Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Support Systems within Higher Education

2014 ◽  
pp. 275-296
Author(s):  
Michael Grewe
Keyword(s):  
Higher Education ◽  
Support Systems

scholarly journals The Effect of Perceived Factors of Decision Support Systems on Actual Usage: Behavioral Intention of Using Decision Support Systems as a Mediating Variable: “An Empirical Study of Jordanian Higher Education Institutions”

2016 ◽  
Vol 12 (1) ◽  
pp. 201
Author(s):  
Bilal Mohammed Salem Al-Momani
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Decision Support ◽  
Information Systems ◽  
Decision Support Systems ◽  
Behavioral Intention ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Quality Of Information

Decision support systems (DSS) are interactive computer-based systems that provide information, modeling, and manipulation of data. DSS are clearly knowledge-based information systems to capture, Processing and analysis of information affecting or aims to influence the decision making process, performed by people in scope professional job appointed by a user. Hence, this study describes briefly the key concepts of decision support systems such as perceived factors with a focus on quality  of information systems and quality of information variables, behavioral intention of using DSS, and actual DSS use by adopting and extending the technology acceptance model (TAM) of Davis (1989); and Davis, Bagozzi and Warshaw (1989).There are two main goals, which stimulate the study. The first goal is to combine Perceived DSS factors and behavioral intention to use DSS from both the social perspective and a technology perspective with regard to actual DSS usage, and an experimental test of relations provide strategic locations to organizations and providing indicators that should help them manage their DSS effectiveness. Managers face the dilemma in choosing and focusing on most important factors which contributing to the positive behavioral intention of use DSS by the decision makers, which, in turn, could contribute positively in the actual DSS usage by them and other users to effectively solve organizational problems. Hence, this study presents a model which should provide the useful tool for top management in the higher education institutions- in particular-to understand the factors that determine using behaviors for designing proactive interventions and to motivate the acceptance of TAM in order to use the DSS in a way that contributes to the higher education decision-making plan and IT policy.To accomplish or attain the above mentioned objectives, the researcher developed a research instrument (questionnaire) and distributed it amongst the higher education institutions in Jordan to collect data in order to empirically study hypothesis testing (related to the objectives of study). 341 questionnaires were returned from the study respondents. Data were analyzed by utilizing both SPSS (conducted descriptive analysis) and AMOS (conducting structural equation modelling).Findings of the study indicate that some hypotheses were supported while the others were not. Contributions of the study were presented. In addition, the researcher presented some recommendations. Finally, this study has identified opportunities for further study which has progressed greatly advanced understanding constantly of DSS usage, that can help formulate powerful strategies Involving differentiation between DSS perceived factors.

Ideal Design and Content of Support Systems for Electronic Teaching Portfolios

2012 ◽  
pp. 182-195
Author(s):  
Royce Robertson
Keyword(s):  
Higher Education ◽  
Support System ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Holistic Approach ◽  
Faculty Members ◽  
Support Providers ◽  
Promotion And Tenure ◽  
Teaching Portfolio ◽  
Electronic Teaching

Today, higher education institutions need to prepare for technology integration into even the most sacred of rituals: promotion and tenure for faculty members. A holistic approach is necessary to extract the practices and dispositions of the faculty and support providers. This chapter aims to define the Electronic Teaching Portfolio and to describe some conditions to satisfy before implementing a support system. Furthermore, the chapter describes the design and content of an ideal support system that is feasible to implement, given that the institution is willing to commit necessary resources.

scholarly journals Faculty in Contemporary Kyrgyzstan: Reactions to Reforms

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Martha Merrill ◽  
Janara Baitugolova ◽  
Chynarkul Ryskulova
Keyword(s):  
Higher Education ◽  
Support Systems ◽  
Public Institutions ◽  
Faculty Members ◽  
Professional Lives ◽  
Private Institutions ◽  
Credit Hours ◽  
Higher Education And Society ◽  
Education And Society

After Kyrgyzstan’s independence, reforms were implemented in higher education: new degrees, credit hours, private institutions, tuition in public institutions, and independent accreditation. However, faculty reactions to these reforms have not previously been studied. The authors conducted 57 interviews in four locations over three years. Our findings show that, first, interviewees discussed all kinds of changes in higher education and society. Second, participants were undergoing “concurrent stresses” (Anderson, Goodman, and Schlossberg, 2012) – their personal as well as professional lives were changing. Third, opinions differed. We analyzed these according to three of Schlossberg’s “4 S’s”: differences in faculty selves, situations, and support systems. However, few participants described strategies for dealing with the changes. Fourth, nearly all spoke of the reforms as something not under their control. Fifth, very few faculty members described the changes as unilaterally negative or positive.  Most said, “I like this, but not that.”

scholarly journals An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Erin Vicente
Keyword(s):  
Higher Education ◽  
Cultural Values ◽  
Liberal Arts ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Institutional Support ◽  
Contingent Faculty ◽  
Full Time ◽  
College Level ◽  
Faculty Experiences

<p>Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Higher education institutions now employ over a half million contingent faculty nationwide, with numbers of contingent faculty hiring continuing to grow (Maldonado &amp; Riman, 2009).</p><p>Currently, much of the research on contingent faculty stresses the use of contingent faculty and full-time faculty perceptions of contingent faculty at the community college level (Meixner, 2010; Tomanek, 2010; Wallin, 2004). Differences between full-time and contingent faculty are difficult to label because of the diversity of contingent faculty motivations (Gappa, Austin, &amp; Trice, 2005; Wagoner, 2007). Therefore, depending on how researchers conduct their study questions contingent faculty either seem satisfied, vulnerable and disenfranchised, or somewhere in the middle which produces a confusing picture of contingent faculty experiences (Wagoner, 2007; Waltman et al., 2012). This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty’s experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution’s cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty. </p>

scholarly journals AGHE PROGRAM OF MERIT: HEALTH PROFESSIONS PROGRAMS OPPORTUNITIES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S571-S571
Author(s):  
Marilyn R Gugliucci ◽  
Donna Weinreich
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Informal Care ◽  
Support Systems ◽  
Evaluation Process ◽  
Health Professions ◽  
Sixth Edition ◽  
Care Partners ◽  
Standards And Guidelines

Abstract In 2015, the Program of Merit was expanded and adapted to implement a voluntary evaluation process for health professions programs that are choosing to integrate gerontology/geriatrics competencies in order to prepare students for working with older adults as well as their informal care partners. These programs are now eligible to apply for the Program of Merit designation. The Program of Merit for Health Professions Programs is based on the AGHE Standards and Guidelines for Gerontology/ Geriatrics in Higher Education, Sixth Edition (2015), specifically Chapters 11 and 12. This session will provide the information and support systems in place for health professions programs to be recognized with the AGHE Program of Merit designation.

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