Extent of Academic Leaders' Practice for Wise Governance from Faculty Members' Perspective in Mu'tah University

This study aims to observe the influence of inclusion of mobile learning in Business Schools on students’ performance and gender based faculty members’ performance in business schools in Karachi, Pakistan. The functions offered in mobile phones include the access to information of real-time, medium of communication, and host of affordances. Nevertheless, along with the opportunities and incentives the mobile devices carry opportunities for students to involve in academic dishonesty, deviation and distraction from the assigned tasks. By employing quantitative research method, this study tends to conduct an experiment to explore if faculty members in business schools perform differently based on their different genders with the inclusion of mobile learning. The result of the study reveals no difference between the performance of male and female faculty members with the inclusion of mobile learning by implementing the Google Class into their regular classes. Therefore, this study recommends the academic leaders, curriculum designers, and educationists in the field of business education to pay attention on the inclusion of mobile learning, as it is equally beneficial to students and faculty members regardless of their different genders.

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The Degree of Academic Leaders’ Practice of Excellence Management in Jordanian Public and Private Universities from the Faculty Members' Viewpoint

International Journal of Higher Education ◽

10.5430/ijhe.v10n2p201 ◽

2020 ◽

Vol 10 (2) ◽

pp. 201

Author(s):

Rawan Khader Abu Shakra

Keyword(s):

Human Resources ◽

Statistical Significance ◽

Private Universities ◽

Faculty Members ◽

Survey Method ◽

Academic Rank ◽

Moderate Degree ◽

Public And Private ◽

Academic Leaders ◽

Study Population

This study aimed to identify the degree of academic leaders’ practice of excellence management in public and private Jordanian universities (Yarmouk University, University of Science and Technology, Al Al-Bayt University, Irbid National University, Jadara University, and Jerash University) from the faculty members’ viewpoint. The descriptive survey method was adopted and to achieve the objectives of the study, a questionnaire was built to measure the degree of practicing excellence management consisting of (32) items distributed into (4) areas: leadership (10) items, policies, and strategies (5) items, human resources (5) items, and partnerships and resources (12) items. The study population consisted of all the (2077) faculty members in the Jordanian public and private universities in the first semester of the academic year 2020/2021. Where the study sample consisted of (405) academics who constitute (19%) of the study population. and were selected by a random stratified method. The results showed that the overall degree of academic leaders' practicing of excellence management in the public and private Jordanian universities was moderate, and the order of the areas on the scale was respectively as follows; Partnerships and Resources, leadership, Policies and strategies, and human resources, and that all of these areas came at a moderate degree. The results also showed that there were statistically significant differences at the level of statistical significance (α = 0.05) between the estimates of respondents in all areas (leadership, policies and strategies, human resources, partnerships, and resources) attributable to the difference in; the gender variable in favor of males, academic rank in favor of the professor, and the type of university in favor of public universities. Regarding these results, the researcher recommends giving more attention to the Department of Excellence, especially in the field of leadership, as well as the inclusion of Excellence Management as a basic criterion of performance quality standards in Jordanian public and private universities.

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Quality Management and Academic Leadership

Quality Management Principles and Policies in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-1017-9.ch006 ◽

2020 ◽

pp. 101-120

Author(s):

Joseph Ezale Cobbinah ◽

Samuel Agyemang

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Quality Management ◽

Higher Education Institutions ◽

Faculty Members ◽

Senior Faculty ◽

Academic Leaders ◽

Academic Leader ◽

Effective Delivery ◽

Quality In Higher Education

Quality management in higher education is one of the measures that institutions put in place to ensure that courses and programs that are offered meet international and accreditation standards. This chapter examines how academic leaders can promote and manage quality in higher education institutions. Higher education institutions and senior faculty members appear to improve performance by ensuring that quality assurance unit enforces effective delivery to increase students and parents' satisfaction. Promotion of quality and the management of quality is not about long service but an exhibition of effective leadership that will help higher education institutions to navigate through the turbulence of challenges facing higher education institutions today. To achieve this, the academic leader is supposed to assist institutions to pursue their vision and mission to enable them to effectively manage quality.

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Do Evaluative Pressures and Group Identification Cultivate Competitive Orientations and Cynical Attitudes Among Academics?

Journal of Business Ethics ◽

10.1007/s10551-020-04670-7 ◽

2020 ◽

Author(s):

Tobias Johansson

Keyword(s):

Social Interactions ◽

Ethical Climate ◽

Group Identification ◽

Faculty Members ◽

Performance Measurements ◽

Academic Leaders ◽

Self Interest ◽

Environment Control ◽

Using Data ◽

The One

AbstractThis article theorizes and analyzes how two aspects of the increasing accountingization of academia in the form of evaluative pressures and group identification, independently and interactively, work to cultivate academics’ self-interest for their social interactions with the scientific community, forming them to adopt more competitive orientations and cynical attitudes. Using data of a large number of faculty members from the 17 universities in Sweden, it is shown that evaluative pressures and group identification perceived by academics jointly reinforce each other (interact) in affecting their competitive orientation, and that group identification strengthens (moderates) the positive relation between evaluative pressures and academics’ rivalry notions and cynical attitudes. It is shown, contributing further to research on performance evaluation and the cultivation of self-interest and an egoistic ethical climate in academia, that it is evaluative pressures from peers rather than from performance measurements that are the major driver of an individual’s competitive (less cooperative) orientation and cynical attitudes. It is also concluded that while evaluative pressures are related to an increase in academics' competitive orientations, which may be viewed as an intended effect from control designers in universities, such an orientation is inversely related to cooperativeness and openness toward others and goes hand in hand with an increase in having cynical attitudes about peers and the work environment. Control designers in universities may thus not be able to have the one without the other, something that raises ethical concerns for academic leaders to reflect upon when aiming at cultivating self-interest orientations of academics.

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The Method of Selecting Academic Leaders at Emerging Saudi Universities and its Relationship to Some Variables

International Journal of Higher Education ◽

10.5430/ijhe.v9n4p69 ◽

2020 ◽

Vol 9 (4) ◽

pp. 69

Author(s):

Share Aiyed Aldosari

Keyword(s):

Current Method ◽

Assistant Professor ◽

Faculty Members ◽

Academic Rank ◽

Ministry Of Education ◽

University Professors ◽

Academic Leaders ◽

Institutional Loyalty ◽

High Level ◽

The University

The study aimed to identify the current method used for selecting academic leaders at emerging Saudi universities from the viewpoint of faculty members working there, and whether there is a correlation between the method used and the following variables: job satisfaction, organizational justice, organizational commitment, productivity motivation, and institutional loyalty and affiliation. In order to achieve the goals of the study, the researcher designed a questionnaire that included identifying the method used. The questionnaire consisted of (31) items divided according to the variables mentioned, and it was distributed to the study sample (300 faculty members), randomly chosen from the study community (2382 members). The results showed that there is a correlation between the method used and the variables mentioned which were at an intermediate level, with the exception of the productivity motivation that was at a high level for university professors, despite the fact that the foregoing variables were lower than expected. This made the researcher recommend that the university and the Ministry of Education would review that mechanism and hold conferences and workshops in order to address it before these positive professors suffer from disappointment and job burnout. The study also revealed that there were statistically significant differences at the level of (α = 0.05) in experience in favor of (10) years or more, in the academic rank in favor of (Assistant Professor), and in officiality and contracting in favor of the contracting parties.

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Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education

African Journal of Teacher Education ◽

10.21083/ajote.v10i1.6554 ◽

2021 ◽

Vol 10 (1) ◽

pp. 346-364

Author(s):

Bob Maseko ◽

Foster Gondwe ◽

Symon Winiko ◽

Symon Chiziwa

Keyword(s):

Teaching And Learning ◽

Faculty Members ◽

School Of Education ◽

Structured Interviews ◽

Concerns Based Adoption Model ◽

Academic Leaders ◽

Positive Attitudes ◽

The University ◽

The Impact ◽

Learning Data

This paper explores faculty members’ concerns and level of preparedness for open and distance learning (ODL) at the University of Malawi’s School of Education during the recent Covid-19 pandemic within a context that considers ODL as a means of mitigating the impact of the pandemic on teaching and learning. Data were gathered through semi-structured interviews with four experienced academic leaders within the school of education. The Concerns Based Adoption Model (CBAM), particularly stages of concerns, served as a framework to understand the faculty’s concerns about the implementation of ODL initiatives. Inductive and deductive analysis approaches were used to analyse the interview transcripts to identify emerging themes. Deductive analysis revealed that faculty members expressed several concerns such as awareness, informational, as well as consequences concerns as they talked about their feelings and attitudes towards the implementation of ODL. Inductive analysis on the other hand revealed that faculty members’ perceptions such as minimal preparation, negative orientations, and lack of policy awareness hamper the implementation of ODL. These findings underscore the importance of members’ orientation change to ensure effective implementation of ODL in contexts like the institution under study. We discuss these and propose that professional development could help members develop positive attitudes towards ODL.

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ASSESSING THE QUALITY OF STUDENTS' RATINGS OF FACULTY MEMBERS AT MU'TAH UNIVERSITY

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2005.33.2.183 ◽

2005 ◽

Vol 33 (2) ◽

pp. 183-188 ◽

Cited By ~ 2

Author(s):

Abdalla Alsmadi

Keyword(s):

Academic Performance ◽

Graduate Students ◽

Faculty Member ◽

Faculty Members ◽

Interrater Agreement ◽

Reliable Source ◽

Mu'tah University ◽

Source Of Information

Students are not used as raters to evaluate or judge faculty members' academic performance in some universities because of the lack of trust. This study examined the extent to which students can give consistent and reliable ratings. Nineteen graduate students were asked to give ratings to the academic performance of a faculty member on two occasions with two weeks in between. Results showed evidence of interrater agreement and rater consistency. With appropriate training, students can be a reliable source of information about faculty members' academic performance.

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