A Study of Faculty Retention Factors in Educational Institutes in Context With ABET

A typical higher education institute classically has all the five major constituents, i.e. current students, alumni, faculty members, employers and industrial advisory board. Expectations of the rest of the constituents are fully dependent on the faculty members, as they play a pivotal and backbone role in building up an educational institute, to a high repute. Faculty members provide the knowledge and skills necessary to students, to address market needs. Letting go of skilled, professional and enthusiastic faculty members can have a huge impact on any higher education institution’s reputation and in fulfilling the market needs. In this research, we explore the different influencing factors and criteria for retaining teaching staff at schools and higher education institutes. These criteria are then evaluated against Accreditation Board of Engineering and Technology (ABET) accredited institutes criteria data of “faculty” and “Institutional support,” to see the impact. Study shows that only very few faculty members leave the institution because of higher student-to-faculty ratio or denial of tenure. Also, most of institutions concentrate on providing reduced number of lecture hours per week to keep their faculty members happy and perform research at the institution. Out of 737 faculty members of 27 institutes included in this study, only 0.54% faculty members left ABET accredited institutions.

Benchmarking educational quality – an independent analysis and alternative approach

In a ten-year study over thirty STEM units in seven nationally accredited institutions (two colleges, five universities, including a five-star teaching university) in two different countries were analyzed to evaluate their educational quality using a range of criteria and benchmarked against the finalists of the 2010 IEEE global award for academics. Unit content and teaching were found to be almost exclusively based on Constructivist based principles. However, Constructivism provides subjective guidelines open to different interpretations. The analyzed units demonstrated considerable variation in pass rates and educational standards. One unit consistently achieved circa 100% pass rates but at the expense of the standard of learning outcomes – far below any reasonable expectations. At the other extreme one unit achieved a higher standard of learning but with pass rates below 30%. This problem can potentially be addressed by using the new quantitative Cognitive Load Optimization learning theory and technology.

The Current Challenges of Further Education in ICT with the Example of the Czech Republic

Schools have an irreplaceable role in preparing the young generation for educational, professional, and social challenges, however, this effort fails if teachers themselves are not equipped with sufficient ICT competencies and do not work on their constant development. The presented quantitative study analyzed how secondary school teachers understand and actively use Information and Communication Technologies (ICT) in their teaching practice and what barriers they encounter in terms of the further education in ICT provided by accredited institutions. In a sample of 1846 Czech teachers who completed an online survey, results showed they lacked both understanding and active use of new technologies, rarely participated in further education, and were unsatisfied with the courses provided to them. Their main barriers to further education were the lack of sufficient technology available in school, insufficient knowledge and skills in ICT, and the lack of support from school management. Unlike in other studies, time was not identified as an important barrier. Possible legislative, educational, and school management consequences regarding the further education in ICT based on the barriers in attending the courses and identified age and gender differences are discussed.

Quality Assessment of Indian Universities: An Analytical Study of NAAC Accreditation Scores

This paper reveals that the performance and quality enhancement initiatives of Indian Universities based on the accreditation scores attained through the NAAC assessment process in terms of Criteria wise analysis, Region wise analysis and State wise analysis of Universities have been made. It is observed that average CGPA for the five regions of the country, Southern region is dominant with 3.07, which is followed by North Eastern region Universities with average CGPA of 3.04. Analysis through region wise, the performance of Universities is in the Eastern region is low as per the RAF of NAAC accreditation. Analysis through region wise, It would reveal that among the State Universities, Northern region have got higher score of CGPA (2.94), which is followed by Western region (2.93) and Southern region (2.90).In general observation is that the accredited State Universities are didn’t performing well. Since no region would acquire the CGPA of 3.0 and all India CGPA is 2.85, it shows the dissimilarities among the Universities in terms of performance quality with regard to all criterion. It is quiet surprise to know that the average CGPA of Research, Consultancy, and Extensions (3) is very much low with 2.65 compare with other criterions. Being the Universities, they need to make emphasize on enhancing the quality of research. The largest share of accredited institutions are from Western and Northeastern region. In general, the response from the university sector is better compared to that from the college sector.

Second Global Commitment, Challenge for Institutes of Higher Education

Inequality is managed on the objectives of sustainable development, national development plan, and institutional evaluation model, a trilogy that strengthens Ecuadorian technical education, whose accredited institutions are on the path to excellence that will impact society in the future. This work seeks through the qualitative descriptive method to know the context in which the challenges learning model is applied along with public policies that democratize inclusion and equity in higher education and the business environment in order to achieve the institute's notoriety superior technological Guayaquil that allows to adjust your projects to the current world.

Underrepresented racial minorities in biomedical informatics doctoral programs: graduation trends and academic placement (2002–2017)

Objective Biomedical informatics attracts few underrepresented racial minorities (URMs) into PhD programs. We examine graduation trends from 2002 to 2017 to determine how URM representation has changed over time. We also examine academic job placements by race and identify individual and institutional characteristics associated with URM graduates being successfully placed in academic jobs. Materials and Methods We analyze a near census of all research doctoral graduates from US-accredited institutions, surveyed at graduation by the National Science Foundation Survey of Earned Doctorates. Graduates of biomedical informatics-related programs were identified using self-reported primary and secondary disciplines. Data are analyzed using bivariate and multivariable logistic regressions. Results During the study period, 2426 individuals earned doctoral degrees in biomedical informatics-related disciplines. URM students comprised nearly 12% of graduates, and this proportion did not change over time (2002–2017). URMs included Hispanic (5.7%), Black (3.2%), and others, including multi-racial and indigenous American populations (2.8%). Overall, 82.3% of all graduates accepted academic positions at the time of graduation with significantly more Hispanic graduates electing to go into academia (89.2%; P < .001). URM graduates were more likely to be single (OR = 1.38; P < .05), have a dependent (1.95; P < .01), and not receive full tuition remission (OR = 1.37; P = .05) as a student. URM graduates accepting an academic position were less likely to be a graduate of a private institution (OR = 0.70; P < .05). Discussion and Conclusion The proportion of URM candidates among biomedical informatics doctoral graduates has not increased over time and remains low. In order to improve URM recruitment and retention within academia, leaders in biomedical informatics should replicate strategies used to improve URM graduation rates in other fields.

Multi-disciplinary Teams – the Continuing Challenge to Collaborate in the Classroom

The need to collaborate in the Owner/Architecture/Engineering/Construction (OAEC) industry continues to grow. As owners increasingly choose alternative delivery methods for their projects, the ability of key participants to effectively work with one another is becoming a critical and defining skill. In their 2016 accreditation update, the American Council for Construction Education (ACCE) decided to include a new Student Learning Outcome (SLO) specific to this growing need. ACCE SLO #9 states that students graduating from accredited institutions are expected to show the ability to “apply construction management skills as a member of a multi-disciplinary team.” This requirement poses a significant challenge to many universities. This paper provides qualitative data from multi-disciplinary courses conducted at 3 universities. Participating administration, faculty and students provided data that supports anticipated benefits of multi-disciplinary courses and enhances previous findings. Observed challenges in addition to those provided by extant literature were identified. Observations and interviews highlight the importance of differentiating between multi-disciplinary interactions and inter-disciplinary interactions. It is recommended that interested programs carefully consider program and course design as it relates to these differences and additionally identified issues as the challenge to collaborate continues.

Does Quality Make a Difference for Higher Education Graduates in Colombia? Measuring Differences in Accredited and Non-accredited Institutions With Similar Financial Characteristics

In this paper we explore the difference of quality in higher education between accredited and non-accredited higher education institutions (HEIs) in Colombia. For that purpose we test if the difference of the National Exam of Student Performance (Saber Pro), which is our proxy for quality between institutional accredited and non-accredited institutions is statistically significant. The hypothesis is that indeed those HEIs that have been granted the institutional quality accreditation by the Colombian ministry of education should have better results in the national exam than those that not. We argue that for robustness of the results, it is necessary to control for confounding effects among comparable HEIs. For this purpose, we employ a propensity matching score approach based on common financial characteristics in order to avoid issues of selection bias. Our results find that the difference in performance between accredited and non-accredited institutions is positive and statistically significant. This difference between performances can be attributable to the substantial differences in the pattern of expenditures and asset investment of non-accredited HEIs.