سلوكيات السياحة الأسرية من منظور عضوات هيئة التدريس وإداريات وطالبات كلية الآداب بجامعة الملك سعود = The Behavior of Family Tourism from the Perspective of the Female Faculty Members, Administrators and Students Affiliated in the College of Arts at King Saud University

2017 ◽  
Vol 44 (1) ◽  
pp. 127-151
Author(s):  
لميعة عبد العزيز الجاسر
Keyword(s):  
Faculty Members ◽  
Female Faculty ◽  
King Saud University

scholarly journals Gender, Relationship Status, and COVID-19

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Samantha Bates
Keyword(s):  
Personal Experience ◽  
Well Being ◽  
Faculty Members ◽  
Relationship Status ◽  
Single Woman ◽  
Female Faculty ◽  
Single Female ◽  
Life Balance ◽  
The Social ◽  
Health And Well Being

This article is a personal reflection about being a single woman in academia during the COVID-19 pandemic. I describe how the pandemic has influenced my mental health and well-being and my feelings of connectedness to my institution, colleagues, and students. I discuss how gender, relationship status, and singlism may have influenced the social support and workload of single female faculty during the pandemic, and the need to explore these phenomena more intentionally to support and retain diverse women in the academy. By tying research examples to my personal experience, I hope to inform a conversation about how institutions can be more inclusive and intentional about challenging inequities associated with gender, relationship status, and singlism, along with combating social isolation and supporting better work-life balance for female faculty members who are not partnered and do not have children.

scholarly journals Strategies Influencing Work- Family Balance among Female Faculty: A Study of Bangladesh

2019 ◽  
Author(s):  
Tushar Hasanuzzaman ◽  
Bui Nhat Vuong
Keyword(s):  
Time Management ◽  
Research Area ◽  
Faculty Members ◽  
Female Faculty ◽  
Social Convention ◽  
Developed Country ◽  
Family Balance ◽  
Conducting Research ◽  
Less Developed Country ◽  
Work Family

Traditionally women are expected to do all household works. The increasing working women lead to review this social convention and practice the strategies in balancing work-family lives. Last few decades, it has received much importance in conducting research on developed and developing country. In a less developed country like Bangladesh, very few studies had taken place to investigate the educated women in the higher educational sector. This qualitative study, mainly, is based on the unique experiences of female faculty of the private university in Bangladesh and focuses on the strategies they employ in balancing work-family lives. Nine participants were chosen purposefully with maximum variation and conducted in-depth interview. The authors used a thematic analysis of the interview data presented three themes including: (a) supportive environment at family and workplace, (b) time management and setting up the priorities, and (c) locus of control. The study concludes that the female faculty members emphasize more on families rather than work in balancing their work-family lives; but the behavior is different in case of unmarried women or who stay separated from husband, they like to focus on work. The strategies and overall situation of female faculty members were discussed and recommended further research area.

scholarly journals Formative Assessment Enriches Learning: Perspectives Of Female University Teachers In Karachi (Pakistan)

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Noor Mohammad ◽  
Rubina Masum ◽  
Sheeba Farhan
Keyword(s):  
Formative Assessment ◽  
Sample Size ◽  
Design Research ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Target Population ◽  
Research Strategy ◽  
Faculty Members ◽  
Female Faculty ◽  
University Teachers

This article is drawn from PhD dissertation and the prime purpose of this research is to study the perspective of female university teachers regarding impact of formative assessment on learning at university level in Karachi (Pakistan) and to suggest the appropriate practices of formative assessment to enhance the learning. The scope of the study is limited to female faculty members of education in the universities in Karachi. The survey design, research strategy, was adopted for the study. The target population, for the study, was 136 female faculty members of education in the universities (public and private) in Karachi (Pakistan). Simple Random Sampling (SRS) design was adopted to select the universities as a unit of sampling and female faculty members of the same universities were the sample size. In this process 66 Female faculty members were selected as sample size from different eight (8) universities. The questionnaire was adopted as research instrument. Data was analyzed and it was found that the formative assessment enriches learning. In the light of findings concrete recommendations were made.

Is the Lack of Women in Philosophy a Universal Phenomenon? Exploring Women's Representation in Greek Departments of Philosophy

Hypatia ◽  
2018 ◽  
Vol 33 (4) ◽  
pp. 700-716
Author(s):  
Simoni Iliadi ◽  
Kostas Theologou ◽  
Spyridon Stelios
Keyword(s):  
Empirical Evidence ◽  
Empirical Research ◽  
Gender Gap ◽  
Secondary Level ◽  
Female Students ◽  
Faculty Members ◽  
Female Faculty ◽  
Representation Of Women ◽  
Women’S Representation ◽  
Faculty Level

Although recent empirical research suggests that there is a gender gap in Anglophone philosophy, no research has been done on the representation of women in non‐Anglophone philosophy. The present study constitutes a first step toward filling this void in the literature by providing empirical evidence on the representation of female students and female faculty members in Greek universities' departments of philosophy. Our findings indicate that the underrepresentation of female students in philosophy is not a universal phenomenon, since female students constitute the majority of philosophy students in Greece at both the undergraduate and the graduate levels. However, our findings also suggest that the low number of women in philosophy at the faculty level is not a problem unique to Anglophone philosophy, since female faculty members comprise, on average, only 29% of philosophy faculty members in Greece. In order to explain these findings, we argue, first, that the teaching of philosophy at the secondary level may motivate female students in Greece to enter and persist in philosophy, and, second, that since the gender gap at the faculty level in Greece cannot be attributed to the low number of female students in the philosophy pipeline, the causes of women's poor participation in philosophy at the faculty level should be looked for elsewhere.

The (Gendered) Experiences of Female Faculty Members in Two Health and Kinesiology Departments

2014 ◽  
Vol 22 (2) ◽  
pp. 83-91 ◽  
Author(s):  
Melanie Sartore ◽  
George B. Cunningham
Keyword(s):  
United States ◽  
Qualitative Methodology ◽  
Sport Participation ◽  
Hegemonic Masculinity ◽  
The United States ◽  
Faculty Members ◽  
Female Faculty

The purpose of the current study was to explore how a relatively overlooked population of sport-related professionals, female faculty members in health and kinesiology departments in the United States, have interpreted and navigated the cultural fields of gender, sport, and education. Employing qualitative methodology and coupling Connell’s concept of hegemonic masculinity with Bourdieu’s concepts of practice, habitus, field, capital, and agency, ten female faculty members from two health and kinesiology departments discussed sport, in relation to gender, as being both empowering and limiting during their respective lifetimes. Despite these two very different effects, gender, sport and sport participation were significant in shaping these women, both personally and professionally. The implications of the findings and suggestions for future works are provided.

scholarly journals 21st Century Professional Skill Training Programs for Faculty Members—A Comparative Study between Virginia Tec University, American University & King Saud University

2017 ◽  
Vol 7 (3) ◽  
pp. 122
Author(s):  
Asma Al-Majed ◽  
Fatima Al-Kathiri ◽  
Sara Al-Ajmi ◽  
Suad Al-Hamlan
Keyword(s):  
Faculty Member ◽  
21St Century ◽  
Training Programs ◽  
Skill Training ◽  
Skills Training ◽  
Faculty Members ◽  
Professional Skill ◽  
American University ◽  
King Saud University ◽  
American Universities

The 21st century faculty member is expected to teach, engage the learner, absorb new discoveries and rely on different knowledge in the execution of duties. This calls for up-to-date skills for instruction, assessment, and identification of opportunities by faculty members to promote learning. This paper investigates the prospects of promoting training programs for faculty members in Saudi universities by presenting a comparison of qualitative data between the efforts of two major American universities, the American University and Virginia Tec University, and the efforts of King Saud University. This comparison tries to display how these universities endeavor to meet the current teaching and learning needs. The results are not surprising; the two American universities are coming up with skills training programs that are deemed to be appropriate, including: conferences and workshops, faculty member orientations, consulting, instructional support, online training, discussion forums, family-led discussions, junior faculty training, and summer training programs. They appear to have successfully instituted the 21st century focused skills training programs. Consequently, faculty members from these universities are able to provide students with the knowledge needed to navigate the current challenges. In contrast, King Saud University may have not instituted the programs effectively. Unfortunately, it has not prioritized 21st century professional skill training programs that would make faculty members fit well in the changed learning environments. However, there is a chance for fully implementing new programs that suit the current challenges and needs for faculty members in Saudi universities. Therefore, the paper provides some recommendations for trainers as well as program developers on the light of these results.

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