Tales from Three Countries and One Academia: Academic Faculty in the Time of the Pandemic

2021 ◽  
Vol 91 (4) ◽  
pp. 371-384
Author(s):  
Keren Dali ◽  
Nadia Caidi ◽  
Kim M. Thompson ◽  
Jane Garner
Keyword(s):  
Academic Faculty

scholarly journals 30315 Successes in the COVID-19 Era: Novel Peer-Mentoring Series for Junior and Mid-Career Academic Faculty Across a University Campus

2021 ◽  
pp. 1-2
Author(s):  
Lauren Chernick ◽  
Teresa Lee ◽  
Stephanie Lovinsky-Desir ◽  
Marisa Span ◽  
Gissette Reyes-Soffern ◽  
...  
Keyword(s):  
Peer Mentoring ◽  
University Campus ◽  
Academic Faculty

scholarly journals 587. Equity in academic advancement: findings from an IDSA-sponsored survey of infectious disease physicians

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S357-S357
Author(s):  
Jennifer Manne-Goehler ◽  
Douglas Krakower ◽  
Jasmine R Marcelin ◽  
Carlos Del Rio ◽  
Wendy Stead
Keyword(s):  
Poisson Regression ◽  
Women In Leadership ◽  
Full Professor ◽  
Academic Advancement ◽  
Full Professorship ◽  
Research Survey ◽  
Time Work ◽  
Academic Faculty ◽  
Part Time ◽  
Part Time Work

Abstract Background Recent evidence has shown substantial disparities in the rate of advancement to full professorship among women as compared to men faculty in academic infectious diseases (ID). We sought to identify barriers to academic advancement overall and by gender among faculty physicians in this field. Methods We conducted a web-based survey of academic faculty in ID. The survey was made available to the IDWeek2019 attendees and digitally via email and social media to the IDSA membership at large from 9/18/19 – 11/8/2019. The survey assessed demographic characteristics and barriers to faculty advancement and achievement, building on prior research. Survey themes included faculty promotion track, part-time work history and a suite of questions about workplace atmosphere and policies related to career advancement. Multivariable Poisson regression models were used to evaluate the association between these factors and full professorship. Results Of 1,036 respondents, 790 were retained in the final dataset [Men: 322 (40.7%), Women: 458 (58.0%), Other: 10 (1.3%)]. 352 respondents were Instructors or Assistant Professors (38.5%), 198 were Associate Professors (25.1%) and 240 were Full Professors (30.4%). Fewer women reported that their promotion process was transparent (57.4% v. 67.6%, p=0.004) and more women Full Professors felt they had been “sponsored” compared to men at their same rank (73.3% v. 53.6%, p=0.002). In regression analyses (Table 1), gender, publications and clinical trial leadership were significantly associated with full professor rank and promotion transparency and NIH grants emerged as possible correlates of this outcome. Salary support, part-time work, women in leadership, faculty promotion track and sponsorship were not associated with this outcome. Table 1. Results of Poisson regression analysis Conclusion Sponsorship and transparency of promotion criteria differed by gender and emerged as potentially important factors associated with full professorship in academic ID. Future policies to promote equity in advancement should address these issues. Disclosures All Authors: No reported disclosures

scholarly journals How do Academic Faculty Members Perceive the Effect of Teaching Surveys Completed by Students on Appointment and Promotion Processes at Academic Institutions? A Case Study

2019 ◽  
Vol 8 (1) ◽  
pp. 171 ◽  
Author(s):  
Eyal Eckhaus ◽  
Nitza Davidovitch
Keyword(s):  
Research Performance ◽  
Student Evaluations ◽  
Faculty Members ◽  
Academic Institutions ◽  
Senior Faculty ◽  
Statistical Research ◽  
Academic Appointment ◽  
Academic Faculty ◽  
Research Findings

It is commonly thought that the promotion of faculty members is affected by their research performance. The current study is unique in examining how academic faculty members perceive the harm or damage to academic appointment and promotion processes, as a direct effect of student evaluations as manifested in teaching surveys. One hundred eighty two questionnaires were collected from senior faculty members at academic institutions. Most respondents were from three institutions: Ariel University, Ben Gurion University, and the Jezreel Valley College. Qualitative and statistical research tools were utilized, with the goal of forming a model reflecting the effect of the harm to academic appointment and promotion processes, as perceived by faculty members. The research findings show that the lecturers find an association that causes harm to their promotion processes as a result of student evaluations. Assuming that students' voices and their opinion of teaching are important – the question is how should these evaluations be treated within promotion and appointment processes: what and whom do they indicate? Do they constitute a reliable managerial tool with which it is possible to work as a foundation for promotion and appointment processes – or should other tools be developed, unrelated to students' opinions?

scholarly journals ADVANCING Women Academic Faculty in STEM Careers: The Role of Critical HRD in Supporting Diversity and Inclusion

2018 ◽  
Vol 21 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Holly M. Hutchins ◽  
Jamison V. Kovach
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Women Of Color ◽  
Resource Development ◽  
Academic Disciplines ◽  
Representation Of Women ◽  
Diversity And Inclusion ◽  
Academic Faculty ◽  
Disciplinary Expertise ◽  
And Mathematics

The Problem The low representation of women and women of color (WoC) faculty in science, technology, engineering, and mathematics (STEM) academic disciplines represents a critical talent development issue by constraining universities from being truly diverse and inclusive therefore limiting the development and advancement of women scientists. The Solution We describe the National Science Foundation’s (NSF) ADVANCE program as a mechanism for increasing STEM women and WoC faculty career development, inclusion, and advancement. We situate this program as a critical human resource development (CHRD) project and analyze the interventions of ADVANCE Centers at five institutions using a coding scheme based on Acker’s theory of organizational gendering. We identify how key interventions address gendered processes and how these efforts align with human resource development (HRD) disciplinary expertise. The Stakeholders This article will benefit HRD scholars and professionals by identifying how HRD disciplinary expertise can be used to support institutional change efforts focused on faculty diversity and inclusion.

Salary increases in American academic faculty

2018 ◽  
Vol 32 (4) ◽  
pp. 37-39
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Effective Means ◽  
Content Type ◽  
Good Communication ◽  
Academic Faculty ◽  
Pertinent Information ◽  
Practical Implications ◽  
American Academic

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Pay rises are an effective means of retaining employees. However, satisfaction with pay is linked to perceptions of happiness in and comparison with other employees’ pay. A happiness gap that causes an employee to feel deprived or dissatisfied may lead to them looking elsewhere for a new job. It is important to have good communication and a fair distributive process to reduce perceptions of a gap and reduce potential staff turnovers. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Internationalisation strategy, faculty response and academic preparedness for transnational teaching

2018 ◽  
Vol 60 (9) ◽  
pp. 1084-1096 ◽  
Author(s):  
Tasawar Nawaz
Keyword(s):  
Cross Cultural ◽  
Faculty Members ◽  
Policy Makers ◽  
Policy Documents ◽  
Content Type ◽  
Staff Members ◽  
Cultural Teaching ◽  
Internationalisation Strategy ◽  
Academic Faculty ◽  
The Uk

Purpose Transnational education (TNE), interpreted as the mobility of education programmes and providers between countries, has grown exponentially as a worldwide phenomenon in recent years. Higher education institutions (HEIs) have mainly used such opportunities to internationalise their degrees and programmes, and have paid scant attention on preparing academics to teach cross-culturally. As a result, academics being at the coalface of teaching and learning often feel under-informed, under-supported, underprepared and under-confident when it comes to cross-cultural teaching, suggesting that universities have largely failed to prepare their academic faculty members to face the challenges of internationalisation. This is particularly important for new and young players such as the post-92 universities in the UK. However, such institutions have largely been ignored by the previous research in this area. Reverting the research focus on young HEIs, the purpose of this paper is to highlight the importance of preparing faculty staff members in the context of a post-92 university in the UK, to teach cross-culturally at partner institutions via the TNE route. Design/methodology/approach The paper adopts Deardorff’s intercultural competency process model to develop a framework (focussing on three core elements of knowledge, skills and attitudes) that could help the academic staff members to prepare for teaching internationally. The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Findings As the post-92 university in focus, like its counterparts, continues to proliferate its degrees and programmes through the TNE route, academics who are tasked with transnational teaching have an increased responsibility to develop the competencies required to work with learners from diversified cultural backgrounds. However, there has been less interest at university or faculty level in ensuring that academic faculty members who teach in transnational context are prepared for the specific rigours of transnational teaching. Research limitations/implications The research findings have broader implications at individual, organisational and industry-level for individual academic faculty members to progress further in their career, HEIs to improve the quality of training programmes and policies and the HE industry to adjust the strategy towards internationalisation. Practical implications In the absence of any formally structured training, the paper proposes pre-departure informal training workshops/seminars conducted by seasoned academics at faculty, school or department level to help new academics transform their knowledge, skills and attitudes in order to facilitate positive interactions with students in a cross-cultural teaching environment. Although the focus is on one post-92 university; however, the proposed framework could be adopted across HEIs worldwide. Originality/value The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Informed by the best practices, the paper also discusses the implication of intercultural competencies for cross-cultural teaching.

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