scholarly journals Internationalizing a Broader View of Scholarship: An Exploratory Study of Faculty Publication Productivity in Boyer’s Four Domains of Scholarship in English-speaking Universities

2020 ◽  
Vol 12 (Fall) ◽  
pp. 5-37
Author(s):  
Brian Heuser ◽  
Dawn Lyken-Segosebe ◽  
John Braxton
Keyword(s):  
Academic Discipline ◽  
Comparative Investigation ◽  
Faculty Members ◽  
Full Time ◽  
Tenure Track ◽  
International Faculty ◽  
World University Rankings ◽  
Scholarly Output ◽  
English Speaking ◽  
The Times

Boyer’s four domains of scholarship provided the basis for a comparative investigation of the scholarly output of faculty members in 14 countries and at 100 English-speaking universities on the Times Higher Education World University Rankings (2013–2014) top-400 institutions. Full-time university faculty members who held tenured, tenure-track, and non-tenure-track academic appointments across three high-consensus and three low-consensus academic fields were the population of interest. The findings revealed that faculty members in US Research I and doctoral-granting universities and their international faculty counterparts in English-speaking universities publish relatively similar levels of scholarship directed toward application and discovery and have similar levels of inactivity in their publication of teaching-oriented scholarship. Tests for academic discipline-specific differences revealed little variation except for the finding that academic chemists tend to produce more publications in the application domain. Cross-national variation was also found in the publication of application-oriented scholarship. Suggestions for further research are proposed.

Faculty Socialization and Gaining Tenure

2020 ◽  
pp. 51-71
Author(s):  
Carol A. Olszewski ◽  
Catherine A. Hansman
Keyword(s):  
Higher Education ◽  
Ethical Issues ◽  
Faculty Members ◽  
Full Time ◽  
Tenure Track ◽  
Faculty Socialization ◽  
Acculturation Process ◽  
Policies And Procedures ◽  
And Gender ◽  
Tenure Process

In higher education, ethical principles should guide administrators to develop policies and procedures that are just and fair to faculty, administrators, staff, and students and, as well, consider the needs of the various stakeholders affected by them. One example of a process that should be planned and carried out in an ethical way is the tenure-track process for faculty members. The purpose of this chapter is to discuss ethical issues and challenges institutions of higher education face in the tenure process and in socializing new full-time tenure track faculty members into academe. The authors discuss the acculturation process into the academy, then focus on interpersonal interactions and relationships, including mentoring and other supportive relationships and gender and minority issues that may affect the tenure process and acculturation into the academy. They conclude with future concerns and discussion of the ethical considerations for socializing faculty members into academe.

Intricacies of Cross-Cultural Mentoring

2018 ◽  
pp. 224-242
Author(s):  
Jerono P. Rotich ◽  
Tiffany Fuller ◽  
Minyong Lee
Keyword(s):  
Community Service ◽  
Culturally Sensitive ◽  
Cross Cultural ◽  
Faculty Members ◽  
Tenure Track ◽  
New Faculty ◽  
International Faculty ◽  
American Universities ◽  
Novice Faculty ◽  
Doctorate Programs

This chapter describes how novice international faculty and scholars in American universities may face formidable challenges related to their new responsibilities and the cultural demands as they begin their tenure-track careers in the academe. Upon completion of the doctorate programs, some find themselves in organizations that have unfamiliar cultures and expectations. Regardless of their background, nationality or experience, they are expected to maintain the trademarks of teaching, scholarship, advisement, and community service in order to survive the rigor of academe. Unfortunately, the reality is often more overwhelming for international faculty and scholars because of multifaceted acculturation issues that are related to their new country and organization. Mentors can serve as facilitators for novice faculty. Through teamwork, mentors and novice faculty members can construct knowledge and create a culture of collaboration. It is envisioned that cross- culturally sensitive mentoring can help to ease the challenges of the new faculty as they navigate their unfamiliar environment in the academe.

Employee engagement: exploring higher education non-tenure track faculty members’ perceptions

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Brad J. Kovaleski ◽  
Vishal Arghode
Keyword(s):  
Higher Education ◽  
Employee Engagement ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Full Time ◽  
Tenure Track ◽  
Content Type ◽  
North East ◽  
Tenure Track Faculty ◽  
Data Clusters

Purpose The purpose of this paper is to study employee engagement in higher education by examining full-time non-tenure track faculty members’ perceptions at a North East US state public university. Design/methodology/approach The authors used semi-structured face-to-face personal interviews with 11 non-tenure track full-time university faculty. Using a phenomenological approach, thematic analysis was conducted for employee interview data. The data was further refined through first and second cycle coding. The primary eight coded clusters were further reduced to three data clusters, each representing an evolving unit of meaning. Findings The analysis revealed three themes relating to how full-time non-tenure track faculty experience and understand engagement: required institutional engagement, perceived necessary engagement and relational collegial engagement. Originality/value The study adds to the limited research available on non-tenure track faculty members within higher education organization and their perceptions of engagement.

Chinese Faculty Members at Japanese Universities: Who Are They and Why Do They Work in Japan?

2021 ◽  
pp. 209653112098587
Author(s):  
Futao Huang ◽  
Lilan Chen
Keyword(s):  
Doctoral Degree ◽  
Faculty Members ◽  
Full Time ◽  
Structured Interviews ◽  
International Faculty ◽  
Key Characteristics ◽  
To Come ◽  
Key Aspects ◽  
First Time ◽  
Quantitative And Qualitative Methods

Purpose: The purpose of this study is to identify the key aspects of the demographic characteristics and motivations of Chinese faculty at Japanese universities. Design/Approach/Methods: Main methods include an analysis of relevant data from a national survey of full-time international faculty in Japan in 2017 and results from semi-structured interviews with several full-time Chinese faculty hired in different Japanese universities. Findings: This study suggests that, compared to the average level of international faculty, there are larger numbers of female Chinese faculty, greater numbers of Chinese professors, Chinese doctoral degree holders, Chinese faculty in engineering, and larger numbers of them being engaged in research rather than teaching. Further, this study argues that the most important reasons for Chinese faculty to work in Japanese universities are academic or professional reasons, followed by their fondness for Japanese life and culture and their agreement with better living conditions in Japan than in China. Originality/Value: It is the first time that the key characteristics of full-time Chinese faculty at Japanese universities and their motivations to come in Japan are investigated and discussed based on both quantitative and qualitative methods.

Scholarly Productivity and National Institutes of Health Funding of Foundation for Anesthesia Education and Research Grant Recipients

2015 ◽  
Vol 123 (3) ◽  
pp. 683-691 ◽  
Author(s):  
Paul S. Pagel ◽  
Judith A. Hudetz
Keyword(s):  
Citation Rate ◽  
Publication Rate ◽  
Faculty Members ◽  
National Institutes Of Health ◽  
Academic Rank ◽  
Full Time ◽  
H Index ◽  
Scholarly Output ◽  
Nih Funding ◽  
Anesthesia Education

Abstract Background: The Foundation for Anesthesia Education and Research (FAER) grant program provides fellows and junior faculty members with grant support to stimulate their careers. The authors conducted a bibliometric analysis of recipients of FAER grants since 1987. Methods: Recipients were identified in the FAER alumni database. Each recipient’s affiliation was identified using an Internet search (keyword “anesthesiology”). The duration of activity, publications, publication rate, citations, citation rate, h-index, and National Institutes of Health (NIH) funding for each recipient were obtained using the Scopus® (Elsevier, USA) and NIH Research Portfolio Online Reporting Tools® (National Institutes of Health, USA) databases. Results: Three hundred ninety-seven individuals who received 430 FAER grants were analyzed, 79.1% of whom currently hold full-time academic appointments. Recipients published 19,647 papers with 548,563 citations and received 391 NIH grants totaling $448.44 million. Publications, citations, h-index, the number of NIH grants, and amount of support were dependent on academic rank and years of activity (P < 0.0001). Recipients who acquired NIH grants (40.3%) had greater scholarly output than those who did not. Recipients with more publications were also more likely to secure NIH grants. Women had fewer publications and lower h-index than men, but there were no gender-based differences in NIH funding. Scholarly output was similar in recipients with MD and PhD degrees versus those with MD degrees alone, but recipients with MD and PhD degrees were more likely to receive NIH funding than those with MDs alone. Conclusion: Most FAER alumni remain in academic anesthesiology and have established a consistent record of scholarly output that appears to exceed reported productivity for average faculty members identified in previous studies.

scholarly journals Size, Internationalization, and University Rankings: Evaluating and Predicting Times Higher Education (THE) Data for Japan

2019 ◽  
Vol 11 (5) ◽  
pp. 1366
Author(s):  
Michael McAleer ◽  
Tamotsu Nakamura ◽  
Clinton Watkins
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Practical Interest ◽  
Full Time ◽  
University Rankings ◽  
Full Time Equivalent ◽  
World University Rankings ◽  
Institutions Of Higher Learning ◽  
Private And Public ◽  
The Times

International and domestic rankings of academics, academic departments, faculties, schools and colleges, institutions of higher learning, states, regions, and countries are of academic and practical interest and importance to students, parents, academics, and private and public institutions. International and domestic rankings are typically based on arbitrary methodologies and criteria. Evaluating how the rankings might be sensitive to different factors, as well as forecasting how they might change over time, requires a statistical analysis of the factors that affect the rankings. Accurate data on rankings and the associated factors are essential for a valid statistical analysis. In this respect, the Times Higher Education (THE) World University Rankings represent one of the three leading and most influential annual sources of international university rankings. Using recently released data for a single country, namely Japan, the paper evaluates the effects of size (specifically, the number of full-time-equivalent (FTE) students, or FTE (Size)) and internationalization (specifically, the percentage of international students, or IntStud) on academic rankings using THE data for 2017 and 2018 on 258 national, public (that is, prefectural or city), and private universities. The results show that both size and internationalization are statistically significant in explaining rankings for all universities, as well as separately for private and non-private (that is, national and public) universities, in Japan for 2017 and 2018.

scholarly journals Business Research In Eight Business Disciplines

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Larry M. Robinson ◽  
Roy D. Adler
Keyword(s):  
Organizational Behavior ◽  
Citation Analysis ◽  
Assessment Tool ◽  
School Administrators ◽  
Academic Discipline ◽  
Faculty Members ◽  
Doctoral Degrees ◽  
Full Time ◽  
Corporate Managers ◽  
Citation Counts

This study recorded nearly 1.5 million citations to measure research productivity of the 4,918 full time faculty members with doctoral degrees at 51 leading US business schools.  These schools had been included at least once in the 25 most recent ranking lists produced by three major business publications. This research included lifetime citation counts for each faculty member, and resulted in 1,497,162 citations that were recorded between March and June 2003.   The citation counts were cumulated by academic discipline.   The disciplines for which rankings were made were accounting, economics, finance, information systems, marketing management science, organizational behavior, and strategy.  Ranked lists of the top 25 schools in each disciple are included.   The paper contains a review of the literature on citation analysis, and suggests how citation analysis might be used as an assessment tool by business school administrators, professors, students, and corporate managers.

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