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

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.

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

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

<p class="MsoNormal" style="text-align: justify; margin: 0in 37.8pt 0pt 0.5in; tab-stops: .5in;"><span style="font-size: x-small;"><span style="font-family: Batang;"><span style="mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Excessive employee turnover has plagued industry and higher education, increasing the cost of manufacturing a product, delivering a service or providing quality education.<span style="mso-spacerun: yes;">&nbsp; </span>Most research conducted in this area has concentrated on industry.<span style="mso-spacerun: yes;">&nbsp; </span>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.<span style="mso-spacerun: yes;">&nbsp; </span>Another difference that distinguishes this paper is that actual turnover figures were used, rather than <span style="text-decoration: underline;">intentions</span> to leave.<span style="mso-spacerun: yes;">&nbsp; </span></span><span style="mso-bidi-font-style: italic;">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.<span style="mso-spacerun: yes;">&nbsp; </span>Our research found that turnover rates are higher in small, teaching institutions, as anticipated.<span style="mso-spacerun: yes;">&nbsp; </span>An unexpected result was that salary compression was greater in one of the research institutions.<span style="mso-spacerun: yes;">&nbsp; </span>This may be due to abnormal hiring practices of that school.</span></span></span></p>

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

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.

Contrasting 4 Year Outcomes Associated With Introduction to Management Courses

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.

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

2014 ◽  
Vol 13 (2) ◽  
pp. 187-199 ◽  
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.

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

IFLA Journal ◽  
2017 ◽  
Vol 43 (1) ◽  
pp. 22-39 ◽  
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.

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

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.

Enhancing Intercultural Competency Though Co-Curricular Activities in Higher Education

2017 ◽  
pp. 59-74
Author(s):  
Wendy M. Green ◽  
Valerie De Cruz
Keyword(s):  
Program Implementation ◽  
Mixed Methods Research ◽  
Student Diversity ◽  
Theoretical Frameworks ◽  
Program Outcomes ◽  
Theoretical Approaches ◽  
Intercultural Competency ◽  
Cultural Programming ◽  
The University ◽  
Racial Ethnic

In response to increasing student diversity, universities have begun to implement programs that provide experiences so that students may expand their understanding of cultural differences. This chapter focuses on the implementation of inter-cultural programming in a large university in the northeastern United States. The university is highly-selective, draws students globally, and diversity is evident across racial, ethnic, sexual orientation, national, and religious identities. This chapter focuses on three signature programs and examines the programs' underlying theoretical frameworks, program implementation, and program outcomes. Each program is presented as a case and program evaluation data is utilized to understand the learning process. The advocacy group is the subject of a mixed methods research project and preliminary data will be presented. The chapter includes a discussion of best practices and links theoretical approaches to practice.

Levels of Organizational Responsibility in a New Faculty Orientation Program

1989 ◽  
Vol 65 (1) ◽  
pp. 241-242 ◽  
Author(s):  
Gerald M. Meredith
Keyword(s):  
Faculty Members ◽  
New Faculty ◽  
Orientation Program ◽  
Faculty Orientation ◽  
University Level ◽  
The University

This study established topic priorities for planning a workshop for new faculty members at the university level.

scholarly journals An Investigation of Factors Responsible for Conflicts Among the University Students

2019 ◽  
Vol IV (II) ◽  
pp. 501-513
Author(s):  
Samreen Mehmood ◽  
Maksal Minaz ◽  
Madeeha Murad
Keyword(s):  
Conflict Management ◽  
Peace Education ◽  
Faculty Members ◽  
Interpersonal Conflicts ◽  
Study Approach ◽  
Research Findings ◽  
Symmetric Measure ◽  
Teaching Faculty ◽  
University Level ◽  
The University

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.

scholarly journals Conflict Resolution: An Investigation of Remedial Activities at University Level

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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