Strategies for improving faculty retention: a mixed-methods study in a private medical university in Karachi, Pakistan

2021 ◽  
pp. 1-13
Author(s):  
Fatima Zehra ◽  
Nighat Rukhsana ◽  
Ambreen Usmani
Keyword(s):  
Faculty Development ◽  
Junior Faculty ◽  
Faculty Members ◽  
Faculty Retention ◽  
Structured Interviews ◽  
Administrative Positions ◽  
Teaching Expertise ◽  
Factors Affecting ◽  
The University ◽  
Medical University

Abstract Introduction: To determine the strategies that improve faculty retention at a medical university. Methods: The mixed-method study was conducted at Bahria University Medical and Dental College, Karachi, from August to September 2020, and comprised faculty members of either gender associated either with the university or with Pakistan Navy Station Shifa Hospital. Qualitative component comprised of semi-structured interviews. Quantitative data was collected using the 35-item Faculty Retention Strategies Questionnaire (FRSQ). Data was analysed using SPSS 23. Exploratory factor analysis (EFA) was done to extract the common factors influencing faculty retention. Results: Of the 182 faculty members approached, 101(56%) responded. Of them, 66(65.3%) subjects were females, 35(34.7%) were males, 46(45.5%) were aged <36 years, and 65(65.3%) were working at the university for <5 years. The factors affecting faculty retention were direct communication of departmental head with faculty, timely promotions, feedback on teaching performance to junior faculty, clear employment policies, protected research time, teaching expertise-based promotions, implementing innovative faculty ideas, scholarships for postgraduate faculty, faculty administrative positions, equal junior faculty workloads, transport provision, competitive pay-scale and faculty development workshops. Item mean was 4.143±0.380, Cronbach’s alpha was 0.894 and inter-item correlation was 0.223. EFA revealed a 4-factor solution: ‘institutional work support’, ‘faculty development’, ‘faculty communication’ and ‘faculty leadership initiative’. Conclusion: Implementing certain strategies could possibly lead to long-term faculty retention. Key Words: Faculty attrition, Faculty development, Faculty resignation, Faculty retention, Faculty turnover. Continuous...

Factors affecting the information-seeking behaviour of postgraduate students at the University of South Africa Ethiopia Regional Learning Centre

2017 ◽  
Vol 35 (3) ◽  
pp. 362-373 ◽  
Author(s):  
Addisalem Gebrekidan Desta ◽  
Madely du Preez ◽  
Patrick Ngulube
Keyword(s):  
South Africa ◽  
Information Seeking ◽  
Information Needs ◽  
Personal Factors ◽  
Structured Interviews ◽  
Electronic Information ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Information Seeking Behaviour ◽  
The University

The purpose of this study was to investigate some of the factors affecting the information-seeking behaviour of postgraduate students registered at the University of South Africa (Unisa) as represented by its Ethiopia Regional Learning Centre, with particular emphasis on their use of electronic information resources. A qualitative case study approach was adopted. In semi-structured interviews, eight conveniently selected postgraduate students shared their information-seeking experiences. The data was analysed thematically. The findings identified contextual and personal factors which gave rise to the respondents’ information needs and in turn prompted information activities such as information seeking. Of these, a lack of ICT infrastructure, frequent interruptions in electricity supply, old computers and the location of the Akaki Branch Library proved to be the main factors affecting postgraduate students’ electronic information-seeking behaviour. The findings showed the effect that inadequate facilities have on postgraduate students’ information behaviour.

scholarly journals Needs assessment for faculty development at an Egyptian medical school: a triangulation approach

2020 ◽  
Vol 7 (5) ◽  
pp. 1669
Author(s):  
Elsayed Abdelkreem ◽  
Seham A. Abo-Kresha ◽  
Emad A. Ahmed ◽  
Doaa Ibrahim ◽  
Shimaa B. Hemdan ◽  
...  
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Needs Assessment ◽  
Mixed Methods Research ◽  
Complex Structure ◽  
Career Stage ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Sequential Mixed Methods ◽  
Online Methods

Background: Faculty development (FD) is a core component of medical education, and needs assessment is central for planning effective FD programs. In the present study, we assessed the perceived development needs of medical faculty and the factors affecting these needs at an Egyptian medical school.Methods: This sequential mixed-methods research was conducted in 2019 at Faculty of Medicine, Sohag University (Egypt) using a triangulation approach for data collection: (1) web-based survey composed of 74 items about demographics and educational experiences, satisfaction with current FD programs, perceived development needs, delivery and scheduling preferences; (2) semi-structured interviews for in-depth understanding; and (3) secondary data.Results: A total of 434 out of 793 target faculty (54.7%) completed the survey. Participants in general perceived moderate to extreme need to all FD areas with the highest priorities given for discipline-specific and research domains. Awareness of teaching needs has increased among faculty in recent years. Perceived FD needs varied across career stage, and most participants preferred short interactive workshops; online methods are also desired. Compulsory participation in FD programs was a subject of high controversy. More than one-third of participants were interested in joining the newly established medical education department.Conclusions: Perceived FD needs are affected by accreditation standards, academic reward systems, and socioeconomic factors. The present study provides a transferrable model for conducting FD needs assessment, and the findings are important for planning effective and economically sound FD programs within the complex structure of today’s medical schools.

scholarly journals Online Learning Amidst COVID-19 Emergency: A Case of the University of Malawi’s School of Education

2021 ◽  
Vol 10 (1) ◽  
pp. 346-364
Author(s):  
Bob Maseko ◽  
Foster Gondwe ◽  
Symon Winiko ◽  
Symon Chiziwa
Keyword(s):  
Teaching And Learning ◽  
Faculty Members ◽  
School Of Education ◽  
Structured Interviews ◽  
Concerns Based Adoption Model ◽  
Academic Leaders ◽  
Positive Attitudes ◽  
The University ◽  
The Impact ◽  
Learning Data

This paper explores faculty members’ concerns and level of preparedness for open and distance learning (ODL) at the University of Malawi’s School of Education during the recent Covid-19 pandemic within a context that considers ODL as a means of mitigating the impact of the pandemic on teaching and learning. Data were gathered through semi-structured interviews with four experienced academic leaders within the school of education. The Concerns Based Adoption Model (CBAM), particularly stages of concerns, served as a framework to understand the faculty’s concerns about the implementation of ODL initiatives. Inductive and deductive analysis approaches were used to analyse the interview transcripts to identify emerging themes. Deductive analysis revealed that faculty members expressed several concerns such as awareness, informational, as well as consequences concerns as they talked about their feelings and attitudes towards the implementation of ODL. Inductive analysis on the other hand revealed that faculty members’ perceptions such as minimal preparation, negative orientations, and lack of policy awareness hamper the implementation of ODL. These findings underscore the importance of members’ orientation change to ensure effective implementation of ODL in contexts like the institution under study. We discuss these and propose that professional development could help members develop positive attitudes towards ODL.

scholarly journals Analysis of factors affecting the quality of life of those suffering from Crohn’s disease

2017 ◽  
Vol 89 (4) ◽  
pp. 16-22
Author(s):  
Joanna Chrobak-Bień ◽  
Anna Gawor ◽  
Małgorzata Paplaczyk ◽  
Ewa Małecka-Panas ◽  
Anita Gąsiorowska
Keyword(s):  
Quality Of Life ◽  
Crohn’S Disease ◽  
Crohn's Disease ◽  
Unknown Etiology ◽  
Difficult Situation ◽  
Factors Affecting ◽  
Inflammatory Bowel ◽  
The University ◽  
Medical University

Introduction. Crohn’s disease is an inflammatory bowel disease of unknown etiology. Its chronic nature, as well as symptoms of intestinal and overall significantly impedes the daily functioning of patients. Alternately occurring periods of exacerbation and remission are the cause of reduced quality of life of patients. Understanding the factors that caused the decrease in the quality of life, it allows us to understand the behavior and the situation of the patient and the ability to cope with stress caused by the disease. Aim of the study. The aim of the study was to analyze the factors affecting the quality of life of people with Crohn’s disease. Material and methods. The study group consisted of 50 people diagnosed with Crohn’s disease. Respondents were treated at the Department of General Surgery and Colorectal Medical University of Lodz and Gastroenterological Clinic at the University Clinical Hospital No. 1 in Lodz. Quality of Life Survey was carried out by a diagnostic survey using a research tool SF-36v2 and surveys of its own design. Results. Analysis of the results demonstrated that the quality of life of patients with Crohn’s disease was reduced, especially during exacerbations. Evaluation of the quality of life of respondents in physical terms was slightly higher than in the mental aspect. Higher education subjects and the lack of need for surgical treatment significantly improves the quality of life. Conclusions. The occurrence of chronic disease reduces the quality of life of respondents. Elderly patients are better able to adapt to the difficult situation caused by the disease. The quality of life of women and men is at a similar level and patients in remission of the disease have a better quality of life of patients during exacerbations.

scholarly journals Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

2021 ◽  
Vol 13 (6) ◽  
pp. 3031
Author(s):  
Almudena Cotán ◽  
Arecia Aguirre ◽  
Beatriz Morgado ◽  
Noelia Melero
Keyword(s):  
Universal Design For Learning ◽  
Computer Software ◽  
Faculty Members ◽  
Structured Interviews ◽  
Inductive System ◽  
Inclusive Practice ◽  
Design For Learning ◽  
Inclusive Pedagogy ◽  
Spanish Universities ◽  
The University

This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on the principles of Universal Design for Learning. They developing active methodologies in the classroom and attending to the diversity of the students through the necessary support and adjustments, from the approach of inclusive pedagogy.

scholarly journals Assessing Teachers’ Self-Efficacy Beliefs Using Bandura’s Scale

2021 ◽  
pp. 150-155
Author(s):  
Vilma Muega- Geronimo
Keyword(s):  
Decision Making ◽  
Faculty Development ◽  
Community Involvement ◽  
Self Efficacy ◽  
Development Program ◽  
Faculty Members ◽  
School Resources ◽  
Faculty Development Program ◽  
Efficacy Belief ◽  
The University

The study aimed to assess the level of teacher’s self-efficacy belief as input to faculty development plan based on Bandura’s instrument. Mean and ranking were utilized to determine the Teachers’ Self- efficacy level. The results show that faculty members have higher efficacy in terms of discipline, instruction, create a positive school climate. Meanwhile, low efficacy in terms of influence in school resources, enlist parental and community involvement, and influencing decision making in the University. Generally, it indicates that faculty members need to enhance their self-efficacy belief in some aspects. It is suggested to include a plan as part of the faculty development program to enhance the teachers’ self-efficacy level particularly on decision making, community involvement, getting school resources, and parental involvement.

scholarly journals Factors Preventing in-service University English Language Teachers from Becoming Action Researchers in Pakistan

2020 ◽  
Vol 6 (1) ◽  
pp. 120-133
Author(s):  
Hassan Syed
Keyword(s):  
English Language ◽  
Academic Culture ◽  
Junior Faculty ◽  
Language Teachers ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Large Classes ◽  
English Language Teachers ◽  
Published Research

Research suggests that TR enables classroom teachers to address their classroom-specific problems without having to rely too heavily on published research. However, despite the fact that TR narratives of language teachers have increased lately, there is still need for studies investigating the perceptions of university English language (EL) teachers about TR, and exploring the factors affecting their engagement with TR in culturally diverse contexts. The current study was designed to explore the perceptions of university EL practitioners about the factors that inhibit or encourage them to engage in TR in a university context in Pakistan. Data were obtained from fifteen EL teachers from four public sector universities through semi-structured interviews. Results show that teachers appeared to possess only simplistic knowledge of research as an activity aimed at finding something new. While a majority admitted to have done no research, even the engagement of others who claimed to have done some research seemed sporadic and less than systematic. The main factors responsible for teachers’ dis-engagement from TR included academic culture, management’s attitude, power relations between senior and junior faculty, workload, lack of monetary benefits, and large classes. A number of implications have also been discussed.

scholarly journals Prediction of junior faculty success in biomedical research: comparison of metrics and effects of mentoring programs

PeerJ ◽  
2015 ◽  
Vol 3 ◽  
pp. e1262 ◽  
Author(s):  
Christopher S. von Bartheld ◽  
Ramona Houmanfar ◽  
Amber Candido
Keyword(s):  
Faculty Development ◽  
Biomedical Research ◽  
Junior Faculty ◽  
High Impact ◽  
Mentoring Programs ◽  
High Impact Journal ◽  
H Index ◽  
Future Success ◽  
Pubmed Database ◽  
The University

Measuring and predicting the success of junior faculty is of considerable interest to faculty, academic institutions, funding agencies and faculty development and mentoring programs. Various metrics have been proposed to evaluate and predict research success and impact, such as the h-index, and modifications of this index, but they have not been evaluated and validated side-by-side in a rigorous empirical study. Our study provides a retrospective analysis of how well bibliographic metrics and formulas (numbers of total, first- and co-authored papers in the PubMed database, numbers of papers in high-impact journals) would have predicted the success of biomedical investigators (n= 40) affiliated with the University of Nevada, Reno, prior to, and after completion of significant mentoring and research support (through funded Centers of Biomedical Research Excellence, COBREs), or lack thereof (unfunded COBREs), in 2000–2014. The h-index and similar indices had little prognostic value. Publishing as mid- or even first author in only one high-impact journal was poorly correlated with future success. Remarkably, junior investigators with >6 first-author papers within 10 years were significantly (p< 0.0001) more likely (93%) to succeed than those with ≤6 first-author papers (4%), regardless of the journal’s impact factor. The benefit of COBRE-support increased the success rate of junior faculty approximately 3-fold, from 15% to 47%. Our work defines a previously neglected set of metrics that predicted the success of junior faculty with high fidelity—thus defining the pool of faculty that will benefit the most from faculty development programs such as COBREs.

scholarly journals Developing sustainable research careers for KL2 scholars: The importance of an inclusive environment and mentorship

2017 ◽  
Vol 1 (4) ◽  
pp. 226-228 ◽  
Author(s):  
Carrie L. Byington ◽  
Erin Rothwell ◽  
Trent Matheson ◽  
Rebecca Childs ◽  
Erin Wachs ◽  
...  
Keyword(s):  
Best Practices ◽  
Translational Research ◽  
Workforce Development ◽  
Junior Faculty ◽  
Faculty Members ◽  
Translational Science ◽  
Collaborative Project ◽  
University Of Utah ◽  
Research Careers ◽  
The University

IntroductionThe National Clinical and Translational Science Award (CTSA) Consortium 2.0 has developed common metrics as a collaborative project for all participating sites. Metrics address several important aspects and functions of the consortium, including workforce development. The first workforce development metrics to be proposed for all CTSA hubs include the proportion of CTSA-supported trainees and scholars with sustainable careers in translational research and the diversity and inclusiveness of programs.Methods and resultsThe University of Utah Center for Clinical and Translational Science (CCTS), a CTSA hub, has been actively engaged in mentoring translational scientists for the last decade. We have developed programs, processes, and institutional policies that support translational scientists, which have resulted in 100% of our KL2 scholars remaining engaged in translational science and in increasing the inclusion of individuals under-represented in medicine in our research enterprise. In this paper, we share details of our program and what we believe are evidence-based best practices for developing sustainable translational research careers for all aspiring junior faculty members.ConclusionsThe University of Utah Center for Clinical and Translational Science has been integral in catalyzing interactions across the campus to reverse the negative trends seen nationally in sustaining clinician scientists. Our programs and processes can serve as a model for other institutions seeking to develop translational scientists.

Are Faculty Members Ready? Individual Factors Affecting Knowledge Management Readiness in Universities

2016 ◽  
Vol 15 (03) ◽  
pp. 1650024 ◽  
Author(s):  
Laila Naif Marouf ◽  
Naresh Kumar Agarwal
Keyword(s):  
Knowledge Management ◽  
Structural Equation ◽  
Information Science ◽  
Faculty Members ◽  
Equation Modeling ◽  
Individual Factors ◽  
Factors Affecting ◽  
Readiness To Adopt ◽  
The University ◽  
Use Of Knowledge

Knowledge Management (KM) provides a systematic process to help in the creation, transfer and use of knowledge across the university, leading to increased productivity. While KM has been successfully used elsewhere, universities have been late in adopting it. Before a university can initiate KM, it needs to determine if it is ready for KM or not. Through a web-based survey sent to 1263 faculty members from 59 accredited Library and Information Science programs in universities across North America, this study investigated the effect of individual factors of trust, knowledge self-efficacy, collegiality, openness to change and reciprocity on individual readiness to participate in a KM initiative, and the degree to which this affects perceived organisational readiness to adopt KM. 157 valid responses were received. Using structural equation modeling, the study found that apart from trust, all other factors positively affected individual readiness, which was found to affect organisational readiness. Findings should help universities identify opportunities and barriers before they can adopt KM. It should be a useful contribution to the KM literature, especially in the university context.

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