Do today's faculty support nontraditional careers?

2001 ◽  
Author(s):  
Rebecca Clay
Keyword(s):  
Faculty Support ◽  
Nontraditional Careers

scholarly journals Barriers to Implementing the ACGME Outcome Project: A Systematic Review of Program Director Surveys

2012 ◽  
Vol 4 (4) ◽  
pp. 425-433 ◽  
Author(s):  
Mohammad U. Malik ◽  
David A. Diaz Voss Varela ◽  
Charles M. Stewart ◽  
Kulsoom Laeeq ◽  
Gayane Yenokyan ◽  
...  
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Medical Knowledge ◽  
Program Directors ◽  
Faculty Support ◽  
Inclusion Criteria ◽  
Competency Based Education ◽  
Inadequate Knowledge ◽  
Competency Based

Abstract Introduction The Accreditation Council for Graduate Medical Education (ACGME) introduced the Outcome Project in July 2001 to improve the quality of resident education through competency-based learning. The purpose of this systematic review is to determine and explore the perceptions of program directors regarding challenges to implementing the ACGME Outcome Project. Methods We used the PubMed and Web of Science databases and bibliographies for English-language articles published between January 1, 2001, and February 17, 2012. Studies were included if they described program directors' opinions on (1) barriers encountered when attempting to implement ACGME competency-based education, and (2) assessment methods that each residency program was using to implement competency-based education. Articles meeting the inclusion criteria were screened by 2 researchers. The grading criterion was created by the authors and used to assess the quality of each study. Results The survey-based data reported the opinions of 1076 program directors. Barriers that were encountered include: (1) lack of time; (2) lack of faculty support; (3) resistance of residents to the Outcome Project; (4) insufficient funding; (5) perceived low priority for the Outcome Project; (6) inadequate salary incentive; and (7) inadequate knowledge of the competencies. Of the 6 competencies, those pertaining to patient care and medical knowledge received the most responses from program directors and were given highest priority. Conclusions The reviewed literature revealed that time and financial constraints were the most important barriers encountered when implementing the ACGME Outcome Project.

Videoconferencing for Continuing Medical Education: From Pilot Project to Sustained Programme

2002 ◽  
Vol 8 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Michael Allen ◽  
Joan Sargeant ◽  
Eileen MacDougall ◽  
Michelle Proctor-Simms
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Medical Education ◽  
Medical Students ◽  
Continuing Medical Education ◽  
Health Care Professionals ◽  
Pilot Project ◽  
Technical Support ◽  
Faculty Support

Videoconferencing has been used to provide distance education for medical students, physicians and other health-care professionals, such as nurses, physiotherapists and pharmacists. The Dalhousie University Office of Continuing Medical Education (CME) has used videoconferencing for CME since a pilot project with four sites in 1995–6. Since that pilot project, videoconferencing activity has steadily increased; in the year 1999–2000, a total of 64 videoconferences were provided for 1059 learners in 37 sites. Videoconferencing has been well accepted by faculty staff and by learners, as it enables them to provide and receive CME without travelling long distances. The key components of the development of the videoconferencing programme include planning, scheduling, faculty support, technical support and evaluation. Evaluation enables the effect of videoconferencing on other CME activities, and costs, to be measured.

scholarly journals Intense, Pervasive and Shared Faculty Dialogue: Generating Understanding and Identifying “Hotspots” in Five Days

2016 ◽  
Vol 27 (2) ◽  
pp. 19-35
Author(s):  
Emily Janke ◽  
Barbara Holland ◽  
Kristin Medlin
Keyword(s):  
North Carolina ◽  
Faculty Support ◽  
University Of North Carolina ◽  
Engaged Scholarship ◽  
Policy And Practice ◽  
Promotion And Tenure ◽  
Community Engaged Scholarship ◽  
The University

Once an institution has chosen to recognize and reward community-engaged scholarship in its university-wide promotion and tenure policy, what are some strategies for aligning unit and department policies as well? This chapter describes the path followed at The University of North Carolina at Greensboro to align policies across all units and departments. Discussed are core strategies used to generate faculty support for community-engaged scholarship in promotion and tenure policy and practice, the themes revealed as a result of a weeklong dialogue initiative, and recommendations for continued improvement.

scholarly journals Teacher Candidates’ Perceptions of an International Practicum Experience in Italian Schools: Benefits of a Short-Term Placement with Faculty Support

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Maria Cantalini-Williams ◽  
Mary Tessaro
Keyword(s):  
Student Teachers ◽  
Comparative Education ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Cultural Literacy ◽  
Faculty Support ◽  
International Teaching ◽  
Field Notes ◽  
Survey Responses ◽  
Futurs Enseignants

This study examines the perceptions of teacher candidates (student teachers) participating in a faculty-supervised, international teaching placement in Italian schools. Survey responses and journal reflections, supported by faculty field notes indicate that the benefits could be categorized in four main areas such as: the development of resourcefulness and resilience; increased familiarity with the conditions of international teaching employment; a greater awareness of cultural literacy and comparative education; and an enhancement of language sensitivities and strategies for communicating and teaching. Recommendations suggest that professional growth of the teacher candidates is dependent on sufficient preparation, faculty support and immersion in the experience. Cette étude examine les perceptions des futurs enseignants (étudiants en enseignement) participant à un stage international d’enseignement dans des écoles italiennes, supervisé par la faculté. Les résultats d’enquêtes et réflexions de journal, appuyés par des notes de terrain des professeurs, indiquent que les avantages pourraient être classées dans quatre principaux domaines tels que : développement de débrouillardise et de résilience ; familiarité accrue avec les conditions d’emploi pour enseigner à l’étranger ; une plus grande sensibilisation à la littérarité cultuelle et à l’éducation comparative ; et une amélioration des sensibilités linguistiques et stratégies de communication et d’enseignement. Des recommandations suggèrent que le développement professionnel des futurs enseignants dépend d’une préparation adéquate, de support du corps professoral et d’une immersion dans l’expérience.

Faculty Support of University Authority

1975 ◽  
Vol 20 (1) ◽  
pp. 114 ◽  
Author(s):  
Howard L. Nixon II
Keyword(s):  
Faculty Support

Determinants of Faculty Support for Student Demonstrations

1969 ◽  
Vol 42 (4) ◽  
pp. 315 ◽  
Author(s):  
Stephen Cole ◽  
Hannelore Adamsons
Keyword(s):  
Faculty Support

The factors influencing Saudi Arabian women's persistence in nontraditional work careers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suad Dukhaykh ◽  
Diana Bilimoria
Keyword(s):  
Small Sample Size ◽  
Saudi Arabian ◽  
Policy Decision ◽  
Small Sample ◽  
Content Type ◽  
Nontraditional Careers ◽  
Factors Influencing ◽  
Nontraditional Work ◽  
Male Dominated ◽  
Reported Data

PurposeThe purpose of this study is to explore the factors that influence Saudi Arabian women to persist in nontraditional work careers, which are primarily in gender-integrated work environments and male-dominated industries.Design/methodology/approachQualitative research was conducted based on semistructured interviews with 30 Saudi women – 18 of whom were working in nontraditional careers and 12 of whom had worked in nontraditional careers but subsequently left to pursue more traditional, female-associated career opportunities. Interview data were recorded, transcribed and analyzed using grounded theory methods.FindingsDistinct similarities and differences between the two subsamples emerged from the data. Similarities between the two groups included men's underestimation of women's performance, lack of access to workplace sites and resources, male colleagues' cultural fears of violating gender norms and social rejection of women in the workplace. Women who persisted in nontraditional work careers articulated a high level of self-efficacy, an optimistic future vision, positive relationships with male colleagues and family support, which enabled them to persevere despite numerous difficulties associated with working in a male-dominated environment. A conceptual model is developed that integrates the findings explaining Saudi women's persistence in nontraditional work careers.Research limitations/implicationsSelf-reported data and a small sample size are the main limitations of this study.Practical implicationsMale managers of women in nontraditional work settings are encouraged to engage positively with women professionals in their teams and to provide opportunities for growth and development for all members of the workforce. Saudi public policy decision-makers, families, educators and organizations interested in retaining and increasing female workforce participation should take into account the factors influencing Saudi women's persistence in nontraditional work careers.Originality/valueAlthough some studies in Western contexts have addressed the factors that influence the persistence of women in nontraditional careers, less work has been done in the Middle East and North Africa (MENA) sociocultural context. Specifically, in the present study, the authors investigate the factors that influence women's persistence in nontraditional careers in Saudi Arabia's high gender-role-oriented culture.

Kaleidoscope Careers and Evolving HRM Issues

2009 ◽  
pp. 584-591
Author(s):  
Sherry E. Sullivan ◽  
Lisa A. Mainiero ◽  
Siri Terjesen
Keyword(s):  
Personal Values ◽  
Corporate Values ◽  
Men And Women ◽  
Nontraditional Careers ◽  
Linear Sequence ◽  
Technological Advances ◽  
Opt Out ◽  
Career Model ◽  
Work Family ◽  
Lifestyle Activities

The quotations from Isobel and Jackie illustrate the very real problems that individuals encounter when trying to combine work, family, and lifestyle activities. In the course of our research, we interviewed thousands of men and women, who like Isobel and Jackie, were enacting nontraditional careers; careers based on their personal values, relationships, and life priorities rather than careers dominated by corporate values. Like many others, both Isobel and Jackie later left their corporate jobs to start their own companies. This growing phenomenon of individuals, especially women, leaving established, “plum” corporate jobs was highlighted in recent media stories regarding the “opt-out revolution” which emphasized women’s desire to focus on family rather than career. Similarly, there was a shift in the academic literature away from models that focused on describing careers as a linear sequence of hierarchical promotions in one or two organizations to concepts that reflect nonlinear career structures and view careers as having “multidirectional” patterns (Baruch, 2004). This new, nontraditional, flexible career model has been described as “boundaryless,” “protean,” “post-corporate,” “intelligent,” and “customized” (Arthur & Rousseau, 1996; Arthur Inkson & Pringle, 1999; Hall, 1996; Peiperl & Baruch, 1997; Valcour, Bailyn, & Quijada, 2005). Many of these newer models, however, fail to fully recognize workplaces changes due to increased globalization and technological advances and fail to fully capture the differences in how men and women enact their careers (Powell & Mainiero, 1992, 1993).

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