Evaluating Professional Skills of the Faculty Members at Al Imam Muhammad Bin Saud University by Female Graduate Students of the College of Social Sciences in Light of Total Quality Standards

2013 ◽  
Author(s):  
Galya Hamed Al Sulim
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Quality Standards ◽  
Faculty Members ◽  
Total Quality ◽  
Professional Skills

scholarly journals An Action Research Approach helps Develop GIS Programs in Humanities and Social Sciences

2018 ◽  
Vol 13 (1) ◽  
pp. 30-32
Author(s):  
Laura Costello
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Graduate Students ◽  
Research University ◽  
Action Plan ◽  
Faculty Members ◽  
Service Research ◽  
Research Approach ◽  
Action Research Approach ◽  
Humanities And Social Sciences

A Review of: Kong, N., Fosmire, M., & Branch, B. D. (2017). Developing library GIS services for humanities and social science: An action research approach. College & Research Libraries, 78(4), 413-427.  http://dx.doi.org/10.5860/crl.78.4.413 Abstract Objective – To develop and improve on geographic information systems (GIS) services for humanities and social sciences using an action research model.   Design – Case study.   Setting – A public research university serving an annual enrollment of over 41,500 students in the Midwestern United States.   Subjects – Faculty members and students in the humanities and social sciences that expressed interest in GIS services.   Methods – An action research approach was used which included data collection, analysis, service design, and observation. Interviews with 8 individuals and groups were conducted including 4 faculty members, 3 graduate students, and one research group of faculty and graduate students. Data from interviews and other data including emails and notes from previous GIS meetings were analyzed and coded into thematic areas. This analysis was used to develop an action plan for the library, then the results of the activity were assessed. Main Results – The interviews revealed three thematic areas for library GIS service: research, learning, and outreach. The action plan developed by the authors resulted in increased engagement including active participation in an annual GIS day, attendance at workshops, course-integrated GIS sessions, around 40 consultations on GIS subjects over a two-year period, and increased hits on the Library’s GIS page. Surveys from pre- and post-tests in the workshops increased participants’ spatial awareness skills. Conclusion – Using an action research approach, the authors were able to identify needs and develop a successful model of GIS service for the humanities and social sciences.

Academic motivation and professional skills development in the Specialty of Social Sciences and Tourism at a public university [Motivación académica y desarrollo de competencias profesionales en la Especialidad de Ciencias Sociales y Turismo de una universidad pública]

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Ana Cecilia De Paz Lazaro ◽  
Jessica Luz Palomino Collantes
Keyword(s):  
Social Sciences ◽  
Academic Motivation ◽  
Public University ◽  
Skills Development ◽  
Professional Skills ◽  
Research Results ◽  
Competencias Profesionales ◽  
High Level ◽  
The Relationship

The objective of the research is to determine the relationship between academic motivation and the professional skills development in the specialty of Social Sciences and Tourism. The study is quantitative and the design is non-experimental correlational translational. The results indicate that there is a high level relationship (0.914) between the independent academic motivation variable and the professional competences development in the Specialty of Social Sciences and Tourism. In conclusion, motivation is directly related to the professional skills development in the specialty of Social Sciences and Tourism. The research results conclude that there is a high relationship between the variables.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

scholarly journals The effect of applying total quality standards on job performance – An applied study for workers in the Saudi Red Crescent \ Saudi Arabia –: أثر تطبيق معايير الجودة الشاملة على الأداء الوظيفي – دراسة تطبيقية على العاملين في هيئة الهلال الأحمر السعودي/ المملكة العربية السعودية –

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Mohammad Hassan Alshehri, Saeed Ayed Nasser Al-Shahrani
Keyword(s):  
Statistical Analysis ◽  
Job Performance ◽  
Continuous Improvement ◽  
Quality Standards ◽  
Analysis Program ◽  
Total Quality ◽  
Applied Study ◽  
High Level ◽  
Descriptive Method ◽  
Statistical Analysis Program

On the performance of staff in the Saudi Red Crescent. The researcher used the analytical descriptive method, using the questionnaire performance to measure the opinions of the respondents using the statistical analysis program (SPSS) to analyze the data collected. The results of the study confirm the existence of an effect in applying the comprehensive quality standards on the job performance in the Saudi Red Crescent Authority at a high level on all criteria, and the study also found that the level of application of the comprehensive quality standards with all its criteria (continuous improvement, zero errors, focus on the beneficiaries) where It represents between 3.39 and 3.57 out of 5, and the level of job performance in the Saudi Red Crescent Authority is relatively high, as it represents 3.33 out of 5. The study recommends the need to pay attention to the application of TQM standards and to focus on the most important standards and impact on job performance.

scholarly journals The Times of the Faculty: Variations in the Length of the Workweek of Faculty at Flemish Universities

2018 ◽  
Vol 9 (1) ◽  
pp. 9 ◽  
Author(s):  
Ronan Van Rossem
Keyword(s):  
Social Sciences ◽  
Institutional Environment ◽  
Working Hours ◽  
Work Load ◽  
Faculty Members ◽  
Trade Off ◽  
The Past ◽  
The Social ◽  
Senior Researcher ◽  
The Times

Over the past decade discontent in Flemish universities with the increased work load of faculty members has risen. This study is the first to examine how many hours a week senior researcher (postdocs and faculty) in Flemish universities actually work. The data used stems from the 2010 Survey of Senior Researcher conducted among senior researchers at the five Flemish universities. 1195 respondents provided information on their working hours. Senior researchers worked on the average 50.4 hours a week, with 12% reporting to work more than 60 hours a week. The number of hours worked varied significantly with rank, where respondents in more senior ranks reported to work more hours. Once one controls for rank any gender differences in number of hours work disappear. We did observe a significant trade-off between the time spent on various activities. Postdocs spent more time on research than the other ranks, and senior professors spent more time on service and administration. Respondents from the humanities, and to a lesser degree from the social sciences, spent more time on education than respondents from other disciplines. This study confirms that senior researchers at Flemish universities work long hours, and that the number of hours spent on various activities is largely a reaction to demands from their institutional environment.

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