scholarly journals A Qualitative Exploration of Connectedness During COVID-19: Faculty Perceptions Toward Communication, Collaboration, and a Sense of Community While Teleworking

2020 ◽  
Vol 3 (4) ◽  
pp. p83
Author(s):  
Cammy D. Romanuck Murphy
Keyword(s):  
Sense Of Community ◽  
Faculty Perceptions ◽  
The United States ◽  
Faculty Members ◽  
Full Time ◽  
Face To Face ◽  
Qualitative Phenomenology ◽  
Qualitative Exploration ◽  
And Training ◽  
Time Faculty

The transition from face-to-face education to a primarily teleworking atmosphere following the Spring 2020 onset of COVID-19 left many faculty members floundering, struggling to effectively utilize online learning and communication platforms; to feel connected; and to continue accessing collaboration and professional development opportunities. This qualitative phenomenology study is one of the first in-depth qualitative reviews to explore faculty’s perceptions toward connectedness since teleworking as a result of the COVID-19 pandemic. This study was conducted during the Spring and Summer semesters of 2020, when the initial spread of COVID-19 occurred, forcing professionals and students alike to stay home to learn and work. The participants in this study included 11 full-time faculty from two universities in the United States who taught primarily face-to-face classes prior to COVID-19 and began teleworking as a result of the pandemic. The findings suggested faculty faced a slew of challenges related to communication, collaboration, and a sense of community while teleworking as a result of COVID-19, including ineffective communication, technology and access challenges, a lack of time and training, and feelings of disconnect. Participants also outlined strategies they believed to be effective to support connectedness while teleworking, such as video conferencing, regular communication, and enhanced collaboration opportunities. Given the volatile nature of COVID-19 and its implications for higher education institutions, it is highly likely that issues relating to connectedness while teleworking will remain relevant for the foreseeable future. Faculty and postsecondary administrators may use the findings from this study to guide discussions about whether their efforts to enhance overall perceptions of connectedness and faculty satisfaction have been successful, or whether efforts need to be revisited, revised, or enhanced.

scholarly journals Education Library 2.0: The Establishment of a Dynamic Multi-Site Liaison Program

2017 ◽  
Vol 32 (2) ◽  
pp. 3 ◽  
Author(s):  
Ann Ewbank
Keyword(s):  
Information Literacy ◽  
College Of Education ◽  
Faculty Members ◽  
Full Time ◽  
Web 2.0 Tools ◽  
Face To Face ◽  
Library Program ◽  
Face To Face Instruction ◽  
Successes And Challenges ◽  
Time Faculty

Using a combination of marketing, Web 2.0 tools, videoconferencing, face-to-face instruction and site visits, a library presence including systematic information literacy instruction is embedded into multiple programs at sixteen sites in a growing college of education with nearly 6000 students and over 115 full-time faculty members. As the needs of the students and faculty evolve, the library program responds. This article describes the education library liaison program for Arizona State University’s College of Teacher Education and Leadership, including both successes and challenges, within the context of university, college, and library change.

scholarly journals Administration and Faculty Perceptions (in an Online Post-Secondary Institution) of Whether Students Are Purely Students Customers or Both

10.28945/3375 ◽  
2009 ◽  
Author(s):  
Marguerite Barta
Keyword(s):  
Adjunct Faculty ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Full Time ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Assistant Deans ◽  
Time Faculty

This paper explores whether students are customers, students, or both students and customers. The following are discussed: How do administrative members (deans, assistant deans, chairs, assistant chairs), full-time faculty, and adjunct faculty members within an online post-secondary learning institution perceive their students’ status within the organization? Are the students purely students, or are the students also customers? What paradigm exists within the minds of the administrative members and faculty members? If the students are purely students, then is the online post-secondary learning institution purely a function of scholarly excellence? Conversely, if the students are customers, then is the online post-secondary learning institution predominantly a business that is selling a product and must go to great lengths to keep the e-customer happy? What are the perceptions of administration and faculty? Are the students purely students, or are the students also customers? Furthermore, if the online post-secondary learning institution recognizes that there are, indeed, customers, is it sure that the students are the customers? Perhaps some administrative members and faculty members consider the customers to be the final consumers of the product, so consideration of whether the students are purely students or whether the students are customers is moot.

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Full Time ◽  
Prior Training ◽  
Students With Learning Disabilities ◽  
Positive Attitudes ◽  
Students With Ld ◽  
The Relationship ◽  
Time Faculty

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

Participation by Women in Annual Meetings, 1970-78

1979 ◽  
Vol 12 (03) ◽  
pp. 318-324 ◽  
Author(s):  
Martin Gruberg ◽  
Virginia Sapiro
Keyword(s):  
Political Science ◽  
The United States ◽  
Moderate Increase ◽  
Full Time ◽  
Part Time Faculty ◽  
Faculty Teaching ◽  
Previous Decade ◽  
The Status ◽  
Part Time ◽  
Time Faculty

In the late sixties, women in the United States became sensitized to their second-class status and organized to raise their consciousness and change their conditions. At the same time women in academia began to organize within their disciplines to address the problems they faced there. Political science was no exception; in 1969, when women constituted 5 percent of the membership of the APSA and 8 percent of all political science faculty teaching in colleges and universities, the APSA Committee on the Status of Women in the Profession and the Women's Caucus for Political Science formed. Numerous reports have revealed a moderate increase in the presence of women in the profession in recent years. As Table 1 shows, the percentage of degrees in political science awarded to women has increased since 1970. By the academic year 1976–77 women constituted 11 percent of full-time faculty and 18 percent of part-time faculty. Twenty-three percent of the students entering Ph.D. programs in 1977 were women, a downturn of 3 percent from the previous year, although an overall rise from the previous decade.

The Possibility of Promotion: How Race and Gender Predict Promotion Clarity for Associate Professors

2019 ◽  
Vol 121 (5) ◽  
pp. 1-28
Author(s):  
Amanda M. Kulp ◽  
Lisa E. Wolf-Wendel ◽  
Daryl G. Smith
Keyword(s):  
Research Question ◽  
The United States ◽  
Associate Professor ◽  
Faculty Members ◽  
Academic Disciplines ◽  
Full Professor ◽  
National Study ◽  
Institutional Characteristics ◽  
Full Time ◽  
Underrepresented Minority

Background/Context The research on promotion to full professor is sparse. Research that does exist has largely emerged from single campuses and studies conducted through disciplinary associations. Extant studies strongly suggest the presence of equity issues in advancement throughout the academic pipeline. Our study uses cross-institutional results to offer analysis of and potential solutions for the problem. Purpose/Objective/Research Question We explore the extent to which tenured faculty members at four-year postsecondary institutions are clear about their prospects of being promoted to full professor and how their background characteristics, institutional characteristics, and satisfaction with various aspects of academic work predict their perceptions of promotion clarity. We are focused on whether cultural taxation in the form of heavy service and advis-ing—often associated with underrepresented minority faculty and women faculty—is a factor. We examine the influence of ideal-worker norms and work/family demands on perceptions of promotion clarity. Lastly, we focus on the structural elements of the academy to frame the topic, rather than focusing on individual agency. Population/Participants/Subjects This study uses data from the Collaborative on Academic Careers in Higher Education (COACHE) survey, a large, national study of postsecondary faculty. Our sample consists of 3,246 individuals who held full-time, tenured positions as associate professor at four-year institutions when they responded to the surveys between 2010 and 2012. The sample was roughly divided between males (54%) and females (46%), and most faculty were employed at research institutions (59%). The sample was predominantly White (82%). The characteristics of the associate professors in the sample are representative of the larger U.S. faculty population at the time of the survey. Research Design This quantitative study uses descriptive statistics to examine patterns in promotion clarity across various demographic and institutional characteristics. We examine how satisfaction variables intersect with perceptions of promotion clarity for associate professors. Then we conduct a series of linear regression analyses to explore the influence of predictors on associate professors’ sense of clarity about promotion. Conclusions/Recommendations Being unclear about expectations of promotion to full professor is clearly of concern to faculty members at four-year universities in the United States, but it is especially of concern to women. Satisfaction with service is a very important variable in predicting perceptions of promotion clarity. For all associate professors, working at certain types of institutions or in particular academic disciplines had an inverse relationship with promotion clarity. The factors associated with lack of clarity about promotion are more structural than individual.

The use of Social Networking Sites (SNSs) by the faculty members of the School of Library & Information Science, PAAET, Kuwait

2015 ◽  
Vol 33 (3) ◽  
pp. 524-546 ◽  
Author(s):  
Essam A. H. Mansour
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Information Science ◽  
Teaching Experience ◽  
Total Sample ◽  
Faculty Members ◽  
Specific Information ◽  
Full Time ◽  
Content Type ◽  
And Training

Purpose – The purpose of this study is to describe the usage of Social Networking Sites (SNSs) by the faculty members of the School of Library and Information Science (SLIS), at the College of Basic Education, the Public Authority for Applied Education and Training (PAAET), Kuwait. Design/methodology/approach – A survey conducted to collect data from 33 faculty members of whom only 21 members were using SNSs, representing 63.6 per cent of the total sample, and 12 members were not using SNSs, representing 36.4 per cent of the total sample. This study revealed that SNSs are used moderately by the faculty members. Findings – This study showed that faculty members who were using SNSs tend to be males, aged between 41 and 50 years, PhD holders, ranked as assistant professors, full-time members, specialized in information technologies with a relatively new experience of teaching ranged from one to five years, and most of the faculty members who were not using SNSs tended to be also males, aged between 41 and 60 years, PhD holders, ranked as lecturers, full-time members specialized in organization of information with a teaching experience ranged from 16 to 20 years. More than half of the faculty members were using SNSs for three years to less than six years, and a large number of them were using SNSs several times a week and were accessing these sites more from their school office, home and school laboratory. There are no any statistical significant differences between the demographic data of participants (gender, age and education level) and either their use or non-use of SNSs. There are no significant differences between the academic rank, teaching status and teaching experience of faculty and their use of SNSs. However, there is a significant relation between the faculty’s area of teaching and their use of SNSs. Faculty members were interested in the use of SNSs. YouTube, Twitter, Facebook and blogs respectively were used mostly by faculty members, but Twitter, Facebook and YouTube were the most famous SNSs they have profiles on. Faculty members have adopted SNSs mainly for the purpose of communicating with others, finding and sharing information with peers and students as well. Tasks on SNSs made by faculty members were mostly to make communication, send/receive messages and find general and specific information. Faculty members’ profiles on SNSs were mostly on Twitter, Facebook, YouTube, blogs, wikis and podcasting respectively. Faculty members confirmed that the use of YouTube, Facebook, blogs, Twitter, wikis and podcasting respectively was at least effective and the use of YouTube, Facebook, Twitter, Blogs and Wikis respectively was at least fairly useful fairly easy to them. Faculty members are in general agreement about the effectiveness of SNSs especially for disseminating and sharing information, communication and informal collaboration. The study showed also that there is no gender-related difference among the faculty in terms of their usage of SNSs. The study revealed also that the time was the most important barrier both SNSs users and non-users faced at PAAET’s SLIS. Other barriers like trust about SNSs, training and skills were significant to SNSs users in this study, and barriers like interests in SNSs, awareness of them and trust about them were respectively the most important barriers to SNSs non-users. The study recommended that a further research is needed to examine more additional aspects of using SNSs among faculty members that may affect their use like the technical, legal, ethical and intellectual aspects. More information is needed to investigate why some faculty members do not use SNSs especially for educational purposes. A qualitative study of the perception and opinions of faculty members would provide much important data about that. A further research is also needed to specify the relation between the use of these sites and each area of study separately. Due to the lack of awareness and knowledge about the use of SNSs, shortage of language skills and training, this study recommended that SNSs non-users should be provided with necessary assistance to foster their skills towards such usage. A future study is needed to compare experiences of faculty members and students regarding the use of SNSs in educational practices and may look at how communicational uses of these sites have influenced educational uses. Research limitations/implications – This study involved a single and certain academic institution, namely PAAET. Therefore, findings, conclusions and recommendations may not be applicable and reasonable to be generalized on all Kuwaiti academic institutions. Social implications – This paper provides valuable insight into the usage of SNSs by a very important client group. Originality/value – This study is the first one of its kind conducted about the usage of SNSs by faculty members at a library school of one of the two public academic institutions in the state of Kuwait to examine and investigate more specific information about SNSs and related innovative topics.

Research Training and Productivity among Faculty: The Canadian Association of Professors of Psychiatry and the Canadian Psychiatric Association Survey

1996 ◽  
Vol 41 (3) ◽  
pp. 144-149 ◽  
Author(s):  
Nady El-Guebaly ◽  
Mark Atkinson
Keyword(s):  
United States ◽  
Research Training ◽  
Target Population ◽  
The United States ◽  
Influential Factor ◽  
Full Time ◽  
Active Involvement ◽  
Canadian Association ◽  
Academic Faculty ◽  
Time Faculty

Objective: This survey assesses the research training and productivity of academic faculty in Canadian departments of psychiatry and compares the findings with those of colleagues in the United States. Method: A questionnaire was adapted to suit the Canadian milieu and was distributed to a target population of 2484, including a core 522 full-time faculty. Results: The response rate among full-time faculty was 65%, but only 26.5% for clinical and adjunct faculty. A small proportion (16%) of our MD and a greater proportion (57%) of our PhD respondents were included in a fairly lenient definition of researcher. Departments seek to recruit PhDs with an active involvement in research. Overall there appear to be more similarities than differences in research interests with our colleagues in the United States. The pharmaceutical industry was the most frequently mentioned source of research funding for MDs, while the availability of a mentor was perceived as the most influential factor determining the choice of a research career. Conclusions: Recommendations include adequate exposure to research during medical school and residency as well as appropriate inducements for the recruitment and retention of practising researchers.

Effect of Dark Personalities on Knowledge Hiding Behaviour at Higher Education Institutions

2020 ◽  
Vol 19 (04) ◽  
pp. 2050031
Author(s):  
Dewan Niamul Karim
Keyword(s):  
Higher Education ◽  
Personality Traits ◽  
Knowledge Sharing ◽  
Higher Education Institutions ◽  
Positive Association ◽  
Faculty Members ◽  
Full Time ◽  
Significant Positive Association ◽  
Knowledge Hiding ◽  
Time Faculty

A key concern in the way of improving knowledge sharing practices is knowledge hiding behaviour. Literature shows that knowledge hiding is a prevalent phenomenon in organisations including higher education institutions (HEIs) and is largely determined by the personality of the knowledge holders. Thus, the present study attempts to examine the effect of dark personalities (undesirable personality traits comprising of Machiavellianism, narcissism, and psychopathy) on knowledge hiding behaviour of faculty members at HEIs. Based on 139 valid responses from the full-time faculty members serving in various private universities in Bangladesh, the study revealed that both Machiavellianism and psychopathy have significant positive association with knowledge hiding behaviour of the academics, whereas narcissism is insignificantly related with knowledge hiding behaviour. This study indicated that dark personalities play a key role in academics’ inclination to hide knowledge.

Medical Education, 1900–1950: Clinical Teaching

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Research ◽  
Basic Science ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Faculty Members ◽  
Full Time ◽  
Time Faculty ◽  
Basic Medical

The professionalization of academic medicine occurred in the clinical as well as the basic science curriculum. Full-time clinical faculty members replaced part-time faculty members in the wealthier schools. Medical specialties, many of which were rare outside the medical school, dominated the clinical courses. Clinical teaching, which was improved by more student contact with patients, occurred primarily in hospitals, whose patients were atypical of those seen in community practice. The growing importance of hospitals in medical education led to the construction of university hospitals. Early in the century, some leading basic medical scientists called for full-time faculty members in the clinical fields. They noted that full-time faculty members in the basic sciences had produced great scientific discoveries in Europe and had improved American basic science departments. In 1907, William Welch proposed that “the heads of the principal clinical departments, particularly the medical and the surgical, should devote their main energies and time to their hospital work and to teaching and investigating without the necessity of seeking their livelihood in a busy outside practice” Few clinicians endorsed this proposal. They found the costs prohibitive and disliked the German system of medical research and education on which it was based. Medical research in Germany was carried on, not in medical schools, but in government research institutes headed by medical school professors and staffed by researchers without faculty appointments. All of the researchers were basic medical scientists who were interested in basic research, not practical problems like bacteriology. Although the institutes monopolized the available laboratory and hospital facilities, they were not affiliated with medical schools, had no educational programs, and did not formally train students, although much informal training occurred. For these reasons, their research findings were seldom integrated into the medical school curriculum, and German medical students were not trained to do research. German medical schools had three faculty ranks. Each discipline was headed by one professor, who was a salaried employee of the state and also earned substantial amounts from student fees. Most professors had no institute appointments and did little or no research.

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