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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]

The current literature provides little empirical evidence on the study of salaries for young faculty members in the economic department, possibly because effective recognition of their research productivity remains a difficult challenge. To address this research gap, we analyse the effects of gender, PhD graduation school rank and undergraduate major on the salaries of young economics professors with varying experience levels. We create a novel dataset by manually collecting detailed and time-varying research productivity measures and demographic information of young economics professors from the top 50 public research universities in the U.S. We use double machine learning to obtain consistent estimators, which allows us to account for non-parametric features associated with the high-dimensional control variable set. Our findings indicate that in experience years 4 to 8, which is the time most faculty tenured, the gender effect estimates are statistically significant and large enough in magnitude to have practical implications. For PhD graduation school rank and undergraduate major, the effects in experience years 7 to 9 are large in magnitude but do not have statistical significance. [ABSTRACT FROM AUTHOR]

STEM disciplines have historically excluded individuals based on race, gender, sexuality, ethnicity, and class. African women, particularly those who are the first in their families to attend university (First-Generation Students, FGS), face significant challenges in accessing and succeeding in these fields. Although FGS encompass diverse populations with unique histories, this category often masks the intricate intersections of their experiences. Grounded in intersectionality theory, this qualitative study examines the lived experiences of twenty African women in STEM doctoral programmes across five South African universities. This paper specifically focuses on seven who are FGS. The findings highlight the profound discomfort and sense of unbelonging experienced by FGS in navigating the neoliberal meritocracy of universities and the competitive, exclusionary culture of STEM. These environments, shaped by racism and sexism, exacerbate the struggles of African women FGS, who often lack institutional support and recognition of their varied needs. This study advocates for the increased visibility of first-generation status in higher education research, arguing that universities and STEM faculties must address the systemic barriers that hinder FGS. By understanding these challenges, institutions can develop tailored strategies to support the retention and success of African women FGS, ensuring greater equity and transformation in STEM disciplines. [ABSTRACT FROM AUTHOR]

Faculty members are entrusted with great power to decide who deserves space within the academic profession. Given that the profession's central mission is knowledge production, such decisions inevitably concern epistemic matters, and specifically, what constitutes legitimate knowledge. From this perspective, faculty hiring is not only a matter of inviting new scholars into the academy but an opportunity to welcome new, creative knowledge, or perhaps knowledge that unsettles what has been taken-for-granted. Through interviews with 33 research university professors, we explored how search committees approached epistemic matters throughout the hiring process. Our analysis surfaced three distinct approaches. Defensive committees acted as if their primary task was safeguarding their discipline and department from disruptive epistemic contributions. Inclusive committees foregrounded local community, especially students' learning interests, and welcomed innovative even disruptive epistemic contributions. Conflictive committees displayed both tendencies, but ultimately favored scholars whose epistemic contributions would not disrupt the department or discipline. Across all three approaches, participants described how committees relied on conventions that generated both epistemic and demographic exclusion. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the effects of standardization, accreditation process on academic freedom and quality learning in higher education institutes (HEIs). In addition, this study explores the mediating effects of academic freedom between standardization, accreditation and learning. Design/methodology/approach: To attain the objective, the study uses the theory of self-determination as its theoretical underpinning. The smart PLS-SEM technique is applied for analyzing data. Findings: The results indicate that the accreditation process has a significant negative influence on faculty academic freedom and quality of learning in the sampled HEIs. There is also a significant mediating effect of academic freedom. Research limitations/implications: There are a few limitations in this study. First, the study considers the faculty members only as respondents. Second, this study only considers the faculty members of private universities as respondents. In the future, public HEIs could also be included in similar studies. Finally, this research has been done in the context of a developing country. Practical implications: The findings of the study have pervasive implications for the authorities in HEIs. The authorities of HEIs might capitalize on this evidence in formulating the appropriate policy for their HEIs. Social implications: As the accreditation process weakens academic freedom and quality learning, accreditation should not be viewed as an institutional development and quality assurance tool. Rather, accreditation ought to allow for amplifying faculty voices, empowering faculty and protecting their rights. Originality/value: Quantitative analysis on the subject addressed in the current study is scarce. Therefore, this research can be considered valuable for stakeholders of HEIs. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the impact of academic leadership on the organizational commitment of faculty members in private universities in Punjab. Work engagement was examined as a mediator, and co-worker support was considered as a moderator. Design/methodology/approach: The study used a quantitative, cross-sectional approach with convenience sampling. Regression and correlation analyses were used for hypothesis testing. Social exchange theory guided the exploration of academic leadership's impact on faculty members' organizational commitment. Findings: Results of the current study indicated a positive and significant effect of academic leadership on organizational commitment. Work engagement was identified as a partial mediator in this relationship. However, co-worker support was found to be an insignificant moderator, indicating no substantial influence on the relationship between academic leadership and work engagement among faculty members in private-sector universities. Originality/value: The similarity of the paper is less than 18%. [ABSTRACT FROM AUTHOR]

This paper presents a framework for utilizing Student Evaluations of Teaching (SET) in faculty evaluations. Recognizing the ongoing debate about the validity of SET as a measure of teaching effectiveness, the authors agree with scholars who propose viewing SET as a tool for gauging 'student perceptions of learning'. They present a method that combines post-estimation residuals from an Ordinary Least Squares (OLS) model, which accounts for key confounding factors, with simple mean SET scores. This approach provides a more nuanced perspective on each faculty member's individual ratings. The authors draw on SET data from courses taught by tenured faculty in the Faculty of Arts and Sciences at a large, private university in the Northeastern United States. Their findings suggest that the proposed residual framework can help address some of the concerns associated with the use of SET in personnel decision-making. However, they caution that this approach requires careful explanation and should be used in conjunction with a comprehensive review of a professor's full teaching portfolio. The study contributes to the ongoing discourse on the use of SET in faculty evaluations, offering a more equitable and nuanced approach to interpreting SET data. [ABSTRACT FROM AUTHOR]

What work strategies must university professors adopt to guarantee the service of higher education and even go beyond the role universities have formally established for them? This article aims to analyze the strategy of job crafting – specifically, how it influences the job crafting strategies of approach vs. avoidance in prosocial service behavior, with engagement as a mediating variable. To achieve this goal, we analyze the behavior of 1068 university professors in Faculties of Economics and Business at Spanish public universities. The results suggest that university professors who expand their work role and who expand socially develop more prosocial behavior in the service they deliver. The job crafting strategy of avoidance, in contrast, influences prosocial behavior negatively. Further, engagement acts as a mediating variable in the relationship between professors' job crafting and their prosocial service behavior. These results are relevant to higher education institutions, which must work constantly to adopt workplace strategies and programs to improve service performance. The study results may help universities to achieve professors who are more committed to their job functions and responsibilities. [ABSTRACT FROM AUTHOR]

Community college students are more likely than their peers in four-year colleges to experience homelessness or housing instability. At the same time, homelessness is a curricular topic, particularly in social science courses. Given the prevalence of homelessness and housing instability in the community college student population, likely worsened by the COVID-19 pandemic and subsequent and ongoing economic crisis, this project sought to discover how community college faculty approach homelessness and housing instability as a curricular topic, including their theoretical and praxis perspectives, and the integration of students' lived experience into their instruction. Fourteen faculty from a variety of disciplines participated in interviews, revealing that homelessness is most often used a way for students to explore foundational theories in sociology. Participants problematized their teaching around homelessness, particularly their service-learning activities, and described the importance of care and safety when discussing housing with students they recognized could have lived experience with homelessness. Future research should explore students' experiences in classes where homelessness is a curricular topic, and how more critical theoretical approaches may be beneficial. [ABSTRACT FROM AUTHOR]

The first years of an academic musculoskeletal (MSK) faculty position are a time of transition for the junior faculty member, who must rapidly adjust to new clinical, academic, operational, and professional responsibilities. Mentoring has a critical role in helping the faculty member to thrive in these early years. Establishing clear communication, trust, and expectations can set the foundation for an effective mentoring relationship. Junior faculty members ideally would have multiple mentors with different areas of expertise, including mentors of all roles in MSK radiology but also in other radiology divisions and other departments. Private practice MSK radiologists can also benefit from mentorship. Barriers to mentoring in MSK radiology include overall smaller division sizes, a newer and smaller field on a national level, and the increase in clinical volume and remote work that results in less face-to-face interaction. Despite the challenges, both junior MSK faculty members and their mentors can benefit greatly from strong mentoring connections. [ABSTRACT FROM AUTHOR]

JN-25 was the primary World War II Japanese naval cipher. It was introduced in 1939 and evolved throughout the war, presenting US Navy codebreakers with a succession of challenges. When JN-25N-62 was introduced on 25 July 1944, one question that arose for US Navy codebreakers was the function of two digits in the starting point indicator: did they represent a pair of single-digit numbers or a single two-digit number? US Navy codebreakers knew Japanese cipher clerks often chose an additive in the leftmost column of a page of additives as the starting point for the string of text additives. This lack of randomness enabled an attack on the indicator. Navy codebreakers used a statistical test to decide between the two possibilities. Construction of the necessary probability tables was assigned to Temple Rice Hollcroft, a mathematician on the faculty of Wells College. Hollcroft's problem is documented in an internal Navy history, but that history raises almost as many questions as it answers. This article explores the construction of Hollcroft's tables, how they were used, and why Hollcroft was selected to construct the tables. [ABSTRACT FROM AUTHOR]

The worldwide prevalence of disasters exposes students, staff, and faculty at colleges and universities to multiple disasters, potentially impacting their mental health. This study investigates the influence of cumulative disaster-related stressors on depression among 1,497 higher education participants. Results from modified Poisson regression analyses reveal that individuals exposed to cumulative stressors (COVID-19 and Hurricane Sandy) have a higher prevalence of depression (PR 4.20; 95% CI: 1.45–6.12) compared to those without such exposure. The relationship was confounded when disaster preparedness knowledge factors (specifically, medication and grocery delivery knowledge) were added to the model (PR 3.75; 95% CI: 1.36–5.47). These results underscore the importance of integrating disaster preparedness knowledge into mental health interventions for the higher education community. Adapting interventions based on individual preparedness knowledge levels, especially for students and staff, can be a critical strategy in mitigating the impact of disasters on mental health in higher education settings. [ABSTRACT FROM AUTHOR]

Leadership at the Spiritual Edge: Emerging and Non-Western Concepts of Leadership and Spirituality is a recent collection of thoughtful contributions by scholars and practitioners who study and work at the intersection of leadership and spirituality. The book was edited by Mohammed Raei (leadership and organization development consultant based in Jordan), Stacey Guenther (leadership coach and affiliated faculty at George Mason University), and Lisa Berkley (founding president of the Institute for Inner Economy and faculty at University of California, Santa Cruz). The book’s dominant themes encompass compassion for self and others, wholeness of mind, body and spirit, and promoting the collective over the individual. Framed to provide a leadership approach to healing and wholeness that encompasses both inner and outer transformation, this edited volume begins with five chapters outlining several emerging concepts in the leadership and spirituality space. Next, it examines several non-Western perspectives on leadership and spirituality and provides the reader with several spiritually-inspired leadership tools. The book ends with a few chapters that explore the shadowy side of spirituality-informed leadership. The editors’ hope for this volume is that leaders will create spaces for contemplative practices and spiritual development in order to awaken the consciousness of their organizations so that healing and joy can be experienced by all. [ABSTRACT FROM AUTHOR]

Introduction: This study investigated the agreement between students' self-assessment or peer assessment and faculty assessment of the quality of root canal treatment (RCT) performed during preclinical and clinical endodontic courses. Materials and Methods: This cross-sectional study enrolled 23 4th-year students and a faculty member from the University of Medical Sciences and Technology, Sudan. The radiographic technical quality of RCTs performed during preclinical and clinical endodontic courses was evaluated by the students themselves, their peers, and faculty members in terms of the obturation length, shape, and density. Paired Student's t -test was used to compare self-peer and faculty assessments. P < 0.05 was considered indicative of statistical significance. Results: No statistically significant differences were observed among the three assessment groups in terms of the quality of RCTs performed during the preclinical course. However, statistically significant differences were observed between self- and peer assessments (P = 0.014), and between self- and faculty assessments (P = 0.005), which may be attributable to lower confidence among students when working on real patients, leading to lower self-assessment scores. Conclusion: Significant differences were observed between self- and peer assessments and faculty assessments in the quality of RCT performed during the clinical course, with students underrating their performance. Formative assessment of learning rather than summative assessment, during endodontic courses, is recommended at the end of academic year. [ABSTRACT FROM AUTHOR]

Studies of representative bureaucracy emphasize that minorities' representation in public organizations helps promote their interests. Some areas, however, suffer from a distinct lack of minority representation. Although studies in the field focus on the actions of minority public servants in representing citizens like them, we examine the behavior of majority group street-level bureaucrats toward minorities. Using interviews with female STEM (science, technology, engineering, and mathematics) students from five Israeli academic institutions, we investigate whether male faculty members' interactions with female students reflect their perceptions of the latter's lack of representation. We find that one direct outcome is that male faculty members' unequal and discriminatory behavior offends female students. Through this behavior, these faculty members also signal to the majority group students that this behavior toward women is legitimate, which is an indirect outcome. Finally, female students behave insecurely in this environment. Public managers should be aware that not only is passive representation required in public organizations, but also that in areas with distinct male representation, majority group street-level bureaucrats play an important role in creating an environment that is fair and equitable for minorities. [ABSTRACT FROM AUTHOR]

Physical education teacher education (PETE) faculty members are leaders of the PETE profession. Their duties involve generating new knowledge, training emerging physical education (PE) teachers, serving the community and mentoring future PETE scholars. Despite playing a pivotal role in higher education, little research exists documenting their perceptions of mattering within higher education. This study explored the construct of perceived mattering within PETE faculty members and how these feelings interact within the sociopolitical structures of higher education. Data collection occurred through semi-structured interviews with 30 PETE faculty members within the United States. Data were analyzed deductively and inductively. Qualitative data revealed three major themes: (a) the role of external networks and service opportunities as strategies to navigate departmental underappreciation, (b) the need for acceptance within hierarchical social structures and (c) how teaching and research value orientations can create challenges and opportunities. Creating community partnerships with local schools, providing proper guidance throughout faculty socialization and embracing mentorship during early career years can help increase feelings of mattering within PETE faculty members and realign the overarching purpose of PE within the educational system. [ABSTRACT FROM AUTHOR]

This study explores and elucidates the phenomenon of indifference in theorizing within management research in Iran, highlighting the causal conditions and implications of this indifference on both the academic and practical landscapes of management. Using a qualitative grounded theory methodology, this study synthesized the data collected through interviews with management faculty members from various Iranian universities. Purposive sampling was employed to select participants until theoretical saturation was achieved with 29 interviews. The data were analyzed using ATLAS.ti software, enabling the construction of a paradigm model to explain the observed phenomena. The study identified multiple causal conditions contributing to indifference in theorizing, including individual, educational, cultural, economic, social, political, and systemic factors. These factors collectively foster a climate of scientific isolation, hindering the development of management theories and affecting both educators and students. The outcomes of this indifference manifest as a reduction in theoretical innovation and diminished engagement with management theory among academics and practitioners. Indifference, as a key concept in the presented model, represents a type of scientific silence, indicating the unwillingness or inability of researchers to create new and effective theories in the field of management. This research contributes to the field by providing a detailed model of the dynamics underlying indifference in theorizing within management studies in Iran, a topic that has received limited attention in the existing literature. The study's findings emphasize the need for systemic changes to overcome barriers to theorizing and suggest pathways for revitalizing theoretical contributions in management research. [ABSTRACT FROM AUTHOR]

The study investigated the extent to which teachers' qualifications relate teacher's performances among faculty members in one of the Universities in Cagayan de Oro. Descriptive design was employed to analyze the profiles of faculty members regarding their positions, length of service, educational qualifications, seminars attended, memberships in professional organizations, and levels of participation in those organizations and to assess the level of teaching performance as evaluated by the dean, chairperson, and students. To determine the relationship between teaching performance and teachers' profile, a correlational design was utilized. Random sampling was used to identify the population from the fourteen (14) colleges, including the Basic Education department, resulting in the selection of sixty-seven (67) faculty members to participate in the study. Data collected were analyzed using frequency, percentage, mean, and Pearson product. All research questions were tested at a 0.05 level of significance. The findings of the study showed that teachers' qualifications have a significant relationship to teaching performance. Based on the findings, it is recommended that the University continuously organize seminars/workshops for faculty members to foster and sustain teacher effectiveness and ensure that faculty members employ and possess the necessary skills and competencies to teach. [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]

This study examines the critical aspects of remote STEM education in the post-pandemic period, from the perspectives of students and faculty at four European universities. This research was conducted approximately four years after the COVID-19 pandemic began, aiming to evaluate the effectiveness and challenges of remote learning alongside advancements in educational technology and teaching models. Data were collected via structured questionnaires from over five hundred students and almost two hundred faculty members from four European universities. The study focused on resource availability, technical responsiveness, training adequacy, online assessment feedback, and social dynamics. Results reveal notable discrepancies between student and faculty perceptions regarding both assessment feedback and the significance of student-faculty interactions. While students viewed timely and detailed feedback as essential to their learning, faculty placed less emphasis on it, prioritizing instead the importance of direct interactions with students, a factor that students themselves considered less critical. Despite these differences, both groups acknowledged the broader challenges to educational quality and academic integrity. The study also found a general consensus among the universities involved, with no significant gender bias. These findings provide valuable insights for educational policymakers and institutions, helping refine remote teaching strategies and assessment methods to improve the quality and effectiveness of remote STEM education. [ABSTRACT FROM AUTHOR]

ABSTRACT As generative Artificial Intelligence (AI) is seen as a catalyst for a new learning and examination culture in higher education, it urges universities to reinvent themselves and to adapt to these changes effectively. By analysing the content of 67 university guidelines on generative AI, this study investigates how universities in Germany position themselves towards the rise of generative AI. Findings reveal that a majority of university guidelines explicitly permit both university lecturers and students to engage with generative AI, emphasising the importance of building AI literacy among both groups and preparing students for changing demands in the world of work. Importantly, 56.7% of university guidelines posit that the opportunities of generative AI for higher education outweigh the risks, underscoring the potential transformative impact on teaching and research. In addition, the results of a workshop with 25 faculty members were scrutinised to deepen and specify the findings of the content analysis. [ABSTRACT FROM AUTHOR]

The study published in the Arab Journal of Management addresses the challenges faced by faculty members in practicing social responsibility at Saudi universities. The aim of the study is to identify the organizational, human, and cultural challenges that these members encounter and to provide suggestions to enhance their role in this area. The results showed that the main challenges include a lack of organization of research activities, work pressures that reduce the time available for participation in social programs, and weak adoption of scientific research by the external community. The study also recommended the necessity of organizing conferences and seminars to examine the requirements of social responsibility and granting greater authority to university leaders. [Extracted from the article]

This study aimed to evaluate the quality of educational sciences programs in Jordanian universities according to the Council for the Accreditation of Educator Preparation (CAEP) standards. The study included academic leaders and faculty members from all public and private educational sciences colleges in Jordanian universities, totaling 817 participants. A random sample was selected, comprising two public and two private universities from each region. A questionnaire based on CAEP standards was developed, containing 46 items across five standards, and distributed to 508 participants. The study used a developmental survey methodology, revealing that the quality of educational sciences programs was moderate across all standards, with an average score of 3.07 and a standard deviation of 0.39. The quality assessment varied by region, gender, academic rank, and type of university, with significant differences favoring the central region for college quality and continuous improvement, females, associate professors for program impact, and public universities. [ABSTRACT FROM AUTHOR]

The transition from teacher to teacher-educator is significant. However, teacher educators are typically dropped into teaching at the tertiary level, with little professional preparation, induction or professional learning to be able to teach in this new context. As a result, this transition can be challenging. Despite a growing body of research on the transition from teacher to teacher-educator, little is known about how Physical Education (PE) teachers transition to becoming Physical Education teacher educators and faculty members. This collaborative autoethnography explores the journey of an early career PE teacher educator transitioning while navigating the tension between his teaching and academic habitus, supported by a critical friend going through the same career stage. Reflections were collected through reflective field notes and audio summaries and were explored through ongoing discussions with a critical friend. Ultimately, this project provided a unique insight into how PE teachers transition from teacher to teacher educator and how they can re-think and re-contextualize many of the practices they embodied as teachers, particularly with the support of a critical friend. This process was transformative for both teacher educators and concludes with a call for other Early Career Academics (ECA) to engage in a similar process to strengthen their transition into teacher education. [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]

This study investigates the impact of shared leadership (SL) on the various dimensions of organizational commitment (OC) within Saudi higher education institutions (HEIs). Employing a descriptive cross-sectional survey design, data were collected from faculty members at a prominent Saudi university using structured questionnaires. The questionnaires included validated scales for SL, encompassing dimensions such as Development and Mentoring, Problem-Solving, Support and Consideration, and Planning and Organizing, as well as for OC, which measured affective, normative, and continuance commitment. Descriptive statistics, correlation, and regression analyses were used to assess the relationships between SL and OC components. The findings indicate that shared leadership is widely practiced, with Development and Mentoring emerging as the most prominent SL dimension. A significant positive relationship was identified between SL and all three OC components, with affective commitment demonstrating the strongest correlation. Additionally, SL was found to significantly predict overall OC, underscoring its role in enhancing faculty commitment. These results highlight the potential of adopting shared leadership practices in HEIs to strengthen faculty engagement and institutional performance. Future research should expand data collection across multiple institutions and examine the combined influence of SL and OC on the quality of education and institutional success. [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]

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Objective: To examine the diagnostic continuity in patients diagnosed with Premenstrual dysphoric disorder (PMDD) by prospective symptom grading of patients with a provisional diagnosis of PMDD. Methods: The study included 95 women with a provisional diagnosis of PMDD who applied to Çukurova University Faculty of Medicine Hospital, Department of Mental Health and Diseases Outpatient Clinic, and 64 women with similar sociodemographic characteristics as the control group. Sociodemographic data form, Premenstrual Syndrome Scale, Psychache Scale, and Anxiety Sensitivity Index-3 were applied to the participants. Individual calendars were prepared for those with a provisional diagnosis of PMDD, and they were asked to fill them out for 3 months. Results: In this study, 65.3% of patients with a provisional diagnosis of PMDD met the criteria for permanent PMDD. Psychache scale total score averages of those diagnosed with PMDD were significantly higher than the control group (P < .001). The mean anxiety sensitivity total score and subscales of those with a provisional diagnosis of PMDD were significantly higher than the control group; both the total score (P=.04) and the physical sensitivity subscale (P=.01) were significantly higher in those with a permanent diagnosis of PMDD. Dysmenorrhea was significantly more frequent in those with a provisional diagnosis of PMDD (P=.03); this relationship was not found in those with a permanent diagnosis of PMDD. Conclusion: Approximately two-thirds of those with a provisional diagnosis of PMDD met the criteria for a permanent diagnosis, indicating that prospective evaluation is necessary for those with a provisional diagnosis of PMDD. It has been shown that those with higher PMDD severity have more intense psychological pain severity and more severe anxiety sensitivit [ABSTRACT FROM AUTHOR]

Objective: The authors sought to compare the results in Fitzpatrick Skin Type (FST) reporting among providers, trainees, and patients. They discussed the implications of discordance in FST reporting among these groups. Methods: This survey-based study was offered to all adult patients (18 years or older), dermatology residents, and dermatology faculty providers at University of Oklahoma Dermatology Clinic in Oklahoma City, Oklahoma. Deidentified information from the patient survey, provider-assigned FST, and provider credentials were consolidated, and data was analyzed by a biostatistician. Results: The provider-assigned FST was more accurate than the patient's own estimation of their own ability to tan versus burn. The patient's race played an important factor in a discrepancy between provider and patient described FST. Additionally, provider years in practice increased the odds of any discrepancy existing. Limitations: This study was conducted at one clinic location encompassing only the immediate geographic population. Conclusion: Despite being the most used skin tone classification system in dermatology, the FST system has many limitations. The classification system needs to be reevaluated or replaced with methods that more accurately, appropriately, and reliably describe skin tones and skin photo reactivity. Education is necessary for current trainees to avoid erroneous use of classifications such as the FST. [ABSTRACT FROM AUTHOR]

Background: Standardized letters of evaluation (SLOEs) are an important part of residency recruitment, particularly given the limited availability of other discerning factors in residency applications. While consensus regarding SLOE competitiveness has been studied within a small group of academic faculty, it remains unexplored how a more diverse group of letter readers interpret SLOEs in terms of competitiveness. Methods: A sample of 50 real SLOEs in the new SLOE format (2022 eSLOE 2.0) were selected to match the national rating distribution and anonymized. These SLOEs were ranked in order of competitiveness by 25 faculty members representing diverse demographics, geographic regions, and practice settings. Consensus levels were assessed using previously defined criteria and compared to prior results using a cutoff of ±10% to define a significant difference in consensus levels. Two models were tested to determine their ability to predict consensus rankings: a point‐based system and a linear regression model. Results: Faculty consensus in this diverse cohort was slightly below the level measured among academic emergency medicine faculty in the prior study, though no differences were greater than the ±10% cutoff. Prediction models also performed similarly to a previous study except at the tight level of agreement, where consensus was stronger in this study compared to previous results. There is greater consensus among faculty at academic institutions than at community institutions, and years of experience was not correlated with higher consensus. Conclusions: The degree of consensus regarding competitiveness using real SLOEs was similar in this diverse national sample compared to a prior study in a smaller and more homogenous group ranking mock SLOEs. Consensus ranks were predicted with good accuracy using both the point system and the regression model. [ABSTRACT FROM AUTHOR]

Faculty's voice behavior is crucial in promoting institutional reform and sustainable development in higher education institutions. However, there is still significant room for exploration regarding how to effectively stimulate such behavior among faculty. This study, based on data collected from 630 Chinese university faculty, investigates the conditions under which mission valence can promote voice behavior in higher education settings. The study involved constructing a moderated mediation model, with thriving at work as the mediator and servant leadership as the moderator, to explore the relationship between mission valence and faculty's voice behavior. The results reveal that mission valence has a significant positive impact on faculty's voice behavior in higher education and indirectly promotes such behavior through the mediating role of thriving at work. Furthermore, it was found that servant leadership plays a significant moderating role in the relationship between thriving at work and faculty's voice behavior, enhancing the overall mediation mechanism. This study extends our understanding of the relationship between mission valence and faculty's voice behavior in the context of Chinese higher education and provides practical insights into strategies for promoting faculty's voice behavior. [ABSTRACT FROM AUTHOR]

While much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab Emirates across a range of eLearning tools. Focus groups were held before and after a longitudinal intervention, in which faculty trialled eLearning tools and reflected on this process in a series of weekly reflective logs. Participant profiles emerged through a process of Reflexive Thematic Analysis, along with themes relating to advantages, disadvantages, and unique features of eLearning tools. The data illustrated that although eLearning tools were widely used, their perceived utility was context dependent. The study therefore recommends an iterative process focussing on specific departmental needs, and structured support to encourage faculty to trial eLearning tools. The findings are relevant for higher education faculty and management, and may inform eLearning resource allocation and the provision of continuing professional development. [ABSTRACT FROM AUTHOR]

Cameras may be viewed as an essential tool in online synchronous classes. They may give a sense of connectedness between the students and faculty. In fact, social presence is considered a vital factor in distance education. In our study, we examine faculty's perception of accepted reasons for students to turn off their cameras and perceived student engagement within synchronous online courses. In this exploratory research, participants (N = 84 faculty members) completed a survey to provide insights into their perceptions. Exploratory factor analysis with polychoric correlation indicates the five most substantial faculty-accepted reasons for students turning off their cameras during synchronous online courses. The reasons are as follows: student concerns about their appearance, family or friends in the room, webcam not working, physical location, and if their appearance on camera would be a distraction to the class as justifiable reasons for having their camera off. Correlation analysis found strong associations between the identified faculty-accepted reasons for students turning off their cameras during synchronous online courses and faculty's perceptions of course engagement with cameras turned off. In addition, we discuss the limitations and recommendations for future studies. [ABSTRACT FROM AUTHOR]

Background & Objective: Faculty members, given their unique position within the university, can significantly contribute to enhancing social responsibility. This study aims to elucidate the experiences of faculty members engaged in voluntary social activities Material & Methods: This qualitative research employed a conventional content analysis approach. The study involved 15 faculty members from Isfahan University of Medical Sciences, selected using purposive sampling. Data were gathered through semi-structured interviews and analyzed using MAXQDA software. Results: The data analysis revealed four main categories, including "existential philosophy of social activity", "the actual capabilities of social activity", "the bottlenecks of the path of social activity", and "operational strategies", along with 12 subcategories. These subcategories encompassed various aspects such as "Ensuring the health of society", "responding to spiritual needs", "cultivating responsible students", "the university's supportive and coordinating role in social activity", "the role of professors", "absence of a unified trustee", "unprofessional behavior of some managers of organizations", "resource and operational limitations", "promotion and promotion of socially active professors", "development in the search for answers and people's participation", "sustained follow-up in social activities" and "society's needs are the cornerstone of actions" were obtained. Conclusion: The findings underscore the need for an effective system to enhance voluntary social activities among faculty members. By closely collaborating with other organizations, addressing health needs, and cultivating responsible students, viable solutions can be devised and implemented to address societal health issues. Furthermore, fostering public engagement and inquiry related to health is imperative for the success of these initiatives. [ABSTRACT FROM AUTHOR]

Background & Objective: Aligning faculty members' learning styles with their teaching approaches is a complicated topic in education. Understanding these inclinations can help enhance pedagogical practices and build a more inclusive learning environment. Thus, this study examined the relationship between learning style preferences and teaching technique choices among Iranian faculty members. Material & Methods: From May to July 2022, a cross-sectional online survey was conducted among faculty members at Iranian medical universities via the Porsline website. Virtual snowball sampling was used to recruit 526 individuals. The VARK questionnaire was translated into Persian and showed excellent reliability, with a Cronbach's alpha of 0.94. The final data collection tools included the translated VARK questionnaire, self-assessment questions about teaching methods, university resources, and digital media center equipment. Analytical methods included descriptive statistics, logistic regression analysis, and chi-square testing for data evaluation. Results: The survey found that clinical teachers preferred reading and writing (54%), whereas fundamental science educators preferred visual-auditory and reading-writing. The effect of gender, field of study, learning style, age, and professional academic factors on the dependent variable, teaching method, was investigated using chi-square tests and logistic regression. The findings revealed that while there was no significant relationship between the variable gender and teaching method, significant associations were found with the variables field of study, learning style, age, and professional academic. Notably, it was observed that the effect size of field of study, age, and professional academic on teaching method is small, while for learning style, it is medium in magnitude. Conclusion: The study uncovers a significant correlation between learning styles and teaching methods, suggesting that their learning backgrounds may shape teachers' teaching methods. [ABSTRACT FROM AUTHOR]

The article explores the concept of the public university as a real utopia, drawing on the work of Erik Olin Wright. It discusses the importance of academic freedom, critical thinking, and higher education as a public good in creating a more socially just and democratic society. The text delves into the historical trajectory of public universities, the decline of the public university model due to neoliberalism, and the impact of the COVID-19 pandemic on higher education. It also highlights the need for empowered participatory governance, the preservation of academic freedom, and the cultivation of critical thinking in universities to promote social justice and democratic empowerment. [Extracted from the article]

The study aimed to identify the requirements for developing continuing education policies in Yemeni universities from the perspective of faculty members and academic leaders, and whether there are statistical differences between their responses attributed to (university, type of colleges, years of experience) variables. For the study purposes, the descriptive approach was employed. A questionnaire was prepared consisting of (34) items distributed on the (legislative and legal, financial and administrative, technical and human) dimensions. The study sample consisted of (301) faculty members and (74) academic leaders in (Sana'a - Thamar - Ibb) universities. The results of the study showed that all requirements for developing continuing education policies were of great importance based on the sample’s perspective. Moreover, there were statistically significant differences between the average responses of the study sample in Yemeni universities towards the requirements of developing a continuing education policy, attributed to differences in university in favor of Ibb University. There were no statistically significant differences between the averages of their responses owing to differences in years of experience and type of college variables. [ABSTRACT FROM AUTHOR]

Malignant Mesothelioma is a primary malignant tumor of the mesothelium lining the pleura, pericardium, peritoneum and tunica vaginalis of the testis with a poor prognosis. The epithelioid subtype is graded as high and low grade in the 2021 WHO classification of thoracic tumors. Recently, promising results from clinical trials of treatment with immune checkpoint inhibitors are reported. The aim of our study was to shed light on clinical studies on potential immune checkpoint inhibitors by examining VISTA and PD-L1 expression levels as well as HEG1 in malignant mesothelioma subtypes. Our study included 69 cases diagnosed with 'malignant mesothelioma, well-differentiated papillary mesothelial tumor, atypical mesothelial hyperplasia' at Dicle University Faculty of Medicine Department of Pathology between 2015 and 2021. Primary antibodies against HEG1, VISTA, and PD-L1 were used in the immunohistochemical study. The results showed a significant relationship between PD-L1 expression and sarcomatoid and high-grade epithelioid malignant mesotheliomas. VISTA was detected at a high rate in epithelioid malignant mesotheliomas and was negative in non-mesothelial tumors. HEG1 was positively monitored in mesothelial-derived tumors and negatively monitored in non-mesothelial tumors. The obtained results suggest that HEG1 could be further explored as a useful marker in determining mesothelial origin and that the expression levels of VISTA and PD-L1 markers may vary in histological subtypes in the selection of drugs for the treatment of malignant mesothelioma. [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]