scholarly journals Higher Education Faculty Staff Members' Attitudes toward Students' Inclusion with High Incidence Disabilities in Saudi Arabia

2021 ◽  
Vol 11 (1) ◽  
pp. 51
Author(s):  
Ameen Ali Alhaznawi ◽  
Abdullah Saleh Alanazi
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Faculty Members ◽  
Academic Rank ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Staff Members ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
Attitudes Toward Students

The purpose of this study is to explore the attitudes of faculty members at higher education toward inclusion for students with high incidence disabilities in higher education. For the aim of this study, a sample of 247 higher education faculty members were therefore collected. Multiple linear regression was conducted for data analysis. Results have shown that university-type accommodation services, training, academic rank, and university region are statistically significant predictors of higher education faculty members’ attitudes toward the inclusion for students with high incidence disabilities in higher education. Some recommendations are hence provided to help improve the inclusion of students with high incidence disabilities in higher education in Saudi Arabia.

The Impact of Psychological Empowerment on the Effectiveness of Performance

2020 ◽  
Vol 3 (1) ◽  
pp. 15-41
Author(s):  
Mona Hamid Abu Warda
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Marital Status ◽  
Psychological Empowerment ◽  
Two Dimensions ◽  
Faculty Members ◽  
The Other ◽  
Self Determination ◽  
Staff Members ◽  
The Impact

This study aims to identify the concept of psychological empowerment and clarify its various dimensions and their impact on the effectiveness of performance in the higher education sector. The study has been applied to a sample of 185 staff members working at 3 universities in Saudi Arabia. This study found that the degree of practice of staff members to the dimensions of psychological empowerment exceeds the middle degree, while the level of performance in these universities was high, it showed the existence of a significant effect of the dimensions of psychological empowerment (competence, impact) on the effectiveness in performance. This is while the other two dimensions (self-determination, meaning) do not significantly affect the effectiveness of performance. The study also pointed to the existence of significant differences between the practice of faculty members to psychological empowerment according to the variables (experience, scientific rank, college), and also indicates there are significant differences in the levels of effectiveness performance, according to the variables (marital status, college).

Perceived Barriers to Promoting Advocacy Research Among Higher Education Faculty Members

2006 ◽  
Vol 24 (3) ◽  
pp. 47-60
Author(s):  
Dan Kaczynski ◽  
Janet Pilcher ◽  
Melissa Kelly ◽  
Marga Ryersbach
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Perceived Barriers ◽  
Education Faculty ◽  
Higher Education Faculty

scholarly journals A Study Of Multiple Intelligences And Higher Education Faculty In The United States

2011 ◽  
Vol 4 (7) ◽  
Author(s):  
Stefanie Denise Wilson
Keyword(s):  
Higher Education ◽  
United States ◽  
Multiple Intelligences ◽  
Quantitative Research ◽  
The United States ◽  
Faculty Members ◽  
Primary Data ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
The Impact

This quantitative research study discovered and identified the degree of relationships between the domains of multiple intelligences: (a) interpersonal, (b) intrapersonal, and (c) linguistic intelligences, and (d) leadership and demographic characteristics such as, (a) age, (b) gender and (c) ethnicity among higher education faculty. Using a survey instrument, primary data was collected from a sample of 205 faculty members within the United States. Furthermore, the researcher examined and analyzed certain aspects of the field of leadership, and the impact Gardner’s multiple intelligences may or may not have on leadership selection, training and development based on the results obtained. This paper provides a summary of the study and its results along with possible implications and recommendations for administrators, managers and leaders in academia.

scholarly journals Educating the Academe- How Academic Homogeneity Stifles Racial Diversity

2018 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Zachary W. Taylor
Keyword(s):  
Higher Education ◽  
Ethnic Diversity ◽  
Liberal Arts ◽  
Higher Education Administration ◽  
Racial Diversity ◽  
Faculty Members ◽  
Education Administration ◽  
Future Research ◽  
Education Faculty ◽  
Higher Education Faculty

<p>Although there is a wealth of research to support the notion that the American professoriate it is not as racially and ethnically diverse as it could and should be, very little research has focused on the particular academic backgrounds of Higher Education faculty members in American universities. The purpose of the study is to examine the academic backgrounds of higher education administration faculty members (all ranks of professors, lecturers, and clinical staff; n = 119) employed at America’s top 10 universities for Higher Education Administration according to the 2016 list compiled by U.S. News &amp; World Report. Findings suggest that Liberal Arts (62% of Bachelor’s degrees) produce the most faculty members, while Education (5%) produces nearly the fewest amounts. Findings also suggest that Psychology, Sociology, Economics, and English are the most common undergraduate academic fields producing higher education faculty members, yet these are academic pathways that Black/African-American and Hispanic/Latino undergraduates rarely take, possibly contributing to the lack of racial and ethnic diversity in the higher education professoriate and other related fields. Implications for policy, practice, and future research are addressed.</p>

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