scholarly journals Strike Activities and Post-Strike Perceptions Among University Faculty

2005 ◽  
Vol 48 (2) ◽  
pp. 231-249 ◽  
Author(s):  
Ignace Ng
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Study Session ◽  
The University ◽  
Back To Work

Based upon the returned questionnaires of 415 striking faculty members from the University of Saskatchewan, this study shows that faculty members who have attended the study session, and those who have been active in past union meetings were more likely to get involved in picketing and in picket organizing during the course of the strike. Analysis of their post-strike perceptions shows that the faculty attitudes towards the effectiveness of the strike, strike length, and back-to-work legislation were closely related to the militancy of the faculty during the strike.

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Full Time ◽  
Prior Training ◽  
Students With Learning Disabilities ◽  
Positive Attitudes ◽  
Students With Ld ◽  
The Relationship ◽  
Time Faculty

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

scholarly journals The relationship between body composition and diatary habits in the university faculty members

2017 ◽  
pp. 337-344
Author(s):  
Fatma ARSLAN ◽  
Özden TAŞĞIN ◽  
Şefika Dilek GÜVEN ◽  
Ayşegül ÖZCAN ◽  
Özen ÖZBAY ÖZBAŞ
Keyword(s):  
Body Composition ◽  
Faculty Members ◽  
University Faculty ◽  
The University ◽  
The Relationship

scholarly journals Organizational Climate Prevailing in Al-Balqa Applied University / Faculty of Princess Alia University from the Viewpoint of the Faculty Members: Case Study

2011 ◽  
Vol 1 (2) ◽  
pp. 104 ◽  
Author(s):  
Bashir Arabiyat
Keyword(s):  
Organizational Climate ◽  
Study Data ◽  
Faculty Members ◽  
Personal Relationships ◽  
University Faculty ◽  
Work Processes ◽  
Effective System ◽  
Study Population ◽  
The University

Abstract This study aimed at investigating the prevailing organizational climate at Al-Balqa Applied University \ faculty of princess Alia University from the viewpoint of the faculty members. The study population consisted of all faculty members at the faculty of princess Alia University whom count (80) individual. In order to collect the study data, a questionnaire was designed based on previous studies. The study showed that the overall mean for the organizational climate prevailing in Al-Balqa Applied University / Faculty of Princess Alia University from the Viewpoint of the Faculty Members has reached (3.32) and standard deviation (1.00), with a degree of importance of moderate. Results also showed that the field of personal relationships came in the first rank; while the field of affiliation ranked last. The study recommended creating an effective system of incentives in the university, in order to improve the satisfaction of faculty members for their jobs, which contribute to a organizational climate, which facilitates work processes, achieving the objectives of the university. Key Words: Organizational Climate, Al-Balqa Applied University, Faculty of Princess Alia University, Faculty Members

scholarly journals The Determinants of Deviant Workplace Behavior of Faculty Members working in Public Sector Universities of Punjab, Pakistan

2022 ◽  
Vol 4 (4) ◽  
pp. 759-774
Author(s):  
Muhammad Farooq Rehan ◽  
Raheel Mumtaz ◽  
Qaisar Ijaz Khan
Keyword(s):  
Public Sector ◽  
Faculty Members ◽  
Significant Part ◽  
Survey Method ◽  
University Faculty ◽  
Workplace Behavior ◽  
Formal Control ◽  
Teaching Faculty ◽  
Deviant Workplace Behavior ◽  
The University

The aim of the research is to empirical evaluate the effect of organizational formal control and workgroup norms on the deviant workplace behavior of the university faculty members of Pakistan. It further investigates the moderating effect of self-regularity efficacy. The study is primary in nature and used survey method to collect the responses from the teaching faculty of Pakistan. A total of 168 suitable responses were analyzed by using SMART PLS version 3 (Licensed). A PLS-SEM was used for analysis of the collected data. The result showed that when employees find themselves in under the influence of reference others, self-regulatory efficacy help them to attain compliance with significant organizational norms and doing that keep them away from involving in deviant workplace behaviors. Additionally, the results suggest that self-regularity efficacy have a significant part in regulating behaviors and observance   to   right   self-sanctions   for flawed behavior.

College Student's Thoughts about Leaving the University: The Impact of Faculty Attitudes and Behaviors

2002 ◽  
Vol 4 (2) ◽  
pp. 123-133 ◽  
Author(s):  
Cara Lundquist ◽  
Rebecca J. Spalding ◽  
R. Eric Landrum
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
Attitudes And Behaviors ◽  
Faculty Attitude ◽  
Decisions To Leave ◽  
School Faculty ◽  
And Behaviors ◽  
And Behavior ◽  
The University ◽  
The Impact

College students at a large Western university ( N = 729) were surveyed about 19 potential faculty attitude and behavior items and the items relative impact on student's thoughts about leaving the university. Three issues have a significant impact on predicting student thoughts about leaving the university: faculty members being supportive of student needs, returning telephone calls and e-mails in a timely fashion, and being approachable. The magnitude of the impact of these items on student retention also varies as a function of gender and year in school. Faculty members need to be aware of the impact their attitudes and behaviors have in students' decisions to leave the university.

scholarly journals Faculty Associations Confront Accountability Governance in Ontario Universities

2018 ◽  
Vol 48 (3) ◽  
pp. 165-181
Author(s):  
Michelle Webber ◽  
Jonah Butovsky
Keyword(s):  
Political Action ◽  
Qualitative Interviews ◽  
Academic Work ◽  
Professional Autonomy ◽  
Faculty Members ◽  
University Faculty ◽  
Faculty Unions ◽  
The University ◽  
And Control ◽  
Program Reviews

Much literature focusing on the academy is concerned with the spread of neo-liberalism into the university sector. We argue that universities in Canada are operating in an era of “accountability governance,” with ideologies, discourses, and practices centred on quality, accountability, and efficiency. We explore the interplay between accountability governance as a regime of power and the work of faculty associations, especially as they strive to preserve faculty members’ professional autonomy and control over their academic work. Using in-depth qualitative interviews with executive members of several Ontario university faculty associations, we explore themes of neo-liberalization and corporatization of the university, shrinking faculty budgets, program reviews, and strategic mandates. While opportunities for action and resistance for faculty unions arise, particularly at the level of senate, more militancy and radicalism are not favoured by many members, as political action is often seen as “unprofessional.”

scholarly journals Faculty Associations Confront Accountability Governance in Ontario Universities

2019 ◽  
Vol 48 (3) ◽  
pp. 165-181 ◽  
Author(s):  
Michelle Webber ◽  
Jonah Butovsky
Keyword(s):  
Political Action ◽  
Qualitative Interviews ◽  
Academic Work ◽  
Professional Autonomy ◽  
Faculty Members ◽  
University Faculty ◽  
Faculty Unions ◽  
The University ◽  
And Control ◽  
Program Reviews

Much literature focusing on the academy is concerned with the spread of neo-liberalism into the university sector. We argue that universities in Canada are operating in an era of “accountability governance,” with ideologies, discourses, and practices centred on quality, accountability, and efficiency. We explore the interplay between accountability governance as a regime of power and the work of faculty associations, especially as they strive to preserve faculty members’ professional autonomy and control over their academic work. Using in-depth qualitative interviews with executive members of several Ontario university faculty associations, we explore themes of neo-liberalization and corporatization of the university, shrinking faculty budgets, program reviews, and strategic mandates. While opportunities for action and resistance for faculty unions arise, particularly at the level of senate, more militancy and radicalism are not favoured by many members, as political action is often seen as “unprofessional.”

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