Beyond Instructional Engagement

2019 ◽  
pp. 192-219
Author(s):  
Dorcas Francisco
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Customer Service ◽  
Online Teaching ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Traditional Role ◽  
Evolutionary Changes ◽  
Education Industry ◽  
Higher Education Industry

Faculty functions as the foundation for student engagement in higher education. Nowhere else is such a claim more evident than in the higher education online teaching environment. Evolutionary changes have taken place in higher education due to the nature of online education, which has transformed the traditional role of faculty. Higher education faculty roles have shifted from serving as content experts and researchers into roles that require the provision of more comprehensive and expansive support for students. In the online higher education industry, faculty members have been assigned tasks that increasingly cover multiple responsibilities that are typically the purview of technology helpdesk specialists, social workers, managers, student advisors, and customer service personnel. These wide-ranging obligations often hold online faculty accountable to numerous stakeholders. This chapter explores how the changing function of higher education faculty and institutions have a direct impact on instructors' ability to successfully create engaging learning environments.

Online Higher Education: Faculty Satisfaction and Its Antecedents

2019 ◽  
Vol 43 (5) ◽  
pp. 509-542 ◽  
Author(s):  
Lisa T. Stickney ◽  
Regina F. Bento ◽  
Anil Aggarwal ◽  
Veena Adlakha
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Faculty Satisfaction ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Organizational Policies ◽  
Teaching Online ◽  
Online Higher Education ◽  
Learning Programs

The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student satisfaction. This exploratory study surveyed 171 faculty members from multiple institutions of higher education to learn about their experiences teaching online and to examine factors that might affect their satisfaction. Our study finds that higher education faculty who teach online are generally satisfied, and that satisfaction is more likely if there is appropriate training, and if teaching online allows for flexibility in their schedules. Although a weaker relationship, results also suggest that faculty are more satisfied teaching online when institutional support and organizational policies uphold online teaching efforts. Contrary to our expectations, however, our findings show that faculty who are more satisfied with support for technical elements of the online teaching environment, are less satisfied teaching online. Implications for research and practice are discerned through both the presence and absence of support for three sets of hypotheses, regarding faculty, institutional and technical factors.

scholarly journals Institutional Support for Online Teaching in Quality Assurance Frameworks

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Neuza Sofia Pedro ◽  
Swapna Kumar
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Success ◽  
Online Teaching ◽  
Higher Education Institutions ◽  
Critical Role ◽  
Institutional Support ◽  
Education Quality ◽  
Education Faculty ◽  
Online Student

The widespread growth of online education at higher education institutions necessitates institutional support for the development, implementation, and sustenance of online education. Faculty who teach online are at the forefront of implementation and play a critical role in online student success. In this scoping review, 13 online education quality frameworks were analyzed for the types of support needed by higher education faculty who teach online. The results are discussed in the context of implications for ensuring quality online education at higher education institutions.

A strategy tripod perspective on merger effectiveness in the higher education industry: the mediating role of future foresight

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zahraa Sameer Sajwani ◽  
Joe Hazzam ◽  
Abdelmounaim Lahrech ◽  
Muna Alnuaimi
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Government Support ◽  
Equation Modeling ◽  
Survey Method ◽  
Content Type ◽  
Mediating Role ◽  
Education Industry ◽  
Higher Education Industry

PurposeThe purpose of the study is to investigate the role of the strategy tripod premises, mediated by future foresight and its effect on merger effectiveness in the higher education industry.Design/methodology/approachA quantitative survey method was implemented, with the data provided by senior managers of 14 universities that went through a merger from the years 2013–2016. The proposed model was tested using partial least squares (PLS) of structural equation modeling (SEM).FindingsThe results indicate that government support, competitive intensity and knowledge creation capability relate positivity to merger effectiveness, and these relationships are mediated by future foresight competence.Originality/valueThe study provides a better understanding of merger effectiveness in the higher education industry by identifying the role of future foresight competence in the application of strategy tripod and its contribution on merger effectiveness. Results indicate that future foresight competence contributes to the merger effectiveness and enables the effective implementation of the strategy tripod dimensions in higher education mergers.

Sign in / Sign up

Export Citation Format

Share Document