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.

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 Online Full-Time Faculty’S Perceptions of Ideal Evaluation Processes

2014 ◽  
Vol 17 (2) ◽  
pp. 208-219
Author(s):  
Meredith DeCosta ◽  
Emily Bergquist ◽  
Rick Holbeck ◽  
Scott Greenberger
Keyword(s):  
Qualitative Content Analysis ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Full Time ◽  
Online Faculty ◽  
Teaching Expertise ◽  
Post Secondary ◽  
Extensive Body ◽  
Online Distance ◽  
Time Faculty

Abstract Post-secondary institutions around the world use various methods to evaluate the teaching performance of faculty members. Effective evaluations identify areas of instructional strength, provide faculty with opportunities for growth, and allow for reflective inquiry. While there is an extensive body of research related to the evaluation of faculty in traditional settings, there have been few studies examining online faculty members’ perceptions of evaluation processes. The present study involved dissemination of an e-survey to online full-time faculty at a large university in the Southwest United States, as well as qualitative content analysis of survey data. Findings suggest that online full-time faculty expressed interest in improvement as instructors, distinct from modality, and preferred descriptive, qualitative, and holistic feedback rather than quantitative or punitive feedback. Further, participants articulated a desire to be evaluated by those with content-specific knowledge rather than teaching expertise in the online environment. This study has implications for online distance administrators and those stakeholders involved in online faculty evaluation. Additional research is needed to continue to establish a baseline for how online faculty members conceptualize ideal evaluation processes.

Building Collaboration With Adjunct Faculty

2021 ◽  
pp. 42-49
Author(s):  
Rick Holbeck ◽  
Kelly Palese ◽  
Monte McKay
Keyword(s):  
United States ◽  
Adjunct Faculty ◽  
Advisory Board ◽  
Faculty Members ◽  
Full Time ◽  
Collaborative Relationships ◽  
Time To Build ◽  
Collaborative Community ◽  
The University ◽  
Time Faculty

Adjunct faculty feel isolated and disconnected from their institution while not having time to build collaborative relationships and connection with the institution and their peers. Community of practice is a theoretical framework for collaborative learning within groups that results in increased performance for all participants. This theory was used as the foundation for a Faculty Advisory Board (FAB) that was formed at a university in the Southwestern United States. Faculty engagement and collaboration was increased through FAB by creating and presenting professional development workshops and academic initiatives for all faculty. When creating FAB, a proportional representation of adjunct and full-time faculty, along with representation from all colleges, is important. A collaborative community of faculty members is created, which benefits both faculty and the university by providing faculty with more opportunities, while giving faculty space to build community with their colleagues.

scholarly journals Enhanced Multi-Faceted Teaching Methods: Phase II

2011 ◽  
Vol 2 (6) ◽  
Author(s):  
Dennis L. Payette ◽  
Daniel Verreault
Keyword(s):  
Adjunct Faculty ◽  
Teaching Methods ◽  
Learning Technologies ◽  
Faculty Members ◽  
Full Time ◽  
The Third ◽  
Third Phase ◽  
Level Of Use ◽  
Published Paper ◽  
Time Faculty

This paper is an extension of a previously published paper of the same name which created a matrix of soft and hard learning technologies and two evaluation scales measuring the value of use and level of use of various teaching technologies and methods for undergraduate and graduate students.  A questionnaire was subsequently developed to gather data from full time faculty on the actual classroom utilization and evaluation of sixteen “hard” and “soft” teaching technologies.  This paper represents the analysis of data from eighteen faculty members from the Adelphi University School of Business. The third phase of this research will gather data from adjunct faculty to develop comparisons between the two groups.

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.

A Scandalous Misuse of Faculty—Adjuncts

1991 ◽  
Author(s):  
Paul Lauter
Keyword(s):  
Adjunct Faculty ◽  
Full Time ◽  
Full Load ◽  
Part Time Faculty ◽  
Political Interests ◽  
Tenure Decision ◽  
Part Time ◽  
New Varieties ◽  
College Managers ◽  
Time Faculty

While increasing attention began to be focused a decade ago on the scandalous misuse of part-time or “adjunct” faculty in colleges, their use has persistently spread. In fact, new varieties of “temporary” positions continue to be invented by college managers. “Part-time” faculty now include some who teach what amounts to a full load, but who are paid on a credit hour or per course basis, others who scramble for one or two courses each term and are paid flat rates, as well as a few whose salaries and benefits are prorated fractions of those of a full-timer. But there are now many “off-tenure” full-time appointments as well: “lecturers,” whose contracts are renewed every year or two but who may remain in their positions, without tenure, indefinitely; “nontenure-track” instructors and assistant professors, who may stay at an institution for four, six or more years but who, at the point of a tenure decision, must move on; “replacement” appointments, who fill lines for a year or two and then migrate to similar positions elsewhere. I shall use the term “adjunct faculty” or “adjuncts” to describe this quite varied group of individuals, for while the word is not precisely appropriate in all cases, its dictionary definition calls attention to the fact that such faculty, while “joined or added” to the institution, are in critical ways “not essentially a part of it.” Handwringing over the plight of adjuncts has brought no relief, and even most union contracts have so far been marginally helpful. That should be no surprise, for the exploitation of adjuncts serves a number of crucial interests of college managers and of those to whom they report. It is important to identify these interests more clearly if the abuse of this large number of our colleagues is ever to be brought under control, much less halted. For the exploitation of adjuncts is not a function of managerial nastiness, nor is it—any more than was the War on Vietnam—an unfortunate product of historical “accidents.” Rather, it is rooted in a particular conception of college management designed to serve historically distinctive social and political interests.

scholarly journals Working for a Living Wage Around the Ivory Tower

2018 ◽  
Vol 48 (1) ◽  
pp. 22-38
Author(s):  
Andrew Stevens
Keyword(s):  
Living Wage ◽  
Full Time ◽  
Ivory Tower ◽  
Post Secondary ◽  
Physical Plant ◽  
Employment Conditions ◽  
Higher Education Quality ◽  
Post Secondary Institution ◽  
Using Data ◽  
The University

Since the 1980s, research on employment conditions in post-secondary institutions has focused on the growth of contingent academic workers, or what the Higher Education Quality Council of Ontario (HEQCO) has labelled “non-full-time instructors” (Field, Jones, Stephenson, & Khoyetsyan, 2014). Very little attention, however, has been paid to administrative, physical plant, and other operational staff employed within universities and colleges. Using data from a study of University of Regina students and employees, academic and support staff, this paper confronts the broader conditions of labour around the ivory tower. Employment at a post-secondary institution is analyzed through the lens of living wage research advanced by the Canadian Centre of Policy Alternatives (CCPA) (Ivanova & Klein, 2015). The study reframes the notion of a living wage in a post-secondary institution to include work-life balance, job security, and the realities of dignity and respect in the university workplace.  

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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