إستراتيجيات إدارة المعارضة التنظيمية في جامعة مؤتة كما يراها أعضاء هيئة التدريس = The Management Strategies of Organizational Opposition in Mu'tah University from the Point View of Teaching Staff Members

2017 ◽  
Vol 44 (3) ◽  
pp. 1-19
Author(s):  
عايد أحمد الخوالدة
Keyword(s):  
Management Strategies ◽  
Teaching Staff ◽  
Staff Members ◽  
Mu'tah University

scholarly journals Evaluation of musculoskeletal symptoms and of work ability in a higher education institution

2015 ◽  
Vol 28 (2) ◽  
pp. 297-306
Author(s):  
Denise Hollanda Iunes ◽  
Melissa Louyse Duarte ◽  
Leticia do Vale Pereira ◽  
Murilo César do Nascimento ◽  
Valdeci Carlos Dionisio
Keyword(s):  
Higher Education ◽  
Work Ability ◽  
Functional Disability ◽  
Education Institution ◽  
Musculoskeletal Symptoms ◽  
Teaching Staff ◽  
Work Ability Index ◽  
Staff Members ◽  
Work Related ◽  
Object Of Study

Introduction Work-related musculoskeletal disorders (WMSDs) represent a significant object of study for the field of occupational health, as they can lead to absenteeism, compensation costs and different levels of functional disability. Nonetheless, there are few studies assessing WMSDs in public higher education institutions. Objective The present study aimed to investigate, describe and correlate musculoskeletal symptoms and work ability of staff members of the Federal University of Alfenas (Unifal-MG), in the state of Minas Gerais, Brazil. Materials and methods A descriptive and correlational study was conducted with 213 professors, 188 administrative technicians and 124 outsourced staff members using two self-administered questionnaires: the Work Ability Index (WAI) and the Nordic Musculoskeletal Questionnaire (NMQ). Results Most of the teaching staff presented good work ability 47.9% (n = 102). Among administrative technicians and outsourced staff, on the other hand, excellent work ability predominated, with 43.6% (n = 82 technicians) and 51.61% (n = 68 outsourced). The most affected region among professors and administrative staff was the neck/cervical area 36.15% (n = 77 professors); and 28.19% (n = 53 technicians). Among outsourced staff, the lower back was reported as the main source of pain, with 23.28% (n = 29). Conclusions The presence of pain interfered in the work ability of workers regardless of the affected region. Having another occupation outside the institution did not influence pain of self-assessed staff members. The work ability of Unifal-MG staff was classified as good or excellent; thus, we recommend preventive work for this population, directed at the physical and mental aspects of work activities in order to maintain or improve such rates.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals The necessary requirements needed for employing e. learning in the (teaching staff) in the faculty member of education, from the point of view of the teaching staff in sudan university

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Hatem Abdel Maged El-Sadek , Rehab Bashir Hassan Al-Awad
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Point Of View ◽  
Teaching Staff ◽  
University Faculty ◽  
Educational Design ◽  
Staff Members ◽  
E Learning ◽  
The University ◽  
Descriptive Method

The study aimed to identify the necessary requirements needed for employing e. learning in the (teaching staff) in the faculty memberof education, from the point of view of the teaching staff. In this study the researcher employed the analytical descriptive method and the size of the sample in which the study was applied was (127) individualsof the teaching staff with a degree of Assistant Professorand above The researcher has employed questionnaire technique as a study tool. The most important findings of the study are: The study has come to the fact that the majority of the researchers managed to answer the study areas which are summarized in (the requirements needed for employing e. learning by the teaching staff، which was specified by this study، these requirements are vitally important from the point of view of the teaching staff. The most important requirements for the use of e-learning in the university faculty member. It consists in possessing the competencies of preparing courses electronically, which means designing the content or electronic curriculum in accordance with the principles of educational design. The most important recommendations of the study are: Providing all the requirements needed to put e. learning into practice (for the teaching staff members) which was determine by the study to employ e. learning in the institutions of the higher education in Sudan.  

Reserve Bank of New Zealand

2005 ◽  
pp. 211-234 ◽  
Author(s):  
Yogesh Anand ◽  
David J. Pauleen ◽  
Sally Dexter
Keyword(s):  
Knowledge Management ◽  
New Zealand ◽  
Average Length ◽  
Management Strategies ◽  
Management Program ◽  
Document Management ◽  
Staff Members ◽  
Adoption And Implementation ◽  
Reserve Bank ◽  
Two Factors

This chapter outlines the adoption and implementation of knowledge management within the New Zealand Reserve Bank. In 1999, the Bank recognised that it had a very high exposure to loss of knowledge on departure of key staff. This was mainly due to two factors: recruitment of staff from a limited global pool of specifically skilled labour, and an average length of service of more than nine years during which time staff members accumulated an extensive knowledge of the Bank and its operations. In response to this and other challenges, the Bank embarked on an ongoing knowledge management program. The Bank invested significant resources into the program and from an initial corporate vision developed a knowledge management framework that led to the identification of potential areas of improvement within the organisation. The resulting knowledge strategy encompassed several key initiatives, the most significant of which was the goal of changing the organisational culture. Other initiatives included the consolidation of the Bank’s contact management into a single system, a review of the existing document management system, and information mapping. To date, while some initiatives have been achieved, others remain to be done. The challenge for the Bank now is to move from structured to unstructured processes for knowledge management and maintain the knowledge management focus while balancing available resources. The Bank must also consider how best to progress initiatives without necessarily attaching a specific knowledge management label, and identify ways to move ongoing development of knowledge management strategies to the next level.

scholarly journals Leading Schools towards Sustainability. Fields of Action and Management Strategies for Principals

2020 ◽  
Vol 12 (7) ◽  
pp. 3031 ◽  
Author(s):  
Ulrich Müller ◽  
Armin Lude ◽  
Dawson R. Hancock
Keyword(s):  
School Effectiveness ◽  
School Principals ◽  
Management Strategies ◽  
Theoretical Concept ◽  
Teaching Staff ◽  
Special Issue ◽  
School Effectiveness Research ◽  
Leading Schools ◽  
Conceptual Work

Education is expected to support the development of a more sustainable way of thinking, working, and living. Although there is a broad range of literature on Education for Sustainable Development (ESD), the role of principals in the implementation of sustainability and ESD in schools has rarely been taken into consideration. However, based on the results of school effectiveness research, one can assume that school principals exert a significant influence on ESD. Sustainability is a leadership issue. When a school aims at integrating sustainability and ESD, the principal plays a pivotal role. She or he has to support the endeavor wholeheartedly and credibly, organize a participative process of school development, emphasize sustainability and ESD in the daily life of the school, support teaching staff in the application of ESD, and offer students opportunities to launch their own initiatives. This article for the special issue on “Sustainability in leadership and education” is a theoretical concept paper based on a literature review and the authors’ conceptual work. It offers a model and seeks to support principals in leading their schools towards sustainability. Therefore, a framework of four stages of the integration of sustainability and ESD in a school is defined. For each of these stages, a number of practical actions and management strategies are suggested and explained in detail.

scholarly journals The Level of Academic Leaders’ Mastery of the Intangibles Management Skills and its Role in Achieving the Competitive Advantage of Saudi Universities: A Field Study

2021 ◽  
Vol 45 (1) ◽  
pp. 235-265
Keyword(s):  
Competitive Advantage ◽  
Academic Rank ◽  
Teaching Staff ◽  
Management Skills ◽  
Academic Leaders ◽  
Staff Members ◽  
Significant Difference ◽  
Mastery Level ◽  
College Type ◽  
The Relationship

This study aimed to examine the academic leaders' mastery level in emerging Saudi universities of intangibles management skills and explore the relationship between mastery levels and achieving a competitive advantage. A total of 330 randomly selected teaching staff members at Prince Sattam Bin Abdulaziz University responded to a questionnaire developed by the researcher. Findings showed that (a) the academic leaders' mastery level of intangibles knowledge management skills at university was high, (b) there was a positive relationship between mastery level and achieving a competitive advantage, and (c) there was no statistically significant difference about mastery level due to college type or academic rank or the nature of work while there was a statistically significant difference due to gender in favor of males. Regarding achieving a competitive advantage, the study revealed that there were no statistically significant differences due to college type and academic rank while there was a statistically significant difference due to gender in favor of males and the nature of work in favor of expatriates. The researcher recommended providing the current and the second class of leaders with intangibles management skills and enacting a clear law to protect intellectual capital from strict restrictions by toxic, dictatorial, or bureaucratic leaderships and from the misuse of rigid systems of accountability or traditional censorship.

scholarly journals Hate and harassment in academia: the rising concern of the online environment

2021 ◽  
Author(s):  
Atte Oksanen ◽  
Magdalena Celuch ◽  
Rita Latikka ◽  
Reetta Oksa ◽  
Nina Savela
Keyword(s):  
Minority Group ◽  
Academic Research ◽  
Online Communication ◽  
Well Being ◽  
Teaching Staff ◽  
Post Traumatic Stress ◽  
Online Harassment ◽  
Staff Members ◽  
Research And Teaching ◽  
Wide Range

AbstractHostile online communication is a global concern. Academic research and teaching staff are among those professionals who routinely give public comments and are thus vulnerable to online attacks. This social psychological and criminological study investigated online harassment victimization among university researchers and teachers. Survey participants (N = 2,492) were university research and teaching staff members from five major universities in Finland. Victimization was assessed with a 20-item inventory. The study included a wide range of both background and general measures on well-being at work. Participants also took part in an online experiment involving a death threat targeting a colleague. Results showed that 30% of the participants reported being victims of online harassment during the prior 6 months. Victims were more often senior staff members, minority group members, and from the social sciences and humanities. Those active in traditional or social media were much more likely to be targeted. Victims reported higher psychological distress, lower generalized trust, and lower perceived social support at work than non-victims. Individuals who were targeted by a colleague from their work community reported higher post-traumatic stress disorder scores and a higher impact of perceived online harassment on their work compared to other victims. In the experimental part of the study, participants reported more anxiety when a close colleague received a death threat. Participants also recommended more countermeasures to a close colleague than to an unknown person from the same research field. Results indicate that online harassment compromises well-being at work in academia. There is an urgent need to find ways of preventing online harassment, both in workplaces and in society at large.

scholarly journals Opinions of the Teaching Staff at Taibah University About Islamic Education Teacher Preparation Programs in the Light of the Requirements of Intellectual Security

2021 ◽  
Vol 14 (5) ◽  
pp. 42
Author(s):  
Awadh Zuraiban Al-Johani
Keyword(s):  
Statistical Significance ◽  
Point Of View ◽  
Islamic Education ◽  
Security Requirements ◽  
Teaching Staff ◽  
Preparation Program ◽  
Preparation Programs ◽  
Significance Level ◽  
First Semester ◽  
Staff Members

The current study aims to explore the realm of preparing Islamic education teachers in the light of the intellectual security requirements from the point of view of teaching staff at Taibah University. The researcher used the descriptive approach and designed a questionnaire to review the opinions that consisted of two main topics. The first topic is the intellectual security requirements for the academic preparation program (the Specialist Academic Aspect – the Cultural Aspect – the Educational Aspect “Professional”) to encounter radicalism and terrorism. The second topic is the proposed concept to encounter the obstacles to fulfill intellectual security requirements in the preparation colleges programs. Each main topic is subdivided into a set of clauses (42 clauses) for the two topics. The study sample consists of (83) teaching staff members at the preparation colleges. The study has been applied to the study sample during the first semester of the academic year 1439 – 1440 A.H. The study findings show the following: The first topic achieved (78.55%) of the opinions of the study sample members about the preparation program of the Islamic Education teachers in the light of the intellectual security requirements for encountering radicalism and terrorism. The second topic achieved (93%) of the opinions of the study sample members about the proposed concept to overcome the obstacles to meet intellectual security requirements in the preparation programs. There are no differences of the statistical significance level (50. = ∞) among the study sample members toward the questionnaire according to the faculty type for the first topic and the tool in general. There are no differences of the statistical significance level (50. = ∞) among the study sample members toward the questionnaire according to the faculty type for the second topic and the tool in general.

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