Search

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 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]

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]

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]

The COVID-19 pandemic disrupted research productivity for many faculty members. As a result, many US universities began asking promotion and tenure candidates to create COVID-19 impact statements in hopes of mitigating the negative impact of these disruptions on tenure decisions. However, little is known about how such impact statements might be evaluated by promotion and tenure committees. This study examined whether such statements might be evaluated differently based on the gender and racial/ethnic categories of the faculty that submit them. Specifically, current US faculty were asked to evaluate hypothetical tenure dossiers that varied in race/ethnicity (Black/Latinx/White) and binary gender (Male/Female). Results indicated that female candidates were evaluated more favorably than male candidates. Specifically, participants thought that female candidate’s disruptions were more understandable, that their COVID-19 impact statements should be given more weight, and that they were more likely to vote to promote female candidates. There were no significant differences across candidates by race/ethnicity. The unexpected pattern of results suggests more research is needed to understand why such patterns emerged. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodsResultsConclusionThe main aim of this study is to know the loopholes in the feedback system, strategies to remove these loopholes, and to measure the effects of an efficient feedback system in an institution.This research has three stages. In the first stage, we tried to find out the flaws in the feedback system of the institution based on published benchmarks. Then we tried to remove these flaws with the collaboration of different stakeholders. In the last stage of the study, we tried to measure the effectiveness of these corrective procedures by certain key performance indicators (KPIs).After improvement strategies, there was a significant improvement in the KPIs like, the knowledge and attitude toward the feedback improved from 3.1 to 4.23 in students, and from 3.46 to 4.34 in faculty members, on a five-point scale, and the teaching standards improved as measured by students’ performance in different courses in terms of learning objectives achievement, for example in internal medicine from 70.8% to 75.3%. Similar improvement was recorded in other KPIs as well.An efficient feedback system is the backbone of education and by adopting effective feedback, individuals and institutions can excel in the field of medical education. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionsHealth professions learners are taught by full-time university faculty and by clinicians who teach alongside their clinical practice. This distributed healthcare education model ensures high-quality education but is at risk due to high learner demand, shortage of educators, and economic pressures. Understanding what factors influence clinical educators’ motivation to teach may contribute to the model’s sustainability and educator retention. The present review therefore aimed to systematically search and synthesise factors influencing clinical educators’ motivation to teach.Multiple databases, relevant journals, and the grey literature were searched for studies reporting on clinical educators’ motivation to teach. Data were analysed using a framework synthesis method, based on self-determination theory’s amotivation (e.g. disinterest or unachievable challenges), controlled (e.g. interest in rewards or pressure avoidance), and autonomous (e.g. personal importance and interest) concepts, and nested within a motivation from ‘above’ (i.e. interactions with stakeholders and societal expectations), ‘within’ (i.e. personal beliefs and personality dispositions), and ‘below’ (i.e. perception on learners’ motivation and engagement) framework.Twenty-nine studies were included, published between 1998 and 2022, which reported on educators from diverse disciplines and settings. Educators reported autonomous over controlled motivation to teach, favouring enjoyment, connectedness, professional development, feeling valued for their teaching efforts, and altruistic reasons to teach, over being motivated by incentives and rewards. These results are presented in relation to their origin, as factors influencing motivation ‘above’, ‘within’, and ‘below’.Results from this study have important implications for the development of contextual strategies to optimise learning/work environments and maximise autonomous reasons to teach, enhancing clinical educators’ job satisfaction and retention. [ABSTRACT FROM AUTHOR]

Researchers used a transcendental phenomenological approach to explore the experiences of faculty members in a Faculty Research Hub design team at a Hispanic-Serving Institution. Through data analysis, several themes emerged: (1) Support and leadership, (2) Commitment to improvement, (3) Individual motivation, (4) Structure and collaborative nature of the team, (5) Small team size with diverse expertise, and (6) Faculty learning and development. These themes align with the input, process, or outcome stages of Binkhorst et al.’s (2015) integrative descriptive framework for Teacher Design Teams (TDTs). The study suggests that Hispanic-Serving Institutions aspiring to become R1 institutions should consider implementing and evaluating Faculty Design Teams (FDTs) to enhance faculty research productivity and doctoral student success. [ABSTRACT FROM AUTHOR]

The study is about the purpose of using e-ShodhSindhu e-Resources by Indian Institute of Technology faculty in India. Professors, Associate Professors and Assistant Professors of selected seven Indian Institute of Technology were used as samples for the study. Objectives: To find out the core purpose and augmented purpose of using e-ShodhSindhu e-Resources, to know the advantages of using e-ShodhSindhu e-Resources, to know the importance, to know the satisfaction and to find out IIT faculty will recommend e-ShodhSindhu e-Resources to others. Methodology: The survey and questionnaire methods were used to gather data. Seven hundred and seventy questionnaires were distributed to selected Indian Institute of Technology (seven Indian IITs). Results and discussions: Most of the respondents are from IIT Bombay, the majority of the respondents are male, it is evident that users between the ages of 36 and 45 are the majority, majority of the respondents are Professors, research is the core purpose of using e-ShodhSindhu e-Resources, the highest mean value of 4.42 is for to-be-up-to-date in subject IIT faculty use e-ShodhSindhu e-Resources, the majority of IIT faculty thinks that searchability and convenient to use are the advantages of using e-ShodhSindhu e-Resources, majority of IIT faculty think that information content and coverage by e-ShodhSindhu is useful and IIT faculty members are satisfied with e-ShodhSindhu e-Resources. [ABSTRACT FROM AUTHOR]

We joined an initiative to engage faculty and undergraduate students in research by scheduling regular early college-level mathematics research presentations with pre- and post-lecture exercises. While our program featured six talks that were predominantly in the mathematical biosciences, the concept of creating themed topics for presentations can be extended to other areas of mathematical research, and the length of the program can also be scaled. This article discusses three of the presentations, including QR codes to access their recordings. The purpose of this article is to present the materials of the talks from this initiative and how faculty members can use the materials for potential explorations with students. The hope is the audience may use these, as presented, for study with students, with minimal start-up investment and to use this as a model for future undergraduate research efforts. [ABSTRACT FROM AUTHOR]

Florida International University has made a significant investment to develop hybrid classes, including financially incentivizing faculty to redesign their courses for the hybrid format through a semester-long training. To assess the success of these courses, student success and satisfaction have been examined. However, prior to this study faculty satisfaction with teaching in this format had not been formally investigated. The case study presented here involves three full-time, experienced hybrid faculty with the goal of understanding college faculty perceptions of teaching a hybrid course. Understanding faculty perspectives of the hybrid modality is a necessary component for universities to consider when making informed decisions about the resources that should be invested in hybrid teaching. [ABSTRACT FROM AUTHOR]

This introduction article establishes the territory for the Symposium What Was Cultural Economy? After setting out the reasoning behind the collection and its eight contributions, the introduction describes the terms on which the 'cultural economy' concept was launched, within the Open University's Faculty of Social Sciences, at the end of the 1990s. Noting the collective work involved, I highlight the role of Stuart Hall, and the brand of cultural studies he represents, as a key vector. Hall's position as totemic public intellectual obscures his work as a teacher, curriculum designer and colleague, channelling the 'cultural turn' through this internal academic context. As such, I also stress the OU's course team model of intellectual production, drawing from recent historiography on workshops as devices for the practice of collective intellectual and cultural work, coupling this to the figure of the 'vanishing mediator' as a driver of material and symbolic transformation. I then move to sketch out some of the key interpersonal relations, institutional contexts and intellectual trajectories through which cultural economy was first formulated. In conclusion, I ask what implications this little history might hold for a present-day journal engaged in the workshopping of ideas at increasingly international scale. [ABSTRACT FROM AUTHOR]

A group of faculty and staff of the Missouri State University (MSU) Libraries, assisted by an anthropologist, conducted a survey and then an ethnographic study using direct observation and semi-structured interviews of a broad sample of MSU faculty members to explore faculty scholarly information seeking habits and behavior. Research questions explored where faculty researched, what they used, and whom they consulted for assistance. Building upon background and findings concerning content in an introductory article, this companion article will discuss findings related to services and spaces used or desired by faculty. [ABSTRACT FROM AUTHOR]

A group of faculty and staff of the Missouri State University (MSU) Libraries, assisted by an anthropologist, conducted a survey and then an ethnographic study using direct observation and semi-structured interviews of a broad sample of MSU faculty members to explore faculty scholarly information seeking habits and behavior. Research questions explored where faculty researched, what they used, and whom they consulted for assistance. This article will discuss the methodologies of the study, as well as its findings on content used by faculty, to be followed by a companion article discussing findings on services and spaces. [ABSTRACT FROM AUTHOR]

Research on the capacity of universities to produce skilled graduates in developing post-Soviet countries is limited. It was reported that innovative companies in Azerbaijan face challenges in recruiting university graduates with the necessary cognitive and technical abilities. Referring to the perspectives of faculty members, university leaders and representatives of the Ministry of Science and Education, the current study explored the factors that were thought to influence the capacity of universities to develop human resources for the modernizing labour market. The study's results also align with the broader discourse on higher education's role in economic development and offer insights for improving alignment between educational outcomes and labour market needs in developing countries like Azerbaijan. While the management style of educational programmes and the faculty members were recognized as influential aspects of quality provision and assurance for skilled human resource development, university managers expressed a desire for greater support and autonomy from macro-level institutions, such as the Ministry of Science and Education, particularly in curriculum design and fostering more effective university-industry partnerships. [ABSTRACT FROM AUTHOR]

AbstractThere is a need to determine the teaching strategies of Criminology Instructors and the basic competencies learned by the students. This paper explores the teaching strategies of the faculty members of the Criminology Department and the basic competencies acquired by graduates as a result of the teaching strategies. The study used both the quantitative and the qualitative research designs where survey questionnaires and interview were used to gather data among 190 respondents. The results suggest a link between the teaching strategies utilized by the Criminology Department faculty at MPSPC and the transferable skills acquired by the graduates during their college years. It demonstrates that faculty members and the institution are preparing their students to be competitive through the transfer of knowledge and skills. As evidenced by the graduates’ ability to acquire fundamental competencies, the majority of the teaching strategies employed by faculty members are outcomes-oriented. [ABSTRACT FROM AUTHOR]

This article focuses on some challenges that impact community college students when transferring. Transferring can be daunting to students, and faculty need to be aware of the pitfalls and issues that may arise when a student transfers from a community college to a 4-year institution. While this piece focuses on how a faculty member from a 2-year and a 4-year institution have collaborated to alleviate some of the challenges faced by students transferring. This article attempts to show why transfer really needs to be a collaborative effort on both ends, which includes frequent informal communication and formal modification of courses. [ABSTRACT FROM AUTHOR]

This study examines the effects of administrative positions and research performance on the probability of winning the Outstanding Achievement Award for Research in Institutes of Higher Education (Humanities and Social Sciences) using a unique dataset of faculty members from a prestigious university in China. The following findings are derived. First, administrative positions significantly affect the probability of winning the award, with higher administrative positions correlating with a greater likelihood of winning the award. Second, research performance also significantly affects the probability of winning the award, with better research performance correlating with a greater likelihood of winning the award. Third, administrative positions further amplify the impact of research performance on the probability of winning the award. These findings imply that academic awards may be influenced by administrative power in the universities in China. [ABSTRACT FROM AUTHOR]

PurposeMethodsResultsConclusionThe objective of this study was to evaluate the relationship between research activity and National Institutes of Health (NIH) funding status of the United States (US) academic ophthalmologists.A retrospective cross-sectional analysis of bibliometric data was conducted. The NIH Research Portfolio Online Reporting Tools Expenditures and Reports (rePORTER) website was utilized to identify ophthalmology departments in the US that received NIH funding. Affiliated faculty from these institutions were then identified using NIH rePORTER and institutional websites. H-index was calculated using the Scopus database, and the NIH iCite tool was used to determine the Relative Citation Ratio (RCR). The h-index and w-RCR quantified research productivity, while m-RCR measured research impact.Data on 2688 faculty members from 66 departments we re identified, of which 21% were NIH-funded. Faculty members who received NIH-funding had significantly greater research productivity and impact as measured by h-index (32.5 vs 16.6; p < .001), m-RCR (2.2 vs 1.6; p < .001), and w-RCR (147.2 vs 70.1; p < .001) than their non-funded peers. When stratified by academic rank, NIH-funded faculty still had significantly higher h-index (16.1 vs 7.9; p < .001), m-RCR (2.2 vs 1.4; p < .001), and w-RCR (63.2 vs 61.8; p < .001) than non-funded peers. A similar trend was observed among non-tenured faculty members.NIH funding is associated with higher research productivity and impact among US academic ophthalmologists as measured by h-index and RCR, which suggests that NIH funding may be a critical factor in enhancing scholarly contributions of ophthalmologists.  These findings underscore the importance of continued investment in NIH funding to foster high-impact research within the field of ophthalmology. [ABSTRACT FROM AUTHOR]

AbstractGrowth mindset and learning goal orientation are related to positive outcomes and experiences for both students and instructors in the higher education context. The present study examined growth mindset and learning goal orientation toward teaching as predictors of instructors’ likelihood of seeking feedback about their teaching. Considering that all feedback may not be perceived as equally valuable, we also examined the sources from which instructors were likely to seek feedback. Full-time faculty members (n = 103) responded to measures of general mindset, teaching mindset, teaching goal orientation, and likelihood of seeking feedback about teaching from multiple sources. They reported being more likely to seek feedback from students and department colleagues than from more distant colleagues. Learning goal orientation mediated the relationship between teaching mindset and likelihood of seeking feedback from students; instructors with more of a learning goal orientation reported a more growth-oriented mindset for teaching and greater likelihood of seeking feedback from students. We conclude that instructors who are learning goal-oriented are more likely to perceive teaching as a skill to be developed and thus are more likely to seek feedback, especially from students and close colleagues. Professional development programs (and reward systems in universities) may do well to focus on encouraging learning goal orientation in order to improve instructor performance. [ABSTRACT FROM AUTHOR]

AbstractDespite clear links to improving college outcomes, descriptive details about the kinds of student-faculty interactions that are most helpful for STEM students are less well understood. In this qualitative interview study, we investigate what micro-interactions are most helpful – and consequential – for STEM students’ persistence and success, especially transfer students. We found that students who experienced positive, caring interactions with at least one faculty member in their major tended to feel more connected to their discipline, had greater confidence in their abilities in STEM, and often put forth more effort in their studies. Transfer students were especially impacted by the quality of care they received from faculty; those who had negative experiences with faculty were often left feeling less capable and discouraged to continue in their STEM discipline. STEM faculty should show interest in students’ learning and long-term academic and career goals and provide sufficient availability for one-on-one help. [ABSTRACT FROM AUTHOR]

This article delves into student course feedback using publicly available data from the University of North Texas. It examines factors influencing elevated student course evaluation ratings in the Information Technology and Decision Sciences department. The study reveals a positive relationship between higher response rates and better evaluation scores. The challenge index, individual course engagement, and difficulty are linked to higher scores. Course level impacts scores, with higher-level courses receiving higher ratings. This prompts further investigation into why full professors may not outperform associates in student ratings, advocating for broader research into characteristics influencing course evaluation performance. The study contributes valuable insights into academia and fostering discussions on business faculty assessment. [ABSTRACT FROM AUTHOR]

This ground-breaking visual essay encapsulates a 20-year ethnographic study on manual sand miners in Koilwar, Bihar, India, along the River Sone. Highlighting the participant perspective of the miners, this work is the result of a close collaboration between the miners and the researchers. It traces the evolving lifestyle patterns of manual sand miners in Koilwar – depicting the humble beginnings, a peak phase, and a subsequent gradual decline. It underscores the decline of a once-sustainable manual sand mining culture, sacrificed in the pursuit of advancing the national economy and infrastructure in a developing country like India. This independent study is a collaboration between Puneet Gupta, a photography researcher and faculty member and Ashish Gupta, a documentary photographer. Ashish started photographing sand miners in 2003, and Puneet joined in 2013. [ABSTRACT FROM AUTHOR]

AbstractMany quality assurance frameworks are in need of modification and evaluation before they can support the alignment of inclusive course design and pedagogies in institutions of higher education (IHEs). This study aimed to add inclusive practices in an open-source rubric, OpenSUNY Course Quality Review (OSCQR) rubric. Guided by the Universal Design for Learning framework and the inclusive ADDIE model, we revised the existing OSCQR rubric, which was then evaluated by 74 faculty members and instructional designers (IDs) in this descriptive study. We conducted independent samples t-tests to explore whether the participants’ roles, teaching undergraduate and graduate level courses, and their experiences of teaching and online course design led to any varied priorities for addressing diversity, equity, and inclusion components in online teaching. The overall findings suggest IDs and faculty members have a common ground and consensus regarding their perspectives on the items in this modified OSCQR rubric. The findings provide implications for future research and practice on course design features that impact students’ learning experiences. Limitations were also discussed. [ABSTRACT FROM AUTHOR]

We investigated nine faculty members’ lived experiences with graduate courses at a Hispanic-Serving Institution (HSI) using a phenomenological research design under the guidance of a framework for culturally sustaining pedagogy. In this phenomenological study, we analyzed interview transcripts focused on faculty members’ lived experiences with culturally sustaining teaching practices in graduate-level courses. The phenomenological data analysis revealed the following themes: introspection and reflection, collaboration, feedback, evaluation, and assessment. One noteworthy finding was that most faculty members did not intentionally foster students’ critical consciousness. We structure findings around three effective graduate teaching practices: (1) designing an effective learning environment, (2) structuring intentional learning experiences, and (3) assessing teaching effectiveness. We also provide implications for HSI faculty developers. [ABSTRACT FROM AUTHOR]

Doctoral education is a critical mission of higher education institutions (HEIs), and supervisors of PhD students have a prominent role in the process. The relevance of their role in a successful PhD experience and outcome raises an important question: how are PhD supervisors trained for their roles in the doctoral education process? In this work, we aimed to identify the formal training components in the syllabi of PhD supervision courses in Swedish HEIs. Accordingly, we used a mixed methods approach to thematic analysis to uncover themes in the publicly available syllabi of PhD supervisor courses followed by a quantification of the themes’ appearance per syllabi. Swedish higher education constitutes an ideal context for this study as most universities in Sweden require their faculty members to undertake a supervisory course before starting their supervisory activities. Our analysis showed that reflective practices, inclusive supervision, and the formal guidelines and processes of doctoral education were among the preeminent themes in PhD supervision courses. In conclusion, this study reveals the critical elements of PhD supervision courses in the Swedish HEI context and contributes to knowledge about the formal training of PhD supervisors by universities; therefore, it can potentially inform changes in the frameworks and practical design of such courses worldwide. [ABSTRACT FROM AUTHOR]

This qualitative study draws from learning ecologies as a framework of analysis in order to explore the activities, resources and relationships practised by 25 Spanish faculty members who teach in the area of Education. Their students nominated them as inclusive faculty. Individual, semi-structured, in-depth interviews were conducted. The results show that the activities, resources and relationships are multiple, diverse and learner-centred. This paper concludes that teaching student teachers involve being consistent and acting as a role model, by being coherent and an inclusive faculty in the university classes. These faculty voices provide recommendations on how universities should teach with a view to promote lifelong learning in which all students feel welcome. [ABSTRACT FROM AUTHOR]

Jack Amariglio was the founding editor of Rethinking MARXISM (as it was then typographically rendered) in 1988. He held the post for nine years, followed by many more years on the editorial board. During his nine years of editorship, nothing appeared in RM under Jack's name alone. His work was deeply embedded in a collective endeavor and can only be understood in relation to the others in the collective; at the same time, Jack's work was an attractive force that did much to hold the collective together. Simultaneously, and for an additional two decades beyond his editorship of RM, Jack was a member of the Merrimack College faculty. In both of these roles, Jack was an exemplar of a claim from an early issue of RM. The editors' introduction in volume 1, number 2, invited readers to quote the Herr Keuner stories by Bertolt Brecht, newly translated by Lee Baxandall: "Love," wrote Brecht-as-Keuner, "is the art of producing something with the capabilities of the other." This sort of love has been Jack's work. [ABSTRACT FROM AUTHOR]

The author proposes a Marxian class analysis of undergraduate education in U.S. four-year residential colleges and universities, highlighting the role of student labor in the production of courses, degrees, and campus life (college) and in the production of academic learning (knowledge). Undergraduate students are theorized as direct producers within two overlapping class structures: academic feudalism (college) and academic communism (knowledge). The concept of academic communism is argued to be normatively compatible with Marxian and liberal visions of higher education: the Marxian commitment to abolish class exploitation and the liberal commitment to academic freedom. As a constructive response to intensifying criticisms of undergraduate education as we know it, a Marxian view of college and knowledge offers an ethically grounded defense of the core mission of U.S. higher education, centered on undergraduate students and faculty members as coproducers of academic knowledge. [ABSTRACT FROM AUTHOR]

Information literacy (IL) is generally accepted as an important learning competency in undergraduate education and is directly and indirectly mentioned in many national accrediting bodies' standards. While information literacy has been seen as the sole domain of librarians, research shows that disciplinary faculty believe it is important and teach it in their classes. This study reports the findings from a survey conducted at California State University, Los Angeles on faculty's information literacy teaching practices. The results show that faculty take responsibility for teaching all areas of information literacy and do so in a variety of ways. [ABSTRACT FROM AUTHOR]

This article is a personal account by Lynn Watson, an Emeritus Professor of Theatre at the University of Maryland, Baltimore County (UMBC), about her journey in the performing arts. She discusses her education, experiences studying under renowned acting teachers, and various acting roles she had throughout her career. Watson also reflects on her work in theater productions in Washington, DC, her research in voice, speech, and dialect, and offers advice to aspiring theater professionals. She expresses gratitude for the Voice and Speech Trainers Association (VASTA). [Extracted from the article]

Utilizing interviews with 44 full-time HESA faculty members, this study explores how they describe planning for individual courses. Findings suggest a model of course planning in which faculty members enter the process with particular beliefs and then make decisions as they consider existing syllabi, course objectives, course content, and student characteristics. Context further shapes the planning process. This study has implications for faculty members' academic planning and further research on teaching in HESA programs. [ABSTRACT FROM AUTHOR]

The status of women in economics is increasingly researched. However, the gender earnings gap among economics faculty is rarely examined due to data limitations. Relying on Canadian Public Sector Salary Disclosure lists, we construct a unique dataset of earnings, credentials, and research productivity of economics faculty members. We find a ceteris paribus gender earnings gap, which is driven by full professors. [ABSTRACT FROM AUTHOR]

This article presents the testimonies of 24 faculty members of Arts and Humanities from five Spanish universities on the use of digital technology resources and their benefits for learning and educational inclusion of students with disabilities. They were selected by their own students with disabilities for their inclusive practices. Using a qualitative methodology, two semi-structured individual interviews were conducted with each participant to analyse different areas of inclusive pedagogy: beliefs, knowledge, designs and actions. The data were progressively analysed through a system of categories and inductive codes. The results show the digital resources that faculty members put into practice, as well as the different uses they make of them. In addition, the participants highlighted a number of benefits that digital technology has for the learning of all students, including those with disabilities. Finally, these results are discussed with those of previous studies, offering recommendations for the university to move toward a more inclusive education. [ABSTRACT FROM AUTHOR]

There is widespread global attention toward improving female representation in higher education institutions. In 2020, the Educational Official Act was amended to promote gender-conscious academic recruitment in favor of female faculty, who are historically underrepresented in academia, highlighting a notable disparity in female faculty representation between public and private institutions in South Korea. This amendment requires all public colleges and universities to maintain a proportion of female full-time faculty at a level equivalent to that of their private counterparts. Using college-major level information from 2000 to 2022, we examine whether female faculty representation in public institutions lags behind that in private institutions. The estimates show that public institutions generally underperform in recruiting female faculty, but this difference becomes negligible among high-selectivity institutions. It is worth noting that no significant difference is found in female faculty representation between public and private institutions in fields such as computer science, biology, nutrition/food science, medicine/pharmacy, economics/business, other social sciences, and arts/athletics, while the largest gap is observed in the field of education. The results suggest considering college-major specific characteristics when designing and implementing gender-conscious policies and practices to promote women in academia. [ABSTRACT FROM AUTHOR]

The adoption of a corporate style of university management in China has resulted in a context in which performance indicators are the primary means of assessing university faculty members. Most faculty members work under the 'shadow' of managerial control. Drawing on the face culture, this article delineates various complex tactics employed by Chinese university faculty and, more importantly, explores what underpins their behavioral responses. Based on a case study of a highly ranked university in China and in-depth interviews with its faculty members, this study demonstrates that most university faculty members' tactics fall into four strategic responses founded on facets of face culture. This article provides a new perspective on how responses to managerialism are motivated by face among socially admired professionals in Asian cultures and more widely. [ABSTRACT FROM AUTHOR]

Student evaluations on the teaching efficiency of faculty members are significant in Higher Education because they allow decisions makers to identify potential inefficient faculty members and by making appropriate decisions, to improve the quality of the teaching process of their Institution. In this paper, we revisit the methodology framework of the previous paper of Sivena and Nikolaidis in order to expand it in various ways. More specifically, we examine in detail and evaluate through simulation, several popular types of X ¯ and X ˜ control charts, identifying the most suitable among them, using various statistical properties of control charts as optimization criteria. Additionally, we present two more tools that will allow Higher Education Institutions if exploited in real life, to find differences in the teaching performance between evaluated faculty members, either the latter are compared in one or more pairs. All in all, we provide Higher Education decision-makers with easy-to-use and reliable tools for monitoring the teaching process of their Institutions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop and explore the factor structure of university faculty-focused bystander attitude and behavior measures regarding gender-based violence and to expand on the inclusion of oppressive behaviors in these measures. An online survey was administered to a convenience sample of 167 faculty from a university in the US. Two scales, Faculty Bystander Attitude Scale (FBAS) and Faculty Bystander Behavior Scale (FBBS), were developed to assess faculty bystander attitudes and behaviors. After exploratory factor analysis, the 27-item FBBS successfully loaded on three factors and, after eliminating two items, the 25-item FBAS successfully loaded on three factors. A confirmatory factor analysis will be a useful next step in confirming the factor structure of the modified measures. Faculty specific bystander attitude and behavior scales are necessary to assess the efficacy of violence prevention programming for faculty. These scales can also be incorporated into campus climate surveys to determine faculty's willingness to intervene when they witness behaviors along the continuum of violence. [ABSTRACT FROM AUTHOR]

To assess the prevalence of temporomandibular disorders (TMD) and their effects on quality of life (QoL) of dental patients. A survey consisting of two validated questionnaires was distributed to dental patients registered at the University of Malaya Faculty of Dentistry. The Fonseca Anamnestic Index (FAI) evaluates the prevalence and severity of TMD, while the Oral Health Impact Profile – Temporomandibular Disorder (OHIP-TMD) appraises the effects of TMD on oral health-related QoL. Out of 342 patients (aged 16 to 50 years, 45% male and 55% female) enrolled in the survey, 50.9% had varying degrees of TMD. All 7 domains of OHIP-TMD showed a statistically significant correlation with TMD severity. TMD seems to be prevalent among Malaysian dental patients. Not only does TMD affect the QoL of an individual, but the more severe the degree of reported symptoms, the poorer their perceived oral health QoL. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the literature exploring the realities of contingent faculty at U.S. universities and colleges with a focus on STEM. We focus our review of the literature by exploring the experiences of Latinx/é contingent faculty in STEM and propose a series of conceptual frameworks that can be used to explore the hidden professional realities of this population. A focus on the field of STEM, via a deeper exploration of the literature, points to the evolution of contingent faculty in the disciplines and the diversity of the roles they currently fill at our universities and colleges. This paper draws on various frameworks for exploring the experiences of contingent faculty. [ABSTRACT FROM AUTHOR]

Faculty who do not speak the language of instruction in their universities as their first language face additional challenges in teaching. This study aimed to investigate a non-native speaker faculty member, Eisuke Saito, who had attempted to manage and overcome language challenges in teaching. Through an autobiographical self-study of teacher education practices (S-STEP) with reference to critical incidents, and critical discussions with co-author Michelle Ludecke, this article reveals that through listening to the students and observing their non-verbal responses, Eisuke came to deepen his understanding of the complexities of students' problems and confusions. As a result, class discussions were utilized more meaningfully, which involved working with students as co-curriculum makers. In so doing, the non-verbal responses that were overwhelming at the beginning of his teaching career eventually started to support Eisuke in facilitating discussion in his classes. This study posits that for non-native speaker faculty to change their practices, multi-faceted efforts are necessary – starting with respecting their students as co-curriculum makers, understanding students' needs through non-verbal signals, and considering how to add value in developing dialogue among and with students in an emergent manner based on students' confusions or questions. [ABSTRACT FROM AUTHOR]

To determine whether the Angelo Bruno Business Library was meeting the needs of business faculty in the College of Business (COB) at The University of Alabama, and to measure the frequency of publishing via Open Access (OA) journals, a comprehensive citation analysis of business faculty (tenured/tenure-track/non-tenure track/clinical/instructor/etc.) publications was conducted for the years 2019 - 2020. There are other reasons, as well, for considering the exercise of a citation analysis. The following data were collected from Scopus: all citations from works listed by each faculty member per the COB Faculty and Staff Directory (each department in the COB was included), title of reference, authors, year of publication, source title, volume/issue, and publication type. The results were analyzed collectively as well as for each department. This study also determined how often OA journal titles were chosen as the outlet for publication. Only 24% of published works by COB authors during this time frame are OA. This research also revealed the dismal results that none of the 100 most-cited journals were OA. It is to libraries' financial advantage that more authors use OA publishing for their works as well as their places for cited research. [ABSTRACT FROM AUTHOR]

Limited attention has been given to sociodemographic factors among faculty members in the association between workplace stressors and psychological distress, especially in the Saudi context. Understanding the impact of academic demands on faculty members' psychological distress is crucial. This study aimed to investigate the association between sociodemographic variables (gender, academic ranking, marital status) and mental health disorders dimensions (emotional exhaustion, depressive symptoms, insomnia symptoms) among Saudi faculty. In a digital survey encompassing 321 respondents, canonical correlation analysis was utilized for data interpretation. The research discerned a mild correlation between socio-demographic indicators and mental health parameters. Faculty members above the age of 55 manifested diminished emotional exhaustion rates. In contrast, female faculty members demonstrated elevated emotional exhaustion intensities. Moreover, married faculty members experienced reduced emotional exhaustion compared to their single or divorced counterparts. Notably, gender emerged as the most influential determinant of mental health, followed by age, and subsequently marital status. Of all mental health metrics, insomnia symptoms were most sensitive to shifts in socio-demographic attributes. Tailored interventions are crucial for supporting the mental well-being of faculty in Saudi Arabia and similar contexts, benefiting researchers, practitioners, and policymakers. [ABSTRACT FROM AUTHOR]

A finance program determines relevance by aligning with professional standards, such as the CFA's body of knowledge (CBOK). Resistance to the integration process occurs when faculty members disagree with the program's targeted cognitive rigor (CR). This study suggests mapping the CBOK's CR facilitates integration by allotting CFA learning outcomes across existing courses and provides a framework for measuring a program's assurance of learning. This map demonstrates that Level-I CBOK should be viewed as a minimum requirement for an undergraduate finance program, and higher-level topics with comparable CR could improve students' comprehension. [ABSTRACT FROM AUTHOR]

The knowledge of and experience with culture shock and intercultural communication come under analysis in this autoethnography of a U.S.-American faculty member's Fulbright teaching experience in Uzbekistan. As a relatively new country couched under the blanket of Russian and Chinese influence, Uzbekistan strives to shift its economy, language, and geopolitical connections toward the West. Cultural knowledge about Uzbekistan is likewise still hidden behind the Uzbek and Russian languages, leaving English speakers from the West with few resources to engage in predeparture uncertainty reduction. This manuscript chronicles the early days of a sojourn of a faculty member who had cognitive knowledge of intercultural communication concepts but had no immersion experiences in which to test her abilities to adapt. Anxiety uncertainty management theory offers some insight into the culture shock and adaptation experienced by this faculty member. The study benefits teachers who may enter this or similar cultures, teachers who instruct with an interpreter, and anyone seeking cultural information about Uzbekistan. [ABSTRACT FROM AUTHOR]

In March 2020, the COVID-19 pandemic disrupted life around the world, and the (traditional) educational system came to a screeching halt. Educational systems, including physical education teacher education, moved to remote and online teaching modalities almost overnight. This shift, coupled with the cancellation of academic conferences, resulted in many physical education teacher education faculty members feeling isolated and uncertain in their pedagogical approaches. In April 2020, the PETE Collaborative was formed. Initial meetings centered on faculty-related concerns for how to modify content and provide meaningful opportunities for preservice teachers to engage in field experiences during the pandemic. As the community grew, so did the purpose of the Collaborative, which adapted to meet the needs of the members it was established to connect. Therefore, the purpose of this paper is to tell the story of the PETE Collaborative, describe its theoretical underpinnings and provide some thoughts for the future of the initiative. [ABSTRACT FROM AUTHOR]

The Universal Design for Learning (UDL) framework has been shown to support instructors in the design of inclusive instructional learning environments. However, few studies have examined the effects of UDL professional development programmes for community college faculty and staff. The present study examined the effects of a four-day Universal Design for Learning (UDL) training on community college faculty and staff. Three paired samples t tests were run on the pretest and posttest scores of participants. The results indicated that, after the training, faculty and staff had a statistically significantly greater knowledge of UDL and were better able to provide examples of how to apply it to their work on campus. The results provide support for training community college faculty and staff to apply the UDL framework to their instruction. [ABSTRACT FROM AUTHOR]

This paper presents the results of a collaborative study highlighting the pedagogical approaches used by faculty during visits to the Musée acadien de l'Université de Moncton (MAUM). This qualitative-based study was conducted with a sample of nine participants representing various disciplines from three major faculties. Thematic analysis revealed the main themes related to the pedagogical practices used by the participants: teaching and learning models, pedagogical approaches, and methods. The results indicate that the faculty preferred collaborative, project-based, experiential, and inter- and trans-disciplinary approaches. This study initiated discussions among professors about teaching practices used by faculty members during distance learning. Innovative thoughts have emerged from e-learning practices used by faculty during the Covid-19 pandemic. Feedback from students contributed greatly to enriching and evolving the approaches. The cross-referencing of the results has made it possible to identify tools for inspiring pedagogical approaches, whatever the subject being taught. [ABSTRACT FROM AUTHOR]