Career Transitions of K-12 Teachers to Full-Time Faculty Positions in Higher Education and Its Impacts on Social Justice

Through the lens of Technological Pedagogical Content Knowledge (TPCK), this chapter’s goal is to understand how commitments affect readiness to innovate and how readiness to innovate affects commitments. Even further, it initiates the conversation on what engages faculty to change and improve their own teaching. Can faculty’s commitment to pedagogical quality (CPQ) predict instructional technology adoption? Current Instructional Technology Adoption Models (ITAMs) ignore issues of pedagogy and are mostly developed for an alternative audience and environment, outside the realities and characteristics of higher education. A literature review explores exiting models for factors motivating full-time faculty to incorporate technology. Three audience categories naturally emerge (non-educational, K-12, and higher education), which highlight how each community treats teaching and learning differently. In addition, a study was conducted to analyze relationships between CPQ and adoption. Results indicated CPQ is related to instructional technology adoption through beliefs, academic title, years taught, tenure status, intrinsic and extrinsic motives, and curriculum.

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Higher Education General Information Survey (HEGIS), 1981-1982: Salaries, Tenure, and Fringe Benefits of Full-Time Faculty

ICPSR Data Holdings ◽

10.3886/icpsr02202 ◽

1999 ◽

Author(s):

Keyword(s):

Higher Education ◽

General Information ◽

Fringe Benefits ◽

Full Time ◽

Time Faculty

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Higher Education General Information Survey (HEGIS), 1972-1973: Salaries, Tenure, and Fringe Benefits of Full-Time Faculty

ICPSR Data Holdings ◽

10.3886/icpsr02192.v1 ◽

1999 ◽

Author(s):

Keyword(s):

Higher Education ◽

General Information ◽

Fringe Benefits ◽

Full Time ◽

Time Faculty

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

Journal of Information & Knowledge Management ◽

10.1142/s0219649220500318 ◽

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.

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Preparing and Applying for a Teaching-Focused Faculty Position

10.1093/acprof:oso/9780190457938.003.0018 ◽

2017 ◽

Author(s):

Geraldine L. Palmer

Keyword(s):

Higher Education ◽

Video Conferencing ◽

Full Time ◽

Cover Letter ◽

Faculty Position ◽

Education Market ◽

Curriculum Vitae ◽

Higher Education Market ◽

First Interview ◽

Time Faculty

With a dose of humor, the author of this chapter chronicles her journey as she searched for a full-time faculty position at local and national colleges and universities after receiving her PhD in community psychology. The search provided excellent first-hand experience that the author shares with readers and includes information about the process, highlighting concrete tools that are needed to be successful. She covers the importance of creating an effective curriculum vitae, teaching statement, and cover letter to land your first interview; how to be more tech savvy, mastering interviews via video conferencing software, such as Skype and Google Hang-Out; and why it is essential to get input on the highly important job talk from prospective academic colleagues. This chapter delivers a sense of the climate and process of entering the higher education market, while leaving the reader with hope for securing that sought-after faculty position.

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