An Investigation of Factors Responsible for Conflicts Among the University Students

This study was conducted through quantitative study approach. The purpose of this study was to investigate the need of peace education in context of conflict management at university level. Major objectives of the study were to know about the prevailing situation of interpersonal and intra-personal conflicts among the teaching faculty and teachers of BS level in the university and to investigate the factors which are responsible for conflicts among the students and teachers. Research findings are based on questionnaire responses from the faculty members and students. Kindall's Tau B and Tau C were utilized for analysis of collected data. The study revealed that 81.1 % of the faculty members and 83.4% students agreed about the exciting conflicts among the students and teachers at university level. Their responses on symmetric measure also testified the fact that the result was found significant which means that conflicts exist and reflected the factors in their responses. Findings show that students have more interpersonal conflicts and there are many factors included political and academic reasons.

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Conflict Resolution: An Investigation of Remedial Activities at University Level

Global Regional Review ◽

10.31703/grr.2019(iv-iii).55 ◽

2019 ◽

Vol IV (III) ◽

pp. 510-523

Author(s):

Samreen Mehmood ◽

Madeeha Murad ◽

Saira Shereen

Keyword(s):

Conflict Resolution ◽

Conflict Management ◽

Peace Education ◽

Faculty Members ◽

Study Approach ◽

Conflict Resolution Strategies ◽

Research Findings ◽

Teaching Faculty ◽

University Level ◽

The University

This study was conducted through a quantitative study approach. The purpose of the study was to investigate the need for peace education in the context of conflict management at the university level-potentials for conflict management through including curriculum regarding conflict management and seminars, training for teaching faculty. Potentials for conflict management through including contents about peace education, major objectives of the study were to find out that any mechanism for conflict resolution exists in the universities, to suggest some conflict resolution strategies for the faculty members. Research findings are based on a questionnaire, responses from faculty members and students. Kindall's Tau B and Tau C were utilized for the analysis of collected data. Findings of the research showed that 16.1% of the faculty members, as well as 14.3% of the students, were unanimous on the point that there are no workshops/training for resolution of conflicts in their respective departments. Most of the 78.2 % of faculty members, as well as 85.3 % of students, agreed that the peace education curriculum would reduce and mitigate conflicts in the departments.

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Sustainability and Stakeholder Awareness: A Case Study of a Scottish University

Sustainability ◽

10.3390/su13084186 ◽

2021 ◽

Vol 13 (8) ◽

pp. 4186

Author(s):

Abdulhakeem Raji ◽

Abeer Hassan

Keyword(s):

Signaling Theory ◽

Relevant Information ◽

Voluntary Exercise ◽

Communication Tool ◽

Individual Interviews ◽

Study Approach ◽

Research Findings ◽

Definition Of ◽

The University

This paper adopted a case study approach to investigate the sustainability practices of a Scottish university in order to understand if sustainability forms part of its central policy agenda. As such, the paper focuses on the levels of awareness and disclosure of their sustainable practices, measuring the impacts and effectiveness of those initiatives. This paper introduces signaling theory to explore the idea that appropriate communication via integrated thinking can close the gap between the organization and its stakeholders. We believe that the provision of this relevant information will lead to better communication between the organization and its stakeholders, supporting a signaling theory interpretation. Therefore, we are suggesting that integrated thinking is an internal process that organizations can follow to increase the level of disclosure as a communication tool with stakeholders. From the literature reviewed, four themes were identified (definition of university sustainability, sustainability awareness, disclosure framework within universities, and level of accountability). The research adopted a pragmatic view and conducted individual interviews with participants belonging to three stakeholder groups (members of the university’s senior management, the governing council, and the student union executive). Although this study focused on just one Scottish university, it should still provide some insight for the better understanding of the underpinning issues surrounding the sustainability accountability practices of Scottish universities in general. The research findings indicated that the university prioritized only two sustainability dimensions—economic and environmental—and that the university still perceived sustainability as a voluntary exercise. Additionally, it is evident that the university had no framework in place for measuring its sustainability delivery—and therefore had no established medium of communicating these activities to its stakeholders. Moreover, research findings showed that the social and educational context of sustainability was lacking at the university. The university has done little or nothing to educate its stakeholders on sustainability.

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Faculty Turnover And Salary Compression In Business Schools: Comparing Teaching And Research Missions

Journal of Applied Business Research (JABR) ◽

10.19030/jabr.v17i2.2071 ◽

2011 ◽

Vol 17 (2) ◽

Author(s):

Sid Glandon ◽

TerryAnn Glandon

Keyword(s):

Higher Education ◽

Business Schools ◽

Faculty Members ◽

Hiring Practices ◽

Unexpected Result ◽

Turnover Rates ◽

Faculty Turnover ◽

University Level ◽

The Cost ◽

The University

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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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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Awareness of Copyright and its Policies among the PG Teaching Faculty: A Study

Indian Journal of Information Sources and Services ◽

10.51983/ijiss.2018.8.3.552 ◽

2018 ◽

Vol 8 (3) ◽

pp. 26-32

Author(s):

Rajendra Babu H.

Keyword(s):

Intellectual Property ◽

Faculty Members ◽

Teaching Community ◽

Original Works ◽

Level Of Knowledge ◽

Teaching Faculty ◽

Learning Research ◽

The University ◽

Self Learning

Copyright is a form of intellectual property protection granted under Copyright Act to the creators of original works of authorship. Libraries are the backbone of any organization or an institution. Alongside, libraries are also the torch bearers, in the creating awareness of the IPR aspects to its user community. A study on finding the awareness levels in the area of intellectual property rights in general and copyright in specific is the need of the hour in the universities, as they grooming the next generation of workers happens in there. Here is a study aimed at to see how the faculties in the university are aware of copyright and its implications. There are a total of 62 respondents participated in the survey. The data has been analyses and interpreted accordingly and presented in the form of tables and figures suitably. The study has dwells in detail about Awareness on copyright, Purpose of using the copyrighted material, Awareness on copyright policies and on type of the copyrighted material, Knowledge on copyright, Awareness on Indian copyright act 1957, Views on copyright protection for their work, Safeguarding the interest of copyright owners and Understanding on the IP concepts among the teaching community. The study focuses on Awareness on copyright, use of copyright, to access the user level of knowledge on copyright and awareness on implications of copyright violation for self-learning, research as well as teaching among the faculty members of Post-Graduation Departments of Tumkur University, Tumakuru.

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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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Differences in “Study Skills” Among a Sample of SQU Students in Light of Some Variables

Journal of Arts and Social Sciences [JASS] ◽

10.24200/jass.vol5iss1pp51-65 ◽

2014 ◽

Vol 5 (1) ◽

pp. 51

Author(s):

Hilal Zahir Al-Nabhani ◽

Ahmed Mohamed Shabeeb

Keyword(s):

Academic Achievement ◽

Study Skills ◽

Academic Persistence ◽

Measurement Tool ◽

Factorial Validity ◽

Relevant Research ◽

Specialty Area ◽

Research Findings ◽

University Level ◽

The University

The importance of “study skills” has been increasingly emphasized by several researchers particularly at the university level where the student is independent and bears the responsibility of his/her own learning. Relevant research findings have indicated that positive changes in academic achievement are attributable to the various study skills possessed by the learners as relevant to the learning process. This study aims to investigate differences in “study skills” among a sample of SQU students in light of some variables. The measurement tool for the present research is a study skills measure that has been prepared and validated through factorial validity, and its reliability established through the Alpha Chronbach’s equation. Results show that there are no significant differences attributable to gender or the specialty area in the dimensions of the study skills investigated (study competencies, concentration during study, academic persistence, and readiness for exams). Further, the results also show no significant differences between the students of low and high GPA in the dimension of academic persistence. However, the results reveal significant differences between the students of low and high GPA in the dimensions of study competencies, concentration during study, and readiness for exams. These significant differences were in favor of the students of high GPA.

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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 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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