Levels of Organizational Responsibility in a New Faculty Orientation Program

Excessive employee turnover has plagued industry and higher education, increasing the cost of manufacturing a product, delivering a service or providing quality education.  Most research conducted in this area has concentrated on industry.  The few studies that have investigated turnover in higher education were done at the university level while this paper focuses on faculty turnover in business schools.  Another difference that distinguishes this paper is that actual turnover figures were used, rather than intentions to leave.  Salary compression was also explored, an issue that concerns many faculty members. This occurs when new doctorates are hired at salaries almost equal to that of existing faculty.  Our research found that turnover rates are higher in small, teaching institutions, as anticipated.  An unexpected result was that salary compression was greater in one of the research institutions.  This may be due to abnormal hiring practices of that school.

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From Orientation to Onboarding: A Survey-Based Departmental Improvement Program for New Radiation Oncology Faculty Physicians

JCO Oncology Practice ◽

10.1200/jop.19.00641 ◽

2020 ◽

Vol 16 (4) ◽

pp. e395-e404

Author(s):

John J. Cuaron ◽

Erin F. Gillespie ◽

Daniel R. Gomez ◽

Atif J. Khan ◽

Borys Mychalczak ◽

...

Keyword(s):

Radiation Oncology ◽

Intervention Program ◽

Faculty Members ◽

New Faculty ◽

Post Intervention ◽

Improvement Program ◽

Assessment Scores ◽

Faculty Orientation ◽

Physician Assessment ◽

Academic Center

PURPOSE: To evaluate physician-reported assessments of an established faculty orientation program for new radiation oncology physicians at a large academic center and to prospectively analyze the effects of an onboarding improvement program based on those assessments. MATERIALS AND METHODS: An anonymous survey was designed and distributed to physicians new to the department who received onboarding orientation between 2013 and 2017. Survey questions addressed the comprehensiveness, effectiveness, and utility of various orientation activities. On the basis of the survey results, an improved onboarding program was designed and implemented for nine new faculty members between May 2018 and November 2018. A post-intervention survey querying topics similar to those in the pre-intervention survey was distributed to the new faculty members. Descriptive statistics were generated to compare the pre-intervention and post-intervention groups. RESULTS: The overall rate of survey completion was 85% (17 of 20). The intervention program markedly improved physician assessment of comprehensiveness and effectiveness of the onboarding process. Physicians strongly and consistently identified mentor shadowing, on-the-job training, and other faculty mentorship activities as the most important components of an effective onboarding experience. CONCLUSION: An enhanced, tailored, person-oriented, formal onboarding improvement program significantly increased physician assessment scores of comprehensiveness and effectiveness of the faculty onboarding process. This model can serve as a framework for increasing physician preparedness, encouraging early physician mentorship, and ensuring a universal standard of quality across large practices.

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Student academic dishonesty: Review of theoretical frameworks and methods of prevention

Pedagogy and Psychology of Education ◽

10.31862/2500-297x-2020-2-93-111 ◽

2020 ◽

pp. 93-111

Author(s):

Oksana V. Dremova

Keyword(s):

Academic Dishonesty ◽

Empirical Studies ◽

Faculty Members ◽

Theoretical Frameworks ◽

Academic Cheating ◽

Psychological Mechanisms ◽

Theoretical Approaches ◽

University Level ◽

The University

This study presents a comprehensive analysis and classification of existing theoretical approaches for conceptualization of academic dishonesty that has helped to understand the reasons and socio-psychological mechanisms for dishonest behaviour. This paper also considers practical methods of how to combat student dishonesty that were proposed based on the results of empirical studies. According to the proposed methods, theories can be divided into two groups. The first group includes theories that provide preventing methods of student academic dishonesty for faculty members. The second group of theories provides ways for preventing academic cheating at the university level. Based on the systematization of theories, additional methods have been proposed to combat dishonest behavior, which can be useful for both teachers and researchers of academic dishonesty.

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Research ethics of the faculty members at higher education – theory and practice

10.18173/2354-1067.2020-0064 ◽

2020 ◽

Vol 65 (8) ◽

pp. 204-211

Author(s):

Huong Tran Thanh

Keyword(s):

Social Sciences ◽

Higher Education ◽

Research Ethics ◽

Faculty Members ◽

Theory And Practice ◽

Social Sciences And Humanities ◽

New Knowledge ◽

Education Theory ◽

University Level ◽

The University

Scientific research is seen as a tool to discover new knowledge and create advanced products for the betterment of society. However, the contribution of research outputs is only valuable unless it is done with the required values and by specific standards. By using questionnaire to conduct a survey on 169 permanent faculty members at the University of Social Sciences and Humanities, HCMC, the author found out that the respondents had adequate perception to research ethics, however, they inadequately perceived the values of research methods, and relationship among stakeholders and research sponsors. From these findings, some recommendations are proposed to improve the research effectiveness at the university level.

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Contrasting 4 Year Outcomes Associated With Introduction to Management Courses

Journal of Management Education ◽

10.1177/10525629211056077 ◽

2021 ◽

pp. 105256292110560

Author(s):

Malu Roldan

Keyword(s):

First Generation ◽

Faculty Members ◽

Underrepresented Minority ◽

Act Scores ◽

Freshman Year ◽

Study Results ◽

University Level ◽

Graduation Outcomes ◽

The University ◽

Skill Building

Management faculty members have had a longstanding interest in the design of the Introduction to Management Course as it presents an opportune point to provide students with the foundational skills for success in their Management Studies. Since many Management majors take these courses during their freshman year in the university, the courses are, intentionally or not, also settings for helping students transition to the university both academically and socially. This paper reports on a study of the 4-year outcomes associated with this potential of Introduction to Management courses to help with students’ transition into university-level studies. Specifically, it contrasts 4-year graduation outcomes among three different Introduction to Management courses taken by a freshman business student cohort of a large, public, university. The study results show a course that focused on life skill building was associated with better 4-year graduation outcomes than theory-driven and business overview classes. Contrary to expectations, the study indicated that there were no significant differences among students enrolled in the classes in terms of other important student characteristics known to impact graduation rates, including underrepresented minority (URM) and first-generation status, SAT or ACT scores, self-reported GPA, and exposure to university-level URM student success and achievement programs.

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Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

CBE—Life Sciences Education ◽

10.1187/cbe.13-12-0235 ◽

2014 ◽

Vol 13 (2) ◽

pp. 187-199 ◽

Cited By ~ 33

Author(s):

Cara Gormally ◽

Mara Evans ◽

Peggy Brickman

Keyword(s):

Faculty Members ◽

Evidence Based ◽

Missed Opportunities ◽

Evidence Based Practices ◽

Instructional Feedback ◽

College Biology ◽

Higher Ed ◽

Specific Feedback ◽

University Level ◽

The University

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged.

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A new faculty orientation program: Building a core of new faculty to shape the future of the college

New Directions for Community Colleges ◽

10.1002/cc.84 ◽

2002 ◽

Vol 2002 (120) ◽

pp. 11-16 ◽

Cited By ~ 1

Author(s):

Gerry F. Welch

Keyword(s):

New Faculty ◽

Orientation Program ◽

Faculty Orientation ◽

The Future

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A brief assessment of researchers’ perceptions towards research data in India

IFLA Journal ◽

10.1177/0340035216686984 ◽

2017 ◽

Vol 43 (1) ◽

pp. 22-39 ◽

Cited By ~ 7

Author(s):

Manorama Tripathi ◽

Mahesh Chand ◽

S. K. Sonkar ◽

V. K. J. Jeevan

Keyword(s):

Research Data ◽

Faculty Members ◽

Pivotal Role ◽

University Libraries ◽

Raw Data ◽

Institutional Repositories ◽

Brief Assessment ◽

University Level ◽

The University ◽

Science And Research

The present paper dwells upon the importance of raw data for the development of science and research. The study includes an interview of 40 researchers and faculty members to understand their perception towards the raw data. It has suggested that the libraries can play a pivotal role in extending support to the researchers for organizing, archiving and preserving raw data for future use. Libraries may evolve a system at the university level wherein the researchers and faculty members be encouraged to deposit their raw research data in the institutional repositories, which most of the university libraries have developed.

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Theory's Children; or, The New Relevance of Musicology

Canadian University Music Review ◽

10.7202/1014475ar ◽

2013 ◽

Vol 21 (1) ◽

pp. 14-27

Author(s):

Stephen McClatchie

Keyword(s):

Graduate Students ◽

Critical Theory ◽

Faculty Members ◽

First Century ◽

Human Beings ◽

New Faculty ◽

The Creation ◽

Twenty First Century ◽

The University ◽

Music Study

The recent theoretical turn in musicology has made the discipline more relevant, both within the university itself, and in the larger society within which it is situated. I consider what this development may mean for younger scholars, both as graduate students and as new faculty members, and explore the paradox that critical theory is often attacked for its impenetrability, yet has allowed us to communicate more easily with our colleagues in other disciplines. Finally, I argue that the primary aim for music study in the twenty-first century should be an ethical one: the creation of whole, musical human beings, literate in, and accustomed to thinking about, musics, plural, rather than Music.

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33. The Course Challenge Procedure: A Fast but Not Furious Way to Update University Curriculums

Collected Essays on Learning and Teaching ◽

10.22329/celt.v2i0.3227 ◽

2011 ◽

Vol 2 ◽

pp. 193

Author(s):

Cathie M. Fornssler

Keyword(s):

Peer Review ◽

Distribution System ◽

Integrated Curriculum ◽

Faculty Members ◽

Web Based ◽

College And University ◽

University Curriculum ◽

University Level ◽

The University ◽

Program Changes

Universities want to encourage faculty to keep curricula up-to-date and innovative, yet faculty dread the prospect of arguing about course and program changes with college and university curriculum committees – which are overworked and overwhelmed with detail. The Course Challenge Procedure (CCP) at the University of Saskatchewan is a collegial yet autonomous way for peer review and approval of new courses, and pre-requisite and program changes. It encourages more faculty members to be informed about curricular changes in other units, yet also allows for faster approval. The CCP can be implemented as a web-based, email, or paper distribution system, and used as the basis for integrated curriculum approval processes at the department, college, and university level.

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