Early career academics’ understanding of library language

2019 ◽  
Vol 69 (3) ◽  
pp. 171-187 ◽  
Author(s):  
Shamima Yesmin ◽  
S.M. Zabed Ahmed
Keyword(s):  
First Language ◽  
Multiple Choice ◽  
Teaching Experience ◽  
Early Career ◽  
Faculty Members ◽  
Multiple Choice Questions ◽  
Content Type ◽  
University Teachers ◽  
Early Career Faculty ◽  
Adequate Understanding

Purpose The purpose of this paper is to empirically examine the understanding of library terminologies by early career faculty members in a newly established rural university setting at the south coast of Bangladesh. Design/methodology/approach A campus-wide survey was conducted using a structured questionnaire consisted of demographic questions and 35 multiple-choice questions on library terminologies. The multiple-choice questions asked faculty members to select the correct answer from a set of five answers. Findings The findings indicate that early career university teachers lack adequate understanding of library terms; in fact, many of them either gave incorrect answers or was unsure about the term. It was found that faculty members had relatively better understandings of commonly used library terminologies, but they had real difficulties comprehending computer and technology-related terms. Significant differences were observed for some of the terms in case of their age, designation and teaching experience. Originality/value This current study is unique in two ways: first, this is the first time an effort has been made to empirically examine the understanding of library terminologies by early career faculty members; and second, this study was conducted at a university in Bangladesh where the first language is not English.

Seeking “better ways”: early career faculty researcher development

2018 ◽  
Vol 9 (2) ◽  
pp. 113-126
Author(s):  
Claire K. Robbins ◽  
Lucy A. LePeau
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Early Career ◽  
Faculty Members ◽  
Data Sources ◽  
Content Type ◽  
Instrumental Case Study ◽  
Graduate Preparation ◽  
Researcher Development ◽  
Early Career Faculty

Purpose Researcher development is an important but underexplored topic with implications for knowledge production, graduate education, faculty development and equity in higher education. The purpose of this constructivist instrumental case study was to understand how the process of writing and publishing from qualitative dissertations sparked researcher development among two pre-tenure faculty members in higher education. Design/methodology/approach Two researchers and seven data sources (i.e. six essays and one dialogue transcript) were used to construct the case. Researchers first inductively and independently coded the data sources. Researchers then collectively used the constant comparative technique (Charmaz, 2014) for data analysis. Findings Data analysis uncovered an iterative, three-phase process of seeking “better ways” (Evans, 2011) to translate dissertations into publications. This process included (1) recognizing one or more issues in the research design or conveyance of data, (2) rallying in a multitude of ways to seek better ways to address the issue(s) and (3) resolving the issue(s) by following internal voices and finding “better ways”. Originality/value Findings offer implications for faculty members’ approaches to mentoring and graduate preparation, and for postdoctoral and early career scholars’ agentic approaches to publishing, teaching and reflecting on one’s own researcher development.

Supports and barriers to new faculty researcher development

2019 ◽  
Vol 10 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Laura M. Gonzalez ◽  
Kelly L. Wester ◽  
L. DiAnne Borders
Keyword(s):  
Conceptual Model ◽  
Doctoral Students ◽  
Research Training ◽  
Early Career ◽  
Faculty Members ◽  
New Faculty ◽  
Content Type ◽  
Researcher Development ◽  
Early Career Faculty ◽  
Practical Implications

Purpose Depending on their institutional context, for new faculty members to successfully manage their transition from doctoral studies to early career, they must show potential as researchers. The purpose of this study was to learn about supports and barriers to researcher development in new faculty members. Design/methodology/approach The investigators solicited open-ended responses from early career faculty members (N = 49) in an online survey. Content analysis was used to provide an initial categorization of supports and barriers identified by the participants. Findings Ten barrier categories (e.g. lack of resources, previous training, lack of mentoring, workload) and eight support categories (e.g. effective research collaborations, supportive university environment, funding) were identified. Research limitations/implications Findings were framed with a social cognitive conceptual model, which parallels previous studies in doctoral research training environments and research productivity and builds on our knowledge of early career faculty development. The study was limited in terms of number of participants and online response format. Practical implications Practical implications to minimize barriers and enhance supports for new faculty researcher development were identified (also drawing from the conceptual model, SCCT). Originality/value Thus, the study has value for university policymakers, administrators, faculty peers, research mentors and assistant professors or doctoral students seeking to develop as researchers.

Confronting the nameless-faceless: a duoethnography of navigating turnover and early career socialization

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Norma López ◽  
Demetri L. Morgan
Keyword(s):  
Organizational Context ◽  
Early Career ◽  
Professional Commitment ◽  
Academic Socialization ◽  
Faculty Roles ◽  
Content Type ◽  
Self Reflection ◽  
Left Behind ◽  
Early Career Faculty ◽  
Practical Implications

PurposeThe purpose of this duoethnography was to share our narratives as a left-behind early career faculty (ECF) and graduate student with minoritized identities and reflect on academic socialization processes. Specifically, when many scholars are raising alarms about the retention and success of faculty with minoritized identities, it is crucial to recognize the dimensions of socialization within the organizational context of academia.Design/methodology/approachThe authors sought an approach that would facilitate the interrogation of the overlap and divergence of the authors’ perspectives. Duoethnography research design was chosen for its focus on self-reflection as well as on the importance of the expression and consideration of those diverging perspectives. The goal was collaboration to generate a discussion that deepens a complex understanding of socialization in and professional commitment to academia.FindingsThe central insight that surfaced from the analysis of our duoethnography data is the enhanced understanding of the “nameless-faceless” dimension of academic socialization. Endeavoring to understand why faculty leave and how those who are left behind make sense of that departure led the authors to examine the unknown entities the authors are responsible to and for so they may better understand their commitment to academia.Research limitations/implicationsThe authors’ findings reveal that the nameless–faceless element is just a generalized behavior adopted in the interest of restricted and individual advantage. Diversity and equity practices are touted as a priority, but frequently, institutions act in ways that establish their own self-interests. The authors argue that we are all the nameless–faceless when they participate in academic norms that work to uphold and perpetuate traditional practices in academia.Practical implicationsThe authors’ findings point to intentional mentoring and integration of responsibility in faculty roles as potential recruitment and retention tools.Originality/valueThe authors extend the importance of collaboration and mentorship in retaining graduate students and EFC to the concept of intertwined professional commitment, or the theory that it is not simply the outcomes that are influenced by the support and cooperation between faculty with minoritized identities but that our professional commitment to academia is strengthened by that collaboration and witnessing each other's purpose and motivation to remain in academia.

scholarly journals STEM and Non-STEM Library Users Have Increased Their Use of E-Books

2017 ◽  
Vol 12 (2) ◽  
pp. 178 ◽  
Author(s):  
Stephanie Krueger
Keyword(s):  
Mobile Phone ◽  
Research University ◽  
Multiple Choice ◽  
Digital Rights Management ◽  
Collection Development ◽  
Multiple Choice Questions ◽  
Online Questionnaire ◽  
Content Type ◽  
Stem Disciplines

A Review of: Carroll, A. J., Corlett-Rivera, K., Hackman, T., & Zou, J. (2016). E-book perceptions and use in STEM and non-STEM disciplines: A comparative follow-up study. portal: Libraries and the Academy, 16(1), 131-162. https://doi.org/10.1353/pla.2016.0002 Abstract Objective – To compile a set of usability and collection development suggestions and to examine a possible statistical correlation between visiting the physical library, online resource use, and e-book use. Design – Online questionnaire survey. Setting – Major public research university in Maryland, United States of America. Subjects – 47,209 faculty, students, and staff. Methods – This survey is a follow-up to a similar 2012 study at the same institution. Survey respondents completed 14 multiple-choice and up to 8 open-ended questions about academic e-book discovery, perception, and usage patterns for both STEM and non-STEM respondents using the Qualtrics online research platform. Seven of eight open-ended questions were conditional (i.e., dependent on answers to multiple-choice questions), thus the number of questions answered by respondents could vary. The survey was available from October 1 to November 22, 2014, and promoted across a variety of communication channels (email, library website, social media, print flyers and handouts). Incentives for completing the survey included one iPad Mini and eight U.S. $25 Amazon gift cards. Main Results – 1,911 (820 STEM and 1,091 non-STEM) self-selected students, faculty, and staff from a total campus population of 47,209 faculty, students, and staff (4.2% response rate) participated in the survey, excluding 277 additional responses representing library personnel (70) and individuals not affiliated with the institution (207). 64% of respondents indicated more e-book use than three years before, with only 21.9% of respondents noting they never use e-books for academic purposes compared to 31% in 2012. 32.5% of respondents noted daily or weekly use of e-books for scholarly pursuits, with undergraduates reporting the most frequent use: 38.6% daily/weekly use versus 37.2% for graduate students, 16.2% for faculty, and 14.2% for staff. 38% of respondents reporting daily/weekly use were from STEM disciplines; 31.3% were from non-STEM fields. Computers, not e-readers, were the primary devices used for accessing e-books: 72.5% of respondents reported using laptops or desktops to this end versus tablets, 37.9%; mobile phones, 36.7%; Kindles, 25.6%; Nooks, 5.9%; and other e-readers, 3.3%. Top “mixed device access” responses were tablet/mobile phone/computer (98 responses); mobile phone/computer (93 responses); and tablet/computer (81 responses). The top three discovery tools respondents reported using for finding e-books were commercial sites (35.9%), free websites (26.8%), and the library website (26.2%). A weak-positive Spearman’s rho rank correlation of 0.25 provides some evidence that respondents who visit the library often are likely to use online resources and e-books. 35% of respondents reported they use e-books online “most of the time,” and 67% of respondents indicated they print out e-book content for use. Responses to the question “What, if anything, would make you more likely to use e-books for academic purposes?” included easier access via the library website (48% of respondents), better functionality for highlighting/annotating (44%), reduced cost (43.2%), easier downloading (38.5%), more e-books in area of research interest (37.3%), more textbooks (37.2%), and ownership of a dedicated e-reader (35.6%). In 2012, 52% of respondents reported never having downloaded an e-book for offline use. This percentage dropped notably in this study, with only 11.5% of respondents indicating they had never downloaded for later use. Conclusion – While this study indicates both STEM and non-STEM respondents at this institution are increasingly using e-books, preferences for electronic versus print format varied according to content type and type of user (e.g., STEM or non-STEM, undergraduate or graduate, student/faculty/staff). Key recommendations for usability and collection development include: improving discovery and awareness mechanisms, purchasing some content (e.g., references works, style guides) in e-format while ensuring multiple simultaneous use, taking advantage of print plus electronic options to serve users with different format preferences, and encouraging vendors to allow digital rights management free downloading and printing.

Multiple choice questions: answering correctly and knowing the answer

2019 ◽  
Vol 16 (1) ◽  
pp. 59-73 ◽  
Author(s):  
Peter McKenna
Keyword(s):  
Experimental Study ◽  
Multiple Choice ◽  
Pass Rates ◽  
Multiple Choice Questions ◽  
Content Type ◽  
Critical Areas ◽  
Summative Assessments ◽  
Reliable Assessment ◽  
Objective Tests ◽  
And Training

PurposeThis paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer more reliable assessment.Design/methodology/approachThe paper presents a critical review of existing research on MCQs, then reports on an experimental study where two objective tests (using MCQs and CRQs) were set for an introductory undergraduate course. To maximise completion, tests were kept short; consequently, differences between individuals’ scores across both tests are examined rather than overall averages and pass rates.FindingsMost students who excelled in the MCQ test did not do so in the CRQ test. Students could do well without necessarily understanding the principles being tested.Research limitations/implicationsConclusions are limited by the small number of questions in each test and by delivery of the tests at different times. This meant that statistical average data would be too coarse to use, and that some students took one test but not the other. Conclusions concerning CRQs are limited to disciplines where numerical answers or short and constrained text answers are appropriate.Practical implicationsMCQs, while useful in formative assessment, are best avoided for summative assessments. Where appropriate, CRQs should be used instead.Social implicationsMCQs are commonplace as summative assessments in education and training. Increasing the use of CRQs in place of MCQs should increase the reliability of tests, including those administered in safety-critical areas.Originality/valueWhile others have recommended that MCQs should not be used (Hinchliffe 2014, Srivastavaet al., 2004) because they are vulnerable to guessing, this paper presents an experimental study designed to demonstrate whether this hypothesis is correct.

The use of Social Networking Sites (SNSs) by the faculty members of the School of Library & Information Science, PAAET, Kuwait

2015 ◽  
Vol 33 (3) ◽  
pp. 524-546 ◽  
Author(s):  
Essam A. H. Mansour
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Information Science ◽  
Teaching Experience ◽  
Total Sample ◽  
Faculty Members ◽  
Specific Information ◽  
Full Time ◽  
Content Type ◽  
And Training

Purpose – The purpose of this study is to describe the usage of Social Networking Sites (SNSs) by the faculty members of the School of Library and Information Science (SLIS), at the College of Basic Education, the Public Authority for Applied Education and Training (PAAET), Kuwait. Design/methodology/approach – A survey conducted to collect data from 33 faculty members of whom only 21 members were using SNSs, representing 63.6 per cent of the total sample, and 12 members were not using SNSs, representing 36.4 per cent of the total sample. This study revealed that SNSs are used moderately by the faculty members. Findings – This study showed that faculty members who were using SNSs tend to be males, aged between 41 and 50 years, PhD holders, ranked as assistant professors, full-time members, specialized in information technologies with a relatively new experience of teaching ranged from one to five years, and most of the faculty members who were not using SNSs tended to be also males, aged between 41 and 60 years, PhD holders, ranked as lecturers, full-time members specialized in organization of information with a teaching experience ranged from 16 to 20 years. More than half of the faculty members were using SNSs for three years to less than six years, and a large number of them were using SNSs several times a week and were accessing these sites more from their school office, home and school laboratory. There are no any statistical significant differences between the demographic data of participants (gender, age and education level) and either their use or non-use of SNSs. There are no significant differences between the academic rank, teaching status and teaching experience of faculty and their use of SNSs. However, there is a significant relation between the faculty’s area of teaching and their use of SNSs. Faculty members were interested in the use of SNSs. YouTube, Twitter, Facebook and blogs respectively were used mostly by faculty members, but Twitter, Facebook and YouTube were the most famous SNSs they have profiles on. Faculty members have adopted SNSs mainly for the purpose of communicating with others, finding and sharing information with peers and students as well. Tasks on SNSs made by faculty members were mostly to make communication, send/receive messages and find general and specific information. Faculty members’ profiles on SNSs were mostly on Twitter, Facebook, YouTube, blogs, wikis and podcasting respectively. Faculty members confirmed that the use of YouTube, Facebook, blogs, Twitter, wikis and podcasting respectively was at least effective and the use of YouTube, Facebook, Twitter, Blogs and Wikis respectively was at least fairly useful fairly easy to them. Faculty members are in general agreement about the effectiveness of SNSs especially for disseminating and sharing information, communication and informal collaboration. The study showed also that there is no gender-related difference among the faculty in terms of their usage of SNSs. The study revealed also that the time was the most important barrier both SNSs users and non-users faced at PAAET’s SLIS. Other barriers like trust about SNSs, training and skills were significant to SNSs users in this study, and barriers like interests in SNSs, awareness of them and trust about them were respectively the most important barriers to SNSs non-users. The study recommended that a further research is needed to examine more additional aspects of using SNSs among faculty members that may affect their use like the technical, legal, ethical and intellectual aspects. More information is needed to investigate why some faculty members do not use SNSs especially for educational purposes. A qualitative study of the perception and opinions of faculty members would provide much important data about that. A further research is also needed to specify the relation between the use of these sites and each area of study separately. Due to the lack of awareness and knowledge about the use of SNSs, shortage of language skills and training, this study recommended that SNSs non-users should be provided with necessary assistance to foster their skills towards such usage. A future study is needed to compare experiences of faculty members and students regarding the use of SNSs in educational practices and may look at how communicational uses of these sites have influenced educational uses. Research limitations/implications – This study involved a single and certain academic institution, namely PAAET. Therefore, findings, conclusions and recommendations may not be applicable and reasonable to be generalized on all Kuwaiti academic institutions. Social implications – This paper provides valuable insight into the usage of SNSs by a very important client group. Originality/value – This study is the first one of its kind conducted about the usage of SNSs by faculty members at a library school of one of the two public academic institutions in the state of Kuwait to examine and investigate more specific information about SNSs and related innovative topics.

Not a solo ride: co-constructed peer mentoring for early-career educational leadership faculty

2019 ◽  
Vol 8 (4) ◽  
pp. 361-377 ◽  
Author(s):  
Benterah C. Morton ◽  
Elizabeth Gil
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Peer Mentoring ◽  
Well Being ◽  
Early Career ◽  
Mentoring Programs ◽  
Content Type ◽  
Underrepresented Groups ◽  
Early Career Faculty ◽  
Mentoring Model

PurposeThe purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.Design/methodology/approachThis qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.FindingsFaculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.Practical implicationsThe model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.Originality/valueThis peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

Blurring the Boundaries: Reflections From Early Career Faculty During the COVID-19 Era

2021 ◽  
Vol 59 (1) ◽  
pp. 1-6
Author(s):  
Geovanna Rodriguez ◽  
Rebecca Monteleone ◽  
Vidya D. Munandar ◽  
Jennifer L. Bumble
Keyword(s):  
Developmental Disabilities ◽  
American Association ◽  
Early Career ◽  
Faculty Members ◽  
Intellectual And Developmental Disabilities ◽  
Early Career Faculty ◽  
Diverse Backgrounds ◽  
Job Searches ◽  
Integrated Approaches ◽  
Socially Responsive

Abstract The last three issues of Intellectual and Developmental Disabilities (IDD) have featured perspectives from a diverse set of contributors on how the field of intellectual and developmental disabilities (IDD) is being impacted by COVID-19. As four newly appointed faculty members with diverse backgrounds, the editor of IDD invited us to share our experiences with beginning academic careers during this unique time. In making this request, he pointed out that approximately half the members of the American Association on Intellectual and Developmental Disabilities (AAIDD) are those who have some type of affiliation with an institution of higher education. While the perspectives outlined in this article do not represent those of all early career faculty, we hope our stories resonate with IDD readers who may be facing similar circumstances. This article includes a series of brief essays addressing how the pandemic has affected our academic job searches, research, teaching, and service. Although penned by different authors, each section encompasses our collective experiences, concerns, and hopes for the broader IDD community. We close with guiding questions that might support more socially responsive and integrated approaches to traditional academic roles as faculty continue to navigate the repercussions of COVID-19.

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