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Purpose: To describe the impact of secondary organizational socialization on 10 early career faculty members' (FMs) delivery of physical education teacher education (PETE). Method: The FMs worked in universities situated on three different continents. Data were collected with four qualitative techniques (formal interviews, written ideal PETE program, document analysis, and prerecorded film) and analyzed by using analytic induction and constant comparison. Findings: FMs delivered PETE that was a hybrid of the behavioristic, traditional/craft, critical-inquiry, and personalistic orientations to teacher education. The cultures and conditions in which FMs worked were mainly positive and favorable and aided them in delivering PETE. FMs coped with negative cultural elements and unfavorable conditions that constrained them through strategic compliance, strategic redefinition, or finding a new position. Conclusion: Findings were similar across continents and should help with efforts to improve the transition of neophyte FMs into the workplace. [ABSTRACT FROM AUTHOR]

Over the past few decades, scholars have directed increasing attention toward the socialization of physical education faculty members' recruitment, preparation, and ongoing socialization. Parallel research trajectories have, however, resulted in varied approaches to conceptualizing and labeling the phases or types of socialization experienced by this occupational group. With the view of academic journals as spaces for discourse surrounding divergent approaches to conceptualizing and conducting research, the purpose of this research note was to overview two contrasting conceptualizations of physical education teacher education faculty socialization and propose a unified approach for moving forward in future research. Differing perspectives are reviewed, and an updated conceptual framework for understanding socialization into and through academic roles is proposed. We argue that this model better captures the diversity in and provides flexibility for the backgrounds that draw individuals into careers in higher education and their experiences once serving among the faculty in academia. [ABSTRACT FROM AUTHOR]

Key governing bodies (e.g., Association for Applied Sport Psychology) recognize that graduate programs must prepare multiculturally competent practitioners. Students and recent graduates of sport psychology master's degree programs (N = 107, Mage = 26.32, SD = 5.19) reported moderate levels of feeling safe, valued, and comfortable within their program; low to moderate levels of multicultural training integration; and low to moderate satisfaction with their multicultural training. Students of Color (n = 42) compared to White students (n = 63) reported less satisfaction with their multicultural training; felt less safe, comfortable, and valued; and perceived less multicultural integration. Furthermore, perceptions of multicultural training integration and of feeling safe, comfortable, and valued were significantly related to satisfaction with their multicultural training. Training programs are advised to improve integration of multicultural training, invest in program climate to help students feel safe and valued, and ensure continuing education of faculty members. [ABSTRACT FROM AUTHOR]

Purpose: Considering the lack of practical Comprehensive School Physical Activity Program (CSPAP) experiences within Physical Education (PE) Teacher Education, the study's purpose was to examine the experiences of PE preservice teachers, a PE teacher, and the university faculty who implemented a CSPAP, and the students who participated in the program. Method: An 8-week before-school program was implemented in a middle school from Fall 2018 to Spring 2022. One hundred three preservice teachers assisted in implementing the program as part of coursework. Data were gathered through preservice teachers' journals and focus group discussions, interviews with the university faculty and PE teacher, and students' surveys. Results: Data were inductively analyzed, and themes were expand preservice teachers' view beyond PE, benefits for preservice teachers and students, and future opportunities. Discussion/Conclusion: Incorporating CSPAPs into PE Teacher Education curriculum through school–university partnerships can provide practical experiences for preservice teachers to build competency in implementing CSPAPs in schools. [ABSTRACT FROM AUTHOR]

Global education systems are undergoing a revolution due to the swift progress of technology. In order to improve student learning, this new educational environment dubbed Education 4.0 combines cutting-edge teaching strategies with digital technologies. Few research studies have been done on Education 4.0 despite its potential, especially in Mindanao, Philippines. This study sought to ascertain faculty members' awareness, readiness, and digital competence in relation to Education 4.0 at higher education institutions (HEIs) in Region XII. The variables and their relationships were investigated using a descriptive-correlational research design in this study. Three hundred forty-six (346) faculty members who were chosen at random took part in the study by answering a questionnaire. ANOVA, Spearman's rho, and mean scores were used in the quantitative analysis. According to the results, faculty members at HEIs demonstrate a high level of awareness (M=3.94; SD=0.85), readiness (M=3.67; SD=0.93), and digital competence (M=3.79; SD=0.90) with respect to Education 4.0. Digital competence and awareness showed a significant strong positive correlation (rs=0.6539; p-value = 0.0000), while readiness and awareness showed a significant moderate positive correlation (rs=0.5670; p-value = 0.0000). There are significant differences in higher education institutions' awareness (F=1.8219; p-value=0.0130), readiness (F=3.2062; p-value=0.0000), and digital competence (F=1.8025; pvalue= 0.0144). These results imply that the Commission on Higher Education (CHED) might identify the importance of Education 4.0 and give it top priority when integrating it into local HEI initiatives. CHED acknowledges and supports this revolutionary change by recognizing the need for strategic direction, allocating required funds, and establishing policies that encourage the successful implementation of Education 4.0. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusions To compare the performance of the Programme of Research on the Integration of Services for the Maintenance of Autonomy (PRISMA‐7), which is used to assess the frailty of older patients visiting emergency departments, with the quick Sepsis Related Organ Failure Assessment (qSOFA) and Emergency Severity Index (ESI) in terms of 28‐day mortality and intensive care unit (ICU) admission.This study was prospective and observational. All patients above the age of 65 who were admitted to the Sivas Republic University Medical Faculty Hospital from March 1 to April 30 in the year 2024 were included in the study. Patients' all‐cause mortality values and ICU acceptance rates were evaluated for a 28‐day period following their applications.The area under the receiver operating characteristic curve stood for the 28‐day mortality, while the values for PRISMA‐7, ESI, and qSOFA were, respectively, 0.81 (95% confidence interval [CI]: 0.78–0.84), 0.78 (95% CI: 0.72–0.83), and 0.71 (95% CI: 0.65–0.77). Our findings have demonstrated PRISMA‐7 to be more effective than ESI and qSOFA in terms of hospitalization predictions. However, while it was found to be more effective than qSOFA in mortality predictions, it was determined that, despite PRISMA‐7 having a larger AUC than ESI, no meaningful difference existed between PRISMA‐7 and ESI.In conclusion, PRISMA‐7, which is thought of as a reliable and valid tool for the determination of frailty in emergency departments, has predictive value for individuals' 28‐day mortality risk as well as for their acceptance to the ICU. Geriatr Gerontol Int ••; ••: ••–•• Geriatr Gerontol Int 2024; ••: ••–••. [ABSTRACT FROM AUTHOR]

ABSTRACT Reviews of the scholarly productivity of school psychologists are useful for informing people who are in positions to review school psychology faculty member work. Normative data can serve as a benchmark to understand how productive school psychology faculty members are. The current research investigates faculty members at universities who have been identified as teaching future school psychology by the National Association of School Psychologists (NASP). Data were collected for a total of 921 faculty members regarding their research output between January of 2016 and December of 2020. Faculty members who were visiting, adjunct, or appeared not to have a requirement for research publication were removed from the analysis. Additionally, the 50 most productive scholars were listed to provide researchers an opportunity to understand high productivity. These study results represent the most comprehensive review of the field's publication output over the 5‐year period and may be useful to tenure, promotion, and hiring committees who are in situations where they need to evaluate school psychology faculty members' scholarly output. [ABSTRACT FROM AUTHOR]

Background: Artificial intelligence (AI) is present in preclinical, clinical and research work, in various branches of medicine. Researchers and teachers at school of medicines may have different ethical attitudes and perspectives about the implementation of AI systems in medicine. Methods: We conducted an online survey among researchers and teachers (RTs) at the departments and institutes of two Slovenian and four Croatian Schools of Medicine. Results: The sample included 165 and 214 researchers and teachers in Slovenia and Croatia, respectively. The sample of respondents in Slovenia and Croatia was comparable in demographical characteristics. All participants reported high emphasis on the bioethical principles when using artificial intelligence in medicine, its usefulness in certain circumstances, but also caution regarding companies providing AI systems and tools. Slovenian and Croatian researchers and teachers shared three similar perspectives on the use of AI in medicine–complying with highest ethical principles, explainability and transparency and usefulness of AI tools. Higher caution towards use of AI in medicine and effect on autonomy of physicians was expressed in Croatia, while in Slovenia high emphasis was put on understanding how AI works, but also the concerns regarding willingness and time of physicians to learn about AI. Conclusion: Slovenian and Croatian researchers and teachers share ethical attitudes and perspectives with international researchers and physicians. It is important to facilitate understanding of the implications of AI use in medicine and set a solid evidence-based ground to tackle ethical and legal issues. [ABSTRACT FROM AUTHOR]

ABSTRACT Academic profession internationalisation is an important engine to promote higher education internationalisation, which can be analysed across four dimensions: international academic activities, cross‐cultural concepts and contents, internationalisation attitudes and internationalisation knowledge and skills. The comparative analysis of the survey data between 2013 and 2023 reveals the trends and changes of academic profession internationalisation in China. In terms of international academic activities, international research activities remains a top priority for faculty; regarding cross‐cultural concepts and contents, there has been limited progress in integrating domestic academic activities with international concepts and contents over the past decade; with respect to internationalisation attitudes, faculty members demonstrate a strong and persistent willingness to engage in internationalisation; concerning internationalisation knowledge and skills, there has been a notable improvement in internationalisation content knowledge, particularly evident in faculty's proficiency in foreign language communication. [ABSTRACT FROM AUTHOR]

The retention of academic faculty, particularly in the field of Obstetrics and Gynecology (OB/GYN), has become a growing challenge in the post-COVID era. The healthcare landscape has been dramatically altered, leading to a “Great Exit” where a large number of faculty members are resigning or retiring early. This phenomenon is not just a financial burden as recruitment costs have skyrocketed, but also poses a threat to the stability and reputation of academic institutions. In this review article, we explore the underlying causes of faculty attrition, the predictors of resignation, and propose comprehensive strategies to retain talented faculty members. We highlight the importance of mentorship, career development opportunities, and fostering a supportive work environment that aligns with both institutional and individual values. The goal is to create a sustainable framework for faculty engagement that strengthens the academic mission and improves clinical outcomes. [ABSTRACT FROM AUTHOR]

Enhancing health professional students' effective learning and collaborative practice requires a deep understanding of strategies for facilitating interprofessional learning. While faculty members and clinical preceptors are recognized as facilitators in interprofessional education (IPE), there is limited knowledge about the impact of student facilitators' engagement in IPE. Accordingly, this study aims to explore the perceptions and experiences of student facilitators in IPE. Thirteen student facilitators were recruited to lead an interprofessional learning program, and they were subsequently invited to participate in one-on-one interviews. An interview guide was developed to explore their motivations, expectations, engagement, effectiveness, and achievements in IPE facilitation. Thematic analysis was conducted using MAXQDA software to analyze the student facilitators' experiences and perceptions. Eight interviewees from various disciplines, including Medicine, Nursing, Pharmacy, Speech and Hearing Sciences, and Social Work, took part in the study. The findings revealed that student facilitators highly valued their IPE facilitation experience, which aligned with their expectations and led to the creation of social networks, increased confidence, improved understanding of other professions, and the development of lifelong skills. Furthermore, the student facilitators demonstrated cognitive and social congruence by establishing a relaxed learning environment, displaying empathetic and supportive behaviors, and using inclusive language to engage IPE learners in group discussions. This study provides a comprehensive understanding of the role of student facilitators in IPE, contributing to the evolving literature on IPE. A conceptual framework was developed to explore the entire facilitation experience, encompassing the motivations and expectations of student facilitators, their engagement and effectiveness, and the observed achievements. These findings can inform the development of peer teaching training in IPE and stimulate further research in identifying relevant facilitator competencies for optimal delivery of IPE. [ABSTRACT FROM AUTHOR]

The development of leadership skills has been the topic of several position statements over recent decades, and the need of medical leaders for a specific training was emphasized during the COVID-19 crisis, to enable them to adequately collaborate with governments, populations, civic society, organizations, and universities. However, differences persist as to the way such skills are taught, at which step of training, and to whom. From these observations and building on previous experience at the University of Ottawa, a team of medical professors from Lyon (France), Ottawa, and Montreal (Canada) universities decided to develop a specific medical leadership training program dedicated to faculty members taking on leadership responsibilities. This pilot training program was based on a holistic vision of a transformation model for leadership development, the underlying principle of which is that leaders are trained by leaders. All contributors were eminent French and Canadian stakeholders. The model was adapted to French faculty members, following an inner and outer analysis of their specific needs, both contextual and related to their time constraints. This pilot program, which included 10 faculty members from Lyon, was selected to favor interactivity and confidence in older to favor long-term collaborations between them and contribute to institutional changes from the inner; it combined several educational methods mixing interactive plenary sessions and simulation exercises during onescholar year. All the participants completed the program and expressed global satisfaction with it, validating its acceptability by the target. Future work will aim to develop the program, integrate evaluation criteria, and transform it into a graduating training. [ABSTRACT FROM AUTHOR]

This study explores the mental health perceptions, expectations for mental healthcare, and use of existing mental health services among international engineering students at a Western Canadian university. Employing a phenomenological qualitative approach, semi-structured interviews were conducted with 18 international undergraduate engineering students to understand their mental health challenges and service usage. The thematic analysis revealed three significant themes: students' understanding of mental health; their experiences within the engineering programme, and recommendations to enhance and facilitate a positive mental health experience at the university. Findings suggest that mental healthcare for international engineering students should be responsive to the students' unique needs, providing support and accessible services during their transition from their home countries and recognising the impact of the environmental and cultural factors on their experiences as members of the Faculty of Engineering and the broader university community. [ABSTRACT FROM AUTHOR]

This study aimed to develop and evaluate the psychometric properties of the Educational Leadership Scale for Faculty Members (ELSF) in Arabic. The scale was rigorously tested using both traditional methods—exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)—as well as advanced network techniques, including exploratory graph analysis (EGA) and centrality measures. The study sample consisted of 350 faculty members (56% male, 44% female) from various universities, with a mean age of 42.3 years (SD = 7.8). Participants represented a range of academic disciplines, and all were involved in educational leadership roles within their respective institutions. EFA revealed a five‐factor structure that explained 68.4% of the total variance. CFA further confirmed the model's adequacy, with fit indices showing a good model fit (CFI = 0.95, TLI = 0.94, RMSEA = 0.06). The ELSF, comprising 22 items across these five dimensions, demonstrated strong internal consistency, with a Cronbach's alpha coefficient of 0.89. Additionally, EGA supported the factor structure identified by traditional methods, reinforcing the stability and consistency of the scale. Centrality measures highlighted Item 18 as the most influential, with betweenness, closeness and strength centrality scores of 0.45, 0.78 and 0.62, respectively, within the 'Research‐Ethical Leadership' subscale. These findings affirm the ELSF's credibility as a robust tool for assessing educational leadership among faculty members. The scale's strong psychometric properties suggest it is well‐suited for application in diverse academic settings, including potential use across Arabic‐speaking countries such as Saudi Arabia, Qatar, the United Arab Emirates, Egypt, Oman and Kuwait. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the crisis management plans in Saudi Arabian universities by identifying key challenges and obstacles. A cross‐sectional study was conducted among 473 faculty members. The participants completed a survey that included the university campus's existing crisis management plans, educational leaders' challenges in implementing effective crisis management, and a socio‐demographic checklist. Confirmatory factor analysis revealed that there are three critical areas that need attention: comprehensive crisis plans, designated crisis management teams, and regular drills and exercises. The model yielded a χ2 value of 236.18 with 84 degrees of freedom (df), resulting in a statistically significant outcome (p < 0.001). Among the key challenges and obstacles affecting crisis management performance in educational centres, as identified by faculty members, ensuring effective coordination and communication between different departments and stakeholders within the university, conducting regular evaluations and drills to test the crisis management plan's effectiveness and identify areas for improvement, and coping with emerging or evolving threats that require constant updates and adaptations to the crisis management plan need more attention, with factor load values of 0.92, 0.90 and 0.84, respectively. The findings indicated that, although universities had well‐documented crisis management plans and designated teams, significant gaps remained in their implementation, coordination and regular evaluation. The study underscored the importance of establishing robust communication frameworks, improving coordination among departments and stakeholders, and ensuring continual updates to crisis management plans. Finally, the study contributes to the literature by providing insights into the current state of crisis management in Saudi Arabian universities and offering practical recommendations for enhancing preparedness and resilience in the face of crises. [ABSTRACT FROM AUTHOR]

This qualitative study explored how neoliberalism contributes to the fragmentation of organizational identity in Saudi universities and the implications of this fragmentation. Semi-structured interviews were conducted with 19 faculty members from a Saudi public university. Thematic analysis revealed that neoliberal policies relating to governance, funding, financial sustainability, marketization, and performance metrics have profoundly impacted Saudi higher education. The findings highlight five key themes: (1) External stakeholders increasingly influence governance and decision-making, diminishing internal voices; (2) Pressure to attract external funding diverts focus from educational mission; (3) Financial sustainability is prioritized over academic goals; (4) Market-driven values eclipse traditional academic values; (5) Performance measures are misaligned with academic priorities. The implications include compromised teaching quality, commercialization of research, loss of academic freedom, and tension between demands for global competitiveness versus local relevance. This fragmentation of organizational identity creates an incoherent institutional vision and direction. Strategies to foster a more cohesive academic environment emphasize fostering shared vision and values, promoting interdisciplinary collaboration, nurturing supportive academic culture, leveraging technology, and continuous self-reflection. The study concludes that neoliberalism has detrimentally impacted Saudi universities' organizational identity. Understanding this influence is critical for developing policies and practices that uphold academic integrity and purpose. [ABSTRACT FROM AUTHOR]

Introduction: To evaluate the demographic, clinical, diagnostic, and treatment data of pediatric patients with ventriculoperitoneal shunt infection and risk factors for ventriculoperitoneal shunt infection and recurrence of ventriculoperitoneal shunt infection. Methods: Patients aged 0–18 years who were diagnosed with ventriculoperitoneal shunt infection at Cukurova University Faculty of Medicine Hospital between 2016 and 2021 were included in the study. Demographic, clinical, laboratory, and treatment data of the patients were evaluated retrospectively. Risk factors for the development and recurrence of ventriculoperitoneal shunt infection were evaluated. Patients who underwent ventriculoperitoneal shunt but did not develop any shunt infection were selected as the control group. Results: Eighty-five patients with a diagnosis of ventriculoperitoneal shunt infection were included in the study. Fever (58.8%), anorexia (58.8%), vomiting (56.5%), and altered consciousness (54.1%) were the most common complaints at admission. The control group consisted of 48 patients. The number of shunt revisions was statistically significantly higher in the group that developed ventriculoperitoneal shunt infection compared to the control group (p < 0.001). In patients with ventriculoperitoneal shunt infection, C-reactive protein and cerebrospinal fluid protein values before shunt insertion were found to be statistically significantly higher than the control group (p < 0.001). Conclusion: Ventriculoperitoneal shunt infection occurs most frequently in the first months after shunt application. Therefore, it is extremely important to prevent colonization and contamination during surgery in preventing the development of ventriculoperitoneal shunt infection. In the present study, cerebrospinal fluid protein elevation and C-reactive protein elevation before shunt application were found to be significant in terms of the development and recurrence of ventriculoperitoneal shunt infection. [ABSTRACT FROM AUTHOR]

Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb's experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb's experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities. [ABSTRACT FROM AUTHOR]

New faculty orientation (NFO) programs are shown to increase faculty satisfaction, enhance collaboration, and support promotion, retention, and academic success. In an effort led by a clinical psychologist, the Children's National Hospital (CNH) NFO was developed, piloted, and is in its 3rd year. Data are shared regarding program development process, feasibility, and acceptability. In 2020, CNH faculty were surveyed about their new faculty member experience. CNH leaders were interviewed about important topics to include in an NFO. In FY22, the NFO was piloted across 15 Divisions. Year 2 (FY23) invited all new early career faculty. Year 3 (FY24) invited all new faculty. Feedback was obtained via REDCap after meetings and before/after the 10-month program. In 2020, 62% of recently hired faculty surveyed indicated not having any institutional level orientation. Leadership interviews supported the need for an NFO; suggested topics included promotion and provider wellness. In FY22, 27/38 invited faculty chose to participate. For FY23, 36/48 chose to participate. In FY24, 69/95 invited are participating. A needs assessment showed CNH faculty and leaders supported an NFO Program. Participants report finding the program helpful; they learned about institutional resources, benefits, and operations and appreciated the networking opportunities. Longer-term metrics include faculty satisfaction, promotion, and retention. [ABSTRACT FROM AUTHOR]

Career management models are valuable tools for faculty pursuing a career in academic medicine. These models help faculty transition through various stages of their careers, including commonly pursued academic advancements from assistant professor to full professor, as well as less common transitions like moving from full-time to part-time status, taking sabbaticals, going on medical leave, or assuming executive leadership roles. The success of faculty members across these stages is influenced by both environmental factors and individual-level characteristics. Recognizing career stages and transitions, as well as the impact of personal and environmental factors on career growth, is crucial. The proposed Faculty Career Self-Management Model (FCSM) provides a visual and descriptive framework to guide individual faculty and the professionals who support them in understanding, preparing for, and navigating career stages and professional transitions to build and sustain meaningful careers in academic medicine. The FCSM serves as a framework to explore, develop, and share best practices in supporting faculty vitality across the career lifespan. [ABSTRACT FROM AUTHOR]

Off-campus (volunteer, community-based) clinical faculty, upon whom medical schools heavily depend, are an integral component of medical education. However, challenges hinder their involvement in medical school governance and other activities, including inadequate communication, lack of recognition, high clinical demands that may preclude teaching, and time-consuming non-clinical tasks. While faculty appointments offer benefits like free CME, access to library resources, and email communications, faculty often prioritize potential contributions to their teaching roles over these benefits. Our medical school launched a new initiative to tackle these issues head-on. We established an Office of Faculty Engagement (OFE) that leverages engagement strategies to enhance communication, broaden access to campus resources, and provide tailored rewards for clinicians. We rebranded volunteer clinical faculty as Off-Campus Faculty (OCF) to foster a more interactive relationship and innovative measures, including personalized welcome emails, a dedicated point of contact for OCF, a user-friendly website, regular orientations, faculty development programs, recognition and appreciation events, and exclusive awards. From August 2021 to December 2023, we contacted 587 OCF members; 85 faculty members experienced improved communication. This innovative approach streamlines and personalizes interactions with OCF, enhances their satisfaction, and represents a transformative opportunity to engage and involve OCF in medical education. [ABSTRACT FROM AUTHOR]

A growing diversity of classroom designs, broadly labeled as active learning classrooms, is a rising development across higher education institutions. Along with the construction of these new spaces, stakeholders have developed new vocabularies and concepts for articulating and identifying the impact of new classroom designs for teaching and learning. As new language evolves and ways of thinking about classroom space evolve along with new designs, there has yet to emerge an explicit conceptual framework of the nature of the learning spaces that holistically addresses the cultural, contextual, communicative, and interactional experiences of the faculty. The aim of the present study was to investigate spatial understandings of faculty members in the context of a professional development program in an attempt to identify the social construction of space in active learning classrooms. We conducted a content analysis of 25 reflective portfolios written between 2018 and 2020. Grounding on the Henri Lefebvre's Spatial Triad (1991), we found that faculty members used three types of space as describing their spatial experiences in classrooms: (1) perceived space, (2) conceived space, and (3) experienced space. The results were discussed in terms of a cultivated space approach to support faculty in developing pedagogical agility across various learning environments. [ABSTRACT FROM AUTHOR]

"Quality" refers nominatively to a standard of performance. Quality is the central idea that differentiates speech protected by academic freedom (the right to worthwhile utterances) from constitutionally protected speech (the right to say anything at all). Extant documents and discussions state that professional peers determine quality based on norms of a field. But professional peers deem utterances and activities as consonant with quality only in reference to criteria that establish meaning of the term. In the absence of articulation, these criteria are ambiguous. Consequently, there exists recurrent confusion about what faculty members have a defensible right to say and do. This article develops an ontology of quality in reference to higher education teaching, a component of academic careers generally not subject to extensive peer review and where instructors thereby exercise considerable autonomy. The ontology identifies three criteria that bound quality: constraint, context, and amplitude. Boundedness exists only insofar as boundaries are controlled. The article examines two types of problems in professional control that affect quality: slippage and overreach. Both are instances of organizational deviance and abrogation of professional ethics. It is argued that the patterns threaten the structural integrity and public confidence of faculty, fields, and higher education institutions. [ABSTRACT FROM AUTHOR]

More than ever, universities and policymakers are paying attention to faculty members' engagement in industries' projects because university–industry collaboration (UIC) is seen as the key to economic development. However, the UIC differs from country to country, and researchers may have different motivations. This study explored the relationship between university researchers' motivations and varied UIC channels. A questionnaire was administered to the relevant faculty in public universities in two cross-border regions of Portugal and Spain. Drawing on data gathered from 841 researchers, the results reveal differences in these academics' motivations to engage in different channels. Pecuniary motivations (i.e., access to funding and commercialization) drive UIC through joint and contract research, while non-pecuniary motivations (i.e., learning opportunities and access to resources) inhibit cooperation through the same two engagement channels. In addition, joint and contract research involvement also depends on researchers' age, academic status, department size, and field of study. This study provides empirical evidence on the motivations and channels of UIC in two cross-border regions of Portugal and Spain. Furthermore, it presents important results for universities and policymakers who need to increase motivation and improve UIC channels. [ABSTRACT FROM AUTHOR]

The document titled "Thank You to Referees 2023-24" from the journal Work, Employment & Society acknowledges and thanks the expert referees who reviewed papers between August 2023 and July 2024. The list includes scholars from various universities around the world, such as the University of Western Ontario, Bocconi University, and the University of Leeds. The referees' contributions to the journal's peer review process are recognized and appreciated. [Extracted from the article]

ABSTRACT Background Methods Findings Conclusions The global discourse on higher education underscores its pivotal role in personal development, societal progress and economic prosperity. However, actual implementation and practices within universities have not kept pace, and students with intellectual disability still struggle, as their journey towards accessing and succeeding in higher education is marked by intricate challenges. Therefore, this study investigated the gap between theory and practice in Saudi universities, obtaining an in‐depth understanding of the inclusion of students with intellectual disability in universities, current challenges and factors perceived as critical for enhancing these students' enrolment and success.We employed a basic interpretive qualitative approach to gain insight into the perceptions of 12 faculty members and four staff members via a series of initial and follow‐up semistructured interviews and focus group. In addition, we analysed a set of relevant documents.The findings highlight the following themes: admission process and entry requirements, implementation gaps in educational policies, nondisclosure of disability, accessibility and support, and critical factors for successful inclusion; several subthemes also emerged.This study underscores the complex dynamics between policy and practice, revealing significant gaps that need to be addressed to ensure genuine inclusivity. Based on the findings, we discuss future directions in terms of research and practice. [ABSTRACT FROM AUTHOR]

This study investigates gender differences in perceptions of leadership styles and their impact on faculty motivation at Taif University, Saudi Arabia, within the context of Islamic higher education. Utilizing a quantitative research method approach, the researcher gathered survey responses from 74 faculty members at Taif University. The investigation focused on three main areas: the significant gender differences in perceptions of leadership styles among faculty members at Taif University; the tendency of female faculty members to perceive transformational leadership styles more positively than their male counterparts; and the more favorable response of male faculty members to transactional leadership styles compared to female faculty members. The results of this study revealed significant gender differences, with female faculty members showing a preference for transformational leadership, while male faculty members responded more positively to transactional leadership. By adopting these findings, leaders at Taif University can participate positively on faculty members' motivation. In addition to that leadership practices can move toward sustainability, ensuring the continuous development of faculty, students, and resources. These findings contribute to a deeper understanding of gender-based perceptions of leadership in an Islamic higher education setting and offer strategies for enhancing faculty motivation through tailored leadership approaches. [ABSTRACT FROM AUTHOR]

Background: The assessment of undergraduate medical students consists of a written component and an advanced clinical competency test that evaluates the students' skills. The Objective Structured Clinical Examinations (OSCE) were only implemented in most medical schools in the last ten years, similar in many developing countries. It was first used with other clinical assessment methods. This study was designed to investigate how medical students in the fourth and sixth grades and examiners perceived the unique format, features, and quality of the Grand Objective Structured Clinical Examinations (GOSCE), a novel method for assessing students. The aim was to understand how this innovative method, distinct from traditional assessment methods, prepares students for real-world scenarios where they encounter different specialty cases. Additionally, the study aimed to understand the significant role and challenges faced by the Faculty of General Medicine at Koya University in implementing this type of OSCE and to identify potential improvements to enhance the quality of the assessment process. Methods: Following the administration of two distinct GOSCE examinations for the fourth and sixth stages, feedback forms were created using Google Forms and distributed to students and examiners. The feedback forms covered all aspects of the examination process. The responses were then rigorously analyzed using the scientific tool SPSS, allowing for a comparison between students from both stages and the faculty and external examiners. Results: In the survey of 104 undergraduate students (78% of attendants), the majority (84n,80%) rated the fairness of the assessment as good, which is the primary goal of GOSCE. A large percentage (89n,85.6%) agreed that the examination covered a wide range of clinical skills. Eighty students (76.85%) believed the patients cooperated and found the findings precise; on the other hand, The obtained responses from 24 out of 33 faculty staff members (75%) and 29 out of 35 external examiners (82%) strongly agreed that the examination adequately covered a wide variety of clinical abilities. Only two of 68 examiners (2.9%) believed the examination needed more to provide a learning opportunity. Conclusion: With the insightful suggestions for improvement provided by the participants, GOSCE has a promising potential to evolve into a fair, objective clinical tool for assessing medical students, instilling a sense of optimism for its future development. [ABSTRACT FROM AUTHOR]

This research aims to investigate the experiences of students and faculty at Tanauan City College (TCC) with the Hybrid Learning Modality (HLM). The objectives are to identify specific challenges faced by both groups, assess the impact on academic outcomes and engagement, and gather recommendations to enhance the hybrid learning experience at TCC. A qualitative phenomenological approach was employed to capture the lived experiences of participants. In-depth interviews were conducted with seven faculty members and seven students. The data were transcribed and analyzed thematically to identify common themes and insights. The findings reveal that faculty members initially faced difficulties adapting to HLM but eventually embraced flexible teaching methods, leading to improved student engagement and satisfaction. Challenges included resource constraints, technological limitations, and time management issues. Students appreciated the flexibility and convenience of online learning but struggled with technical connectivity and limited interaction. Adaptive strategies included improved time management and adjusting to new learning environments. Participants recommended better infrastructure, continuous professional development for faculty, and enhanced engagement strategies. This study provides valuable insights into improving hybrid learning at TCC, highlighting the importance of flexibility, resource availability, and continuous improvement. The findings aim to inform policy and practice, fostering a more inclusive, effective, and engaging educational experience for all stakeholders at Tanauan City College. [ABSTRACT FROM AUTHOR]

This study examines virtual exchange (VE) as a mode of internationalization at a distance through the Turkish higher education context. Recognizing the constraints of geographical mobility, VE emerges as a viable alternative to enhance international and intercultural learning through technology. Employing a qualitative phenomenological design, we interviewed 22 participants, including students, faculty members and international office professionals from five Turkish universities. Our findings reveal diverse motivations, such as personal and academic development, and highlight professional and intercultural affordances. However, significant challenges persist, including technological limitations, time and communication obstacles and institutional support deficiencies. Our study indicates that VE projects provide valuable international experiences and intercultural awareness for students unable to participate in geographical mobility, yet they require careful consideration of technological tools and planning of activities in the ‘third space’ to overcome existing barriers and enhance student engagement. We recommend that scholars and institutional leaders give more consideration to VE from the viewpoint of internationalization at a distance for more inclusive and equitable internationalization practices in higher education driven by technological tools. Practitioner notes What is already known about this topic? Virtual exchange offers cost‐effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility. What does this paper add? Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case. Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts. Implications for policy and practice Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms. Institutions should prioritize virtual exchange and technology integration in internationalization, provide adequate resources for students and faculty members and incentivize virtual exchange. What is already known about this topic? Virtual exchange offers cost‐effective solutions for international and intercultural exchanges, especially for students with limited opportunities for geographical mobility. What does this paper add? Examines the virtual exchange from the viewpoint of Internationalization at a distance, using the Turkish case. Uses the conceptual lens of space, place and time to understand virtual exchange and Internationalization at a distance and improve virtual exchange experiences in underprivileged contexts. Implications for policy and practice Instructors should foster a sense of community and belonging for virtual exchange participants and diversify technological tools and communication mechanisms. Institutions should prioritize virtual exchange and technology integration in internationalization, provide adequate resources for students and faculty members and incentivize virtual exchange. [ABSTRACT FROM AUTHOR]

ABSTRACT This research explores how boundary‐spanning efforts in higher education can be expanded through the digital space and contribute to sustainability in higher education. By employing a qualitative case study design, we examine the journey of a Turkish public university's open education faculty, focusing on how the university has leveraged its open education mission and the developments in digital space to span boundaries and contribute to societal development constantly. Alongside reviewing institutional documents, we interviewed with 12 faculty members at the case institution. Benefitting from an inductive descriptive thematic analysis approach, we categorised related strategies and experiences into three themes: key agents, drivers and challenges and sustainability. The findings reveal that universities can better position themselves in the digital education space if the leadership embraces a clear vision regarding digital evolvement. Also, national regulations influence the digital development of universities and lead them to push boundaries in generating new teaching‐learning, research and service platforms. Our research demonstrates that by enhancing digital environments and online technologies, universities can extend their collaboration with different stakeholders and maintain boundary‐spanning efforts to improve their societal contribution. Further discussions and recommendations are made on the role of digital space in boundary spanning and sustainability in higher education. [ABSTRACT FROM AUTHOR]

ABSTRACT Drawing on the concept of the Production of Space this article examines how sustainable development agenda was localised—in design, operation and students' lived experiences—in two international education programmes at two universities in Japan. We analysed relevant programme documents, interviews with faculty members, students' reflective notes, as well as the authors' autoethnographic journals. The findings show that the local and institutional context influenced the SDGs curriculum design (representations of space or the conceived space). The virtual and physical learning spaces, the pedagogy and the operation of the programme (spatial practice or perceived space) shaped students' interaction and learning outcomes (representational space or the lived space). As instructors attempted to adopt SDGs in their teaching (through perceived space) and as students tried to gain interdisciplinary knowledge through SDGs (through lived space), both parties negotiated and challenged the programme design shifting the conceived spaces. Our study contributes to a deeper understanding of the localisation of SDGs within the internationalisation of higher education by employing Lefebvre's spatial analysis. This approach reveals the complex socio‐spatial dynamics at play, offering insights into how educational environments are constructed and experienced. [ABSTRACT FROM AUTHOR]

For any business to serve and satisfy both customers and employees, employee productivity is essential. Leveraging the full potential of their workforce, ensuring long-term gains in productivity, and fostering a culture of ongoing improvement for the purpose of attaining organizational excellence. This study seeks to describe the level of employees' commitment, job satisfaction, teamwork, and training on productivity. After scientific validation and reliability tests, questionnaires were used as data-gathering tools. Data for this descriptive correlational and causal research design was employed for the study and purposive sampling was done in choosing the participants gathered from the 518 staff and faculty members in Higher Education Institution. Results revealed that employee productivity was positively correlated with other variables, indicating that high productivity levels were associated with higher levels of commitment, job satisfaction, effective teamwork, and training initiative benefits. Nonetheless, Higher Education employees' productivity is significantly influenced by teamwork and training. This means that when there is teamwork among the employees and top management, and employees are provided with relevant training, employees' productivity will significantly increase. [ABSTRACT FROM AUTHOR]

This basic qualitative study explored the intercultural development and experiences of thirteen US undergraduate faculty members. It was grounded in the theoretical frameworks of intercultural development and constructive-developmental theory. Data included two Intercultural Development Inventories® 3–6 months apart; a Subject Object Interview; and a demographic questionnaire. Findings included qualitatively different experiences among participants who did and did not grow interculturally. For example, participants who stayed at the intercultural stage of Minimization experienced wanting to "get it right" but worrying about "getting it wrong" with intercultural interactions. Participants who grew from Minimization to Acceptance described leaning into the fear of getting it wrong. One who grew from Acceptance to Adaptation described valuing risking getting it wrong. Constructive-developmental stage findings suggest that to grow from Minimization to Acceptance, it may be necessary to have some Self-Authorship capacity, including an internally generated value system and an ability to reflect on one's own assumptions. [ABSTRACT FROM AUTHOR]

Since gaining academic and financial autonomy in 2018, a number of leading private universities in Kazakhstan have separated teaching and research into two distinct career tracks and implemented outcome-based faculty performance evaluation. This initiative aimed to increase the quality of both teaching and research, boost faculty’s research productivity, and improve the competitiveness of these universities in the local higher education market. However, despite being central to the development of universities, the restructuring of academic careers in Kazakhstan has received little scholarly attention. This study employs the framework of managerialism and collegiality to explore how faculty in research-track and teaching-track positions perceive and respond to the new career structures. Drawing upon the thematic analysis of 25 semi-structured interviews with faculty members working in the country’s top private universities, the study provides nuanced insights into the changing career structures in Kazakhstan by examining faculty experiences related to research and teaching, faculty evaluation and promotion, development of research culture, and work environment. By interpreting the study findings in light of the concepts of managerialism and collegiality, the study offers a fresh perspective on the neoliberal trends in university governance in the context where universities historically lacked autonomy from the state. The paper concludes by discussing the potential implications of the findings for improving the conditions of research-track and teaching-track faculty. The study may be of interest to policymakers, university administrators, and researchers concerned with changes in academic careers in transitional economies. [ABSTRACT FROM AUTHOR]

We examine the gender gap in faculty promotion at the University of Geneva. After building a new measure of research quality that has no gender bias (i.e. men and women have, on average, the same level of research quality after we control for disciplines), we find that conditional on research quality, discipline and place where the PhD was obtained, women are 11 percent less likely to get promoted. The gender gap is almost three times larger for promotion from assistant to associate professor, suggesting that the mechanism at play is stronger for junior faculty. The gender gap is explained by the fact that an equal increase in research quality leads to a smaller increase in women's probability of promotion. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the relative contribution of each of psychasthenia, psychological flexibility, suggestibility, and conspiracy beliefs in predicting the anxiety of vaccination with the anti COVID-19 vaccine among faculty members at Ain Shams University (ASU). Examining the difference in the sample's scores on the vaccination anxiety scale and its sub-factors according to the variables (age—chronic diseases—academic specialization—previous infection with COVID-19—gender), the sample of the study included 139 faculty members at Ain Shams University aged ranged from 23 to 78 years, with a mean of 49.52 years, and a standard deviation of 13.29 years. The vaccination anxiety scale, psychasthenia scale, psychological flexibility scale, suggestibility scale, and conspiracy beliefs scale were used to collect data. The results revealed that the variables of suggestibility and conspiracy beliefs significantly contribute to predicting the vaccination anxiety among faculty members at Ain Shams University. There is a significant difference in the average scores on the vaccination anxiety scale according to age, with the difference in favor of the age group less than fifty years, as well as according to the presence/absence of a previous infection with COVID-19, with the vaccination anxiety being higher for those who were previously infected. There has been no observed significant difference according to the presence/absence of chronic diseases or academic specialization. [ABSTRACT FROM AUTHOR]

The article discusses the value of programmatic assessment for faculty members and introduces a professional development series that connects the scholarship of teaching and learning (SoTL) with academic program assessment. The workshop, initially implemented at the International University of Grand-Bassam in Côte d'Ivoire, focuses on how SoTL research design can improve programmatic assessment plans. Recommendations for adapting the workshop include selecting the delivery mode, considering audience interaction, recognizing the place for SoTL at institutions, and creating follow-up meetings for dissemination. The article emphasizes the importance of investing in initiatives that benefit both faculty members and educational programs. [Extracted from the article]

This article analyses academic publishing in modern society by means of a governance model focusing on three groups of governors: Regulators, Market Actors, and Professions. It demonstrates how these three groups have interacted and how this interaction has put pressure on faculty members to produce publications for top journals. It also points to the strong position of publishers, which leads to high profit margins. The article therefore also discusses different possible measures to change the publishing system. [ABSTRACT FROM AUTHOR]

Through a survey of faculty members from 21 top research universities in China, this study analyzes the impact of the tenure reform on faculty members' job insecurity and innovative work behavior in research. The results indicate a negative relationship between the tenure-track system and faculty's innovative work behavior in terms of trying new directions and methods. However, no significant impact of the tenure track on the implementation and support of innovative ideas was observed. This study also reveals that the tenure track increased job insecurity among faculty members, primarily quantitative insecurity. This is due to higher publication demands and the strict enforcement of the "up-or-out" contracts, which resulted in rising concerns over job loss. Further analysis reveals that job insecurity played a mediating role in the relationship between the tenure track and faculty members' innovative behaviors in academic research. Based on the findings, this study recommends raising the criteria for tenure-track admission to reduce excessive peer competition. It also highlights the need to enhance academic autonomy and peer evaluation to ensure the quality of research outputs. In addition, it suggests implementing a more flexible exit mechanism to reduce job insecurity for faculty on the tenure track, thereby creating a more stable environment conducive to research innovation. [ABSTRACT FROM AUTHOR]

In this work, we sought to uncover the key strategies and challenges to the integration of Indigenous knowledge as knowledge management practices at a public university in The Gambia. It is often axiomatic in the literature that the incorporation of diverse epistemologies is a key resource for sustainable development; therefore, activities associated with the management of knowledge, particularly in higher education, are worthy of elucidation. We discovered that knowledge management activities at a university in The Gambia were often informal and required the invisible work of faculty. It was through the implicit use of tacit knowledge and epistemic disobedience that faculty were able to build upon a colonized curriculum that denied the presence of other knowledge. However, in the end, faculty were dependent on the power of referents within and without the institution to formalize their knowledge management practices. This work fills an essential gap in the extant literature on how the work of university faculty and managers, when situated within a knowledge management perspective, can contribute to decolonization and foster sustainable development. [ABSTRACT FROM AUTHOR]

Introduction: The pursuit of an inclusive university is rooted in the commitment to ensuring equal opportunities within the educational landscape. Over the years, the notion of "inclusion" has significantly evolved, becoming a central aspect of individual rights. This shift has led to the development of various models and guidelines to provide equitable treatment to all students. Objectives: This study aims to explore the perceptions of students regarding inclusive education at a university in the north of Spain. It seeks to understand the reasons behind these perceptions, providing insights into the effectiveness of the current inclusion strategies. Methods: We conducted an online survey distributed across various faculties at a university in the north of Spain, with participation from 519 students. The data collected from the survey were coded and subjected to statistical analysis using SPSS version 28 to generate descriptive and comparative statistics. Results: The findings reveal that 2.5% of the students have experienced discrimination at some point, with 2.9% attributing such discrimination to their peers. Furthermore, 25% of the respondents acknowledged the presence of discrimination initiated by the university itself. Despite these challenges, a significant majority (88.8%) recognize the importance of inclusive education. However, 43.4% of the participants noted that the attitudes of some faculty members towards inclusion were suboptimal. Additionally, 82.9% of the respondents believe in the necessity of enhancing collaboration within the entire educational community to foster better inclusion. Discussion and Conclusions: Overall, the students view the university as inclusive but identify a gap in the awareness and training necessary for achieving true equality. These findings indicate a need for heightened visibility of resources and the provision of further training and workshops. Although the response rate to the survey was relatively low, further research might benefit from engaging a broader spectrum of student voices, especially those from non-normative or divergent backgrounds, to deepen the understanding of inclusivity at the university. [ABSTRACT FROM AUTHOR]

To investigate how safe urologists feel in their work environment and the sociodemographic characteristics and working conditions that affect their sense of security. The study was conducted with urologists working in different hospitals. Data were collected through a 2-part online survey that took a few minutes to complete. The first section included items about the participant's sociodemographic characteristics and working conditions. The second part consisted of the Safety and Confidence Scale for Health Professionals (SCSHP) to assess how safe the physicians feel when faced with violence and how confident they are in handling violence. The study included 221 participants. Male urologists had a higher median SCSHP score than female urologists (P <.001). Single urologists felt safer when faced with violence than those who were married (P =.037). Participants who worked in hospitals with 24-hour security or law enforcement presence also felt safer than those who did not. Urologists who worked at universities and those who were faculty members also had higher SCSHP scores than urologists working in secondary and tertiary care (P <.001 for both). When SCSHP scores were compared according to professional experience, we observed that urologists in the first year of practice felt safer, while there was no statistically significant difference between the other groups. Among urologists, those who feel least safe from workplace violence are female urologists, those who work in secondary and tertiary hospitals, and those who do not have 24-hour security or law enforcement in their center. [ABSTRACT FROM AUTHOR]

Introduction: Terebinth (Pistacia terebinthus) belongs to the same botanical family as pistachio (Pistacia vera) and cashew (Anacardium occidentale). Although it is known that there is cross-sensitivity between pistachio and cashew, the cross-sensitivity of terebinth with pistachio or cashew has not been investigated. The objective of our study was to evaluate the sensitivity to terebinth in children with pistachio sensitivity. Methods: This study was conducted between September 2021 and June 2022 at Adıyaman University Faculty of Medicine Hospital. It analyzed the results of children who underwent skin prick testing (SPT) for food allergy. Of the 712 food skin prick tests reviewed, 27 children were identified with pistachio sensitivity. Prick tests with commercial extract for cashew and prick-to-prick tests for terebinth were applied to these children. Results: The median age was two, and 78% were male. Of the children with pistachio sensitivity, 96% demonstrated cross-sensitivity to terebinth and 100% to cashew. There was a strong correlation between the size of SPT responses in pistachio, cashew, and terebinth. Only four children had previously consumed terebinth, and two of these children had allergic reactions. Conclusion: Our study demonstrates a high cross-sensitivity between terebinth, pistachio, and cashew. We recommend that individuals with pistachio or cashew allergy/sensitivity avoid terebinth until tests confirm it is safe to consume. Further studies are needed to demonstrate the clinical significance of this cross-sensitivity and identify the major allergen involved. [ABSTRACT FROM AUTHOR]

This study examines how foreign-educated faculty contribute to fostering research internationalization in their home universities, considering as manifestations of such internationalization the publication of studies in international journals, participation in international conferences, editorial memberships, projects, and research impact. The study used a purposive sampling approach focused on six Pakistani universities. A validated survey instrument was administered to 102 foreigneducated faculty and 117 faculty members educated in national higher education institutions. The findings suggest that foreign-educated faculty demonstrate a higher level of engagement with the global academic community, particularly by co-authoring articles, books/chapters with international scholars, as well as presenting research works at global conferences. In addition, these scholars are cited more often. The study also analyzes various factors that influence the contribution of returnee faculty members to research internationalization and observes that discipline, gender, and academic rank affect the internationalization of academic investigation differently. The study concludes by discussing the implications of these findings for enhancing research internationalization in Pakistan, contributing valuable insights to higher education research. [ABSTRACT FROM AUTHOR]

Background: While there is growing evidence highlighting the prevalence of mental health concerns among university faculty, few studies have examined mental health interventions in this population. The objective of this systematic review and meta-analysis was to collect and critically appraise the available evidence about the effectiveness of interventions designed to improve the mental health of faculty. Methods: A systematic search was conducted by searching PubMed, EMBASE, Scopus, Web of Science, and CINAHL to identify relevant studies published in English language from January 1st, 2000 until October 1st, 2023. The search focused on studies done on academic faculty to describe interventions or support programs aimed at improving mental health outcomes, with comparison of mental health data before and after the intervention and an improvement in mental health as study outcome. A random effect meta-analysis method was used to estimate the effectiveness of interventions on faculty mental health. Results: Ten publications with 891 participants from 2,217 retrieved records were included. The random effect model showed substantial heterogeneity (I2 = 84.8%, 95% CI: 73.8 − 91.2%, p < 0.001). The pooled SMD was − 1.41 (95% CI: -2.81–0.004) showing a large effect, and it significantly favors the use of intervention for reducing mental health issues among faculty members. The effect size estimates for all included studies ranged from small to large, showing the positive effect of intervention on faculty mental health. Multimodal inference analysis showed that, of the many studied factors for faculty mental health, the region was the most important predictor of intervention effectiveness. However, when the significance of quantitative moderators was tested using meta-regression, age (p = 0.9491) and duration of intervention (p = 0.1284) were not statistically significant. Conclusion: Interventions aimed at enhancing the mental health of university faculty were overall significant; however, individual studies showed heterogeneous results. Making efforts to enhance the mental health of faculty is crucial and has been proven effective; nevertheless, the existing evidence necessitates further research in this area. For interventions to be effective, it is imperative to tailor them to the specific environment and to the unique characteristics of faculty members. PROSPERO registration number: CRD42023490388 [ABSTRACT FROM AUTHOR]

As the number of new technologies used in the apparel industry continues to grow, greater pressure is placed on university faculty to incorporate opportunities for students to learn them within the curriculum. The purpose of this study was to examine the benefits and challenges of this decision from the perspective of faculty who teach in apparel programmes and to compare their perspectives with those of industry professionals that hire new graduates. Data were collected with faculty via an online questionnaire and through virtual interviews with industry professionals. Findings point to areas of overlap between faculty and industry perspectives, especially the need for students to learn 3D/virtual technologies and the relatively high costs involved in doing so, as well as differences, including the goals for adopting 3D/virtual technologies. Further study can help to align industry expectations with the realities involved in adopting such technologies by apparel programmes. [ABSTRACT FROM AUTHOR]

Introduction: The evaluation of the performance of new methods, expected to provide cheaper and faster results than existing (reference) methods in the health field, is based on comparing the results obtained with this new method to those obtained with the existing method. The primary aim of this study is to examine the correlational and absolute agreement between measurement methods in clinical studies using Bland–Altman analysis and methodological (Ordinary Least Squares, Weighted Ordinary Least Squares, Deming, Weighted Deming, Passing–Bablok, Theil-Sen, and Passing–Bablok for Large Data Sets.) methods, and the secondary aim is to compare the accuracy and precision of Hadlock (I–V) formulas used for fetal weight estimation. Materials and methods: The study was conducted on singleton pregnancies examined in the Prenatal Diagnosis and Treatment Unit of the Department of Obstetrics and Gynecology at Inonu University Faculty of Medicine and who gave birth in the Obstetrics Unit between 01.01.2020 and 01.09.2023, whose gestational ages were confirmed by first-trimester ultrasonography. Estimated fetal weights were calculated using Hadlock (I–V) formulas, and the agreement of these weights with birth weight was evaluated with Bland–Altman method. Results: The comparison of estimated fetal weights calculated using Hadlock formulas with birth weight was analyzed using Bland–Altman analysis, ICC, and CCC values along with regression analyses. According to the mean difference values obtained by Bland–Altman analysis, the estimated fetal birth weights obtained by the Hadlock IV formula were most consistent with the actual birth weights. Conclusions: The estimated fetal weights obtained using the Hadlock IV formula resulted in the closest measurements to the birth weight. This study showcases the efficacy of a new web-based software, Method Comparison Software (MCS), which can be utilized for evaluating the agreement between different methods in clinical measurements. [ABSTRACT FROM AUTHOR]

The development of social skills (SS) and creative potential is of great interest to researchers in educational and organizational contexts. The present study aimed to understand the relationship between SS and the use of creative strategies to solve problems in the work environment of college teachers. The study included 386 faculty members of Brazilian colleges who were teaching during the first year of the COVID‐19 pandemic. Participants answered an online survey including the Social Skills Questionnaire and the Strategies to Create at Work Scale. The results showed that the SS were predictors of the development of creative strategies in college teachers, with greater emphasis on the ability to maintain calm in the face of criticism, which significantly predicted all strategies to create at work. The development and search for solutions to problems in a creative way in the work environment can be a result of frequent interactions with students, teachers, managers, other employees of the institution. Such interactions can also help improve repertoire of SS. Practitioner Points: SS training for teachers is beneficial for both teacher and student.Teachers are key in encouraging and facilitating students' motivational process to learn.College students involved in high‐impact practices are more likely to find success. [ABSTRACT FROM AUTHOR]