scholarly journals The Effects of University Environment Factors on Faculty Members’ Teaching Efficacy in Vietnam

2017 ◽  
Vol 5 (2) ◽  
pp. 29
Author(s):  
Minh-Quang Duong
Keyword(s):  
Instructional Strategy ◽  
Course Design ◽  
Teaching Efficacy ◽  
Faculty Members ◽  
University Faculty ◽  
Interpersonal Relation ◽  
University Management ◽  
University Environment ◽  
Environment Factors ◽  
Faculty Teaching

Teaching efficacy is a belief that instructors have in their own capacities to influence student engagement and learning. Most of the research conducted on teaching efficacy has focused on the elementary and secondary school teachers, even less is known about university faculty teaching efficacy in the countries like Vietnam. The purpose of this study was to investigate university faculty’s perceptions of teaching efficacy in Vietnam and the relationship of perceived university environment factors to faculty’ teaching efficacy was examined. A questionnaire measuring 27 items of six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The results showed that the most faculty members were highly measured with their teaching efficacy and faculty members felt efficacious from the greatest to the least in the following dimensions: course design, class management, learning assessment, instructional strategy, technology usage, and interpersonal relation. In addition, university environment factors such as learning resources and organizational culture had significantly effects on faculty teaching efficacy. The study’s implications for university management were also discussed.

scholarly journals Demography Factors and Faculty Members’ Teaching Efficacy in Vietnamese Higher Education

2016 ◽  
Vol 7 (1) ◽  
pp. 17
Author(s):  
Quang Minh Duong ◽  
An Thuy Nguyen ◽  
Phan Hong Nguyen
Keyword(s):  
Higher Education ◽  
Age Groups ◽  
Teaching Efficacy ◽  
Faculty Members ◽  
Academic Rank ◽  
University Faculty ◽  
University Management ◽  
Faculty Teaching ◽  
Vietnamese Higher Education ◽  
Perceptions Of Teaching

Faculty members’ perceptions of teaching efficacy have a positive influence on teaching performance and students’ learning achievement. Even less is known about university faculty teaching efficacy in the countries like Vietnam. This study was to investigate university faculties’ perceptions of teaching efficacy in Vietnamese higher education and their relation to faculty members’ demography. A questionnaire measuring 27 items of six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The results showed that the most faculty members were highly measured with their teaching efficacy. Different factors of demography have different influences towards teaching efficacy. Almost demography factors, except length of employment factor, of gender, marital status, age groups, academic rank, and educational attainment were significant differences in faculty teaching efficacy. The study’s implications for university management are also discussed.

scholarly journals The Effects of Demographic, Internal and External University Environment Factors on Faculty Job Satisfaction in Vietnam

2016 ◽  
Vol 2 (2) ◽  
pp. 113
Author(s):  
Minh-Quang Duong
Keyword(s):  
Job Satisfaction ◽  
Faculty Members ◽  
Ho Chi Minh City ◽  
University Faculty ◽  
University Management ◽  
University Environment ◽  
Environment Factors ◽  
Faculty Job Satisfaction ◽  
Vietnamese Higher Education ◽  
National University

<p>University faculty members with higher job satisfaction are more productive, creative and positive attitude towards their job. Even less is known about university faculty job satisfaction in developing countries like Vietnam. This study examines the effects of demographic, internal and external university environment factors on faculty job satisfaction in Vietnamese higher education. The study investigated 200 faculty members working in the five member colleges of Vietnam National University of Ho Chi Minh City. The results showed that most respondents were satisfied with their jobs, and that faculty job satisfaction varied with age and discipline. The present study also found that job satisfaction was significantly influenced by demographic and internal and external university environment factors. The study’s implications for university management are also discussed.</p>

scholarly journals A Comparison of the Effects of Organizational Environment and Individual Factors on Male and Female Faculty Teaching Efficacy in Vietnam

2017 ◽  
Vol 3 (2) ◽  
pp. 131
Author(s):  
Minh-Quang Duong
Keyword(s):  
Teaching Efficacy ◽  
Faculty Members ◽  
Academic Rank ◽  
Individual Factors ◽  
Organizational Environment ◽  
Female Faculty ◽  
University Management ◽  
High Positive Correlation ◽  
Male And Female ◽  
Faculty Teaching

The purpose of this study examined the correlation between factors of teach­ing efficacy and their relation to faculty members’ backgrounds, and how organizational environment factors affect faculty teaching efficacy in male versus female populations. A questionnaire measuring six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The finding of this study indicated that it was relatively high positive correlation between factors of teach­ing efficacy. Comparative results of male and female faculty members in various contexts detected using a statistical method and criteria demonstrated that almost individual factors including marital status, age groups, and academic rank were not significant in the male and female faculty teaching efficacy, except educational attainment factor. In addition, both genders were similarly affected by their organizational environment as far as teaching efficacy is concerned. The study’s implications for university management were also discussed.

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 918-921
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
University Faculty ◽  
Web Based ◽  
Professional Students ◽  
College And University

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course.

scholarly journals Ethical Leadership, Employees Commitment and Organizational Effectiveness: A Study of Non-Faculty Members

2021 ◽  
Vol 7 (2) ◽  
pp. 161-172
Author(s):  
Abayomi Olarewaju Adeoye
Keyword(s):  
Organizational Effectiveness ◽  
Ethical Leadership ◽  
Faculty Members ◽  
University Management ◽  
University Environment ◽  
Organization Effectiveness ◽  
Set Up ◽  
Descriptive Survey ◽  
The Impact

The expansion, growth and maintaining competitiveness is a function of good and effective leadership in place coupled with the commitment on the part of both the employees’ and the firm itself that will determine the organization effectiveness. The thrust of this article is to scrutinize the impact of ethical leadership and employees’ commitment on organizational effectiveness in an academic set-up by focusing on non-faculty members. The research design adopted was descriptive survey and 200 questionnaires were administered out of which 181 (90.5%) were found usable for the study. Three hypotheses were tested and the result revealed that there is a relationship between ethical leadership and organizational effectiveness. It was found out that ethical leadership influences employees’ commitment and attitude to work. It was equally established that there is significant relationship between ethical leadership, employees’ commitment and organizational effectiveness. It is concluded that ethical leadership is a propeller that will drive employees’ commitment and enhance organizational effectiveness in a university environment. The study therefore recommended amidst others that university management should attempt to embrace ethical leadership as an indicator which will help in improving the quality of service and increase employees’ sense of commitment. Ethical leadership should be given a paramount consideration in the institution in other to improve employees’ commitment in order to achieve organizational effectiveness. (JEL L29, J5, I2) Keywords: Employees Commitment, Ethical Leadership, Non-Faculty Members, Organizational Effectiveness.

University faculty members’ perceptions of their teaching efficacy

2011 ◽  
Vol 48 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Te‐Sheng Chang ◽  
Huei‐Hsuan Lin ◽  
Mei‐Mei Song
Keyword(s):  
Teaching Efficacy ◽  
Faculty Members ◽  
University Faculty

Do Virtual Professors Dream of Electric Students? University Faculty Experiences with Online Distance Education

2010 ◽  
Vol 112 (8) ◽  
pp. 2154-2208 ◽  
Author(s):  
Claire Howell Major
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Course Design ◽  
Faculty Members ◽  
University Faculty ◽  
Qualitative Synthesis ◽  
Faculty Experiences ◽  
Teaching Online ◽  
Online Distance Education ◽  
Online Distance

Background Faculty acceptance of distance learning plays an important role in its success or failure in higher education. Information about faculty experiences of teaching online can improve understanding about this delivery mode's potential longevity in academe. Exploratory qualitative research has begun to uncover and unpack faculty experiences with online learning. Such studies provide a focused and detailed picture of faculty perceptions of teaching online; however, they have not been considered for what they add to cumulative knowledge. Purpose The purpose of this research was to employ a rigorous and systematic approach to make meaning of individual studies that investigated faculty experiences of teaching online by considering the studies in aggregate. Research Design This study drew upon qualitative synthesis methods to investigate faculty experiences with online teaching. In particular, the study used metaethnography, an interpretive approach, to synthesize findings from nine original studies conducted by 23 researchers involving interviews with 117 faculty members with online teaching experience. Data Collection and Analysis This study involved searching electronic databases and tables of contents of key journals to gather relevant articles. It relied upon analysis techniques common to metaethnographic approaches, including reciprocal translation analysis (translating themes into each other), refutations synthesis (attempts to explain variations and contradictions), and lines-of-argument analysis (building a general interpretation from findings of separate studies through reliance on qualitative analysis such as constant comparison). Findings This article presents findings from a qualitative synthesis of university faculty experiences with online distance education. Results show that faculty members believe teaching online changes the way they approach and think about teaching, course design, time, instruction, and students. Conclusions Finding new ways to understand existing literature was one of the chief goals of this study. These results represent a starting place for improving current practice as well as for guiding future research.

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

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