scholarly journals Drivers of Engagement among Full-time Faculty from Private University

2021 ◽  
Vol 12 (3) ◽  
pp. 4217-4223
Author(s):  
Gladys T. Tumbali Et.al
Keyword(s):  
Interpersonal Relationship ◽  
Educational Institution ◽  
Faculty Members ◽  
Faculty Engagement ◽  
Survey Method ◽  
Full Time ◽  
Saint Louis ◽  
Validated Questionnaire ◽  
Descriptive Survey ◽  
Time Faculty

This study determined the drivers of engagement among full time faculty members of University of Saint Louis, one of the Private Higher Educational Institution in the Northern Philippines. The descriptive-survey method of research was employed using a validated questionnaire. The questionnaire was administered among ninety-eight (98) full-time faculty members in the University. Data was analyzed using descriptive and inferential statistics. Findings of the study revealed that the five drivers of faculty engagement which are (1) Administration and Management, (2) Workplace and Resources, (3) Compensation and Benefit, (4) Interpersonal Relationship, and (5) Achievement and Recognition, are all important factors that drive faculty to engage themselves in their jobs. Furthermore, results showed that Compensation and Benefits was found to be the most significant driver of faculty engagement, followed by Achievement and Recognition then Administration and Management. Meanwhile, Workplace and Resources as drivers of faculty engagement was found to be less important. Furthermore, results showed that the drivers of engagement among faculty vary by department and by the highest educational attainment

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

2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Full Time ◽  
Prior Training ◽  
Students With Learning Disabilities ◽  
Positive Attitudes ◽  
Students With Ld ◽  
The Relationship ◽  
Time Faculty

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 had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

Effect of Dark Personalities on Knowledge Hiding Behaviour at Higher Education Institutions

2020 ◽  
Vol 19 (04) ◽  
pp. 2050031
Author(s):  
Dewan Niamul Karim
Keyword(s):  
Higher Education ◽  
Personality Traits ◽  
Knowledge Sharing ◽  
Higher Education Institutions ◽  
Positive Association ◽  
Faculty Members ◽  
Full Time ◽  
Significant Positive Association ◽  
Knowledge Hiding ◽  
Time Faculty

A key concern in the way of improving knowledge sharing practices is knowledge hiding behaviour. Literature shows that knowledge hiding is a prevalent phenomenon in organisations including higher education institutions (HEIs) and is largely determined by the personality of the knowledge holders. Thus, the present study attempts to examine the effect of dark personalities (undesirable personality traits comprising of Machiavellianism, narcissism, and psychopathy) on knowledge hiding behaviour of faculty members at HEIs. Based on 139 valid responses from the full-time faculty members serving in various private universities in Bangladesh, the study revealed that both Machiavellianism and psychopathy have significant positive association with knowledge hiding behaviour of the academics, whereas narcissism is insignificantly related with knowledge hiding behaviour. This study indicated that dark personalities play a key role in academics’ inclination to hide knowledge.

Factors and Considerations Influencing Faculty Members’ Decision to Publish with Journals: A Nigerian University Experience

Mousaion ◽  
2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Ismail Adeyemi ◽  
Kabir Sulaiman ◽  
Fatima Temim
Keyword(s):  
Faculty Members ◽  
Survey Method ◽  
State University ◽  
Academic Promotion ◽  
Data Collection Instrument ◽  
Publication Cost ◽  
Nigerian University ◽  
University Experience ◽  
Descriptive Survey

It has been observed that faculty members of Kwara State University (KWASU) in Malete, Nigeria, publish in journals based on some factors and considerations. These factors and considerations guide their choice of publishing in journals. The aim of this study was to show the factors and considerations influencing KWASU faculty members’ decision to publish with journals. The study adopted a descriptive survey method, with a web-survey questionnaire as data collection instrument. The population for the study was 482, of whom 192 respondents responded positively, representing 39.8% of the total population. A quantitative analysis was done of data collected, using the automatically-generated analysis from Google Forms. The hypothesis was tested using Microsoft Excel. It was found that some of the factors that influence the choice of KWASU faculty members to publish with journals, include: peer review; publication cost; open access; impact factor; and frequency of publication. It was found that more than half of the faculty members give consideration to editorial board lists of journals before sending out their manuscripts to journals. It was also found that there is a statistically significant relationship between factors and considerations for the choice of publishing in a journal. Challenges encountered by faculty members in publishing with journals include poor communication between author and editor, faculty members’ poor awareness of journals, difficulty in getting collaborators, and pressure to get an academic promotion.

Medical Education, 1900–1950: Clinical Teaching

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Research ◽  
Basic Science ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Faculty Members ◽  
Full Time ◽  
Time Faculty ◽  
Basic Medical

The professionalization of academic medicine occurred in the clinical as well as the basic science curriculum. Full-time clinical faculty members replaced part-time faculty members in the wealthier schools. Medical specialties, many of which were rare outside the medical school, dominated the clinical courses. Clinical teaching, which was improved by more student contact with patients, occurred primarily in hospitals, whose patients were atypical of those seen in community practice. The growing importance of hospitals in medical education led to the construction of university hospitals. Early in the century, some leading basic medical scientists called for full-time faculty members in the clinical fields. They noted that full-time faculty members in the basic sciences had produced great scientific discoveries in Europe and had improved American basic science departments. In 1907, William Welch proposed that “the heads of the principal clinical departments, particularly the medical and the surgical, should devote their main energies and time to their hospital work and to teaching and investigating without the necessity of seeking their livelihood in a busy outside practice” Few clinicians endorsed this proposal. They found the costs prohibitive and disliked the German system of medical research and education on which it was based. Medical research in Germany was carried on, not in medical schools, but in government research institutes headed by medical school professors and staffed by researchers without faculty appointments. All of the researchers were basic medical scientists who were interested in basic research, not practical problems like bacteriology. Although the institutes monopolized the available laboratory and hospital facilities, they were not affiliated with medical schools, had no educational programs, and did not formally train students, although much informal training occurred. For these reasons, their research findings were seldom integrated into the medical school curriculum, and German medical students were not trained to do research. German medical schools had three faculty ranks. Each discipline was headed by one professor, who was a salaried employee of the state and also earned substantial amounts from student fees. Most professors had no institute appointments and did little or no research.

Some Pediatricians Uninformed

PEDIATRICS ◽  
1983 ◽  
Vol 72 (1) ◽  
pp. 144-144
Author(s):  
JEFFREY C. WEISS ◽  
ALLAN R. DE JONG ◽  
CLARA CALLAHAN
Keyword(s):  
American Academy ◽  
Social Issues ◽  
Faculty Members ◽  
Full Time ◽  
American Academy Of Pediatrics ◽  
Policy Statements ◽  
Time Faculty ◽  
True False

To the Editor.— Policy statements and articles that appear in Pediatrics, Pediatrics in Review, and News and Comment of the American Academy of Pediatrics attempt to disseminate information about various legal and social issues that are important to pediatricians. Because we were interested to learn whether or not our house officers were knowledgeable in these areas, we administered a quiz to the 22 residents and to the 15 full-time faculty members in our department. The physicians could respond by marking "true," "false," or "don't know."

Engaging Baccalaureate Clinical Faculty

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Ruth E Kelly
Keyword(s):  
Role Theory ◽  
Program Planning ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Part Time Faculty ◽  
Empirically Supported ◽  
Part Time ◽  
Role Engagement ◽  
Time Faculty

Role theory was utilized in this descriptive study to investigate clinical faculty in baccalaureate nursing programs. The Clinical Faculty Role Questionnaire was developed and employed to study 134 full-time and part-time clinical faculty members. Theory derivation was used and the concept of role engagement was empirically supported. Pearson's correlation analysis was used to investigate the relationships among the variables. T-test results identified differences between full-time and part-time faculty members on role variables of status, role conception, and role engagement. The relationships between study concepts and areas of educational content related to the teaching role were explored and identified as supportive of the clinical educator role. Ancillary qualitative investigation resulted in the identification of several themes: the need for clinical competence; for part-time faculty, a desire to be included in program planning.

A CROSS-SECTIONAL EXAMINATION OF LEVELS OF MORAL REASONING IN A SAMPLE OF KUWAIT UNIVERSITY FACULTY MEMBERS

2002 ◽  
Vol 30 (8) ◽  
pp. 813-820 ◽  
Author(s):  
Ali J. Al-Shehab
Keyword(s):  
Moral Reasoning ◽  
Defining Issues Test ◽  
Faculty Members ◽  
Full Time ◽  
Cross Sectional ◽  
Kuwait University ◽  
Cross Cultural Study ◽  
Published Research ◽  
Time Faculty ◽  
Made In

This cross-cultural study was conducted to examine the moral reasoning of a sample of full time faculty members at Kuwait University. Eighty-six participants completed Rest's Defining Issues Test (DIT) which measures percentage of principled moral reasoning indexed as P%-score. The analysis of the results showed that the obtained P-% score was lower than the norms reported in the published research on Western subjects. Overall, the stages were not significantly related to age or discipline of the participants. Discussions of the present findings were made in line with the recent research on moral development calling for a reorientation of the psychology of morality, which has been predominantly based on the cognitive developmental paradigm for a number of decades.

scholarly journals Online Full-Time Faculty’S Perceptions of Ideal Evaluation Processes

2014 ◽  
Vol 17 (2) ◽  
pp. 208-219
Author(s):  
Meredith DeCosta ◽  
Emily Bergquist ◽  
Rick Holbeck ◽  
Scott Greenberger
Keyword(s):  
Qualitative Content Analysis ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Full Time ◽  
Online Faculty ◽  
Teaching Expertise ◽  
Post Secondary ◽  
Extensive Body ◽  
Online Distance ◽  
Time Faculty

Abstract Post-secondary institutions around the world use various methods to evaluate the teaching performance of faculty members. Effective evaluations identify areas of instructional strength, provide faculty with opportunities for growth, and allow for reflective inquiry. While there is an extensive body of research related to the evaluation of faculty in traditional settings, there have been few studies examining online faculty members’ perceptions of evaluation processes. The present study involved dissemination of an e-survey to online full-time faculty at a large university in the Southwest United States, as well as qualitative content analysis of survey data. Findings suggest that online full-time faculty expressed interest in improvement as instructors, distinct from modality, and preferred descriptive, qualitative, and holistic feedback rather than quantitative or punitive feedback. Further, participants articulated a desire to be evaluated by those with content-specific knowledge rather than teaching expertise in the online environment. This study has implications for online distance administrators and those stakeholders involved in online faculty evaluation. Additional research is needed to continue to establish a baseline for how online faculty members conceptualize ideal evaluation processes.

scholarly journals Degree of Organizational Loyalty among Kuwait University Faculty

2011 ◽  
Vol 5 (1) ◽  
pp. 70
Author(s):  
Maryam Ahmad Abdullah Al-Mazkour
Keyword(s):  
Personal Characteristics ◽  
Faculty Members ◽  
Survey Method ◽  
Academic Rank ◽  
Kuwait University ◽  
Organizational Loyalty ◽  
Training Courses ◽  
The University ◽  
Relationship Of ◽  
Descriptive Survey

The study aimed to measure the degree of organizational loyalty among faculty members at Kuwait University. The study used analytical descriptive survey method, and developed a questionnaire comprising (20) items which was administered to a sample comprising (183) faculty members. The study revealed that the degree of organizational loyalty is medium with a mean (3.01). Also, the study revealed no statistically significant differences among the respondents due to the study variables: gender, nationality, age, years of experience, type of college, and academic rank. In the light of these results, the study provided a number of practical recommendations and suggestions for further studies, i.e. instilling the spirit of teamwork and responsibility towards the university and nation, evaluating the performance of faculty members, promoting organizational loyalty by holding training courses, deepening religious awareness, paying more attention to factors that regulate work environment, conducting similar studies in other institutions, and other studies to reveal the relationship of organizational loyalty with personal characteristics, job satisfaction, and organizational justice. 

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