Determinants of Students’ Satisfaction in HEIs’ of Pakistan: An Empirical Investigation

Service quality is vital for higher education institutions in order to remain competitive and growing. There is a dire need to ensure students’ satisfaction with university. Factors influencing students’ satisfaction had been explored in private universities of Islamabad, Pakistan. The factors that influenced students’ satisfaction were measured on teaching excellence, quality of academic programs, faculty involvement, and institutional environment. Non-probability sampling technique applied for 436 of HEIs students from three universities which were selected as a sample for study. A set of questionnaires was administered and distributed to the respondents of the study. A variance based Partial Least Squares regression (PLS) was applied to test the hypotheses. Results indicate a positive and direct relationship between perceived service quality of education and student satisfaction. The results of study contribute towards the literature of student satisfaction determinants and practical implications for academicians of HEIs of Islamabad, Pakistan universities.

Expectations for and Quality Experiences in Undergraduate Research Over Time: Perspectives of Students and Faculty

Attention to undergraduate research (UGR) is not surprising given its widespread appeal and evidence of educational benefit. Tracking participation and identifying equity gaps in UGR are important markers of access to and equity in educationally beneficial experiences. Information about students’ exposure to elements of quality in UGR and how this corresponds to faculty perspectives and instructional practice can help inform efforts to advance and improve UGR. In this article, we use 7 years of data from the National Survey of Student Engagement (NSSE) to explore the national landscape of UGR by examining the responses of 972,088 1st-year students who reported that they planned to participate in UGR before they graduated and the responses of 1,248,854 senior students who reported that they had done or were currently involved in a UGR experience. To complement our student perspectives, we present perspectives on faculty importance of and instructional practice in UGR with data from NSSE’s companion survey, the Faculty Survey of Student Engagement, by examining the experiences of 106,000 faculty respondents. Our presentation of descriptive statistics provides a national overview of UGR participation by a variety of salient institutional and student characteristics, a broad summary of faculty involvement in UGR, and baseline data about students’ exposure to elements of high-impact UGR.

Undergraduate Research as an Institutional Ethos-A Case Study Examining a Faculty Sponsored Research Symposium

This article describes a high-impact, institutional approach of embedding undergraduate research. Using a regional, teaching-focused state university as a case study, the article documents the formation of a campus-wide annual undergraduate research symposium (URS) and examines changes in the institution’s culture toward student research. The URS has played the dual role of increasing undergraduate involvement with research and increasing faculty involvement in collaborative research. Key to the effectiveness of the URS is its openness to a wide variety of disciplines and promotion of faculty-student research mentoring. This case study provides background and direction to those wishing to replicate the transformative impact of integrating undergraduate research at their own institutions by forming a high-impact, campus-wide undergraduate research symposium.

Prosocial Modeling Matters: The Association Between Parent and Faculty Involvement in Fighting COVID-19 With Medical Students’ Career Commitment

Background: Role models play an important role in enhancing students’ intention to pursue medical careers. While, as the two most influential role models for medical students, there is limited research to explore the different impacts between faculty and parents. This study investigated the association of different role model’s prosocial behavior of joining the fight against novel coronavirus disease 2019 (COVID-19) on medical students’ career commitment. We examined whether there are different effects and how these effects differ among different medical students.Method: A national-scale survey was conducted with 118,030 undergraduate students majoring in clinical medicine in mainland China. Questions were asked to collect information of participants in the battle of COVID-19, medical students’ determination of practicing medicine after graduation, as well as students’ socio-demographic characteristics. Chi-square tests and hierarchical regressions were performed to examine the effects of parent and faculty involvement on students’ career commitment.Results: The results showed that prosocial modeling during the COVID-19 pandemic in China is associated with students’ intention to pursue medical careers. The effect of faculty was greater than that of parents on medical students. Gender was related to the effects. And those who already determined to be the doctor before the pandemic were much more likely to persist in the medical profession.Conclusions: Our study provides more definitive answers to the issue of who has a greater effect on medical students’ career commitment between parents and faculty. Encouraging faculty to act as positive role models could help medical students increase the intention to become doctors.

Prosocial Modeling Matters: The Association between Parent and Faculty Involvement in Fighting COVID-19 with Medical Students’ Career Commitment

Background: Role models play an important role in enhancing students’ intention to pursue medical careers. While, as the two most influential role models for medical students, there is limited research to explore the different impacts between faculty and parents. This study investigated the association of different role model’s prosocial behavior of joining the fight against novel coronavirus disease 2019 (COVID-19) on medical students’ career commitment. We examined whether there are different effects and how these effects differ among different medical students.Method: A national-scale survey was conducted with 118,030 undergraduate students majoring in clinical medicine in mainland China. Questions were asked to collect information of participants in the battle of COVID-19, medical students’ determination of practicing medicine after graduation, as well as students’ socio-demographic characteristics. Chi-square tests and hierarchical regressions were performed to examine the effects of parent and faculty involvement on students’ career commitment.Results: The results showed that prosocial modeling during the COVID-19 pandemic in China is associated with students’ intention to pursue medical careers. The effect of faculty was greater than that of parents on medical students. Gender was related to the effects. And those who already determined to be the doctor before the pandemic were much more likely to persist in the medical profession.Conclusions: Our study provides more definitive answers to the issue of who has a greater effect on medical students’ career commitment between parents and faculty. Encouraging faculty to act as positive role models could help medical students increase the intention to become doctors.

O processo de desenvolvimento docente no ensino superior da área de saúde: revisão integrativa

The study aimed to highlight the scientific productions about the Faculty Development process in higher education in the health area, from 2009 to 2019. This is an integrative review, performed in the databases: Medical Literature Analysis and Retrieval System Online (MEDLINE); Latin American and Caribbean Literature in Health Sciences (LILACS); and Scientific Electronic Library Online (SciElo), with the descriptors teaching development, education, and medical school. Based on the inclusion criteria, twelve articles (in English and Portuguese) were selected for discussion and results. Three categories emerged: teaching perception; the role of the Higher Education Institution; and training, continuing education and faculty development. It was concluded that, despite a significant increase in Faculty Development programs, much still needs to be done, especially in terms of management, planning, and faculty involvement.

Frameworks for Radiation Oncology Global Health Initiatives in US Residency Programs

PURPOSE To understand trends, pathways, and experiences and to establish a framework for radiation oncology (RO) programs interested in developing global health (GH) initiatives. METHODS An in-depth interview was conducted of all US RO programs with established GH initiatives. Programs were identified by reviewing results of the 2018 Association of Residents in Radiation Oncology Global Health Resident Survey and individualized outreach to screen for additional programs meeting the following criteria: (1) active resident involvement in RO-specific GH opportunities, (2) active faculty involvement in these initiatives, and (3) department chair or program director awareness and support for ongoing opportunities. Among 88 residency programs, 11 were identified. Standardized questions explored the type of initiative, planning, staff and resident involvement, challenges, components to success, and history of programs through December 2018. RESULTS Between 2010 and 2018, 11 programs started initiatives. Total resident participants ranged from one to 13 (median = 3) in each program's history. Initiatives spanned education (n = 9 [82%]), clinical mentorship (73%), innovative technology (55%), bilateral hosting programs (45%), clinical development and equipment (45%), promotion of local research (36%), clinical care (36%), industry partnerships (27%), and remote tumor board (18%). Faculty involvement included radiation oncologists (91%), medical physicists (55%), and non-RO department faculty (27%). Six programs (55%) had faculty with prior GH experience. Four (36%) programs reported medical student involvement in projects. Barriers included international communication (36%), time for faculty (18%), funding (9%), and legal (9%) concerns. Commonest components of success included fostering relationships with international sites and identifying needs before solutions. CONCLUSION RO GH initiatives were reported as positive, educational, and feasible across 11 US residency programs. Growth is expected, representing opportunities for innovation and service among US programs.

The Rhetoric of Fear

Amongst the glamour and allure to teach online, the literature indicates faculty often see and experience teaching online as daunting, painful, and time consuming. While, many studies seek to detail faculty experiences with course and program design, few studies seek to understand the faculty emotional reaction and their response to online course development and online course teaching. Using phenomenology this preliminary research study sought to explore and document faculty involvement in online teaching using theories of experience, postulated by Dewey (1938) and the Unified Theory of Acceptance and Use of Technology, by Venkatesh, Morris, Davis, and Davis (2003) to analyze and give voice to the emotional experience and reaction of faculty who are involved in online teaching.