academic Excellence and Faculty Productivity at Teaching-Intensive Universities

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Carney, Mary A.; Ng, Laura E; Cooper, Tom

2016-01-01

The future of faculty development rests, in part, on forming guided "communities of practice" to foster the Scholarship of Teaching and Learning (SoTL), which may enhance both scholarly productivity and pedagogical effectiveness. This article will discuss University of North Georgia's SoTL Academy, which bridges geographic and scheduling…

Cross-Cultural Peer Mentoring: One Approach to Enhancing White Faculty Adjustment at Black Colleges

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Louis, Dave A.

2015-01-01

White faculty members at Black colleges in the United States face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach,…

Fiftieth Anniversary of the Foundation of Postgraduate Study on Corrosion and Protection of Materials at the Faculty of Technology, University of Zagreb

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Martinez, S.

2011-07-01

Full Text Available The first postgraduate study at the Department for Chemical Technology of the Faculty of Technology (nowadays: Faculty of Chemical Engineering and Technology of the University of Zagreb concerning the field "Corrosion and Protection of Materials" was founded in the academic year of 1960/61 on the initiative of academician Miroslav Karšulin. The study comprised three semesters and finished by defending a master's thesis. During two decades, 19 generations of attendants were registered and 108 of them reached the scientific degree of MSc. In this period, several new postgraduate studies were introduced that were indispensable, but provoked organizational difficulties. Therefore, in 1980 reorganization took place by merging all postgraduate studies into "Engineering Chemistry" with 11 sections. Thus, the postgraduate study "Corrosion and Protection of Materials" transformed into the section "Structural Materials and Corrosion Control". After the establishment of the "Faculty of Chemical Engineering and Technology" from the Department for Chemical Technology of the Faculty of Technology in 1992, the "Chemical Engineering" section of former postgraduate study "Engineering Chemistry" separated as an autonomous study that also enabled receiving the Master's degree in the field of "Corrosion and Protection of Materials" by choice of adequate optional courses. At the beginning of the new millennium, changes of curricula in accordance with the Bologna process of reforms took place at the Faculty of Chemical Engineering and Technology as well as in the entire system of high educationin Croatia. All postgraduate studies leading to MSc degree were eliminated in 2003. Simultaneously, doctoral and specialists postgraduate studies were introduced. Doctoral studies lasting three years lead to PhD degree. Today, the knowledge from the field of corrosion and material protection is mainly included into programs of actual doctoral studies "Engineering Chemistry

Obstacles Faced by Heads of Departments and Faculty Members in the Jordanian Public Universities in the Implementation of Vocational and Technical Education Programs from Their Perspective

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Hammad, Heba Ibraheem; Airout, Mostafa Mohammad

2016-01-01

The purpose of the study is to find out the obstacles faced by heads of departments and faculty members at Jordanian public universities in the implementation of vocational and technical education programs from their perspective, and to find out the effect of gender, experience, and academic rank on their perspective. To achieve the aim of the…

Concerns and Professional Development Needs of Faculty at King Abdul-Aziz University in Saudi Arabia in Adopting Online Teaching

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Kamal, Bakor

2013-01-01

The purpose of this study was to investigate concerns regarding the adoption of online teaching as expressed by faculty and instructors in six departments in the College of Arts and Humanities at King Abdulaziz University. Additionally, it investigated faculty professional development needs in adopting online teaching. The data in this study were…

Examining E-Learning Barriers As Perceived By Faculty 
Members Of Engineering Colleges In The Jordanian Universities

OpenAIRE

Muhammad K. AL-ALAWNEH,

2014-01-01

Employing computer's technology that includes e-learning system in the field of Engineering is a vital issue which needs to be discussed. Therefore, this study purposed to examine e-learning barriers as perceived by faculty members of engineering in three major universities in Jordan (Yarmouk University, Jordan University of Science and Technology, and Al-Balqaa Applied University) in the second semester of 2012. The study's instrument was distributed to collect the data from a sam...

Faculty of Dentistry, Kuwait University, designated as a World Health Organization Collaborating Centre for Primary Oral Health Care.

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Behbehani, J M

2014-01-01

The Faculty of Dentistry, Kuwait University, was designated as a World Health Organization (WHO) Collaborating Centre for Primary Oral Health Care (POHC) in 2011. This article aimed to describe the following: (1) the background for this nomination, (2) the WHO Collaborating Centre for POHC, its terms of reference and 5 activities, (3) the primary health care concept as it was established in Alma-Ata, (4) the oral health situation in Kuwait and in the Middle-East region and, finally, (5) how POHC policy should be implemented in Kuwait and this region. It can be concluded that, because the caries experience is very high in Kuwait and in the other countries of the Eastern Mediterranean region, good POHC programmes should be designed and implemented in this region. The Faculty of Dentistry will strengthen its research tradition and as a WHO Collaborating Centre for POHC will try to collect information and experience from POHC in this region and exchange ideas between POHC experts in this region on how these programmes could be further developed. This will happen according to the terms of reference and activity plans of the WHO Collaborating Centre for POHC approved by the WHO Global Oral Health Programme. © 2014 S. Karger AG, Basel.

Faculty of Dentistry, Kuwait University, Designated as a World Health Organization Collaborating Centre for Primary Oral Health Care

Science.gov (United States)

Behbehani, J.M.

2014-01-01

The Faculty of Dentistry, Kuwait University, was designated as a World Health Organization (WHO) Collaborating Centre for Primary Oral Health Care (POHC) in 2011. This article aimed to describe the following: (1) the background for this nomination, (2) the WHO Collaborating Centre for POHC, its terms of reference and 5 activities, (3) the primary health care concept as it was established in Alma-Ata, (4) the oral health situation in Kuwait and in the Middle-East region and, finally, (5) how POHC policy should be implemented in Kuwait and this region. It can be concluded that, because the caries experience is very high in Kuwait and in the other countries of the Eastern Mediterranean region, good POHC programmes should be designed and implemented in this region. The Faculty of Dentistry will strengthen its research tradition and as a WHO Collaborating Centre for POHC will try to collect information and experience from POHC in this region and exchange ideas between POHC experts in this region on how these programmes could be further developed. This will happen according to the terms of reference and activity plans of the WHO Collaborating Centre for POHC approved by the WHO Global Oral Health Programme. PMID:24504110

Predictors of job satisfaction among academic family medicine faculty: Findings from a faculty work-life and leadership survey.

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Krueger, Paul; White, David; Meaney, Christopher; Kwong, Jeffrey; Antao, Viola; Kim, Florence

2017-03-01

To identify predictors of job satisfaction among academic family medicine faculty members. A comprehensive Web-based survey of all faculty members in an academic department of family medicine. Bivariate and multivariable analyses (logistic regression) were used to identify variables associated with job satisfaction. The Department of Family and Community Medicine at the University of Toronto in Ontario and its 15 affiliated community teaching hospitals and community-based teaching practices. All 1029 faculty members in the Department of Family and Community Medicine were invited to complete the survey. Faculty members' demographic and practice information; teaching, clinical, administration, and research activities; leadership roles; training needs and preferences; mentorship experiences; health status; stress levels; burnout levels; and job satisfaction. Faculty members' perceptions about supports provided, recognition, communication, retention, workload, teamwork, respect, resource distribution, remuneration, and infrastructure support. Faculty members' job satisfaction, which was the main outcome variable, was obtained from the question, "Overall, how satisfied are you with your job?" Of the 1029 faculty members, 687 (66.8%) responded to the survey. Bivariate analyses revealed 26 predictors as being statistically significantly associated with job satisfaction, including faculty members' ratings of their local department and main practice setting, their ratings of leadership and mentorship experiences, health status variables, and demographic variables. The multivariable analyses identified the following 5 predictors of job satisfaction: the Maslach Burnout Inventory subscales of emotional exhaustion and personal accomplishment; being born in Canada; the overall quality of mentorship that was received being rated as very good or excellent; and teamwork being rated as very good or excellent. The findings from this study show that job satisfaction among academic

Disability on campus: a perspective from faculty and staff.

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Shigaki, Cheryl L; Anderson, Kim M; Howald, Carol L; Henson, Lee; Gregg, Bonnie E

2012-01-01

To identify employee perceptions regarding disability-related workplace issues in Institutions of Higher Education (IHE). Faculty and staff (N=1,144) at a large, Midwestern university. A voluntary on-line survey of disability-related employment issues was developed by the university's Chancellor's Committee of Persons with Disabilities. Item responses were analyzed using descriptive and Pearson chi-square statistical methods. Fifteen percent of faculty and staff respondents were found to have disabilities, with 26% reporting experience of job discrimination, and 20% reporting harassment because of their disability. Results indicated significant differences on gender, employment standing (i.e., faculty or staff) and disability status (i.e., with or without a disability), in regard to perceptions of disability acceptance, campus accessibility, disability awareness, ADA policy, and knowledge of work accommodation procedures. Recommendations for IHEs are provided to promote a welcoming and inclusive campus that ultimately supports work success for persons with a disability.

The Faculty Promotion Process. An Empirical Analysis of the Administration of Large State Universities.

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Luthans, Fred

One phase of academic management, the faculty promotion process, is systematically described and analyzed. The study encompasses three parts: (l) the justification of the use of management concepts in the analysis of academic administration; (2) a descriptive presentation of promotion policies and practices in 46 large state universities; and (3)…

Job satisfaction and its contributing factors amoung faculty members of Semnan university of medical sciences

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Namat Sotodeh Asl

2012-12-01

Full Text Available Introduction: Skilled and motivated workforce is the most important asset of any organization. The progress of any society depends on the protection and proper utilization of human resources and the academic elite .This study was designed to investigate the job satisfaction rate and its related factors on the faculty members of Semnan University of Medical Sciences (SUMS in Iran.Materials and Methods: This study was conducted in 2012 in SUMS. 83 faculty members of SUMS participated in this study. Job satisfaction questionnaire Smith, Kendall and Hulin demographic questionnaires were used for data collection.Results: The results showed that the participants expressed their job satisfaction as 15.7% with low satisfaction, 66.2% with moderate satisfaction and 18.1% with high satisfaction.The highest levels of job satisfaction have been in the nature of work and the lowest were in the job satisfaction rights and benefits. There was no significant difference in the areas of job satisfaction between men and women, degrees, and academic degrees. The option of "The pleasure of teaching and work in University and serving the scientific community" has had the highest level of satisfaction. Lack of encouragement and appropriate feedback system has been reported as a reason of the lowest satisfaction.Conclusion: The findings show that a proper evaluation system that leads to timely feedback of performance of faculty member is necessary. The activation of "Office of Industrial Relations" is a useful step in more community usage of faculty member empowering and enhancing their job satisfaction

Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

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Feldman, Mitchell D.; Arean, Patricia A.; Marshall, Sally J.; Lovett, Mark; O'Sullivan, Patricia

2010-01-01

Background To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF), we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results Our respondents (n=464, 56%) were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319) reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05). Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (pmentor was associated with greater satisfaction with time allocation at work (pmentor, 5.33 (sd = 1.35, pmentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed. PMID:20431710

Beliefs about meditating among university students, faculty, and staff: a theory-based salient belief elicitation.

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Lederer, Alyssa M; Middlestadt, Susan E

2014-01-01

Stress impacts college students, faculty, and staff alike. Although meditation has been found to decrease stress, it is an underutilized strategy. This study used the Reasoned Action Approach (RAA) to identify beliefs underlying university constituents' decision to meditate. N=96 students, faculty, and staff at a large midwestern university during spring 2012. A survey measured the RAA global constructs and elicited the beliefs underlying intention to meditate. Thematic and frequency analyses and multiple regression were performed. Quantitative analyses showed that intention to meditate was significantly predicted (R2=.632) by attitude, perceived norm, and perceived behavioral control. Qualitative analyses revealed advantages (eg, reduced stress; feeling calmer), disadvantages (eg, takes time; will not work), and facilitating circumstances (eg, having more time; having quiet space) of meditating. Results of this theory-based research suggest how college health professionals can encourage meditation practice through individual, interpersonal, and environmental interventions.

Faculty Perceptions, Skills and Problems on Assessment in Undergraduate Programs in a State University Extension Campus in the Philippines

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Anania B. Aquino

2015-01-01

Full Text Available The assessment of student learning is a continuous process geared towards understanding and improving student learning hence an assurance of providing quality education. It is a fundamental function of higher education and one of the primary roles of its faculty. This research investigated perceptions, practices and skills of faculty of a university extension campus on assessment of student learning. It relied on descriptive survey method to investigate responses of 77 teachers. The respondents regard assessment as useful, important and should be integrated with learning process. Faculty also place importance on purposes of evaluation in student learning and use varied assessment tools. In spite of various assessment tools used, majority of respondents are only somewhat skilled in performing tasks incident to assessment. University academic guidelines, applicable professional licensure examination, qualifying / classification test, university grading standard and their immediate academic supervisor affect faculty’s assessment practices. The respondents specify some problems and concerns on assessment. The results serve as basis in coming up with proposed strategies for continuous enhancement of assessment are conceptualized for possible implementation.

Mathematics Turned Inside Out: The Intensive Faculty Versus the Extensive Faculty

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Grcar, Joseph F.

2011-01-01

Research universities in the United States have larger mathematics faculties outside their mathematics departments than inside. Members of this "extensive" faculty conduct most mathematics research, their interests are the most heavily published areas of mathematics, and they teach this mathematics in upper division courses independent of mathematics departments. The existence of this de facto faculty challenges the pertinence of institutional and national policies for higher education in mat...

Original article University students with learning disabilities at the Faculty of Education, Charles University in Prague

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Anna Kucharská

2014-05-01

Full Text Available BACKGROUND The paper deals with learning disabilities (LD of university students in the Czech Republic. The first part describes most common trends in professional care of students with LD in historical context, the second part analyses contemporary situation of support of students with LD during their university studies. Pivotal part of the text describes the situation at Faculty of Education, Charles University in Prague, from the perspective of state LD students, their difficulties and means of possible support. PARTICIPANTS AND PROCEDURE Qualitative analysis of functional diagnostics took place in the frame of evidence of 15 students with learning disabilities. Focal point of the functional diagnostics is a structured interview in which an identification of needed modification for studying with specific educational needs of students with LD takes place. RESULTS From our analyses it can be stated, that students with LD apply for registration basing on their experience with high school status of a student with SD, or that their decision is influenced by their current study problems or the fact that they went through a modified entrance exam. We have also discovered the fact, that except for the difficulties which result from the type and degree of the disability and which can be compensated by specific approaches, students also need an emotional and social support. Learning disability is not, however, perceived only as a disadvantage, many students have stated that it has motivated them in their further development. CONCLUSIONS Achieved results point to general specifics to the perceived difficulties, to the specifics of the concrete degrees and to the further personal (emotional, social characteristics of LD students and they support recommended modification for successful studies.

Similarity of Students' Experiences and Accuracy of Faculty and Staff Perceptions: Issues for Student Retention.

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Heinemann, Allen W.; And Others

Research on attrition of university students has recently examined "dropping out" as the culmination of a complex interactive process. In order to examine differences between successful students (persisters) and students who officially withdrew from a major university, and to examine the accuracy of faculty and staff perceptions of students'…

A Dental School's Experience with the Death of an HIV Positive Faculty Member.

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Butters, Janice M.; And Others

1994-01-01

This article reviews issues and circumstances surrounding the death of a University of Louisville (Kentucky) dental school faculty member found to be positive for the human immunodeficiency virus. it addresses administrative aspects including public relations, patient relations, epidemiological review, and staff counseling. (MSE)

Leadership Skills of Faculty Members at Al-Istiqlal University: Cadets' Point of Views

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Samra, Mahmoud A. Abu

2014-01-01

The aim of this study is to determine the availability of leadership skills of faculty members (civilian and military personnel) at Al- Istiqlal university (AIU). The population of the study was composed of AIU students, including juniors and sophomores. A random sample, consisting of 137 cadets, was chosen. The researcher developed a…

Motivations and Paths to Becoming Faculty at Minority Serving Institutions

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Daniel Blake

2018-02-01

Full Text Available Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women at Minority Serving Institutions (MSIs, this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1 teaching, activism, and community uplift were primary motivators to enter the professoriate; (2 supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3 career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

Continuity or Change? Gender, Family, and Academic Work for Junior Faculty in Ontario Universities

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Acker, Sandra; Webber, Michelle; Smyth, Elizabeth

2016-01-01

Over the past 40 or so years, women's share of faculty positions in Canada and elsewhere has increased considerably, if not yet reaching parity. Yet working in the gendered university remains problematic. This article uses data from a qualitative research project in which 38 junior academics were interviewed about their responses to being on the…

Physical activity practice´s characteristics of students of Faculty of Education (University of Seville

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Carolina Castañeda Vázquez

2012-02-01

Full Text Available The aim of this research is to know about students´ physical activity from Faculty of Education of University of Seville, and its characteristics.The sample (N=409 is constituted for students from the different degrees of this Faculty (±4.8%; 95%CI. A specific questionnaire, built to that effect, was used to obtain dates. This instrument was validated by different experts on this area of studies, and statistic tests was done to check its reliability (Alpha Cronbach: .78 using SPSS V.15. The main results showed that 62.19% of students do physical activity regularly. Students prefer recreational activities or exercise aimed at being fit or watching health instead competitive games. Activities done by students inside University are very similar to activities done out of this. They also do exercise during all academic year, preferably along the all week or from Monday to Friday, and especially in the afternoon. This group usually practice with friends, classmates or workmates, but lonely too, and they prefer public areas and public or private sport facilities for their sport practice.Key Words: University students, physical activity practice, leisure time.

English faculty' s perception of their role in ICT-Oriented classroom at Majma'ah University

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El-Sadig Yahya Ezza

2014-01-01

Full Text Available The teacher was once considered “an educational authority”, “a dispenser of knowledge”, “someone in charge of telling”, etc. However, with the integration of information and communication technology (ICT in the classroom, knowledge resources have become accessible to the student in ways that are beyond teacher’s control. This fact has led to a new perception of teachers' roles among educational researchers. In other words, teachers have come to be conceived as facilitators, learners, collaborators, etc. In the light of these developments, the present study attempts to investigate English faculty’s view on the possible impact that ICT could have on their role at Majma’ah University. A questionnaire comprising sixteen traditional and ICT-oriented roles was administered to thirty participants in different campuses of Majma’ah University to collect data to verify two research hypotheses: (1 Most EFL faculty at Majma'ah University (MU favour ICT-oriented roles over traditional roles. (2 All ICT-oriented roles are equally valuable to EFL faculty at MU in enhancing teaching practices. Statistical analysis of the study data confirmed the first hypothesis but rejected second one.

Access and Definition: Exploring how STEM Faculty, Department Heads, and University Policy Administrators Navigate the Implementation of a Parental Leave Policy

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Schimpf, Corey T; Santiago, Marisol Mercado; Pawley, Alice L.

2012-01-01

Access and Definition: Exploring how STEM Faculty, Department Heads and University Policy Administrators Navigate the Enactment of a Parental Leave Policy A key feature in various reports exploring women’s persisting underrepresentation in STEM faculty positions in the US is the need to disseminate policy information to all stakeholders involved in issues relating to women STEM faculty underrepresentation and retention. Indeed, the National Academies of Science Beyond Barriers and Bias: Fulfi...

Faculty Perception of Support to Do Their Job Well

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Eaton, Charissa K.; Osgood, Aurea K.; Cigrand, Dawnette L.; Dunbar, Ann-Marie L.

2015-01-01

Research has commonly suggested that adequate and appropriate mentoring and faculty perception of support for a work-life balance are important factors in the recruitment, development, and retention of university faculty. To better understand the role of these factors in faculty job performance at teaching universities, faculty from such a…

A Snapshot of Organizational Climate: Perceptions of Extension Faculty

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Tower, Leslie E.; Bowen, Elaine; Alkadry, Mohamad G.

2011-01-01

This article provides a snapshot of the perceptions of workplace climate of Extension faculty at a land-grant, research-high activity university, compared with the perceptions of non-Extension faculty at the same university. An online survey was conducted with a validated instrument. The response rate for university faculty was 44% (968); the…

The experience of minority faculty who are underrepresented in medicine, at 26 representative U.S. medical schools.

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Pololi, Linda H; Evans, Arthur T; Gibbs, Brian K; Krupat, Edward; Brennan, Robert T; Civian, Janet T

2013-09-01

A diverse medical school faculty is critical to preparing physicians to provide quality care to an increasingly diverse nation. The authors sought to compare experiences of underrepresented in medicine minority (URMM) faculty with those of non-URMM faculty in a nationally representative sample of medical schools. In 2007-2009, the authors surveyed a stratified random sample of 4,578 MD and PhD full-time faculty from 26 U.S. medical schools. Multiple regression models were used to test for differences between URMM and other faculty on 12 dimensions of academic culture. Weights were used to adjust for oversampling of URMM and female faculty. The response rate was 52%, or 2,381 faculty. The analytic sample was 2,218 faculty: 512 (23%) were URMM, and 1,172 (53%) were female, mean age 49 years. Compared with non-URMM faculty, URMM faculty endorsed higher leadership aspirations but reported lower perceptions of relationships/inclusion, gave their institutions lower scores on URMM equity and institutional efforts to improve diversity, and more frequently engaged in disparities research. Twenty-two percent (115) had experienced racial/ethnic discrimination. For both values alignment and institutional change for diversity, URMM faculty at two institutions with high proportions (over 50%) of URMM faculty rated these characteristics significantly higher than their counterparts at traditional institutions. Encouragingly, for most aspects of academic medicine, the experiences of URMM and non-URMM faculty are similar, but the differences raise important concerns. The combination of higher leadership aspirations with lower feelings of inclusion and relationships might lead to discouragement with academic medicine.

Emerging Online Learning Environments and Student Learning: An Analysis of Faculty Perceptions

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Gary Brown

2004-01-01

Full Text Available New educational technologies and online learning environments (OLEs are infiltrating today’s college classes and campuses. While research has examined many aspects of this permeation, one research gap exists. How do faculty perceive the learning experience in courses that use OLEs compared to courses that do not? One important factor that may influence faculty perceptions are their reasons for teaching with OLEs. This paper seeks to understand how faculty perceive OLEs as a function of their reasons for teaching with this educational technology. This paper also investigates whether faculty evaluations of OLEs differ based on gender and by years teaching. The results of the analysis reveal several noteworthy patterns. First, it appears that favorable opinions about the learning experiences in online learning environments are not because faculty are motivated to learn about new technologies per se, but because they want to update their vitas and teaching skills. Second, the results suggest that it may be harder to convince older and more experienced faculty to use new technologies compared to younger and less experienced faculty. These results apply to both male and female faculty and provide practical implications for universities and support services on how to recruit and then support faculty who implement educational technologies.

Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty

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Sagendorf, Kenneth S.

The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week. In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life. This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.

The Lessons of the PFF Concerning the Job Market. Preparing Future Faculty. Occasional Paper.

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DeNeef, A. Leigh

This paper discusses the effectiveness of the Preparing Future Faculty (PFF) program in equipping graduate students for the realities of the academic job market. It reviews the experiences of Duke University (North Carolina) with the PFF program and the effect that PFF has had on preparing graduate students to enter the job market as new faculty.…

Computer Self-Efficacy of University Faculty in Lebanon

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Saleh, Hanadi Kassem

2008-01-01

Faculty use of technology is a critical issue in higher education; administrators and students are expecting faculty instruction to incorporate technology in classroom and distance education. Competition is demanding technologically proficient graduates for schools and colleges. Research indicates that computer self-efficacy (CSE) may be one…

From the Faculty of Theology of the Kraków Academy ... to the John Paul II Pontifical University in Kraków 1397–2009

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Stanisław Ludwik Piech

2013-04-01

Full Text Available In 1397 Pope Boniface IX, at the request of King Władysław Jagiełło and his wife Saint Jadwiga (Hedvig, Queen of Poland, called into being a Faculty of Theology in Studium Generale in Kraków. Scientific talents and hard work together with universal support of the state and Church authorities set the young faculty on its feet immediately. The period of the first hundred years was a golden age in the development of the Faculty. It rapidly won fame not only in Poland but also in all Europe, mainly because of the speeches of its theologians at the Councils of Constance and Basle. The fame of Kraków theologians spread throughout Europe during the period of the Council of Basle. During the period of the Reformation, professors of the university, then called the Kraków Academy, were involved in defence of the Catholic Church. During the Council of Trent (1545–1563 in the university circles there appeared splendid works impugning the Protestant and neo-Arian views. The codification of dogmas at the Council of Trent facilitated the teaching methods and acceptance of Summa Theologica by St. Thomas Aquinas as the best interpretation of the Christian outlook. In 1795, Poland was completely erased from the map of Europe, torn and divided between Prussia, Russia and Austria. Kraków came under the sway of the Austrians, beginning a difficult period for the Faculty of Theology and the whole University. The Austrian system concerning politics and the Church, called Josephinism, was damaging to the theological studies there. The re-organisation of the Faculty in 1880 was very crucial. It restored full academic rights, and the increasing number of chairs initiated a period of intense re-building of the University’s role in Polish culture, which it had enjoyed in the 15 th –16 th centuries. In 1880–1939, the Faculty experienced something similar to a second spring, comparable with its golden 15 th century. The successful development of the Faculty

Fleeing the Ivory Tower: Gender Differences in the Turnover Experiences of Women Faculty.

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Martinez, Larry R; O'Brien, Katharine R; Hebl, Michelle R

2017-05-01

Prior research has established that women and men faculty have different experiences in their professional and personal lives and that academic turnover can be costly and disruptive to home institutions. However, relatively little research has examined gender differences in the antecedent events that contributed to faculty members' voluntary turnover decisions. This study aims to fill this gap. Qualitative and quantitative data were obtained in two ways: by directly contacting faculty members who had voluntarily left their positions through the human resource departments at six institutions and through more wide-scale snowball sampling. The surveys, administered via paper or web based, measured the extent to which participants' experiences with harassment/discrimination, family-related issues, and recruitment/retention offers impacted their decisions to leave. Qualitative data were coded by raters into numerical values, and mean differences based on gender were assessed for these and the quantitative data. Both the qualitative and quantitative data suggest that female academicians reported experiencing significantly more gender-based harassment/discrimination, were much more likely to cite family-related reasons for leaving, and reported receiving significantly fewer external job offers and internal retention offers than their male counterparts. Academic science departments should be keenly aware of and strive to reduce instances of harassment/discrimination against female academicians, offer more support for family-related issues and encourage faculty to take advantage of these programs, and conduct search and retention efforts fairly regardless of faculty gender.

Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego

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Bouwma-Gearhart, Jana

2012-10-01

This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional ego, and sought to bring their teaching identities in better concordance with their researcher identities. The results pose a challenge to a body of research that has concluded that faculty must be intrinsically motivated to participate in teaching professional development. Results confirmed a pre-espoused theory of motivation, self-determination theory; a discussion of research literature consideration during grounded theory research is offered. A framework for motivating more faculty members at research universities to engage in teaching professional development is provided.

An Exploration of Policies Governing Faculty-to-Student Consensual Sexual Relationships on University Campuses: Current Strategies and Future Directions

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Richards, Tara N.; Crittenden, Courtney; Garland, Tammy S.; McGuffee, Karen

2014-01-01

Consensual sexual relationships between students and faculty have traditionally been viewed as private matters and have been ignored by university administrators except in cases that resulted in sexual harassment claims. Due to increasing sexual harassment litigation and the liabilities associated with such relationships, universities have…

Job Satisfaction among Faculty: An Approach to Study the Intention to Leave or Stay in the University

OpenAIRE

Neha Aggarwal

2012-01-01

This study aims to review the work of researchers who have contributed to the study of job satisfaction of faculty in higher education. With job satisfaction, is associated, the intention to leave or stay with the university. Every researcher has a differ Key words: Job Satisfaction, University teachers, Facility at workplace, Relations with co-workers and work environment, Pay, Promotion and Equitable workload

Attitude of teaching faculty towards statistics at a medical university in Karachi, Pakistan.

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Khan, Nazeer; Mumtaz, Yasmin

2009-01-01

Statistics is mainly used in biological research to verify the clinicians and researchers findings and feelings, and gives scientific validity for their inferences. In Pakistan, the educational curriculum is developed in such a way that the students who are interested in entering in the field of biological sciences do not study mathematics after grade 10. Therefore, due to their fragile background of mathematical skills, the Pakistani medical professionals feel that they do not have adequate base to understand the basic concepts of statistical techniques when they try to use it in their research or read a scientific article. The aim of the study was to assess the attitude of medical faculty towards statistics. A questionnaire containing 42 close-ended and 4 open-ended questions, related to the attitude and knowledge of statistics, was distributed among the teaching faculty of Dow University of Health Sciences (DUHS). One hundred and sixty-seven filled questionnaires were returned from 374 faculty members (response rate 44.7%). Forty-three percent of the respondents claimed that they had 'introductive' level of statistics courses, 63% of the respondents strongly agreed that a good researcher must have some training in statistics, 82% of the faculty was in favour (strongly agreed or agreed) that statistics was really useful for research. Only 17% correctly stated that statistics is the science of uncertainty. Half of the respondents accepted that they have problem of writing the statistical section of the article. 64% of the subjects indicated that statistical teaching methods were the main reasons for the impression of its difficulties. 53% of the faculty indicated that the co-authorship of the statistician should depend upon his/her contribution in the study. Gender did not show any significant difference among the responses. However, senior faculty showed higher level of the importance for the use of statistics and difficulties of writing result section of

Advancing a Program of Research within a Nursing Faculty Role

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Nolan, Marie T.; Wenzel, Jennifer; Han, Hae-Ra.; Allen, Jerilyn K.; Paez, Kathryn A.; Mock, Victoria

2008-01-01

Doctoral students and new faculty members often seek advice from more senior faculty on how to advance their program of research. Students may ask whether they should choose the manuscript option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty members wonder whether they should pursue a career development (K) award and whether they need a mentor as they strive to advance their research while carrying out teaching, service, and practice responsibilities. In this paper, we describe literature on the impact of selected aspects of pre and postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also combine our experiences at a school of nursing within a research-intensive university to suggest strategies for success. Noting the scarcity of research that evaluates the effect of these strategies we are actively engaged in collecting data on their relationship to the scholarly productivity of students and faculty members within our own institution. PMID:19022210

Music Career Opportunities and Career Compatibility: Interviews with University Music Faculty Members and Professional Musicians

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Branscome, Eric E.

2010-01-01

This study used a semistructured interview schedule to identify the music career opportunities available to students who graduate with an undergraduate music degree, and the skills, interests, work values, and personal characteristics that may determine a person's suitability for these music careers. Six university faculty members from each of the…

University Faculty and the Value of Their Intellectual Property: Comparing IP in Teaching and Research

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Hentschke, Guilbert C.

2017-01-01

This chapter describes the protectionist and access functions of intellectual property for the teaching and research work of university faculty. The degree to which an individual piece of IP is protected or made accessible to others depends in large measure on its market-related characteristics, including costs of production, availability of…

Direct and Indirect Harassment Experiences and Burnout among Academic Faculty in Japan.

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Takeuchi, Masumi; Nomura, Kyoko; Horie, Saki; Okinaga, Hiroko; Perumalswami, Chithra R; Jagsi, Reshma

2018-05-01

The purpose of this study is three-fold: (1) to compare harassment (sexual, gender, and academic harassment both directly and indirectly experienced - i.e. "directly harassed" and "have seen or heard of someone who experienced harassment", respectively) experienced by males and females, (2) to investigate whether such experiences correlate with burnout, and (3) to explore whether social support might mitigate any such relationship between harassment and burnout. This cross-sectional study was conducted at a private university in Japan in February 2014 and is based on a work-life balance survey obtained from 330 academic faculty members. We investigated the association between each of the six subcategories of harassment (direct and indirect forms of each of the three types) and burnout using general linear regression models; we then evaluated interactions between harassment and social support in these models. The prevalence of direct and indirect experiences of harassment was higher in females than in males for all three types of harassment. Males showed higher burnout scores if they had direct experiences of harassment. There were significant interactions between social support and the direct experience of harassment; high social support mitigated the effect size of direct harassment on burnout among males. Females showed higher burnout scores if they had indirect experiences of harassment. However, the same buffering effect of social support on burnout as observed in males was not observed in females. Direct harassment experiences increased the risk of burnout in males, and indirect harassment experiences increased burnout in females.

The role of the faculty mentor to the REU experience: insights from an international REU

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Houser, C.; Cahill, A. T.; Lemmons, K.

2012-12-01

The Texas A&M REU in Costa Rica provides students with an opportunity to participate in research on the ecohydrology of a tropical pre-montane forest. The international and field components of this program require both that students to work in research clusters of several faculty and students, and that each of the clusters contribute to a primary research question of closing the water budget for a small watershed. Specifically, students and faculty participate in precipitation (P), evapotranspiration (E), hydrology (Q) or subsurface storage (DS) research clusters. It is argued that having the students at a central research station location and focusing their research on a common research problem is an important aspect of an international REU program to avoid a feeling of isolation and to ensure that the students remain safe in their research and during their free time. However, this shared experience and research question can highlight differences among the faculty mentors and make the students evaluate their individual experience more critically. To better understand the relationship between the REU student and their faculty mentor(s), we have been conducting pre- and post-surveys, interviews, and focus groups to understand their experience in the REU and the manner in which the faculty mentor can affect that experience and the desire to continue in research. Results of the pre-trip survey suggest that the undergraduate students are most concerned about their projects and show little no concern about the faculty mentor with whom they will be completing their research. Post-trip results from 2011 and 2012 suggest that mentors had a much greater impact on the experience than expected. Many students said that their future research/graduate school plans were significantly affected by their REU mentor relationship. One student said that by working closely with mentors, "you know that what you are doing and learning is pertinent because you are learning it from actual

Quality assesment of medical education at faculty of medicine of Sarajevo University.

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Masic, Izet

2012-01-01

Goal of measurement of the quality assessment of students' satisfaction is identification of weak and outdated sections of medical education. By finding out the unnecessary aspects, it is possible to start with improvement of the educational system. The survey was conducted on the sample of 108 students of the final year of the study of Medical faculty in Sarajevo in December 2011. Questionnaire has 24 process and outcome variables for the purpose of quality assessment of the education at the Medical faculty. The measurement of quality of realized lectures of final year of Medical faculty in Sarajevo with formatted questionnaires determined that above 90% students rated it very low with grades under 3 of possible 5, compared with average 3 in survey from 2008. Unpreparedness of independent service after finished medical education has raised to 70% of questioned students, compared to 53% in 2008. Ratio of educators and assistents to students was graded mostly with grades under 3 of possible 5 by more then 80% questioned participants. Students grading satisfaction with concept of preclinical training has peaked in low levels of grade 1 by 44% survey participants, what are similar results compared to 2008. The measurement of satisfaction with concept of clinical education determined even lower and embarassing values of 94% negative attitudes and opinions by questioned students, compared with 83% in 2008. Availability of modern technical equipment at Faculty of Medicine is very low rated with grades under 2 by 87% of students. The problems and weak points in medical education of Faculty of Medicine University of Sarajevo have persisted during period of more then a decade what comparsion of survey results clearly show. There is urgent need of improving and reforming the educational system which will bring more practical clinical and preclincal work, patient-student contact and interaction with bigger full attendance of educators and tutors, all supported by new modern

The Vernier System at the Faculty of Aeronautics

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Budajová, Kristína; Komová, Eva; Berežný, Štefan; Glaser-Opitz, Henrich

2017-01-01

This article describes an educational challenge which was prepared for students at the faculty of Aeronautics, Technical University of Košice. Our goal is to improve the methods of the practical training by introducing modern automation and information technologies to the experiments and to the processing of acquired data. We have updated our…

Understanding the Use of Educational Technology among Faculty, Staff, and Students at a Medical University

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Kazley, Abby Swanson; Annan, Dustin L.; Carson, Nancy E.; Freeland, Melissa; Hodge, Ashley B.; Seif, Gretchen A.; Zoller, James S.

2013-01-01

A college of health professions at a medical university located in the southeastern United States is striving to increase the use of educational technology among faculty, staff, and students. A strategic planning group was formed and charged with enhancing the use of educational technology within the college. In order to understand the current…

Perceptions of University Mission Statement and Person-Environment Fit by Osteopathic Medical School Faculty and Staff

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Poppre, Beth Anne Edwards

2017-01-01

Understanding how university medical school faculty and staff perceive the institution's mission statement, in conjunction with their person-environment fit, can provide administration with useful insight into: employee's match to the institution's mission statement, employee level of organizational commitment, and reasons for retention. This…

Quality management of medical education at the Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany.

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Dieter, Peter Erich

2008-12-01

The Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany, was founded in 1993 after the reunification of Germany. In 1999, a reform process of medical education was started together with Harvard Medical International. The traditional teacher and discipline-centred curriculum was replaced by a student-centred, interdisciplinary and integrative curriculum which has been named DIPOL (Dresden Integrative Patient/Problem- Oriented Learning). The reform process was accompanied and supported by a parallel-ongoing Faculty Development Program. In 2004, a Quality Management Program in medical education was implemented, and in 2005 medical education received DIN EN ISO 9001:2000 certification. Quality Management Program and DIN EN ISO 9001:2000 certification were/are unique for the 34 medical schools in Germany. The students played a very important strategic role in all processes. They were/are members in all committees like the Faculty Board, the Board of Study Affairs (with equal representation) and the ongoing audits in the Quality Management Program. Students are the only ones who experience all years of the curriculum and are capable of detecting, for example gaps, overlaps, inconsistencies of the curriculum and assessments. Therefore, the in-depth knowledge of students about the medical school's curriculum is a very helpful and essential tool in curriculum reform processes and Quality Management Programs of medical education. The reform in medical education, the establishment of the Quality Management program and the certification resulted in an improvement of quality and output of medical education and medical research.

Communication Faculty Internships.

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Gibson, Dirk C.

2001-01-01

Offers a first-hand account of a faculty internship at a major international public relations firm. Discusses the internship host and the intern's duties; faculty internship advantages and benefits; and faculty internship disadvantages and limitations. Considers 10 experiential realizations stemming from the author's internship experience. (SR)

The Construction of Professional Identity and Pathways of Participation of Full Time Faculty Members in University Restructuring in Mexico

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Montero Hernandez, Virginia

2010-01-01

Since the 1990s, the federal government required public state universities in Mexico to recruit full time faculty members with doctoral degrees and research productivity to increase the academic competitiveness of higher education. After two decades of the implementation of federal mandates, public state universities have not improved their…

Partnering with a Community College and Research University to attract Underrepresented Students to the Geosciences: The Student Experience

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Wickham, J. S.; Saunders, D.; Smith, G.

2015-12-01

A NSF sponsored partnership between the University of Texas at Arlington and the Tarrant County College District aimed to attract underrepresented lower-division students interested in STEM to the geosciences. The program recruited 32 students over 3 years, developed an innovative field course, provided tutoring and mentoring programs, and offered research assistantships for students to work with the research university faculty on funded projects. Under-represented students were 66% of the group. The data was gathered via a web-based survey from April 2nd to April 17th, 2015, using both open ended and item-level responses. Out of 32 participants, the response rate was a significant 50%. Some of the survey results include: 1) Most students heard about the program from faulty who recruited them in introductory level classes; 2) Almost all agreed that the geosciences were interesting, fun, important and a good career path; 3) 92% of the community college respondents found transferring to a research university somewhat or not too difficult; 4) The most helpful parts of the program included faculty mentors, the field course, research assistant experiences and relationships with faculty. The least helpful parts included the tutoring services, relationships with other students, and the semester kickoff meetings; 5) over 60% of the students felt very confident in research skills, formulating research questions, lab skills, quantitative skills, time management, collaborating and working independently. They were less confident in planning research, graphing results, writing papers and making oral presentations; 6) most found the faculty very helpful in advising and mentoring, and 86% said they were comfortable asking at least one faculty member for a reference letter; 7) 93% said they were likely to pursue a geoscience career and 86% were confident or somewhat confident they would be successful.

The Racial Stress of Membership: Development of the Faculty Inventory of Racialized Experiences in Schools

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Coleman, Sherry; Stevenson, Howard C.

2013-01-01

Research on the experience of faculty of color in predominately White independent schools (PWIS) is limited. This study explored faculty of varying racial backgrounds and their initiation of, interactions with, and stress reactions to racial conflicts within the school settings using an online survey. Several measures were developed according to…

Knowledge processing and faculty engagement in multicultural university settings

DEFF Research Database (Denmark)

Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

2014-01-01

In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more...... – and faculty engagement. Our hypotheses are based on social learning theory and social exchange theory predicting that increased knowledge sharing activities could facilitate an environment in which faculty engagement thrives. In order to test our hypotheses we use multiple regression analysis. We assessed...... indicators of behavioural, cognitive and emotional engagement. Results showed consistent positive associations between group knowledge processing and all the studied faculty engagement indicators. Implications and suggestions for future research are discussed in detail....

Development of Mobile Learning in Faculty of Economics, Bina Nusantara University

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Herru Darmadi

2017-09-01

Full Text Available The research wanted to find the workflow and solution by developing m-learning object for Android and iOS-based smartphone and tablet that supported interactive multimedia. The research began with analysis, design, implementation, and evaluation. Currently, the learning objects were not compatible with mobile devices. To overcome this problem, the research focused on designing the instructional design for m-learning and the development of interactive multimedia. Instructional design was created by the collaboration of the subject matter expert and instructional designer. M-learning was designed using UML and developed using Adobe AIR technology. The implementation of this research was a prototype of m-learning for concept of cost in Faculty of Economics, Bina Nusantara University. Then, the evaluation was conducted by distributing m-learning object to 32 selected students by simple random sampling in their first week of lectures in February 2014. The observation was conducted during m-learning object installation and initial learning process. At the end of the second week of the experiment, summative assessment and questionnaire were given to students. The results show that m-learning object is compatible with mobile devices. The students also say that m-learning is easy to use and helpful for their learning.

WWW-based rapid prototyping as a strategy for training university faculty to teach WWW-based courses

NARCIS (Netherlands)

Collis, Betty; Khan, Badrul H.

2001-01-01

At the Faculty of Educational Science and Technology of the University of Twente a major initiative is taking place. This initiative involves the re-design of our courses for more-flexible delivery, in particular to prepare for the simultaneous participation in our courses of three different groups

Quality Level of the Standards Used to Evaluate Teaching Performance- University of Ouargla, Algerian- from the Faculty Members’ Perspective

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Limam Alimam

2017-10-01

Full Text Available The performance of the faculty members plays a pivotal role in the university’s development, because it directly affects its outcomes that are oriented primarily to serve the community; it’s therefore necessary to pay attention to this performance. Most universities in the world have sought to improve the teachers’ performance, through the development of an integrated system of evaluation that is based on indicators affecting all aspects of this performance. However, the problem is whether there are standards and indicators of good quality to evaluate the performance, especially achieving the quality of higher education today is mainly linked to the quality of the educational skills of university professors. Therefore, this study attempted to address the following questions: What role do teachers’ performance measurement indicators have in achieving quality? To what extent the application of these indicators is of quality from the  perspective of professors of the Faculties of Law and Political Science and Humanities at the University of Ouargla? To answer these questions, the descriptive approach was followed by developing a questionnaire which was distributed to a random sample consisting of 212 professors of both colleges. After the analysis data and interpretation of results, the study revealed the following: The teaching performance of university professor is considered an integrated system which is of great importance in achieving educational goals at the university level. The evaluation of university teachers’ performance plays a major role in improving the level of educational performance. Even though the university professor recognizes the importance of the measurement process of educational performance, more than half of the sample were of the opinion that this process needs more indicators, because the existing ones are characterized by inflexibility and formality; and this affects the quality of the process. �

The relationship between quality of work life and job satisfaction of faculty members in Zahedan University of Medical Sciences.

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Kermansaravi, Fatihe; Navidian, Ali; Navabi Rigi, Shahindokht; Yaghoubinia, Fariba

2014-10-29

Quality of work life is one of the most important factors for human motivating and improving of job satisfaction. The current study was carried out aimed to determine the relationship between quality of work life and job satisfaction in faculty members of Zahedan University of Medical Sciences. In this descriptive-analytic study, 202 faculty members of Zahedan University of Medical Sciences in 2012 were entered the study through census. The job satisfaction questionnaire of Smith and Kendall and Walton Quality of Work Life questionnaire were used for data collection. Validity and reliability of questionnaires were confirmed in previous studies. Data analysis was done using SPSS 18. The Pearson correlation coefficient and multiple regression tests were used for data analysis. The mean score of quality of work life was 121/30±37/08 and job satisfaction was 135/98 ±33/78. There was a significant and positive correlation between job satisfaction of faculty members and their quality of work life (P=0.003). In addition, two components of quality of work life "adequate and fair compensation" (β=0.3) and "Social Integration" (β=0.4) can predict job satisfaction of faculty members. According to correlation between job satisfaction and quality of work life in faculty members, job satisfaction can be improved through the changing and manipulating the components of quality of work life and in this way; the suitable environment for organization development should be provided.

Introducing computer-assisted training sessions in the clinical skills lab at the Faculty of Medicine, Suez Canal University.

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Hosny, Somaya; Mishriky, Adel M; Youssef, Mirella

2008-01-01

The Faculty of Medicine, Suez Canal University clinical skills lab was established in 1981 as the first skills lab in Egypt to cope with innovation in medical education adopted since school inauguration in 1978. Students are trained using their peers or models. Training is done weekly, guided by checklists tested for validity and reliability and updated regularly. Students receive immediate feedback on their performance. Recently, the number of students has increased, leading to challenges in providing adequate supervision and training experiences. A project to design and implement a computer-assisted training (CAT) system seemed to be a plausible solution. To assess the quality of a newly developed CAT product, faculty and students' satisfaction with it, and its impact on the learning process. The project involved preparation of multimedia video-films with a web interface for links of different scientific materials. The project was implemented on second year students. A quality check was done to assess the product's scientific content, and technical quality using questionnaires filled by 84 faculty members (139 filled forms) and 175 students (924 filled forms). For assessment of impact, results of examinations after project implementation were compared with results of 2nd year students of previous 3 years. More faculty (96.3%) were satisfied with the product and considered its quality good to excellent, compared to 93.9% of students, p < 0.001. Most faculty (76.2%) have agreed on its suitability for self-learning, while most students considered the product would be suitable after modification. The percentage of students' failures was lower after project implementation, compared to previous 3 years, p < 0.05. CAT materials developed for training of second year students in skills lab proved to be of good scientific content and quality, and suitable for self-learning. Their use was associated with lower failure rates among students. A randomized trial is recommended

USING THE US EXPERIENCE OF ONLINE AND HYBRID EDUCATION IN UKRAINIAN UNIVERSITIES

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Ірина Задорожна

2015-12-01

Full Text Available The article investigates the best practices of the US universities on providing hybrid and online education that can be implemented at Ukrainian universities which experience lack of finances and a decrease in student enrollment. Basic factors of online and hybrid courses popularity are analysed (flexibility; accessibility, especially for students with special needs; saving time; convenience; motivation as students often feel less stressed in a virtual classroom than in a face-to-face environment. The main challenges of online and hybrid learning (faculty training and professional development for online education (in terms of pedagogy, communication and technology, supporting student learning in the online environment, and creating an efficient and interactive online learning community are defined in the article. Hybrid courses are regarded as such that promote some equivalence between digital and live communication.

Financial and Transactional Bylaw of Universities and Faculties of Medical Sciences: Opportunities and Threats

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Masoud Abolhallaje

2013-12-01

Full Text Available Background and purpose: According to developments related to the relative autonomy of universities and acquired extensive powers by the board of trustees of universities of medical sciences and healthcare services in a twenty-year perspective of country and in the context of the fourth and fifth socio-economic cultural development of country, necessity of developing financial and transactional bylaw of universities of medical sciences has become increasingly clear throughout country. Materials and Methods: Grounded theory is the qualitative methodology used for this study in order to identify the threats and opportunities of new financial tax bylaw of universities and faculties of medical sciences and through the study of documents, surveys of experts and beneficiaries and elites by Delphi method. Results: Releasing potential of public administration in order to control sources and uses, increasing management confidence in documented decision making, establishing organizational concentration on controlling costs, providing conditions of decision-making according to financial reports, independency in firing and hiring manpower by adopting specific provisions and creating independency in method of keeping accounts are among the most important opportunities. While poor organizational structure, lack of knowledge and skills in the existing structure, mental processes caused by reactions and incompatibility of staff, lack of criteria and rules in selection appointment and dismissal of managers and employees, lack of discipline and proper mechanisms in order to pursue the purposes, calculating financial burden and human resources required and finally, passing through traditional thinking and management system are among the most threats. Conclusion: Considering the mentioned threats and opportunities, financial and transactional bylaw of universities and faculties of medical sciences was basically revised and modified in January 2006, and then after

College Presidents' Role Performance and Faculty Satisfaction

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Paxton, Dan R.; Thomas, Darwin L.

1977-01-01

Data gathered from 896 faculty members from two technical colleges, three community colleges, two private universities, and three public universities revealed three dimensions of the presidential role: personal-public image, faculty and student interaction with presidents, and absence of autocratic leadership style. (Author/LBH)

Obstacles of Scientific Research with Faculty of University of Jadara from Their Point of View

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Hatamleh, Habes Moh'd

2016-01-01

This study aimed to estimate the existence of the scientific research obstacles' degree from the point of faculty at the University of Jadara from their point of view. The number of members that responded to the study reached 100 samples, and this number accounts for 80% of the study society. To achieve the objectives of the study, the researcher…

Perceived Online Education Barriers of Administrators and Faculty at a U.S. University in Lebanon

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El Turk, Sahar; Cherney, Isabelle D.

2016-01-01

The purpose of this quantitative study was to identify the perceived barriers obstructing the implementation of online education by administrators and faculty at the School of Arts and Sciences of a U.S. university located in Lebanon. The aim of this study was to offer a solution to the most important perceived barriers to online education that…

Does mentoring matter: results from a survey of faculty mentees at a large health sciences university

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Mitchell D. Feldman

2010-04-01

Full Text Available Background: To determine the characteristics associated with having a mentor, the association of mentoring with self-efficacy, and the content of mentor–mentee interactions at the University of California, San Francisco (UCSF, we conducted a baseline assessment prior to implementing a comprehensive faculty mentoring program. Method: We surveyed all prospective junior faculty mentees at UCSF. Mentees completed a web-based, 38-item survey including an assessment of self-efficacy and a needs assessment. We used descriptive and inferential statistics to determine the association between having a mentor and gender, ethnicity, faculty series, and self-efficacy. Results: Our respondents (n=464, 56% were 53% female, 62% white, and 7% from underrepresented minority groups. More than half of respondents (n=319 reported having a mentor. There were no differences in having a mentor based on gender or ethnicity (p≥0.05. Clinician educator faculty with more teaching and patient care responsibilities were statistically significantly less likely to have a mentor compared with faculty in research intensive series (p<0.001. Having a mentor was associated with greater satisfaction with time allocation at work (p<0.05 and with higher academic self-efficacy scores, 6.07 (sd = 1.36 compared with those without a mentor, 5.33 (sd = 1.35, p<0.001. Mentees reported that they most often discussed funding with the mentors, but rated highest requiring mentoring assistance with issues of promotion and tenure. Conclusion: Findings from the UCSF faculty mentoring program may assist other health science institutions plan similar programs. Mentoring needs for junior faculty with greater teaching and patient care responsibilities must be addressed.

Teaching and educational scholarship in Tanzania: faculty initiative to improve performance of health professions' students.

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Mkony, Charles A; O'Sullivan, Patricia S; Owibingire, Sirra S; Fyfe, Molly V; Omer, Selma; Freeman, Phyllis; Makubi, Abel; Mloka, Doreen A; Portillo, Carmen J; Leyna, Germana H; Tarimo, Edith; Kaaya, Ephata E; Macfarlane, Sarah B

2012-01-01

Well-educated and competent health professionals influence the health system in which they work to improve health outcomes, through clinical care and community interventions, and by raising standards of practice and supervision. To prepare these individuals, training institutions must ensure that their faculty members, who design and deliver education, are effective teachers. We describe the experience of the Muhimbili University of Health and Allied Sciences (MUHAS) in encouraging improvements in the teaching capacity of its faculty and postgraduate students triggered by a major institutional transition to competency-based education. We employed a multi-stage process that started by identifying the teaching and learning needs and challenges of MUHAS students and faculty. Collaborating with the University of California San Francisco (UCSF), MUHAS responded to these needs by introducing faculty to competency-based curricula and later to strategies for long term continuing improvement. We demonstrate that teaching faculty members are keen for local institutional support to enable them to enhance their skills as educators, and that they have been able to sustain a program of faculty development for their peers.

Job Satisfaction and Role Clarity Among University and College Faculty.

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Locke, Edwin A.; And Others

1983-01-01

A study of faculty job satisfaction concerned with work achievement, work role clarity, superordinates, co-workers, pay promotions, and facilities is described. Results show that faculty are most dissatisfied with pay, promotions and administration; faculty with higher pay scales are more satisfied than those with lower pay scales. (Author/MLW)

Instructional Performance of Teacher Education Faculty Members in One State University in the Philippines

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Estelito J. Punongbayan

2015-12-01

Full Text Available This study aimed to assess the instructional performance of teacher education faculty members in one State University in the Philippines as perceived by themselves and CTE students during the Academic Year 2012-2013 with the end view of formulating an action plan to enhance the aforementioned situation. The study utilized the descriptive method of research. This method attempted to ascertain the prevailing conditions and sought to answer questions to the real facts relating to the existing conditions. Results found that instructors/professors perceived their instructional performance as very good. Faculty respondents believed that they are qualified to teach the subjects they are handling. This was manifested by having good interaction between them and the students inside the classroom, by way of assessing their performance tasks and by way of assessing through pencil-paper test. However, student respondents perceived that the instructor/professors’ instructional performance were only satisfactory. They perceived that CTE faculty members are all in better position to handle the subjects assigned to them. Interaction between them was effective. Relative to the findings, it is recommended that instructors/professors should exercise their full potential in teaching so as to become excellent.

Experiences of faculty and students using an audience response system in the classroom.

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Thomas, Christine M; Monturo, Cheryl; Conroy, Katherine

2011-07-01

The advent of innovative technologies, such as the audience response system, provides an opportunity to engage students and enhance learning. Based on their experiences, three nursing faculty evaluated the use of an audience response system in four distinct nursing courses through the use of informal survey results. When using the audience response system, the faculty experienced an increased perception of student attentiveness and engagement, high level of class attendance, and enhanced learning. Faculty feelings were mixed concerning the burden in adapting to increased classroom time and increased preparation time. Students' perception of the value of audience response system use was mostly positive, except when responses were included as part of the grade. The majority of the students indicated that use of the audience response system enhanced learning and was a helpful learning method when used with NCLEX-style questions. Overall, faculty believed that the benefits of student engagement and enhanced learning outweighed the burdens of incorporating this new technology in the classroom.

Materialism, empathy and willingness to help as correlates of university and faculty selection

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Sabina Kołodziej

2016-09-01

Full Text Available The article presents results of two studies on the issue of individual characteristics as factors related to the choice of the type of university or faculty. The study 1 is focused on the level of materialism as well as the definition of a life success formulated by private and state university students. The study 2 analyses the propensity to help other people and the level of empathy among pedagogics and business students. Studies were conducted with DSM (Górnik-Durose, 2002 scale measuring materialism and designed life- success questionnaire (study 1 or IRI scale developed by Davis (1980 measuring the level of empathy (study 2. The sample amounted to 92 respondents in both studies. Results show that private university students are characterized by a higher level of materialism than public university students. Students from private university, in comparison with state university students, also score higher success in life of a person with higher income. According to the results of study 2, students of pedagogics declare higher willingness to help than business students and are characterized as experiencing more positive feelings for other people who are in a difficult situation

Building Fire Safety Audit at Faculty X, University of Indonesia, Year 2006

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Fatma Lestari

2010-10-01

Full Text Available Fire may cause loss of life, material and valuable assets. The objective of this study is to conduct audit for fire safety and emergency response in the building at Faculty X, University of Indonesia, Depok. The audit results on the building fire safety facilities including emergency response and preparedness are then compared to the Building Code Australia (BCA and Indonesian regulation on the building fire safety (Kep.MenPU.No 10 and 11/KPTS/2000. The building selected are Building A, B, C, D, F and G. Building classification for A, B, D, F and G are classified as Class 5, while Building C is classified as Class 9b. Variable which are evaluated including emergency exit, building structure, fire alarm and detector, communication and fire warning system, evacuation procedure, portable fire extinguishers, hydrant, sprinkler, and emergency response preparedness. Results suggested that emergency exit is locked, and this is not comply to the regulation. Building structure has been complied to the regulation since it was made of concrete. Fire detector and alarm only provided in Building G, while other building is not available. There is no evacuation procedure available. Portable fire extinguisher has been available in all the building. Hydrant an sprinkler only available in building G. There is no emergency response preparedness in this faculty. In conclusion, the fire safety facilities in this faculty need to be improved.

Work Experiences of Foreign-Born Asian Women Counseling and Psychology Faculty

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Kim, Eunha; Hogge, Ingrid; Mok, Geoffrey; Nishida, Harumi

2014-01-01

Eleven foreign-born and -raised Asian women faculty in counseling and psychology programs in the United States were interviewed about their work experiences. Analysis using consensual qualitative research revealed 7 sources of stressors, 6 emotional reactions associated with stressors, 5 coping strategies, and 4 types of intrinsic rewards gained…

Acceptance of Moodle as a Teaching/Learning Tool by the Faculty of the Department of Information Studies at Sultan Qaboos University, Oman based on UTAUT

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E. Saleem Naifa

2016-12-01

Full Text Available This research aims to explore the acceptance of Moodle as a teaching and learning tool by the faculty of the Department of Information Studies (IS at Sultan Qaboos University (SQU in the Sultanate of Oman. The researchers employed the Unified Theory of Acceptance and Use of Technology (UTAUT to examine the effects of performance expectancy, effort expectancy, social influence and facilitating conditions on the behav-ioural intention of SQU faculty members to employ Moodle in their instruction. Data were collected by the interview method. Results showed the emergence of two faculty groups: one uses Moodle and one does not use Moodle. In group that uses Moodle, performance expectancy, effort expectancy, social influence, facilitating conditions and behavioural intention are positively related, thereby influencing the faculty members’use behavior. In addition to the aforementioned UTAUT constructs, four additional factors affect Moodle’s adoption. These moderators are gender, age, experience and the voluntariness of use, amongst which gender exhibits the least influence on Moodle adoption. That is, male and female faculty generally both use the learning platform. Although some members of the group that does not use Moodle exhibit optimistic performance expectancy for technology, the overall perception in this regard for Moodle is negative. The other UTAUT constructs exert no influence on this group’s adoption of the learning platform.

A Comparison of Mental Health Status between Students of Two Faculties of Alzahra University: Physical Education vs. Educational Sciences and Psychology

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Elham Baghban Baghestan

2015-07-01

Full Text Available Background and objectives : This study aimed to compare mental health status between students of two faculties of Alzahra University: physical education vs. educational sciences and psychology. Material and Methods : This cross-sectional study was conducted in physical educations and educational sciences and psychology faculties. A total number of 242 and 265 students were surveyed in these faculties respectively by GHQ-28 general health questionnaire. Data were extracted and analyzed using SPSS-17. Results : Results indicated that among 265 students, 135 participants (55.8% in physical education faculty and 170 participants in educational sciences and psychology faculty (60.3% were suspected to suffer from mental disorders. Results showed that prevalence of mental disorders in physical education faculty and faculty of educational sciences and psychology was 9.4% and 30.2% respectively (p Conclusion : The results demonstrated that students of physical education faculty significantly scored lower than students of educational sciences and psychology faculty in all four scales of mental health. They had fewer problems in terms of anxiety, depression, physical disorders and social function. Generally, they had better mental health status. ​

Fire and collapse, Faculty of Architecture building, Delft University of Technology: Data collection and preliminary analyses

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Meacham, B.; Park, H.; Engelhardt, M.; Kirk, A.; Kodur, V.; Straalen, IJ.J.; Maljaars, J.; Weeren, K. van; Feijter, R. de; Both, K.

2010-01-01

On the morning of May 13, 2008, a fire that started in a coffee vending machine on the 6th floor of the 13-story Faculty of Architecture Building at the Delft University of Technology (TUD), Delft, the Netherlands, quickly developed into an extreme loading event. Although all building occupants

Internal Quality Assurance Reviews: Challenges and Processes--Walter Sisulu University's Business, Management Sciences and Law Faculty

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Moodly, A.; Saunderson, I.

2008-01-01

The Council for Higher Educations' (CHE) Higher Education Quality Committee (HEQC) requires internal quality evaluations to be performed on the various programmes offered by the Faculty before visitation by the HEQC. This article examines some of the challenges and processes followed by six of the departments of Walter Sisulu University's Faculty…

Exposing Ideology within University Policies: A Critical Discourse Analysis of Faculty Hiring, Promotion and Remuneration Practices

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Uzuner-Smith, Sedef; Englander, Karen

2015-01-01

Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its…

New Clinical Faculty Training Program: Transforming Practicing Dentists into Part-Time Dental Faculty Members.

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Adams, Brooke N; Kirkup, Michele L; Willis, Lisa H; Reifeis, Paul E

2017-06-01

At Indiana University School of Dentistry, a New Clinical Faculty Training (NCFT) program was created with the primary goals of informing new part-time faculty members of clinical policies and assessment guidelines and thus developing qualified and satisfied faculty members. The aim of this study was to determine if participation in the training program improved the participants' satisfaction and competence in comparison to their colleagues who did not participate in the program. Two cohorts were compared: a control group of part-time faculty members who did not receive formal training when they were hired (n=21; response rate 58.3%); and the intervention group, who had participated in the NCFT program (n=12; response rate 80%). A survey of faculty members in the control group gathered information on their experiences when initially hired, and a pretest was administered to measure their knowledge of clinical policies. After the control group was given an overview of the program, their feedback was collected through post surveys, and a posttest identical to the pretest was given that found statistically significant increases on questions one (p=0.003) and four (p=0.025). In February 2014, 15 new faculty members participated in the pilot implementation of the NCFT program. Of those 15, 12 (the intervention group) completed follow-up surveys identical to the pre survey used with the control group. Statistically significant differences were found for the factors clinical teaching (p=0.005) and assessment training (p=0.008) with better responses for the NCFT group. These results suggest that participation in the program was associated with improved clinical teaching knowledge and job satisfaction.

Iowa community college Science, Engineering and Mathematics (SEM) faculty: Demographics and job satisfaction

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Rogotzke, Kathy

Community college faculty members play an increasingly important role in the educational system in the United States. However, over the past decade, concerns have arisen, especially in several high demand fields of science, technology, engineering and mathematics (STEM), that a shortage of qualified faculty in these fields exists. Furthermore, the average age of community college faculty is increasing, which creates added concern of an increased shortage of qualified faculty due to a potentially large number of faculty retiring. To help further understand the current population of community college faculty, as well as their training needs and their satisfaction with their jobs, data needs to be collected from them and examined. Currently, several national surveys are given to faculty at institutions of higher education, most notably the Higher Education Research Institute Faculty Survey, the National Study of Postsecondary Faculty, and the Community College Faculty Survey of Student Engagement. Of these surveys the Community College Faculty Survey of Student Engagement is the only survey focused solely on community college faculty. This creates a problem because community college faculty members differ from faculty at 4-year institutions in several significant ways. First, qualifications for hiring community college faculty are different at 4-year colleges or universities. Whereas universities and colleges typically require their faculty to have a Ph.D., community colleges require their arts and science faculty to have a only master's degree and their career faculty to have experience and the appropriate training and certification in their field with only a bachelor's degree. The work duties and expectations for community college faculty are also different at 4-year colleges or universities. Community college faculty typically teach 14 to 19 credit hours a semester and do little, if any research, whereas faculty at 4-year colleges typically teach 9 to 12 credit

Quality and Accreditation Requirements for the Curriculum Development of Special Education Departments as Perceived by Faculty Members

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Omer A. Agail

2017-10-01

Full Text Available The current study aimed to determine the quality and accreditation requirements, according to the NCAAA, for the curriculum development of the departments of Special Education as perceived by faculty members. Moreover, the study aimed to determine the relationship between the faculty awareness and other factors such as, gender, academic rank, teaching experience, participation in curriculum development, attendance of workshop, and participation in program development committees. The researcher created a survey to answer the research questions. A sample of (45 faculty members was chosen randomly from three main universities: King Khalid university, Jazan University, and Najran University.  Statistical methods were used, including mean, frequencies, one sample t–test, one way ANOVA. The results indicated that the participants' awareness toward curriculum development requirements was generally very low, because of the limited number of faculty members and the newly established departments. It was recommended that quality culture should be disseminated, and moral and material support should be provided to the programs in these departments.  Keywords: Study programs, Quality, Accreditation, Special education.

The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation.

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Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

2015-08-01

One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation domains, using binomial test

The Opinion of Students and Faculty Members about the Effect of the Faculty Performance Evaluation

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Ghahrani, Nassim; Siamian, Hasan; Balaghafari, Azita; Aligolbandi, Kobra; Vahedi, Mohammad

2015-01-01

Background: One of the most common ways that in most countries and Iran in determining the status of teacher training is the evaluation by students. The most common method of evaluation is the survey questionnaire provided to the study subjects, comprised of questions about educational activities. The researchers plan to evaluate the opinion of students and faculty members about the effect of the faculty performance evaluation at Mazandaran University of Medical Sciences in 2014-15. Methods: In this descriptive cross-sectional survey of attitudes of students and professors base their evaluation on the impact on their academic performance, have been studied. The populations were 3904 students and 149 faculty members of basic sciences Mazandaran University of Medical Sciences. Sample of 350 students and 107 students using Cochran formula faculty members through proportional stratified random sampling was performed. The data of the questionnaire with 28 questions on a Likert Spectrum, respectively. Statistical Analysis Data are descriptive and inferential statistics using Kruskal-Wallis and Mann-Whitney U test is done. Results: Based on the results obtained from total of 350 students, 309 students and from total of 107 faculty members, 76 faculty of basic sciences, participated in this study. The most of the students, 80 (25.9%) of the Faculty of Allied Medical Sciences and most of the faculty of basic sciences, 33 (4.43) of the medicine science faculty. Comments Mazandaran University of Medical Sciences in comparison to the scope of the evaluation should test using Binominal test; we can conclude that in the field of regulatory, scientific, educational, and communications arena, there were no significant differences between the views of students. The greatest supporter of the education of 193 (62%) and most challengers of exam 147 (48%), respectively. Regarding the viewpoints of the faculty members at Mazandaran University of Medical Sciences towards the evaluation

Faculty experiences with rapid integration of male nursing students within a patriarchal societal context.

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Kulakac, Ozen; Arslan, Ilkay; Sucu Dag, Gülten; O'Lynn, Chad

2015-11-01

In 2007, reforms by the Turkish government forced a rapid integration of male nursing students into previously all-female schools. The minimal amount of time for faculty preparation, little guidance from nursing leaders and the extant literature, and a societal context of patriarchy created unique challenges for faculty. The purpose of this qualitative study was to explore and interpret the experiences of nursing faculty as they adapted to the sudden inclusion of men in schools of nursing. A qualitative descriptive study Nine schools from six regions across Turkey 99 nursing faculty who were 22 to 55years of age, primarily female (97.8%), married (65.6%). Focus groups were used to collect data. Data were analyzed using constant comparison and tripartite discussion. Analysis yielded three categories, seven themes, and seven subthemes describing variable experiences, perceptions, and adaptive strategies. The findings presented contradictions characterized by both optimism and concern following the rapid infusion of men into schools of nursing. Concerns primarily centered on the state of gender relations in a larger patriarchal society. The findings foster reflection and discourse as societies characterized by relatively rigid and traditional gender roles confront rapid cultural change and growing calls for diversity within nursing. Copyright © 2015 Elsevier Ltd. All rights reserved.

Timing of revenue streams from newly recruited faculty: implications for faculty retention.

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Joiner, Keith A; Hiteman, Sarah; Wormsley, Steven; St Germain, Patricia

2007-12-01

To determine the timing and magnitude of revenues generated by newly recruited faculty, to facilitate configuration of recruitment packages appropriately matched to expected financial returns. The aggregate of all positive cash flows to central college of medicine administration -- from research, clinical care, tuition, philanthropy, and royalties and patents, from all faculty newly recruited to the University of Arizona College of Medicine between 1998 and 2004 -- was quantified using the net present value (npv) methodology, which incorporates the time value of money. Tenure-track faculty and, in particular, those with laboratory research programs, generated the highest positive central cash flows. The npv for positive cash flows (npv[+]) during 6 and 10 years for newly recruited assistant professors with laboratory research programs were $118,600 and $255,400, respectively, and, for professors with laboratory research programs, $172,600 and $298,000, respectively (associate professors were not analyzed because of limited numbers). Faculty whose appointments at the University of Arizona College of Medicine exceeded 15 years in duration were the most productive in central revenue generation, far in excess of their numbers proportionate to the total. The results emphasize the critical importance of faculty retention, because even those newly recruited faculty who are most successful in central revenue generation (tenure track with laboratory research programs) must be retained for periods well in excess of 10 years to recoup the initial central investment required for their recruitment.

Diversity characteristics and the experiences of nursing students during clinical placements: A qualitative study of student, faculty and supervisors' views.

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Koch, Jane; Everett, Bronwyn; Phillips, Jane; Davidson, Patricia M

2014-01-01

Abstract Background: Little is known about which diversity characteristics if any, impact on nursing students' clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student's perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N = 704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Qualitative findings were clustered into three main themes: differences, difficulty and discrimination, each with three sub-themes. FINDINGS suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience.

Faculty Retirement Transitions Revitalized

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Van Ummersen, Claire; Duranleau, Lauren; McLaughlin, Jean

2013-01-01

It has been almost ten years since the American Council on Education (ACE) began to raise awareness of the importance of workplace flexibility in faculty careers and to encourage colleges and universities to support faculty in better integrating their professional and personal lives. With the generous support of the Alfred P. Sloan Foundation, ACE…

Faculty and Student Affairs Collaboration in the Corporate University

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Harrison, Laura M.

2013-01-01

Faculty, student affairs professionals, and most importantly, students, are paying the price as institutions of higher education increasingly operate in a top-down manner with an over-emphasis on the bottom line. The corporatization of higher education creates lopsided reward (and punishment) systems for faculty, unreasonably stressful…

Mentoring in Higher Education Should Be the Norm to Assure Success: Lessons Learned from the Faculty Mentoring Program, West Chester University, 2008-2011

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Bean, Nadine M.; Lucas, Lisa; Hyers, Lauri L.

2014-01-01

Despite a wealth of qualitative and quantitative data regarding the positive effects of higher education mentoring programs on faculty satisfaction, retention, tenure, and promotion, mentoring programs are not widespread. The authors examine evaluative data from the first four years of the Faculty Mentoring Program at West Chester University. Of…

Research University STEM Faculty Members' Motivation to Engage in Teaching Professional Development: Building the Choir through an Appeal to Extrinsic Motivation and Ego

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Bouwma-Gearhart, Jana

2012-01-01

This paper reports on a qualitative, grounded-theory-based study that explored the motivations of science and engineering faculty to engage in teaching professional development at a major research university. Faculty members were motivated to engage in teaching professional development due to extrinsic motivations, mainly a weakened professional…

Women faculty: an analysis of their experiences in academic medicine and their coping strategies.

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Pololi, Linda H; Jones, Sandra J

2010-10-01

Women represent a persistently low proportion of faculty in senior and leadership roles in medical schools, despite an adequate pipeline. This article highlights women's concerns in the context of the academic medical culture in which they work, and considers the ways in which they cope with and resist marginalizing situations. To explore the experiences of faculty in academic medicine, a multidisciplinary faculty research team conducted 96 open-ended interviews with faculty representing a broad set of disciplines at 4 different career stages (early career, leaders, plateaued, and left academic medicine) in 5 medical schools. Coded data from interview transcripts indicated situations in which women were marginalized. Experiences of marginality were examined through a systematic secondary analysis of a subset of 17 representative cases using qualitative analysis. Women had a sense of "not belonging" in the organization, perceiving themselves as cultural outsiders and feeling isolated and invisible. They described barriers to advancement, including bias and gender role expectations. Faculty from underrepresented minority groups and PhDs perceived a double disadvantage. Four strategies were identified that helped women cope with and resist professional barriers: self-silencing, creating microenvironments, balancing life and work, and simultaneously holding dual identities--being successful in the organization while trying to change the culture. Although the sample size was small, this analysis found that many women faculty perceive themselves as outsiders within academic medicine. Because of their marginalization, minority and non-minority women are more able to see the bias and exclusion that may operate in academic medical centers as well as other problematic dimensions of the culture. As cultural outsiders, women may be better able to advance change to improve academic medical culture. A next step is to leverage women's awareness to develop a broader vision of what

Ethnopsychiatry fosters creativity and the adoption of critical and reflexive thinking in higher education students: insights from a qualitative analysis of a preliminary pilot experience at the Faculty of Medicine and Surgery, University of Genoa, Italy.

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Siri, Anna; Del Puente, Giovanni; Martini, Mariano; Bragazzi, Nicola Luigi

2017-01-01

Creativity is an ability that plays a major role in the modern economy and society. It should represent an important component of the medical syllabus. However, it is often overlooked by the formal courses at universities. The current study aimed at evaluating whether the interactive educational models, recently adopted by the Faculty of Medicine and Surgery, at the University of Genoa, Italy, would favor the adoption of critical thinking, attitudes to changes, cultural diversity acceptance, and the adoption of relational soft skills versus traditional and frontal didactic teaching. Thirty students, who attended the last year of health care professional course at the Faculty of Medicine, volunteered to take part in the study and were randomly allocated to two groups: one group receiving an innovative, interactive excellence course and the other group receiving a more traditional approach. Ethnopsychiatry was chosen as the topic since it was hypothesized that it would have contributed to generation of a new approach toward diseases and patients. The first group of students, exposed to interactive lectures with the aim of promoting the adoption of critical thinking, were more satisfied than the second group. Participants who were involved in an active manner and had to work in small groups, actively finding their own solutions to solve the problems, perceived the utilized teaching method and experience more stimulating, involving, and effective. Implications for education policy makers are also envisaged.

Attitude of clinical faculty members in Shiraz Medical University towards private practice physicians' participation in ambulatory care education

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Khatereh Mahori

2002-04-01

Full Text Available Background: Improvement of medical education is necessary for meeting health care demands. Participation of private practice physicians in ambulatory care training is an effective method for enhancing medical students' skills. Purpose This study was undertaken to determine clinical professors' views about participation of physicians with private office in ambulatory care training. Methods: Participants composed of 162 Shiraz Medical University faculty members from 12 disciplines. A questionnaire requesting faculty members' views on different aspects of ambulat01y care teaching and interaction of community-based organizations was distributed. Results: Of 120 (74.1% respondents, 64 (54.2% believed that clinical settings of medical university are appropriate for ambulatory care training. Private practice physicians believed more than academic physicians without private office that private offices have wider range of patients, more common cases, and better follow up chance; and is also a better setting for learning ambulatory care compared with medical university clinical centers. Overall, 32 (29.1% respondent’s found the participation of physicians with private practice on medical education positive. Key words medical education, ambulatory medicine, private practice

Does formal mentoring for faculty members matter? A survey of clinical faculty members.

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Mylona, Elza; Brubaker, Linda; Williams, Valerie N; Novielli, Karen D; Lyness, Jeffrey M; Pollart, Susan M; Dandar, Valerie; Bunton, Sarah A

2016-06-01

Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study examined associations between formal mentoring relationships and aspects of faculty members' engagement and satisfaction. It then explored the variability of these associations across subgroups of clinical faculty members to understand the status of mentoring and outcomes of mentoring relationships. The authors hypothesised that academic clinical faculty members currently in formal mentoring relationships experience enhanced employee engagement and satisfaction with their department and institution. Medical school faculty members at 26 self-selected USA institutions participated in the 2011-2014 Faculty Forward Engagement Survey. Responses from clinical faculty members were analysed for relationships between mentoring status and perceptions of engagement by faculty members. Of the 11 953 clinical faculty respondents, almost one-third reported having a formal mentoring relationship (30%; 3529). Most mentored faculty indicated the relationship was important (86%; n = 3027), and over three-fourths were satisfied with their mentoring experience (77%; n = 2722). Mentored faculty members across ranks reported significantly higher levels of satisfaction and more positive perceptions of their roles in the organisation. Faculty members who were not receiving mentoring reported significantly less satisfaction with their workplace environment and lower overall satisfaction. Mentored clinical faculty members have significantly greater satisfaction with their department and institution. This multi-institutional study provides evidence that fostering mentoring opportunities may facilitate faculty members' satisfaction and engagement, which, in turn, may help medical schools retain high-quality faculty staff committed to the multidimensional

An Investigation of Factors Related to Job Motivation of Faculty members at Islamic Azad Universities in Zanjan Province-Iran

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Rasool Davoudi; Seyed Hossein Mousavi

2012-01-01

The purpose of this study was to investigate job motivation of faculty members in Islamic Azad Universities of Zanjan province based on Herzberg 's theory. The research method was applied research in terms of purpose and so it was survey and correlation research in terms of data collecting method .The statistical population were 640 faculty members in 2012.For this purpose, using cluster random sampling, data was collected from 150 people as the sample through Andraka' s job motivation questi...

Nursing Faculty Experiences of Virtual Learning Environments for Teaching Clinical Reasoning

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Zacharzuk-Marciano, Tara

2017-01-01

Nurses need sharp, clinical reasoning skills to respond to critical situations and to be successful at work in a complex and challenging healthcare system. While past research has focused on using virtual learning environments to teach clinical reasoning, there has been limited research on the experiences of nursing faculty and there is a need for…

Faculty development: a 'field of dreams'?

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Steinert, Yvonne; McLeod, Peter J; Boillat, Miriam; Meterissian, Sarkis; Elizov, Michelle; Macdonald, Mary Ellen

2009-01-01

Participants in faculty development workshops often comment that 'those who need faculty development the most attend the least'. The goals of this study were to explore the reasons why some clinical teachers do not participate in centralised faculty development activities and to learn how we can make faculty development programmes more relevant to teachers' needs. In 2006, we conducted focus groups with 16 clinical teachers, who had not participated in faculty development activities, to ascertain their perceptions of faculty development, reasons for non-participation and perceived barriers to involvement. Content analysis and team consensus guided the data interpretation. Focus group participants were aware of faculty development offerings and valued the goals of these activities. Important reasons for non-participation emerged: clinical reality, which included volume of work and lack of (protected) time; logistical issues, such as timing and the central location of organised activities; a perceived lack of financial reward and recognition for teaching, and a perceived lack of direction from, and connection to, the university. Clinical reality and logistical issues appeared to be greater deterrents to participation than faculty development goals, content or strategies. Moreover, when asked to discuss faculty development, teachers referred to their development as faculty members in the broadest sense, which included personal and career development. They also expressed the desire for clear guidance from the university, financial rewards and recognition for teaching, and a sense of 'belonging'. Faculty development programmes should try to address these organisational issues as well as teachers' personal and professional needs.

The Role of Social Networking Sites in Creating Moral Crisis and the Role of the University in Confronting It from the View Point of Qassim University Faculty Members

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Al-Smadi, Hend Sam'an Ibrahim

2017-01-01

The study aimed at recognizing the effect of the social networking sites (henceforth snss) in creating moral crisis and the role of the university in its confrontation from the view point of faculty members at Qassim University. Two tests were constructed; the first included (29 items) developed to identify the role of snss in creating moral…

Objective, Way and Method of Faculty Management Based on Ergonomics

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WANG, Hong-bin; Liu, Yu-hua

2008-01-01

The core problem that influences educational quality of talents in colleges and universities is the faculty management. Without advanced faculty, it is difficult to cultivate excellent talents. With regard to some problems in present faculty construction of colleges and universities, this paper puts forward the new objectives, ways and methods of…

Students' voices: the lived experience of faculty incivility as a barrier to professional formation in associate degree nursing education.

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Del Prato, Darlene

2013-03-01

Nursing faculty play an important role in constructing learning environments that foster the positive formation of future nurses. The students' construction of a nursing identity is grounded in social interactions with faculty and is shaped by values and norms learned in both the formal and informal curriculum. The informal curriculum is communicated in faculty teaching practices and relationships established with students. To acquire an understanding of the students' lived experience in associate degree nursing education and identify educational practices that support students' professional formation. A phenomenological design was chosen to study the lived experience of nursing education. In-depth interviews were conducted with 13 participants. Five students participated in second interviews for a total of 18 interviews. Symbolic interactionism guided data analysis. Participants represented three ADN programs in the northeastern U.S. and were diverse in terms of gender and age and to a lesser extent race, and sexual orientation. Faculty incivility included demeaning experiences, subjective evaluation, rigid expectations, and targeting and weeding out practices. Targeting practices contributed to a perceived focus on clinical evaluation and inhibited clinical learning. Faculty incivility hindered professional formation by interfering with learning, self-esteem, self-efficacy, and confidence. Faculty who model professional values in the formal and hidden curriculum contribute to the positive formation of future nurses. Nursing faculty should be formally prepared as educators to establish respectful, connected relationships with students. Faculty should role model professional values, deemphasize their evaluative role, provide constructive formative feedback, and remain open to the student's potential for growth. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Attitudes of Kuwait University Faculty Members and Undergraduate Students toward the Use of Distance Education

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AL-Masoud, Fawzeah A.

2012-01-01

The purpose of the study is to examine the attitude of the faculty members and the undergraduate students of the College of Education at Kuwait University toward Distance of Education. The study illustrates a comparison in the attitude between the two groups toward Distance Education. In addition, the study tries to find if there are significant…

Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

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Hooper, E. J.; Pfund, C.; Mathieu, R.

2010-08-01

A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate

Dr. Anna G. Jonasdottir: Acceptance Speech for Honorary Doctorate from Faculty of Political Science, University of Iceland. Given 18th of June, 2015

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Anna G. Jónasdóttir

2016-01-01

On June 18th the Faculty of Political Science, University of Iceland, celebrated 100 years of women’s‘ voting rights in Iceland with a special conference, Power and democracy 100 years later. In association with the conference Dr. Anna Guðrún Jónasdóttir, Professor emerita at the University of Örebro, Sweden, was awarded an honorary doctorate at the Faculty of Political Science. Anna Guðrún was the first Icelandic woman to complete a doctorate in political science, in 1991, and also the first...

The assessment of barriers to research from the viewpoint of faculty members of Lorestan University of Medical Sciences and relationship to research performance of them

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farzad Ebrahimzadeh

2016-05-01

Full Text Available Background: The first step in improving research conduction in society can be conceived as identifying the weak points of research. Given that faculty members of universities carry out most of the research activities, the present study attempts to study the relationship between barriers to research from the viewpoint of the faculty members of Lorestan University of Medical Sciences and the research activities of them. Materials and Methods: This cross-sectional study, using census method, assessed all of the faculty members of Lorestan university of medical sciences. A self-administered questionnaire analyzing the faculty members’ demographic variables, knowledge about and attitudes toward barriers to different steps of research was designed and the self-report questionnaires were filled out and their relationship with the annual assessment scores in research criteria were assessed by chi-square, Mann-Whitney and Kruskal-Wallis tests. Results: Variables such as the faculty members’ department, number of their modules, primary motivation for research conduction, knowledge about variables such as research methodologies, searching strategies in medical databases, putting forward proposals, research article writing and also, attitude towards vaiables such as approved research priorities, putting forward proposals, quality of research advice, approval of proposals in research councils,  research facilities, the process of peer review of national scientific articles, presenting papers in conferences and participating in theses were related to the research performance of them (p<0.05. Conclusion: If seems that giving special privileges to the faculty members of faculty of medicine,  those with many modules and those with no optimal knowledge and attitude, we can enhance their motivation to participate in research activities.

Exploration of Nursing Faculty Members' Lived Experiences of Objective Structured Clinical Examination (OSCE) in Undergraduate Nursing Education

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Obizoba, Cordelia O.

2014-01-01

The purpose of this phenomenological study was to gain an understanding of nursing faculty members' lived experiences of Objective Structured Clinical Examination (OSCE) in undergraduate nursing education. As owners of their programs' curriculum, nursing faculties are charged with the responsibility of providing needed knowledge, skills, and…

Information technology - a tool for development of the teaching process at the faculty of medicine, university of sarajevo.

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Masic, Izet; Begic, Edin

2015-04-01

Information Technologies, taking slow steps, have found its application in the teaching process of Faculty of Medicine, University of Sarajevo. Online availability of the teaching content is mainly intended for users of the Bologna process. The aim was to present the level of use of information technologies at the Faculty of Medicine, University of Sarajevo, comparing two systems, old system and the Bologna process, and to present new ways of improving the teaching process, using information technology. The study included the period from 2012 to 2014, and included 365 students from the old system and the Bologna Process. Study had prospective character. Students of the old system are older than students of the Bologna process. In both systems higher number of female students is significantly present. All students have their own computers, usually using the Office software package and web browsers. Visits of social networks were the most common reason for which they used computers. On question if they know to work with databases, 14.6% of students of the old system responded positively and 26.2% of students of the Bologna process answered the same. Students feel that working with databases is necessary to work in primary health care. On the question of the degree of computerization at the university, there were significant differences between the two systems (p process were more interested in the introduction of information technology, than students of old system. 68.7% of students of the Bologna process of generation 2013-2014, and 71.3% of generation 2014-2015, believed that the subject of Medical Informatics, the same or similar name, should be included in the new reform teaching process of the Faculty of Medicine, University of Sarajevo. Information technologies can help the development of the teaching process, and represent attractive and accessible tool in the process of modernization and progress.

Faculty Employment and R&D Expenditures at Research Universities

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Zhang, Liang; Ehrenberg, Ronald G.

2010-01-01

This study uses panel data to examine the relationship between faculty employment and external R&D expenditures at Research and Doctoral institutions over a 15-year period of time. On average, a 1% increase in the number of full-time faculty is associated with about 0.2% increase in total R&D expenditure. Further, a one percentage point increase…

Political Ideology and Perceptions of Bias Among University Faculty

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Susan Bullers

2010-10-01

Full Text Available The goal of the study was to examine the political ideology and perceptions of bias among the faculty in a university in the southeast U.S.A. Findings regarding the overall dominance of a liberal political ideology as well as ideological differences among disciplines are consistent with previous research. Respondents did distinguish between political dominance and political bias and were relatively accurate in their perceptions of a liberal dominance. Reports of bias were much lower overall but all groups were more likely to report a bias against conservatives than against Liberal and Moderates. Reports of bias against conservatives were quite high among conservatives themselves (48.7%. Conservatives were more likely to report a need to conceal their political beliefs, while Moderates and Liberals were slightly more likely to report harassment or attacks for their political beliefs. The gender differences in political ideology show that women are significantly more likely to hold a liberal political ideology.

Two-Year Institution Part-Time Nurse Faculty Experiences During Role Transition and Identity Development: A Phenomenological Study.

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Owens, Rhoda A

This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. A phenomenological study was used to explore the faculty role transition experiences. Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. A model emerged, Process of Role Transition and Professional Identity Formation for Part-Time Clinical Instructors at Two-Year Institutions, that is potentially useful for administrators in developing individualized orientation and professional development programs.

A Comparison of Faculty and Student Perceptions of Cyberbullying

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Molluzzo, John C.; Lawler, James P.

2014-01-01

Cyberbullying is a concern for any college or university. Digital harassment incidents continue to be featured frequently in the news. The authors of this study compare the perceptions of faculty and students on cyberbullying at an urban university. From the findings of surveys distributed to faculty and students in all schools of the university,…

How faculty members experience workplace-based assessment rater training: a qualitative study.

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Kogan, Jennifer R; Conforti, Lisa N; Bernabeo, Elizabeth; Iobst, William; Holmboe, Eric

2015-07-01

Direct observation of clinical skills is a common approach in workplace-based assessment (WBA). Despite widespread use of the mini-clinical evaluation exercise (mini-CEX), faculty development efforts are typically required to improve assessment quality. Little consensus exists regarding the most effective training methods, and few studies explore faculty members' reactions to rater training. This study was conducted to qualitatively explore the experiences of faculty staff with two rater training approaches - performance dimension training (PDT) and a modified approach to frame of reference training (FoRT) - to elucidate how such faculty development can be optimally designed. In a qualitative study of a multifaceted intervention using complex intervention principles, 45 out-patient resident faculty preceptors from 26 US internal medicine residency programmes participated in a rater training faculty development programme. All participants were interviewed individually and in focus groups during and after the programme to elicit how the training influenced their approach to assessment. A constructivist grounded theory approach was used to analyse the data. Many participants perceived that rater training positively influenced their approach to direct observation and feedback, their ability to use entrustment as the standard for assessment, and their own clinical skills. However, barriers to implementation and change included: (i) a preference for holistic assessment over frameworks; (ii) challenges in defining competence; (iii) difficulty in changing one's approach to assessment, and (iv) concerns about institutional culture and buy-in. Rater training using PDT and a modified approach to FoRT can provide faculty staff with assessment skills that are congruent with principles of criterion-referenced assessment and entrustment, and foundational principles of competency-based education, while providing them with opportunities to reflect on their own clinical skills

Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine.

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Thomas, Patricia A; Diener-West, Marie; Canto, Marcia I; Martin, Don R; Post, Wendy S; Streiff, Michael B

2004-03-01

Clinician-educator faculty are increasing in numbers in academic medical centers, but their academic advancement is slower than that of research faculty. The authors sought to quantify the magnitude of this difference in career advancement and to explore the characteristics of faculty that might explain the difference. In 1999, a questionnaire was administered to all MD faculty at the rank of instructor and above (259) in the Department of Medicine at the Johns Hopkins University School of Medicine. A total of 180 (69%) faculty returned questionnaires. Of these, 178 identified with one of four career paths: basic researcher (46), clinical researcher (69), academic clinician (38), or teacher-clinician (25). Career path did not differ by age, gender, rank, years on faculty, hours worked per week, family responsibility, or global work satisfaction. After adjusting for age, gender, time at rank, and work satisfaction, the odds of being at a higher rank were 85% less for academic clinicians (odds ratio,.15; 95% confidence interval, 0.06-0.40) and 69% less for teacher-clinicians (odds ratio,.31; 95% confidence interval, 0.11-0.88) than for basic researchers. Clinical researchers did not differ from basic researchers in the likelihood of being at higher rank. Similarly, compared with basic research faculty, the adjusted odds of being more satisfied with progress towards academic promotion were 92% lower for academic clinicians and 87% lower for teacher-clinicians. Clinician-educator faculty were less likely to be at higher rank at this institution than were faculty in research paths. Differences in rank may be explained by lower rank at hire for faculty in these career paths, time available for scholarly activities, or other resources available to support scholarship. Retaining clinician-educators will require further exploration of barriers to promotion inherent to these career paths and methods of modifying these barriers.

The Problem of Faculty Relocation.

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Tabachnick, Stephen E.

1992-01-01

A faculty move to a new campus can be traumatic, but colleges and universities can take steps to lessen the strain. Solutions to faculty relocation problems should be a standard part of any hiring package, not left to chance and individual negotiation. Some problems are inexpensive and easy to solve. (MSE)

Evaluating Faculty Work: Expectations and Standards of Faculty Performance in Research Universities

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Hardre, Patricia; Cox, Michelle

2009-01-01

Expectations and the way they are communicated can influence employees' motivation and performance. Previous research has demonstrated individual effects of workplace climate and individual differences on faculty productivity. The present study focused on the characteristics of institutional performance standards, evaluation processes and…

The Faculties of Pharmacy Schools Should Make an Effort to Network with Community Pharmacies.

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Matsushita, Ryo

2016-01-01

By law, medical faculties are mandated to have a designated partner hospital for the purposes of student practical training. In contrast, pharmacy faculties do not have such a legal requirement for student training in a community pharmacy setting. Nevertheless, there are several public and private universities that do have community pharmacies. However, there is no national university that has established both an educational hospital and a community pharmacy. When Kanazawa University (KU) established a graduate school with a clinical pharmacy course, the faculty of KU deemed it necessary to set up an independent community pharmacy for the purpose of practical training. Thus, in 2003, the Acanthus Pharmacy was set up as the first educational community pharmacy in Japan, managed by a nonprofit organization, with the permission of the Ishikawa Pharmaceutical Association and local community pharmacists. Since that time, Acanthus has managed a clinical pharmacy practice for students from both the undergraduate and graduate schools of KU. From 2006, the undergraduate pharmacy program was changed to a 6-year program, and the Acanthus Pharmacy has continued its roles in educating undergraduate pharmaceutical students, medical students, and as a site of early exposure for KU freshmen. From our experience, it is important to have a real clinical environment available to university pharmacy faculty and students, especially in training for community pharmacy practices.

Teaching "Out" in the University: An Investigation into the Effects of Lesbian, Bisexual, and Transgender Faculty Self-Disclosure upon Student Evaluations of Faculty Teaching Effectiveness in the USA

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Jennings, Todd

2010-01-01

Many lesbian, gay, bisexual, and transgender (LGBT) university faculty worry about the effects of self-disclosure in their professional lives. One concern is that self-disclosure as LGBT could result in negative evaluations of one's teaching by students due to student bias against LGBT people. In order to investigate this concern, this study…

Sexual Harassment in the 1990s: A University-Wide Survey of Female Faculty, Administrators, Staff, and Students.

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Kelley, Michelle L.; Parsons, Beth

2000-01-01

A survey of all female employees (n=446) and a sample of students (n=319) at a southeastern university with a published policy regarding sexual harassment found 19-43 percent of female staff, faculty, administrators, and students had experienced sexual harassment. Reported perpetrators were most often other employees (by employees), other students…

Monitoring the Effect of Internet Use on Students Behavior Case Study: Technical Faculty Bor, University of Belgrade

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Niculovic, Milica; Zivkovic, Dragana; Manasijevic, Dragan; Strbac, Nada

2012-01-01

A large number of criteria for evaluating Internet addiction have been developed recently. The research of Internet addiction among students of the Technical faculty in Bor, University of Belgrade has been conducted and its results are presented in this paper. The study included 270 students using criteria of Young's Internet Addiction Test. In…

Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

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Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.

2015-12-01

Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project (www.madeclear.org). Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre

Nursing faculty academic incivility: perceptions of nursing students and faculty.

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Muliira, Joshua K; Natarajan, Jansi; van der Colff, Jacoba

2017-12-13

Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey. The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS. The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.

Turning microscopy in the medical curriculum digital: Experiences from the faculty of health and medical sciences at University of Copenhagen

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Ben Vainer

2017-01-01

Full Text Available Familiarity with the structure and composition of normal tissue and an understanding of the changes that occur during disease is pivotal to the study of the human body. For decades, microscope slides have been central to teaching pathology in medical courses and related subjects at the University of Copenhagen. Students had to learn how to use a microscope and envisage three-dimensional processes that occur in the body from two-dimensional glass slides. Here, we describe how a PathXL virtual microscopy system for teaching pathology and histology at the Faculty has recently been implemented, from an administrative, an economic, and a teaching perspective. This fully automatic digital microscopy system has been received positively by both teachers and students, and a decision was made to convert all courses involving microscopy to the virtual microscopy format. As a result, conventional analog microscopy will be phased out from the fall of 2016.

Intellectual Capital at Risk: Data Management Practices and Data Loss by Faculty Members at Five American Universities

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Jaime Schumacher

2015-06-01

Full Text Available A study of 56 professors at five American universities found that a majority had little understanding of principles, well-known in the field of data curation, informing the ongoing administration of digital materials and chose to manage and store work-related data by relying on the use of their own storage devices and cloud accounts. It also found that a majority of them had experienced the loss of at least one work-related digital object that they considered to be important in the course of their professional career. Despite such a rate of loss, a majority of respondents expressed at least a moderate level of confidence that they would be able to make use of their digital objects in 25 years. The data suggest that many faculty members are unaware that their data is at risk. They also indicate a strong correlation between faculty members’ digital object loss and their data management practices. University professors producing digital objects can help themselves by becoming aware that these materials are subject to loss. They can also benefit from awareness and use of better personal data management practices, as well as participation in university-level programmatic digital curation efforts and the availability of more readily accessible, robust infrastructure for the storage of digital materials.

Faculty and Students’ Perceptions of Student Experiences in a Medical School Undergoing Curricular Transition in the United Arab Emirates

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Syed I Shehnaz

2012-02-01

Full Text Available Objectives: In 2008, the Gulf Medical College in the United Arab Emirates underwent a curricular change from a discipline-based to an organ-system-based integrated curriculum. In this context, this study aimed to compare the faculty and students’ perceptions of the student experiences with the new curriculum. Methods: Data were collected from faculty and second-year students in the integrated curriculum using the Dundee Ready Education Environment Measure (DREEM. Data collected were transferred to Predictive Analytics Software, Version 18. Global and domain scores were assessed with the Wilcoxon Rank-Sum Test. Percentage agreement, disagreement and uncertainty were assessed by the z-test for proportion. Results: There were no significant differences between the total DREEM scores of faculty (139/200 and students (135/200. The faculty perceived that the students were experiencing significantly more positive learning as indicated by the domain score of “Students' Perceptions of Learning”. Proportions of agreement between faculty and students showed that more faculty members than students perceived the need for increased feedback to students and a greater emphasis on long term learning. Conclusion: The study showed that the faculty and students had similar perceptions about the student experiences in the integrated curriculum. Areas necessitating remedial measures were the need for faculty to learn constructive feedback techniques and an emphasis on long term learning in the new curriculum.

Annual report of Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo, fiscal year 1994

International Nuclear Information System (INIS)

1995-08-01

This annual report is the summary of the research and education activities, the state of operating research facilities and others in fiscal year 1994 in this Research Laboratory. In this Research Laboratory, there are four main installations, namely the fast neutron source reactor 'Yayoi', the electron linear accelerator, the basic experiment facility for the design of nuclear fusion reactor blanket and the heavy irradiation research facility. The former two are put to the joint utilization by all Japanese universities, the blanket is to that within Faculty of Engineering, and the HIT is to that within this university. The fast neutron science research facility, the installation of which was approved in 1993 as the ancillary equipment of the Yayoi, has been put to the joint utilization for all Japan, and achieved good results. In this report, the management and operation of these main installations, research activities, the publication of research papers,graduation and degree theses, the publication of research papers, graduation and degree theses, the events in the Laboratory for one year, the list of the visitors to the Laboratory, the list of the records of official trips to foreign countries and others, and the list of UTNL reports are described. (K.I.)

Investigation of Entrepreneurship Trends and General Competency Levels of University Students Studying at Faculty of Sports Sciences

Science.gov (United States)

Karabulut, Ebru Olcay; Dogan, Pinar Karacan

2018-01-01

The aim of this study is to determine the general competency beliefs and entrepreneurial levels of undergraduate students studying at faculty of sports sciences by different demographic variables. The sample group consists of total 1230 students, 541 women and 689 men, who have been educated in the sport sciences of five different universities and…

An Investigation of Faculty Relationships as a Source of Motivation for STEM Undergraduates at a Historically Black University

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Mitchell, Aquila

2011-12-01

The expansion of STEM education and career opportunities among underrepresented populations is a national priority. Therefore, more research is needed that examines the institutional, instructional and individual factors related to African American students' success in these fields. This dissertation study was drawn from a larger mixed-methods longitudinal study (Freeman and Winston, 2007). It utilized a concurrent embedded design of mixed methods (Creswell, 2009), to investigate faculty relationships as a source of motivation for STEM undergraduates at a HBCU. Bandura's (1986) social cognitive theory was the theoretical basis for this study. The following research questions were examined: (a) What is the nature of student-faculty relationships among STEM undergraduates attending an HBCU; (b) How does the nature of faculty student relationships vary by gender and STEM major; (c) How do student-faculty relationships influence students' persistence in STEM, self-concept of ability in mathematics and in science and grade point average; and (d) Does the influence of student-faculty relationships on self-concept of ability in mathematics and in science and grade point average vary by gender and STEM major? Freshman college students (N=167) who had a declared major in STEM fall 2009 were participants in this study. Students were predominately Black/African American (82%) and predominately female (71%). The Student-Professor Interaction Scale (SPIS) was used to measure various dimensions of student-faculty interactions (Cokley, Komarraju, Rosales, et al., 2006). The Experiences with Faculty Scale (Pace & Kuh, 1998) was used to measure the frequency of student's experiences with faculty. Self-Concept of Ability Scales in Mathematics and in Science (Marsh, 1999) was used to measure students' global perception of their abilities. An open-ended question was designed to expand and provide breadth to the quantitative results. Findings indicated that student-faculty

Identification of Preferred Sources of Information for Undertaking Studies in the Faculty of Engineering Management at Poznan University of Technology

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Magdalena Wyrwicka

2015-06-01

Full Text Available Since 2010 a survey has been conducted among first-year students about sources of information which influence the decision of undertaking field studies in Safety Engineering, Management Engineering and Logistics in the Faculty of Engineering Management at Poznan University of Technology. The goal of these analyses is both to assess the effectiveness of promotion and also show trends in the use of diverse channels of information transfer of studies. The results of the investigation show that internet promotion via university and faculty website plays the dominant role but also direct promotion, such as opinion of older friends, is crucial. Furthermore, from year to year the analyses indicate the significant increase of official media and reveal that the prospective students rely on a few sources of information simultaneously.

Investigating Faculty Members' Beliefs about Distance Education: The Case of Sultan Qaboos University, Oman

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Saleem, Naifa Eid; Al-Suqri, Mohammed Nasser

2015-01-01

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a…

The Economic Domino Effect: A Phenomenological Study Exploring Community College Faculty's Lived Experiences during Financial Hard Times in Higher Education

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Taylor, Tridai A.

2014-01-01

This qualitative study explored the lived experiences of eight full-time community college faculty members who taught during the economic crisis of 2008. The study was guided by the central research question, "How do community college faculty members describe their lived experiences regarding the recent economic crisis of 2008 and its impact…

Successful ADVANCE Initiatives for Junior Women Faculty in STEM

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Riskin, Eve

2015-01-01

The NSF ADVANCE program was designed to transform university policies, procedures, and practices so that women faculty could advance in STEM faculty careers, obtain tenure, and ultimately become academic leaders. The results have been impressive. The most recent data from the American Society of Engineering Education (Fall 2013) show that the average percentage of women faculty in U.S. Colleges of Engineering is now 14.5%; it was just 9% when ADVANCE started in 2001.This talk will describe programs to support and promote junior women faculty that have been successful in recruiting and retaining women in STEM. These programs include mentoring, professional development, and work/life balance initiatives. Suggestions will be made for ways to disseminate low-cost successful ADVANCE programs to other institutions so that they can successfully support their own women faculty in STEM. One effort is the University of Washington's LEAD-it-Yourself! online toolkit that will enable other universities to run their own leadership workshops for department chairs and deans.

The Adoption of E-Learning Technology at the Faculty of Distance Learning of Plekhanov Russian University of Economics

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Gerasimova, Vera G.; Melamud, Marina R.; Tutaeva, Dinara R.; Romanova, Yuliya D.; Zhenova, Nataliya A.

2018-01-01

The authors review application of information technologies and systems at the Faculty of Distance Learning of Plekhanov Russian University of Economics. General aspects of organizing training in e-learning environment, highlighting the advantages and disadvantages of such approach are also examined. The authors study and analyze a number of…

Faculty and Staff Resources | Nova Southeastern University

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Additional Benefits and Training Opportunities Health Care Compliance Library Training NSU Retirement Manager Policies and Procedures Emergency Procedures Employee Policy Manual Faculty Policy Manual Policies Managed by Enrollment and Student Services Additional Policies and Procedures Health Care Compliance Policy

Re-Envisioned Contributions: Experiences of Faculty Employed at Institutional Types That Differ from Their Original Aspirations

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Terosky, Aimee LaPointe; Gonzales, Leslie D.

2016-01-01

Guided by the theory of figured worlds, this qualitative study focuses on 18 faculty members employed at community colleges, broad access liberal arts, comprehensives, and regional research universities, who have constructed professionally and personally meaningful careers at institutions that differ from their original aspirations and/or their…

Gender Discrimination in Higher Education in Pakistan: A Survey of University Faculty

OpenAIRE

SHAUKAT, Sadia; SIDDIQUAH, Aishah; PELL, Anthony WILLIAM

2014-01-01

Problem statement: Gender disparity is a worldwide phenomenon. This disparity is not only with respect to opportunities and resources but also in rewards, and exists in all regions and classes. Gender disparity exists in the field of education as well. Females experience overt and subtle gender discrimination to some extent nearly at every stage of their career. Males represent the majority of the faculty of higher education institutes across the globe. Managerial positions are usually held b...

Community projects based on Art & Health: A collaboration between the Faculty of Fine Arts at the Complutense University of Madrid and Madrid city council's Madrid Salud Service

OpenAIRE

Ávila, Noemí; Orellana, Ana M.; Claver, María Dolores; Borrego Hernando, Olga; Antúnez, Noelia; García Cano, Marta; Segura del Pozo, Javier; Belver, Manuel H.; Martínez Cortés, Mercedes; Martínez, Catalina; Jambers, Brigitte; Cortés, Fátima; Yeves, Laura; Soto, María del Carmen; Saavedra Macías, Francisco Javier (Coordinador)

2017-01-01

In 2011 the Faculty of Fine Arts at the Complutense University of Madrid, and Madrid City Council's Health Promotion and Prevention Service (Madrid Salud Service) signed a collaboration agreement for developing joint projects and activities. This mutual collaboration agreement has generated an extremely active working network, in which university students supported by health service professionals plus Faculty academics and researchers have designed, and developed, community projects based on ...

Use of tablets for the study of medicine. Part 1: Survey amongst students at the medical faculty of Münster University

OpenAIRE

Becker, JC; Görlich, D; Obst, O

2015-01-01

Students of medicine frequently make use of tablet computers for educational purposes. So the landscape of digital mobile learning behavior should be explored in depth. Moreover the faculty wants to know their students' needs to give them more support. This study among students of the medical faculty of the University of Münster examined the way they use smartphones and tablet computers as well as their expectations regarding lectures, the organization of courses and the communication with te...

Ethics in psychosocial and biomedical research – A training experience at the Interdisciplinary Center for Bioethics (CIEB) of the University of Chile1

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Lolas, Fernando; Rodriguez, Eduardo

2012-01-01

This paper reviews the experience in training Latin American professionals and scientists in the ethics of biomedical and psychosocial research at the Interdisciplinary Center for Studies in Bioethics (CIEB) of the University of Chile, aided by a grant from Fogarty International Center (FIC) – National Institutes of Health from 2002 to 2011. In these 10 years of experience, 50 trainees have completed a 12-month training combining on-line and in-person teaching and learning activities, with further support for maintaining contact via webmail and personal meetings. The network formed by faculty and former trainees has published extensively on issues relevant in the continent and has been instrumental in promoting new master level courses at different universities, drafting regulations and norms, and promoting the use of bioethical discourse in health care and research. Evaluation meetings have shown that while most trainees did benefit from the experience and contributed highly to developments at their home institutions and countries, some degree of structuring of demand for qualified personnel is needed in order to better utilize the human resources created by the program. Publications and other deliverables of trainees and faculty are presented. PMID:22754084

What motivates occasional faculty developers to lead faculty development workshops? A qualitative study.

Science.gov (United States)

O'Sullivan, Patricia S; Irby, David M

2015-11-01

The demand for faculty development is ongoing, and many medical schools will need to expand their pool of faculty developers to include physicians and scientists whose primary expertise is not education. Insight into what motivates occasional faculty developers can guide recruitment and retention strategies. This study was designed to understand the motivations of faculty developers who occasionally (one to three times each year) lead faculty development workshops. Qualitative data were collected in March and April 2012 from interviews with faculty developers who occasionally taught workshops from 2007 to 2012 in the University of California, San Francisco, School of Medicine's faculty development program. The interviews were audiotaped and transcribed. The authors thematically analyzed the transcripts using a general inductive approach and developed codes sensitized by motivation theories. The authors interviewed 29/30 (97%) occasional faculty developers and identified five themes: mastery (desire to learn and develop professionally), relatedness (enjoyment of working with and learning from others), duty (sense of obligation to give back and be a good academic citizen), purpose (commitment to improving local teaching and ultimately patient care), and satisfaction (fun and enjoyment). Four of the themes the authors found are well addressed in motivation theory literature: mastery, relatedness, duty, and purpose. Whereas these four are motivators for occasional faculty developers, it is the fifth theme-satisfaction-that the authors feel is foundational and links the others together. Armed with this understanding, individuals leading faculty development programs can develop strategies to recruit and retain occasional faculty developers.

Capacity Building to Improve Interprofessional Collaboration through a Faculty Learning Community

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Shannon L. McMorrow

2017-07-01

Full Text Available Though much has been written on Interprofessional Education (IPE and Faculty Learning Communities (FLCs independently, there is limited literature devoted to examining the use of FLCs to enhance IPE for the health professions. A FLC dedicated to building capacity for IPE in a small, private midwestern university comprised of faculty representing occupational therapy, physical therapy, nursing, public health, gerontology, medical anthropology, psychology, social work, and exercise science was conducted over the course of one semester. This article details the implementation process for the IPE FLC; describes outcomes related to teaching, scholarship, and service of faculty from a qualitative evaluation conducted 18 months after the completion of the FLC; and concludes with a discussion based on lessons learned from the process and experience of conducting an IPE FLC.

Pharmacy faculty members' perspectives on the student/faculty relationship in online social networks.

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Metzger, Anne H; Finley, Kristen N; Ulbrich, Timothy R; McAuley, James W

2010-12-15

To describe pharmacy faculty members' use of the online social network Facebook and compare the perspectives of faculty members with and without Facebook profiles regarding student/faculty relationships. An electronic survey instrument was sent to full-time faculty members (n = 183) at 4 colleges of pharmacy in Ohio seeking their opinions on student/faculty relationships on Facebook. If respondents answered "yes" to having a Facebook profile, they were asked 14 questions on aspects of being "friends" with students. If respondents answered "no," they were asked 4 questions. Of the 95 respondents (52%) to the survey instrument, 44 faculty members (46%) had a Facebook profile, while 51 faculty members (54%) did not. Those who had a profile had been faculty members for an average of 8.6 years, versus 11.4 years for those who did not have a Facebook profile. Seventy-nine percent of faculty members who used Facebook were not "friends" with their students. The majority of respondents reported that they would decline/ignore a "friend" request from a student, or decline until after the student graduated. Although a limited number of faculty members had used Facebook for online discussions, teaching purposes, or student organizations, the majority of universities did not have policies on the use of social networking sites. Online social network sites are used widely by students and faculty members, which may raise questions regarding professionalism and appropriate faculty/student relationships. Further research should address the student/preceptor relationship, other online social networking sites, and whether students are interested in using these sites within the classroom and/or professional organizations.

Usability Testing and Redesign of Library Web Pages at Lund University, Faculty of Engineering: A Case Study Applying a Two-Phase, Systematic Quality Approach

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Persson, Ann-Christin; Langh, Maria; Nilsson, Jessica

2010-01-01

Introduction: The Lund University Faculty of Engineering's LibQual+[R] survey 2007 showed that students and faculty had difficulties finding the information they needed at the libraries' Websites. To be able to improve the Websites, we needed to find out how the users navigated the Websites, as well as what content they needed. Method: Twenty-four…

Annual report of Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo, fiscal year 1995

International Nuclear Information System (INIS)

1996-08-01

This is an annual report prepared on research education action, operation state of research instruments and others in FY 1995 at Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo. The laboratory has four large instruments such as high speed neutron source reactor, 'Yayoi', electron linac, fundamentally experimental equipment for blanket design of nuclear fusion reactor, and heavy radiation research equipment (HIT), of which former two are used for cooperative research with universities in Japan, and the next blanket and the last HIT are also presented for cooperative researches in Faculty of Engineering and in University of Tokyo, respectively. FY 1995 was the beginning year of earnest discussion on future planning of this facility with concentrated effort. These four large research instruments are all in their active use. And, their further improvement is under preparation. In this report, the progress in FY 1995 on operation and management of the four large instruments are described at first, and on next, research actions, contents of theses for degree and graduation of students as well as research results of laboratory stuffs are summarized. These researches are constituted mainly using these large instruments in the facility, aiming at development of advanced and new field of atomic energy engineering and relates to nuclear reactor first wall engineering, nuclear reactor fuel cycle engineering, electromagnetic structure engineering, thermal-liquid engineering, mathematical information engineering, quantum beam engineering, new type reactor design and so on. (G.K.)

Annual report of Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo, fiscal year 1995

Energy Technology Data Exchange (ETDEWEB)

NONE

1996-08-01

This is an annual report prepared on research education action, operation state of research instruments and others in FY 1995 at Nuclear Engineering Research Laboratory, Faculty of Engineering, University of Tokyo. The laboratory has four large instruments such as high speed neutron source reactor, `Yayoi`, electron linac, fundamentally experimental equipment for blanket design of nuclear fusion reactor, and heavy radiation research equipment (HIT), of which former two are used for cooperative research with universities in Japan, and the next blanket and the last HIT are also presented for cooperative researches in Faculty of Engineering and in University of Tokyo, respectively. FY 1995 was the beginning year of earnest discussion on future planning of this facility with concentrated effort. These four large research instruments are all in their active use. And, their further improvement is under preparation. In this report, the progress in FY 1995 on operation and management of the four large instruments are described at first, and on next, research actions, contents of theses for degree and graduation of students as well as research results of laboratory stuffs are summarized. These researches are constituted mainly using these large instruments in the facility, aiming at development of advanced and new field of atomic energy engineering and relates to nuclear reactor first wall engineering, nuclear reactor fuel cycle engineering, electromagnetic structure engineering, thermal-liquid engineering, mathematical information engineering, quantum beam engineering, new type reactor design and so on. (G.K.)

Assessment of Knowledge, Attitudes and Practice of Clinical Faculty Members of Alborz University of Medical Sciences Towards Evidence Based Medicine (EBM and Its Using

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D. salehifar

2017-06-01

Full Text Available Background: Evidence based medicine (EBM is an approach to improve the quality of clinical decision making, treatment and care provided to patients. This study aimed to assess the knowledge, attitude and practice of faculty members of Alborz University of Medical Sciences about EBM. Methods: A cross sectional study was conducted in 2015 and 40 physicians participated. Data were collected by a valid and reliable structured questionnaire consisting 17 knowledge items, 8 attitude items and 12 items for practices about EBM. Using SPSS software version 19 data analyses was done. Results: From a total of 49 faculty members 40 responded the questionnaires in which 62.5% were female, the mean average age was 40.6 years and mean time of job experience was 8.1 years. About half of the respondents had participated in an EBM workshop, 10% of the participants have stated that do not know EBM and 37.5% had low knowledge, only 7.5% had adequate knowledge. Ninety percent of the respondents believed that EBM has an important role in promoting quality of care and 82% of them were interested to take part in EBM workshops. The information source for clinical practice in 70% of the participants was the text book, 55% Cochrane, and 45% clinical experience. Conclusion: Faculty members had a positive attitude toward EBM; although a vast majority of them claimed that they practice based on evidence in clinical settings, about half of them stated had not adequate knowledge about EBM. Therefore, it is necessary to keep their knowledge up to date. 

Prescription medicine sharing experience among pharmacy students

OpenAIRE

Šliogerytė, Karolina

2017-01-01

K.Šliogeryte`s master thesis. Master thesis supervisor associate professor Jonas Grincevičius (2015/2016), lecturer J. Daukšienė(2016/2017); Lithuanian University of Health Sciences, Faculty of Pharmacy, Pharmaceutical technology and Social pharmacy department. – Kaunas. Master thesis: prescription medicine sharing experience among pharmacy students. The aim: to evaluate LUHS Pharmacy faculty students` experience in prescription drugs` sharing. Methods: empirical qualitative method...

Women Mentoring in the Academe: A Faculty Cross-Racial and Cross-Cultural Experience

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Guramatunhu-Mudiwa, Precious; Angel, Roma B.

2017-01-01

Two women faculty members, one White from the southeastern United States and one Black African from Zimbabwe, purposefully explored their informal mentoring relationship with the goal of illuminating the complexities associated with their cross-racial, cross-cultural experience. Concentrating on their four-year mentor-mentee academic relationship…

Motivational Factors Affecting the Integration of a Learning Management System by Faculty

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Cynthia Gautreau

2011-01-01

Full Text Available Online courses taught using a learning management system are common in higher education. Teaching online requires a new set of skills, knowledge, and professional growth. Faculty development programs often overlook factors that promote or inhibit the use of technologies among professors. This study identified the motivation factors that faculty consider relevant to their personal decision to adopt a learning management system. A needs assessment evaluation methodology was applied to investigate two research questions. The first question analyzed the demographics of the participants in this study including gender, age, tenure status, department, and years of experience using a technology and using an LMS. The second research question investigated the intrinsic and extrinsic factors that motivate faculty to adopt a learning management system in their instruction. Participants (N = 42 were tenured and tenure track faculty instructing at a four-year public university in California.

Student learning or the student experience: the shift from traditional to non-traditional faculty in higher education

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Carlos Tasso Eira de Aquino

2016-10-01

Full Text Available Trends in higher education indicate transformations from teachers to facilitators, mentors, or coaches. New classroom management requires diverse teaching methods for a changing population. Non-traditional students require non-traditional faculty. Higher education operates similar to a traditional corporation, but competes for students, faculty, and funding to sustain daily operations and improve academic ranking among peers (Pak, 2013. This growing phenomenon suggests the need for faculty to transform the existing educational culture, ensuring the ability to attract and retain students. Transitions from student learning to the student experience and increasing student satisfaction scores are influencing facilitation in the classroom. On-line facilitation methods are transforming to include teamwork, interactive tutorials, media, and extending beyond group discussion. Faculty should be required to provide more facilitation, coaching, and mentoring with the shifting roles resulting in transitions from traditional faculty to faculty-coach and faculty mentor. The non-traditional adult student may require a more hands on guidance approach and may not be as self-directed as the adult learning theory proposes. This topic is important to individuals that support creation of new knowledge related to non-traditional adult learning models.

Ethnopsychiatry fosters creativity and the adoption of critical and reflexive thinking in higher education students: insights from a qualitative analysis of a preliminary pilot experience at the Faculty of Medicine and Surgery, University of Genoa, Italy

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Siri A

2017-05-01

Full Text Available Anna Siri,1 Giovanni Del Puente,2 Mariano Martini,3 Nicola Luigi Bragazzi1–3 1Department of Mathematics (DIMA, 2Department of Neuroscience, Rehabilitation (DINOGMI, 3Section of History of Medicine and Ethics, Department of Health Sciences (DISSAL, University of Genoa, Genoa, Italy Abstract: Creativity is an ability that plays a major role in the modern economy and society. It should represent an important component of the medical syllabus. However, it is often overlooked by the formal courses at universities. The current study aimed at evaluating whether the interactive educational models, recently adopted by the Faculty of Medicine and Surgery, at the University of Genoa, Italy, would favor the adoption of critical thinking, attitudes to changes, cultural diversity acceptance, and the adoption of relational soft skills versus traditional and frontal didactic teaching. Thirty students, who attended the last year of health care professional course at the Faculty of Medicine, volunteered to take part in the study and were randomly allocated to two groups: one group receiving an innovative, interactive excellence course and the other group receiving a more traditional approach. Ethnopsychiatry was chosen as the topic since it was hypothesized that it would have contributed to generation of a new approach toward diseases and patients. The first group of students, exposed to interactive lectures with the aim of promoting the adoption of critical thinking, were more satisfied than the second group. Participants who were involved in an active manner and had to work in small groups, actively finding their own solutions to solve the problems, perceived the utilized teaching method and experience more stimulating, involving, and effective. Implications for education policy makers are also envisaged. Keywords: creative thinking, clinical case/example, medical education, medical syllabus, medical teaching 

American Historical Association Faculty Development Program: Planning and Implementation.

Science.gov (United States)

Hoffmann, Charles

The planning and implementation processes of the Long Island Faculty Development Program are described. Originally sponsored by the American Historical Association's Faculty Development Program to improve history instruction, this project includes faculty representatives from four Long Island universities, colleges, and junior colleges. The…

Differences in Chemical Engineering Student-Faculty Interactions by Student Age and Experience at a Large, Public, Research University

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Ciston, Shannon; Sehgal, Sanya; Mikel, Tressa; Carnasciali, Maria-Isabel

2018-01-01

Adult undergraduate students aged 25+ in engineering disciplines are an important demographic bringing a wealth of life experience to the classroom. This study uses qualitative data drawn from semi-structured interviews with two groups of undergraduate chemical engineering students at a large, public research university: adult students with…

Divided Identity: Part-Time Faculty in Public Colleges and Universities

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Levin, John S.; Montero Hernandez, Virginia

2014-01-01

This article addresses the identity claims of part-time faculty at three types of higher education institutions. Using culture theory and professional identity theory, the article documents that part-time faculty members across institutions have a divided sense of identity. On the one hand, they perceive themselves as professionals based on their…

Faculty Perceptions of Critical Thinking at a Health Sciences University

Science.gov (United States)

Rowles, Joie; Morgan, Christine; Burns, Shari; Merchant, Christine

2013-01-01

The fostering of critical thinking skills has become an expectation of faculty, especially those teaching in the health sciences. The manner in which critical thinking is defined by faculty impacts how they will address the challenge to promote critical thinking among their students. This study reports the perceptions of critical thinking held by…

The 2004 NASA Faculty Fellowship Program Research Reports

Science.gov (United States)

Pruitt, J. R.; Karr, G.; Freeman, L. M.; Hassan, R.; Day, J. B. (Compiler)

2005-01-01

This is the administrative report for the 2004 NASA Faculty Fellowship Program (NFFP) held at the George C. Marshall Space Flight Center (MSFC) for the 40th consecutive year. The NFFP offers science and engineering faculty at U.S. colleges and universities hands-on exposure to NASA s research challenges through summer research residencies and extended research opportunities at participating NASA research Centers. During this program, fellows work closely with NASA colleagues on research challenges important to NASA's strategic enterprises that are of mutual interest to the fellow and the Center. The nominal starting and .nishing dates for the 10-week program were June 1 through August 6, 2004. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama, The University of Alabama in Huntsville, and Alabama A&M University. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The primary objectives of the NFFP are to: Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to the Agency s space aeronautics and space science mission. Engage faculty from colleges, universities, and community colleges in current NASA research and development. Foster a greater public awareness of NASA science and technology, and therefore facilitate academic and workforce literacy in these areas. Strengthen faculty capabilities to enhance the STEM workforce, advance competition, and infuse mission-related research and technology content into classroom teaching. Increase participation of underrepresented and underserved faculty and institutions in NASA science and technology.

Excellence in teaching for promotion and tenure in animal and dairy sciences at doctoral/research universities: a faculty perspective.

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Wattiaux, M A; Moore, J A; Rastani, R R; Crump, P M

2010-07-01

In this study, animal or dairy sciences faculty from doctoral/research universities were surveyed to clarify teaching performance expectations for the purpose of promotion and tenure of assistant professors. A survey tool including 15 evaluation criteria was available online and at the registration desk of the 2005 Joint Annual Meeting of the American Dairy Science Association and the American Society of Animal Science. The analyzed data set included 47 faculty (41 tenured and 6 tenure-track) with a substantial teaching responsibility from 27 different departments in 25 states. Four criteria were perceived as currently overemphasized: student evaluation of the instructor, student evaluation of the course, authoring peer-reviewed publications, and authoring an undergraduate textbook or book chapter. Nevertheless, more than 50% of respondents reported that these criteria should be used. One criterion emerged as being currently underemphasized: documentation of personal assessment of one's own teaching by preparing a portfolio. The lack of consensus for the remaining 10 items may have reflected substantial differences in institutional practices. The significance of overemphasis or underemphasis of certain criteria varied substantially depending on the respondent's perceived institutional mission. When asked about recognition within their department, 68% of respondents indicated that efforts in teaching improvement were properly rewarded. Respondents doubted the meaningfulness and appropriateness of student ratings tools as currently used. Results also suggested that animal and dairy science faculty placed a higher value on criteria recognizing excellence in teaching based on intradepartmental recognition (e.g., interactions with close-up peers and students) rather than recognition within a broader community of scholars as evidenced by authorship or success in generating funding for teaching. Proposed improvements in the evaluation of teaching for promotion and tenure

Is our medical school socially accountable? The case of Faculty of Medicine, Suez Canal University.

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Hosny, Somaya; Ghaly, Mona; Boelen, Charles

2015-04-01

Faculty of Medicine, Suez Canal University (FOM/SCU) was established as community oriented school with innovative educational strategies. Social accountability represents the commitment of the medical school towards the community it serves. To assess FOM/SCU compliance to social accountability using the "Conceptualization, Production, Usability" (CPU) model. FOM/SCU's practice was reviewed against CPU model parameters. CPU consists of three domains, 11 sections and 31 parameters. Data were collected through unstructured interviews with the main stakeholders and documents review since 2005 to 2013. FOM/SCU shows general compliance to the three domains of the CPU. Very good compliance was shown to the "P" domain of the model through FOM/SCU's innovative educational system, students and faculty members. More work is needed on the "C" and "U" domains. FOM/SCU complies with many parameters of the CPU model; however, more work should be accomplished to comply with some items in the C and U domains so that FOM/SCU can be recognized as a proactive socially accountable school.

Technology Adoption in Higher Education: Overcoming Anxiety through Faculty Bootcamp

Science.gov (United States)

Johnson, Terri; Wisniewski, Mary Ann; Kuhlemeyer, Greg; Isaacs, Gerald; Krzykowski, Jamie

2012-01-01

The reluctance to design and teach online courses in higher education is often attributed to technology anxiety in faculty. This article documents a faculty development model that has successfully helped faculty overcome this obstacle. "Bootcamps," faculty development programs held at Carroll University in Waukesha, WI, were specifically and…

The pupils of L.P. Ginsburg - The graduates of the faculty of mathematics and mechanics of Leningrad State University

Science.gov (United States)

Matveev, S. K.; Arkhangelskaya, L. A.; Akimov, G. A.

2018-05-01

Isaak Pavlovich Ginzburg (1910-1979) was a professor at the hydroaeromechanics department of Leningrad State University, a prominent scientist, an outstanding organizer and a brilliant educator, who had trained more than one generation of specialists in the field of fluid, gas and plasma mechanics. Many of his students became major scientists and organizers of science. The present paper is devoted to the students of I.P. Ginzburg graduated from the Mathematics and Mechanics Faculty of Leningrad State University.

A Three-Pronged Approach to Evaluating Salary Equity among Faculty, Administrators, and Staff at a Metropolitan Research University.

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Armacost, Robert L.

A study was conducted to evaluate inequalities in salary for all regular faculty, administrative, and staff employees with respect to gender and ethnicity at a major metropolitan research university. In all, there were 648 minorities in the study and 1,443 women. Three approaches were used to test for inequalities: (1) a multiple regression…

Using the NLN Faculty Preparation for Global Experiences Toolkit for Successful Application for the Fulbright Scholar Award.

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Samawi, Zepure; Capps, Lisa; Hansen, Ruth

With an increasingly global world and the migration of diverse populations, nurse faculty have opportunities to learn and share varied perspectives through involvement internationally in research, teaching, and practice. The National League for Nursing (NLN) joins with the World Health Organization and the International Council of Nurses to promote international nursing standards. One way in which nursing faculty can contribute to this goal is by pursuing international education, research, and service as a Fulbright scholar. The NLN Faculty Preparation for Global Experiences Toolkit complements resources offered through the Fulbright program in the preparation of a competitive Fulbright application.

Perception of risks from radiation by faculty and students of Nagasaki University

International Nuclear Information System (INIS)

Miura, Miwa; Yoshida, Masahiro; Takao, Hideaki; Matsuda, Naoki

2008-01-01

Although a variety of radiation-related education courses are provided in universities, information on faculty and student perceptions of radiation risk is limited. To obtain quantitative data on this issue, we conducted a written questionnaire survey at Nagasaki University on the perceived risks of 13 health hazards, of which six related to radiation exposure. The respondents were asked to estimate the risk of the various items to health on a rating scale of 1 to 5. 'Living near a nuclear plant' received the highest rating of 4, followed by 'not using solar UV protection in midsummer'. 'X-ray diagnostic tests' were rated at only 2, which was lower than the rating for 'air travel'. Among the respondents, undergraduate students showed the highest average risk rating across all items followed by nurses, and staff and graduate students, with doctors and dentists producing the lowest scores. These results suggest that level of specialist knowledge is associated with risk perception, and therefore that radiation education should be carefully planned to improve levels of understanding. (author)

A Comparative Study of Faculty Members' Career Advancement (Promotion) Systems in the United States and the Islamic Republic of Iran: "Case Analysis of the University of Tehran and Portland State University"

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Tanaomi, Mohammad Mehdi; Asaadi, Robert Reza

2017-01-01

This article examines the similarities and differences in the systems for faculty career advancement in higher education institutions in the United States and the Islamic Republic of Iran. The analysis focuses on two specific cases: the University of Tehran and Portland State University. Through this paired comparison, we draw out the similarities…

Management level of Intellectual Capital in the Palestinian Universities from the Perspective of Faculty Members in Relationship to the Aspects of Excellence

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Mahmoud A.R. Assaf

2017-11-01

Full Text Available The study aimed to identify the degree of assessment given by faculty members of the Palestinian universities about their efforts in managing the intellectual capital, and to identify the aspects of excellence mostly preferred by them and the relationship between these aspects. To achieve the objectives of the study, the researcher followed the descriptive method by applying two questionnaires: the first consisting of (37 items; and the second comprising (28 items distributed to (4 areas. The sample consisted of (229 faculty members from these universities: (Al-Azhar, the Islamic university and al-Aqsa. They were selected using the random stratified method. The results were as follows: The respondents’ total degree of assessment of the efforts exerted by the universities in intellectual capital was at the rate of (63.8%, which is a medium degree. The area of (management of relations came in first place at a rate of (71.2% with a large degree. The ‘management of intellectual and organizational assets’ was given the last rank with a medium degree and the rate of (56.80% The aspect of excellence that was given the first rank by the respondents was the (development of faculty members and teaching at the rate of (65.2 % , and with a medium degree. The least trend is (supporting talent and creativity which came in the last rank, with a medium degree and a rate of (59.4%. There was a statistically significant correlation of (α≤0.05 between the degree of respondents’ assessment of university efforts in managing intellectual capital and their assessment of the aspects of excellence, recording a correlation coefficient of (0.737 .  Keywords: Aspects of excellence, Intellectual capital, Efforts of Palestinian Universities.

Structured Annual Faculty Review Program Accelerates Professional Development and Promotion

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Stanley J. Robboy MD

2017-03-01

Full Text Available This retrospective observational study on faculty development analyzes the Duke University Pathology Department’s 18-year experience with a structured mentoring program involving 51 junior faculty members. The majority had MD degrees only (55%. The percentage of young women faculty hires before 1998 was 25%, increasing to 72% after 2005. Diversity also broadened from 9% with varied heritages before 1998 to 37% since then. The mentoring process pivoted on an annual review process. The reviews generally helped candidates focus much earlier, identified impediments they individually felt, and provided new avenues to gain a national reputation for academic excellence. National committee membership effectively helped gain national exposure. Thirty-eight percent of the mentees served on College of American Pathologists (CAP committees, exponential multiples of any other national society. Some used CAP resources to develop major programs, some becoming nationally and internationally recognized for their academic activities. Several faculty gained national recognition as thought leaders for publishing about work initiated to serve administrative needs in the Department. The review process identified the need for more protected time for research, issues with time constraints, and avoiding exploitation when collaborating with other departments. This review identified a rigorous faculty mentoring and review process that included annual career counseling, goal-oriented academic careers, monitored advancement to promotion, higher salaries, and national recognition. All contributed to high faculty satisfaction and low faculty turnover. We conclude that a rigorous annual faculty review program and its natural sequence, promotion, can greatly foster faculty satisfaction.

Awareness and Perception of Copyright Among Teaching Faculty at Canadian Universities

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Lisa Di Valentino

2016-02-01

Full Text Available This article describes the background, methodology, and results of a study undertaken in 2014 to determine university faculty awareness and perceptions of copyright as it affects their teaching. An online survey questionnaire was distributed to teaching faculty across Canada, seeking feedback about the copyright policies and training opportunities at their institutions, where they go for copyright assistance, and how they would respond to various copyright-related scenarios that may arise in the course of teaching. Most of the respondents are aware of the copyright policies or guidelines at their universities, but much fewer know whether or not their institution offers copyright training. Of those who are aware of training opportunities, only one third have taken advantage of them. When needing assistance, faculty members are most likely to go to a librarian or to the institution’s copyright policy. Responses to the four scenarios suggest that faculty members are more likely to share digital copyrighted materials (including online works with their students, whereas they are more likely to ask permission or guidance when it comes to print materials. Comments from the respondents touch upon issues of the complexity of copyright, and the often time-consuming process of obtaining permissions for the use of copyrighted materials in teaching. This study was supported by an Ontario Graduate Scholarship. Cet article décrit le contexte, la méthodologie, et les résultats d’une étude préliminaire entreprise en 2014 pour déterminer la sensibilisation et les perceptions du personnel universitaire du droit d’auteur en ce qui concerne l’enseignement et l’apprentissage. Un questionnaire d’un sondage en ligne était distribué (via les associations universitaires à l’équipe enseignante dans tout le Canada, cherchant des commentaires sur les politiques du droit d’auteur et les possibilités de formation aux institutions, où elle recherche

Physician and pharmacist collaboration: the University of Hawaii at Hilo College of Pharmacy--JABSOM experience.

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Ma, Carolyn S J; Holuby, R Scott; Bucci, Lucy L

2010-06-01

The purpose of this article is to describe the experiential program created at the newly formed University of Hawaii at Hilo College of Pharmacy (UHH CoP). The Introductory Pharmacy Practice Experience (IPPE) rotations were developed to prepare student pharmacists for their final year of Advanced Pharmacy Practice Experience (APPE) rotations by improving clinical skills and patient interactions. In partnership with the John A. Burns School of Medicine (JABSOM) Department of Family Practice, physician and pharmacist teams collaborate to deliver patient care for chronic diseases and elevate educational opportunities provided by UHH CoP. Another goal of the experiential program is to determine whether the investment of pharmacist faculty and adjunct physician/nurse preceptors prepares students for the final year of APPE rotations. A survey was administered to non-faculty pharmacist preceptors who taught the third IPPE rotation during the summer of 2009. Twenty-nine surveys were received from six facilities on Oahu and the Big Island. Initial survey results revealed an overall rating average of 3.72 (Likert scale: 1--lowest to 5--highest), an average of 4.14 for professionalism, an average of 3.41 for overall clinical skills, and an average of 3.45 for overall readiness for experiential rotations. Average ratings when compared with fourth-year students from several mainland colleges ranged from 1.7 to 2.2 (1--worse than, 2--same, 3--better). This data demonstrates that UHH CoP is investing faculty and preceptor resources wisely to enhance the preparation of students for APPE rotations. Hawaii Medical Journal Copyright 2010.

Factors Affecting Faculty Web Portal Usability

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Bringula, Rex P.; Basa, Roselle S.

2011-01-01

The study investigated the factors that might significantly affect web portal usability. Results of the study were intended to serve as inputs for faculty web portal development of the University of the East-Manila. Descriptive statistics utilized questionnaire data from 82 faculty members. The data showed that most of the respondents were…

Fiftieth Anniversary of the Foundation of Postgraduate Study on Corrosion and Protection of Materials at the Faculty of Technology, University of Zagreb

OpenAIRE

Martinez, S.; Stupnišek-Lisac, E.; Esih, I.

2011-01-01

The first postgraduate study at the Department for Chemical Technology of the Faculty of Technology (nowadays: Faculty of Chemical Engineering and Technology) of the University of Zagreb concerning the field "Corrosion and Protection of Materials" was founded in the academic year of 1960/61 on the initiative of academician Miroslav Karšulin. The study comprised three semesters and finished by defending a master's thesis. During two decades, 19 generations of attendants were registered and 108...

Education for Sustainable Development: Assessment of the Current Situation at the Faculty of Engineering of Notre Dame University--Louaize

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Salem, Talal; Harb, Jacques

2012-01-01

There is a growing need to incorporate educational sustainable development (ESD) principles into engineering education. This paper identifies engineering competencies within the Faculty of Engineering at Notre Dame University--Louaize and the means to shift towards sustainability. ESD tools are used to carry the analysis, keeping in mind the…

Workshop for Early Career Geoscience Faculty: Providing resources and support for new faculty to succeed

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Hill, T. M.; Beane, R. J.; Macdonald, H.; Manduca, C. A.; Tewksbury, B. J.; Allen-King, R. M.; Yuretich, R.; Richardson, R. M.; Ormand, C. J.

2015-12-01

A vital strategy to educate future geoscientists is to support faculty at the beginning of their careers, thus catalyzing a career-long impact on the early-career faculty and on their future students. New faculty members are at a pivotal stage in their careers as they step from being research-focused graduate students and post-doctoral scholars, under the guidance of advisors, towards launching independent careers as professors. New faculty commonly, and not unexpectedly, feel overwhelmed as they face challenges to establish themselves in a new environment, prepare new courses, begin new research, and develop a network of support. The workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing Your Career has been offered annually in the U.S. since 1999. The workshop is currently offered through the National Association of Geoscience Teachers On the Cutting Edge professional development program with support from the NSF, AGU and GSA. This five-day workshop, with associated web resources, offers guidance for incorporating evidence-based teaching practices, developing a research program, and managing professional responsibilities in balance with personal lives. The workshop design includes plenary and concurrent sessions, individual consultations, and personalized feedback from workshop participants and leaders. Since 1999, more than 850 U.S. faculty have attended the Early Career Geoscience Faculty workshop. Participants span a wide range of geoscience disciplines, and are in faculty positions at two-year colleges, four-year colleges, comprehensive universities and research universities. The percentages of women (~50%) and underrepresented participants (~8%) are higher than in the general geoscience faculty population. Multiple participants each year are starting positions after receiving all or part of their education outside the U.S. Collectively, participants report that they are better prepared to move forward with their careers as a result of

Bibliometric Analysis of Publication Output Patterns of Faculty ...

African Journals Online (AJOL)

The study is set out to analyse publication research output patterns of the faculty members of Agriculture and Veterinary Complex of Ahmadu Bello University, Zaria ... Faculty of Agriculture (FOA), National Agricultural Extension and Research ...

The Current Use of Web 2.0 Tools in University Teaching from the Perspective of Faculty Members at the College of Education

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Ahmed, Abdelrahman M.; AbdelAlmuniem, Arwa; Almabhouh, Ahmed A.

2016-01-01

This study aimed to identify the current status of using Web 2.0 tools in university teaching by the faculty members of the College of Education at Sudan University of Science and Technology. The study used a descriptive analytical method based on the use of questionnaires and interviews. The questionnaire was administered to a sample of 40…

[History of the 4th Department of Internal Medicine of the First Faculty of Medicine at Charles University and the General University Hospital in Prague].

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Bartůněk, Petr

In 2015, the doctors and nurses of the 4th Department of Internal Medicine of the First Faculty of Medicine, Charles University and the General University Hospital in Prague celebrated the 70th anniversary of its founding. The article summarizes the clinics contribution to the field of internal medicine, and particularly to angiology, hepatogastroenterology and lipidology. It comments the clinics current activities and the possibilities of its further development. Attention is also paid to the tradition of high ethical and professional standards of medical care in accordance with the norms established by the clinic's founder, prof. MUDr. Bohumil Prusík.

Project-based faculty development for e-learning.

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Vyas, Rashmi; Faith, Minnie; Selvakumar, Dhayakani; Pulimood, Anna; Lee, Mary

2016-12-01

The Christian Medical College, Vellore, in collaboration with Tufts University, Boston, conducted an advanced workshop in e-learning for medical faculty members in India. E-learning can enhance educational reforms for today's computer-literate generation, and keep faculty members up to speed in a rapidly changing world. The purpose of this paper is to report on the design and evaluation of a project-based faculty member development programme focused on developing faculty members as educators and as peer trainers who can use e-learning for educational reforms. During a 2-day workshop, 29 participants in groups of two or three developed 13 e-learning projects for implementation in their institutions. Evaluation of the workshop was through written feedback from the participants at the end of the workshop and by telephone interview with one participant from each project group at the end of one year. Content analysis of qualitative data was perfomed. The participants reported that they were motivated to implement e-learning projects and recognised the need for and usefulness of e-learning. The majority of projects (10 out of 13) that were implemented 'to some extent' or 'to a great extent' faced challenges with a lack of resources and administrative support, but faculty members were able to overcome them. E-learning can enhance educational reforms for today's computer-literate generation IMPLICATIONS: Designing feasible e-learning projects in small groups and obtaining hands-on experience with e-learning tools enhance the effectiveness of subsequent implementation. To successfully incorporate e-learning when designing educational reforms, faculty member training, continuing support and infrastructure facilities are essential. © 2016 John Wiley & Sons Ltd.

Who Are the Part-Time Faculty?

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Monks, James

2009-01-01

The use of contingent faculty in higher education in the United States has grown tremendously over the past three decades. In 1975, only 30.2 percent of faculty were employed part time; by 2005, according to data compiled by the American Association of University Professors (AAUP) from the Integrated Postsecondary Education Data System (IPEDS),…

"Financial Emergency" and the Faculty Furlough: A Breach of Contract.

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Richards, Mary Sanders

1984-01-01

The power of the university to breach faculty contracts in order to meet its temporary cash-flow problems and the rights of faculty when this breach occurs are discussed. To avoid litigation, a university must have established internal guidelines which can be incorporated into an employment contract. (MLW)

A Community of Practice Model for Introducing Mobile Tablets to University Faculty

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Drouin, Michelle; Vartanian, Lesa Rae; Birk, Samantha

2014-01-01

We examined the effectiveness of a community of practice (CoP) model for introducing tablets to 139 faculty members at a higher education institution. Using a CoP within a systems model, we used large- and small-group mentorship to foster collaboration among faculty members. Most faculty members agreed that the project was well organized and…

Factors Enhancing Manpower Efficiency from the Viewpoint of Clinical and Non-clinical Faculty Members at Guilan University of Medical Sciences in 2011

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Fardin Mehrabian

2012-11-01

Full Text Available Introduction: There are various factors that affect manpower efficiency. Identification of the most important and influential factors on efficiency is quite essential. Analysis of factors affecting manpower efficiency from the viewpoint of clinical and non-clinical faculty members at Guilan University of Medical Sciences in 2011.Methods: This descriptive, analytical, cross-sectional study was performed in October and November in 2011. The study sample consisted of 186 faculty members, including 128 clinical and 58 non-clinical. Instruments used to collect library data were questionnaire and field studies. Exploratory factor analysis with Varimax rotation was utilized to determine the factors influencing manpower efficiency as well as loading level of each of the variables. Results: Among clinical faculty members, 70.66% of changes in manpower efficiency, and among non-clinical faculty members, 79.57% of changes in manpower efficiency were explained by 9 and 8 factors, respectivelyConclusion: Staff empowerment and organizational culture were recognized as the most important factors enhancing manpower efficiency from the viewpoint of clinical and non-clinical faculty members, respectively.

Predictors of job satisfaction among Academic Faculty: Do instructional and clinical faculty differ?

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Chung, Kevin C.; Song, Jae W.; Kim, H. Myra; Woolliscroft, James O.; Quint, Elisabeth H.; Lukacs, Nicholas W.; Gyetko, Margaret R.

2010-01-01

Objectives To identify and compare predictors of job satisfaction between the instructional and clinical faculty tracks. Method A 61-item faculty job satisfaction survey was distributed to 1,898 academic faculty at the University of Michigan Medical School. The anonymous survey was web-based. Questions covered topics on departmental organization, research, clinical and teaching support, compensation, mentorship, and promotion. Levels of satisfaction were contrasted between the two tracks, and predictors of job satisfaction were identified using linear regression models. Results The response rates for the instructional and clinical tracks were 43.1% and 41.3%, respectively. Clinical faculty reported being less satisfied with how they are mentored, and fewer reported understanding the process for promotion. There was no significant difference in overall job satisfaction between faculty tracks. Surprisingly, clinical faculty with mentors were significantly less satisfied with how they were being mentored, with career advancement and overall job satisfaction, compared to instructional faculty mentees. Additionally, senior-level clinical faculty were significantly less satisfied with their opportunities to mentor junior faculty compared to senior-level instructional faculty. Significant predictors of job satisfaction for both tracks included areas of autonomy, meeting career expectations, work-life balance, and departmental leadership. Unique to the clinical track, compensation and career advancement variables also emerged as significant predictors. Conclusion Greater effort must be placed in the continued attention to faculty well-being both at the institutional level and at the level of departmental leadership. Success in enhancing job satisfaction is more likely if directed by locally designed assessments involving department chairs, specifically in fostering more effective mentoring relationships focused on making available career advancement activities such as

Motivational Issues of Faculty in Saudi Arabia

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Abdul Cader, Akram

2012-01-01

Researchers have suggested that faculty motivation influences profitability of academic programs. The problem researched in this mixed method study was the motivational factors that reduce faculty member effectiveness in improving the profitability of their universities' academic programs. Based on Maslow's theory of needs, the purpose of the…

Enhancing Sustainability Curricula through Faculty Learning Communities

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Natkin, L. W.; Kolbe, Tammy

2016-01-01

Purpose: Although the number of higher education institutions adopting sustainability-focused faculty learning communities (FLCs) has grown, very few of these programs have published evaluation research. This paper aims to report findings from an evaluation of the University of Vermont's (UVM's) sustainability faculty fellows (SFF) program. It…

Health research barriers in the faculties of two medical institutions in India

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Alamdari A

2012-08-01

Full Text Available A Alamdari,1 S Venkatesh,2 A Roozbehi,3 AT Kannan41Research Center of Factors Affecting Health, Faculty of Nursing and Midwifery, Yasouj University of Medical Sciences, Yasouj, Iran; 2National AIDS Control Organization, Janpath Road, Chandralok Building, New Delhi, India; 3Education Development Office, Yasouj University of Medical Sciences, Yasouj, Iran; 4Department of Community Medicine, University College of Medical Sciences and Guru Tegh Bahadur Hospital, Delhi, IndiaBackground: Health policy formation refers to the design of a conceptual framework to find possibilities, facilitate feasibilities, and identify strong and weak points, as well as insufficiencies, by research. Doing research should clarify qualities and standards for policy and decision-making to enable the success of development of health care in a country. Evaluation of the impact of health interventions is particularly poorly represented in public health research. This study attempted to identify barriers and facilitators of health research among faculty members in two major institutions in India, ie, the All India Institute of Medical Sciences (AIIMS and the University College of Medical Sciences (UCMS and Guru Tegh Bahadur (GTB Hospital in Delhi.Methods: The participants were asked to fill in a questionnaire that canvassed individual characteristics, ie, years of experience, place of work, academic rank, final educational qualification, work setting, educational group, primary activity, and number of publications in the previous 5 years. Barriers and facilitators were categorized into personal, resources, access, and administration groups. The data were processed using SPSS version 16, independent t-tests, Chi-square tests, and multivariate logistic regression.Results: The total number of faculty members at both institutions was 599, 456 (76% of whom participated in this study. The primary activities reported by faculty at UCMS (teaching and Faculty at AIIMS reported

Scholarly Online Database Use in Higher Education: A Faculty Survey.

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Piotrowski, Chris; Perdue, Bob; Armstrong, Terry

2005-01-01

The present study reports the results of a survey conducted at the University of West Florida concerning faculty usage and views toward online databases. Most respondents (N=46) felt quite satisfied with scholarly database availability through the university library. However, some faculty suggested that databases such as Current Contents and…

Content Analysis of a Computer-Based Faculty Activity Repository

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Baker-Eveleth, Lori; Stone, Robert W.

2013-01-01

The research presents an analysis of faculty opinions regarding the introduction of a new computer-based faculty activity repository (FAR) in a university setting. The qualitative study employs content analysis to better understand the phenomenon underlying these faculty opinions and to augment the findings from a quantitative study. A web-based…

Aerosol in selected laboratories at Faculty of Mechanical Engineering, Opole University of Technology

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Olszowski, Tomasz

2017-10-01

The paper contains the results of a study into mass concentration of the dispersed aerosol fraction with the aerodynamic diameter of up to 2.5 and 10 micrometers. The study was conducted during classes with students participating in them in two laboratories located at Faculty of Mechanical Engineering, Opole University of Technology as well as outdoor outside the building. It was demonstrated that the values of the mass concentration of PM2.5 and PM10 measured in the laboratories differ considerably from the levels measured in the ambient air in the outdoor areas surrounding the faculty building. It was concluded that the diversity of PM2.5/PM10 ratio was greater in the laboratories. Direct correlation was not established between the concentrations of the particular PM fractions in the two investigated environments. It was demonstrated that there is a statistically significant relation between the concentration of PM2.5 and PM10 and the number of people present in the laboratory. The conducted cluster analysis led to the detection of the existence of dominant structures determining air quality parameters. For the analyzed case, endogenic factors are responsible for the aerosanitary condition. The study demonstrated that the evaluation of air quality needs to be performed individually for the specific rooms.

Cohesion assessment of student groups from the faculty of dentistry at Burdenko Voronezh State Medical University

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Pashkov A. N.

2017-10-01

Full Text Available the article presents data on the study of the cohesion of 115 students from the faculty of dentistry at Burdenko Voronezh State Medical University. The study revealed that students have high and medium favorable psychological climate. 99 of them have the average level of group cohesion, and 16 revealed a low level of this indicator. To improve the educational process and interpersonal relations, these results must be taken into account when forming groups.

Exploring Nurse Faculty Incivility and Resonant Leadership.

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Casale, Katherine R

The purpose of this quantitative correlational study was to explore the relationship between the frequency of interfaculty incivility among nurses in academia and observed levels of resonant leadership of immediate supervisors. Despite mandates to address incivility in health care, nurse faculty report high levels of horizontal incivility among their peers. No known quantitative research has measured the relationship between nurse faculty-to-faculty incivility and resonant leadership traits of leaders. Nursing faculty from 17 universities (n = 260) were emailed an anonymous link to answer survey questions about horizontal peer incivility and leaders' management styles. There was a significant inverse relationship (Pearson's r, -.560) between the frequency of experienced faculty-to-faculty incivility and the level of observed resonant leadership behaviors of participants' immediate supervisors. Resonant supervisory behaviors inversely correlated with nurse faculty peer incivility, with potential to impact satisfaction, recruitment, and retention.

The Degree of Female Lecturers' Commitment to the Basic Rules of Developing Objective Tests in the Faculties of Education and Arts at Hail University – Kingdom of Saudi Arabia

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Kawthar S alameh Jbara

2017-11-01

Full Text Available The study aimed to examine the commitment of female lecturers' to the basic rules of developing objective tests in light of some of variables (years of experience and college or major in the Faculties of Education and Arts at the University of Hail. The sample of the study comprised (73 female lecturers in these two faculties, selected purposively. In order to avhieve the study objective, the researcher developed a research tool for which reliability and validity were calculated; and then it was administered to the sample of the study. The data obtained was analyzed using the analytical descriptive method. The results indicated that the percentage of using objective tests was 100%, and that the lecturers’ commitment of using rules of objective tests was medium level. The results also showed significant statistical differences between the lectures in favor of longer years of experience (7–10 years. However, there was no significant statistical difference between the lectures that could be attributed to major or college. Keywords: College of Arts, College of Education, Female lecturers, Objective tests, Rules of objective tests.

Experience in the Education of Engineers from Vietnam in the Faculty of Mining and Geoengineering AGH

Science.gov (United States)

Cała, Marek; Borowski, Marek

2018-03-01

The AGH University of Science and Technology collaborates closely with other universities, economic units, governmental and local administrative bodies. International cooperation plays a very important role in the academic research. The AGH University of Science and Technology has signed many collaboration agreements. They aim at multidimensional cooperation in the fields of education and academic research. AGH UST has always focused on collaboration with business and industry. In recent years, the global economy is undergoing massive transformations, what creates new challenges to companies and educational institutions that cater to the needs of industry. The expansion of business enterprises is largely dependent on their employees' expertise, skills and levels of competence. Certified engineers are provided by universities. Therefore, the qualifications of the graduates are determined by the curriculum and teaching methods, as well as the available educational and research facilities. Of equal importance is the qualified academic staff. Human activities in the field of engineering require finding solutions to problems of various nature and magnitude. An engineer's work consists in the design, construction, modification and maintenance of useful devices, processes and systems, using scientific and technical knowledge. In order to design complex engineering solutions, an engineer uses his imagination, experience, analytical skills, logical reasoning and makes conscious use of his knowledge. At the Faculty of Mining and Geoengineering of the AGH University of Science and Technology in Cracow, 15 engineers from Vietnam are studying Mining and Geology at the second-cycle studies (specialization: mine ventilation). The solutions proposed in the field of the engineers' education guarantee that foreign students gain both engineering knowledge and problem-solving skills. Therefore, the study programme was complemented by a series of practical aspects.

The Effect of Mandatory Furloughs on Self-Determination, Financial Strain, and Decision to Leave the California State University System in Social Work Faculty

Science.gov (United States)

Hohman, Melinda; Packard, Thomas; Finnegan, Daniel; Jones, Loring

2013-01-01

In uncertain economic times, universities have taken steps to address financial problems by including the use of business models. In 2009, the California State University (CSU) system implemented furloughs of a 10% pay reduction and 18 days removed from the academic calendar. Faculty in 16 CSU schools of social work participated in a Web-based…

Occupational Well-Being among University Faculty: A Job Demands-Resources Model

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Mudrak, Jiri; Zabrodska, Katerina; Kveton, Petr; Jelinek, Martin; Blatny, Marek; Solcova, Iva; Machovcova, Katerina

2018-01-01

The effects of changing academic environments on faculty well-being have attracted considerable research attention. However, few studies have examined the multifaceted relationships between the academic work environment and the multiple dimensions of faculty well-being using a comprehensive theoretical framework. To address this gap, this study…

Cognitive dissonance experienced by nurse practitioner faculty.

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Fontenot, Holly B; Hawkins, Joellen W; Weiss, Josie A

2012-08-01

The purpose of this study was to explicate the concept of cognitive dissonance as experienced and reported by nurse practitioner (NP) faculty members. Responses from NP faculty members to an online survey about their experiences with cognitive dissonance. The respondents detailed their experiences with cognitive dissonance, citing differences between expectations for which they are rewarded and those for which they are paid. Expecting all faculty members to excel in practice, research, teaching, and service may create unrealistic workloads for NP faculty members. Examining expectations and considering creation of a clinical track for faculty who practice may be options administrators of NP programs might explore. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.

Exploring faculty perceptions towards electronic health records for nursing education.

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Kowitlawakul, Y; Chan, S W C; Wang, L; Wang, W

2014-12-01

The use of electronic health records in nursing education is rapidly increasing worldwide. The successful implementation of electronic health records for nursing education software program relies on students as well as nursing faculty members. This study aimed to explore the experiences and perceptions of nursing faculty members using electronic health records for nursing education software program, and to identify the influential factors for successful implementation of this technology. This exploratory qualitative study was conducted using in-depth individual interviews at a university in Singapore. Seven faculty members participated in the study. The data were gathered and analysed at the end of the semester in the 2012/2013 academic year. The participants' perceptions of the software program were organized into three main categories: innovation, transition and integration. The participants perceived this technology as innovative, with both values and challenges for the users. In addition, using the new software program was perceived as transitional process. The integration of this technology required time from faculty members and students, as well as support from administrators. The software program had only been implemented for 2-3 months at the time of the interviews. Consequently, the participants might have lacked the necessary skill and competence and confidence to implement it successfully. In addition, the unequal exposure to the software program might have had an impact on participants' perceptions. The findings show that the integration of electronic health records into nursing education curricula is dependent on the faculty members' experiences with the new technology, as well as their perceptions of it. Hence, cultivating a positive attitude towards the use of new technologies is important. Electronic health records are significant applications of health information technology. Health informatics competency should be included as a required competency

Physician and Pharmacist Collaboration: The University of Hawai‘i at Hilo College of Pharmacy - JABSOM Experience

Science.gov (United States)

Holuby, R Scott; Bucci, Lucy L

2010-01-01

The purpose of this article is to describe the experiential program created at the newly formed University of Hawai‘i at Hilo College of Pharmacy (UHH CoP). The Introductory Pharmacy Practice Experience (IPPE) rotations were developed to prepare student pharmacists for their final year of Advanced Pharmacy Practice Experience (APPE) rotations by improving clinical skills and patient interactions. In partnership with the John A. Burns School of Medicine (JABSOM) Department of Family Practice, physician and pharmacist teams collaborate to deliver patient care for chronic diseases and elevate educational opportunities provided by UHH CoP. Another goal of the experiential program is to determine whether the investment of pharmacist faculty and adjunct physician/nurse preceptors prepares students for the final year of APPE rotations. A survey was administered to non-faculty pharmacist preceptors who taught the third IPPE rotation during the summer of 2009. Twenty-nine surveys were received from six facilities on O‘ahu and the Big Island. Initial survey results revealed an overall rating average of 3.72 (Likert scale: 1-lowest to 5-highest), an average of 4.14 for professionalism, an average of 3.41 for overall clinical skills, and an average of 3.45 for overall readiness for experiential rotations. Average ratings when compared with fourth-year students from several mainland colleges ranged from 1.7 to 2.2 (1-worse than, 2-same, 3-better). This data demonstrates that UHH CoP is investing faculty and preceptor resources wisely to enhance the preparation of students for APPE rotations. PMID:20540001

The NRAO Observing for University Classes Program

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Cannon, John M.; Van Moorsel, Gustaaf A.

2017-01-01

The NRAO "Observing for University Classes" program is a tremendous resource for instructors of courses in observational astronomy. As a service to the astronomical and educational communities, the NRAO offers small amounts of observing time on the Very Large Array (VLA) and the Very Long Baseline Array to such instructors. The data can be used by students and faculty to demonstrate radio astronomy theory with modern data products. Further, the results may lead to publication; this is a unique opportunity for faculty members to integrate research into the classroom. Previous experience with NRAO facilities is required for instructors; individuals without radio astronomy experience can take advantage of other NRAO educational opportunities (e.g., the Synthesis Imaging Workshop) prior to using the program. No previous experience with radio astronomy data is required for students; this is the primary target audience of the program. To demonstrate concept, this poster describes three different VLA observing programs that have been completed using the "Observing for University Classes" resource at Macalester College; undergraduate students have published the results of all three of these programs. Other recent "Observing for University Classes" programs are also described.

Survivors in a Male Preserve: A Study of British Women Academics' Experiences and Perceptions of Discrimination in a UK University.

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Bagilhole, Barbara

1993-01-01

A study of 43 British women university faculty suggested that, in general, women faculty are small minorities, feel isolated and excluded, feel their authority challenged by male students, and pressure themselves to perform better than men. Women faculty tend to have fewer support systems, role models or mentors, and have difficulty with work…

Implementing lean in Malaysian universities: Lean awareness level in an engineering faculty of a local university

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Azim Khairi, M.; Rahman, Mohamed Abd

2018-01-01

Many academic articles were published in Malaysia promoting the goodness of lean in manufacturing and industrial sectors but less attention was apparently given to the possibility of obtaining the same universal benefits when applying lean in non-manufacturing sectors especially higher education. This study aims to determine the level of lean awareness among a local university’s community taking its Faculty of Engineering (FoE) as the case study. It also seeks to identify typical FoE’s staff perception on lean regarding its benefits and the obstacles in implementing it. A web-based survey using questionnaires was carried out for 215 respondents consisting of academic and administrative staff of the faculty. Statistical Package for the Social Science (SPSS) was used to analyze the survey data collected. A total of 13.95% of respondents returned the forms. Slightly more than half of those responded (56.7%) have encountered some of the lean terms with mean 1.43 and standard deviation 0.504. However, the large amount of standard deviation somewhat indicates that the real level of lean awareness of FoE as a group was low. In terms of lean benefits, reduction of waste was favored (93.3%) by the respondents with mean 0.93 and standard deviation 0.254. For obstacles in implementing lean, lack of knowledge was selected by most respondents (86.7%) to be the major factor with mean 0.87 and standard deviation 0.346. Through the analysis done, the study may conclude that level of lean awareness among the university‘s community was low thus may hinder implementation of lean concept.

[Lecturers in chemistry at the Medical Faculty of the University of Nagyszombat].

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Szabadváry, F; Vámos, E

1994-01-01

After a short introduction on the development of the medieval universities at Pécs, Obuda, and Pozsony, and mentioning those who lectured in medicine in Hungary, the authors emphasise that modern chemistry was born during the 16th and 17th century. They stress the role of Paracelsus who invented iatro-chemistry, and that the first independent chairs, were founded in Germany in the beginning of 17th century at Altdorf, Marburg, Jéna, but were followed suit by Paris, when the Jardin des Plantes were erected. The first chemical textbook, the Cours de Chimie (Paris 1665), was also the work of a Frenchman, namely Nicolas Lémery (1645-1715). From the 18th century chemistry was also included in the curriculum of medical education in Hungary. Among the chairs of the newly founded medical faculty at Nagyszombat we find the chemical-botanical department in 1769. Its first professor was an Austrian physician Jakab Winterl (1773-1809), who had been a head physician at Selmecbánya, in Northern Hungary. Owing to a rash and premature publication Winterl's international reputation was unfortunately undermined in the last century by a leading German science historian, Hermann Kopp. The authors stress, however, that Winterl indeed played an important role in organizing the chemical department, and purchasing all the necessary equipment needed for up to date researches and analyses. And above all, in his Prolusiones ad chemiam saeculi decimi noni, he foresaw many forthcoming paths and discoveries of 19th century chemistry. After Winterl's retirement the department was divided into two parts. Pál Kitaibel (1757-1817) led the botanica department and János schuster (1777-1838) the other one for chemistry. Kitaibel made a name for himself by depicting Hungarian flora, but he also made discoveries in chemistry. He discovered chlore lime, before Tennant in 1795, a material which might have been used for whitening textiles. Schuster, on the other hand, introduced a system of Hungarian

Role Strain in University Research Centers

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Boardman, Craig; Bozeman, Barry

2007-01-01

One way in which university faculty members' professional lives have become more complex with the advent of contemporary university research centers is that many faculty have taken on additional roles. The authors' concern in this article is to determine the extent to which role strain is experienced by university faculty members who are…

The Nature and Incorporation of CSPAP Learning Experiences in Physical Education Teacher Education: Accounts of Faculty from "Highly Effective" Programs

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Webster, Collin A.; Russ, Laura; Webster, Liana; Molina, Sergio; Lee, Heesu; Cribbs, Jason

2016-01-01

The purpose of this study was to examine faculty accounts of the nature and incorporation of Comprehensive School Physical Activity Program (CSPAP) learning experiences for preservice physical education teachers (PPETs) in undergraduate physical education teacher education (PETE). Nine individuals employed as faculty members in different PETE…

Multimedia Instruction Initiative: Building Faculty Competence.

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Haile, Penelope J.

Hofstra University began a university-wide initiative to enhance classroom instruction with multimedia technology and foster collaborative approaches to learning. The Multimedia Instruction Initiative emphasized teamwork among faculty, students, and computer center support staff to develop a technology-enriched learning environment supported by…

The Association between Personal Characteristics and Educational Experiences with Academic Achievement among the Students Zanjan University of Medical Sciences

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befrin MohammdZade

2017-06-01

Full Text Available Background and Objective: Learning Strategies includes overt and covert behaviors, which are associated with success in learning. On the other hand, training students who are able to live in environments with diverse values, rapid technological changes, and developments in the socio-cultural complex is one of the unique challenges to a university administrator. Therefore, this study was performed to investigate the association of personal characteristics and educational experiences of the students of Zanjan University of Medical Sciences with their academic achievements. Materials and Methods: This descriptive correlational study was conducted on the students of Zanjan University of Medical Sciences during 2014-2015 academic year. Students were selected through random stratified sampling based on gender and discipline (N=352. The research tool was the college students’ experiences questionnaire (CSEQ. Data was analyzed using descriptive statistics and multiple regression. Results: All three dimensions of college students’ experiences, including perceptions of quality of environment, quality of effort, and social integration are significant anticipators of their academic achievements respectively and predict 0.415 of achievements variances. Conclusion: Taking into account the personal characteristics and educational experiences of college students for their academic achievements in medical universities is essential. In spite of the impact of academic environments ranging from individuals and facilities for college students, improving these factors contribute to better communication between students and faculty members and.

Workplace Faculty Friendships and Work-Family Culture

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Watanabe, Megumi; Falci, Christina

2017-01-01

Although various work-family policies are available to faculty members, many underuse these policies due to concerns about negative career consequences. Therefore, we believe it is important to develop an academic work culture that is more supportive of work-family needs. Using network data gathered from faculty members at a Midwestern university,…

Study of Faculty and Information Technology, 2014

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Dahlstrom, Eden; Brooks, D. Christopher

2014-01-01

In this inaugural year of the faculty technology study, EDUCAUSE Center for Analysis and Research (ECAR) partnered with 151 college/university sites yielding responses from 17,451 faculty respondents across 13 countries. The findings are exploratory in nature, as they cover new ground to help us tell a more comprehensive story about technology…

The 2003 NASA Faculty Fellowship Program Research Reports

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Nash-Stevenson, S. K.; Karr, G.; Freeman, L. M.; Bland, J. (Editor)

2004-01-01

For the 39th consecutive year, the NASA Faculty Fellowship Program (NFFP) was conducted at Marshall Space Flight Center. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama in Huntsville. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The nominal starting and finishing dates for the 10-week program were May 27 through August 1, 2003. The primary objectives of the NASA Faculty Fellowship Program are to: (1) Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to NASA s research objectives; (2) provide research opportunities for college and university faculty that serve to enrich their knowledge base; (3) involve students in cutting-edge science and engineering challenges related to NASA s strategic enterprises, while providing exposure to the methods and practices of real-world research; (4) enhance faculty pedagogy and facilitate interdisciplinary networking; (5) encourage collaborative research and technology transfer with other Government agencies and the private sector; and (6) establish an effective education and outreach activity to foster greater awareness of this program.

A Delineation of Asian American and Latino/a Students' Experiences with Faculty at a Historically Black College and University

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Palmer, Robert T.; Maramba, Dina C.

2015-01-01

Research has shown that the enrollment of Asian American and Latino/a students are increasing at historically Black colleges and universities (HBCUs). Nevertheless, research on how these students experience the institutional climate of HBCUs is nonexistent. Hence, this study sought to explore the college choice process and perceptions of campus…

Exploring Electronic Communication Modes Between Iraqi Faculty and Students of Pharmacy Schools Using the Technology Acceptance Model.

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Al-Jumaili, Ali Azeez; Al-Rekabi, Mohammed D; Alsawad, Oday S; Allela, Omer Q B; Carnahan, Ryan; Saaed, Hiwa; Naqishbandi, Alaadin; Kadhim, Dheyaa J; Sorofman, Bernard

2017-06-01

Objective. To explore for the first time the extent to which Iraqi pharmacy students and faculty use Facebook and university email for academic communications, and to examine factors influencing utilization within the framework of the Technology Acceptance Model (TAM). Methods. An electronic survey was administered to convenience samples of students and faculty of six Iraqi public schools and colleges of pharmacy in 2015. Results. Responses included 489 student and 128 faculty usable surveys. Both students and faculty use Facebook more than university email for academic communications. Less than a third of the faculty used university email. Students used Facebook for academic purposes twice as much as faculty. Conclusion. Absence of university email in Iraqi schools and colleges of pharmacy makes Facebook essential for faculty-student communications. The majority (71.1% to 82%) of respondents perceived that Facebook was easy to use. Three TAM variables (intention to use, attitude toward use and perceived usefulness) had significant positive associations with actual use of both Facebook messaging and university email.

Life at a Teaching University

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Marineau, Josiah F.

2018-01-01

Many new political science faculty at teaching universities are recent PhD recipients, and are coming to these institutions from research-oriented universities. There are considerable differences between the training for graduate students received at research universities and the expectations for faculty at teaching universities. This essay…

Teaching to understand mass media in Kazakhstan. The case with the faculty of Journalism in Al-Farabi Kazakh National University

OpenAIRE

Kurmanbaeva, A.; Alim, A.; Nogaibayeva, Zh.

2015-01-01

In the face of new challenges posed by globalization and the development of new technologies, we must recognize that the educating journalists is hard. One of the oldest faculties in Al-Farabi Kazakh National University is systematically changing programs towards new developments and kindly offers the ways of overcoming problems.

Training medical students in health promotion: twenty years of experience at the Faculty of Medicine of the University of Geneva

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Thomas Mattig

2017-09-01

Full Text Available Background: In most cases, the work of medical doctors, be they general practitioners or specialists, involves some dimension of health promotion (HP. There is thus ample justification for increasing the awareness of medical students vis-à-vis HP and its relevance for their future practice.Methods: In the context of a major curriculum reform (problem-based learning [PBL] at the Faculty of Medicine of the University of Geneva in the mid-1990s, several steps were taken to strengthen HP throughout the curriculum and include HP in its key domains as defined by the Ottawa Charter (OC.Results: First, the political dimension of HP was developed in a series of first- and fifth-year lectures and third-year workshops; second, community action was strengthened through a third year one-month community immersion program; third, the development of personal skills was integrated into second- and third-year PBL cases and into fourth-and fifth-year learning activities in clinical settings as well as second- and third-year HP electives; in terms of reorienting health services, the chosen approach included the development of a HP-specific track in the context of a Certificate of Advanced Studies (CAS in Community Health and a Master of Advanced Studies(MAS in Public Health. Furthermore, a supportive intra-university environment was created through a collaborative convention with Health Promotion Switzerland, which is in charge of coordinating HP in Switzerland.Conclusion: In our view, HP teaching for medical students seems all the more relevant given that future medical doctors will have to take care of an increasing number of patients likely to develop chronic non-communicable diseases.

The structural relationships between organizational commitment, global job satisfaction, developmental experiences, work values, organizational support, and person-organization fit among nursing faculty.

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Gutierrez, Antonio P; Candela, Lori L; Carver, Lara

2012-07-01

GUTIERAIM: The aim of this correlational study was to examine the relations between organizational commitment, perceived organizational support, work values, person-organization fit, developmental experiences, and global job satisfaction among nursing faculty. The global nursing shortage is well documented. At least 57 countries have reported critical shortages. The lack of faculty is finally being recognized as a major issue directly influencing the ability to admit and graduate adequate numbers of nurses. As efforts increase to both recruit and retain faculty, the concept of organizational commitment and what it means to them is important to consider. A cross-sectional correlational design was used. The present study investigated the underlying structure of various organizational factors using structural equation modelling. Data were collected from a stratified random sample of nurse faculty during the academic year 2006-2007. The final model demonstrated that perceived organizational support, developmental experiences, person-organization fit, and global job satisfaction positively predicted nurse faculty's organizational commitment to the academic organization. Cross-validation results indicated that the final full SEM is valid and reliable. Nursing faculty administrators able to use mentoring skills are well equipped to build positive relationships with nursing faculty, which in turn, can lead to increased organizational commitment, productivity, job satisfaction, and perceived organizational support, among others. © 2012 Blackwell Publishing Ltd.

A Cultural Approach to Understanding Professional Experiences of Foreign-Born Faculty in U.S. Educational Leadership Preparation Programs