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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]

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]

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]

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]

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

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

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

Purpose: The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context. Design/methodology/approach: Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn's framework of engagement and robust coding protocols. Findings: Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge. Originality/value: The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study's use of Kahn's model to examine the faculty members' transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic's effect on educational institutes in an under-investigated context. [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]

3D printing (3DP) has emerged as a disruptive manufacturing technology that benefits both the manufacturing and educational sectors. The emergence of low-cost and affordable 3D printers has facilitated the widespread use of 3DP technology, particularly in higher education institutions (HEIs) in developing countries. Despite its promising benefits, 3DP is still poorly adopted in developing countries. While research has explored the use and adoption of 3DP in education within developed nations, little research has been conducted on the integration of 3DP to capitalize on its benefits in developing countries. Therefore, in this study, we aim to investigate the perspectives of students and faculty members in higher education (HE) regarding 3DP integration in the classroom. A survey was conducted with 307 participants (272 students and 35 faculty members) at 12 Vietnamese universities where 3DP education is offered. We found that a misaligned curriculum, lack of training for faculty members, the high cost of materials and equipment, English language barriers, and limited student exposure to 3DP technology were significant obstacles to 3DP education. Several recommendations have been provided to address these challenges; for instance, faculty members and industry professionals need collaboration to ensure that the curriculum is current and that faculty members receive adequate training to teach 3DP effectively. This study provides guidelines for faculty members and policymakers to reinforce 3DP education for sustainable development in developing countries. [ABSTRACT FROM AUTHOR]

Education is both an institutional process and a set of conscious actions. Since its institutionalization, education has been viewed not only as an act of acquiring knowledge, but also as a socialization process. The traditional understanding of education, which views socialization as the its main purpose in addition to acquiring knowledge and shapes education policies accordingly, has emerged as a multi-dimensional sphere of discussion within "distance education", which has become almost mandatory today with Covid-19. This study aims to examine the problem areas of distance education experienced with Covid-19 by using an interdisciplinary approach in a psychological, sociological, and socio-psychological framework. To examine the subject in-depth and make analytical generalisations, the research reflects the opinions of the main actors, students, and faculty members, as well as the researchers' observations, in addition to the experts on the subject. The data analysis was conducted through the subjective evaluation of the researchers' own experiences and the content analysis of teacher and student opinions. The results reflect that education is not only an activity of acquiring knowledge but also a socialization process, the educational bureaucracy and environment make a significant contribution to the socialization of students, and that distance education can only be used as a supportive model. Education isolated from real life that does not contribute to the socialization processes of students may bring important psychological and social problems. [ABSTRACT FROM AUTHOR]

The objective of this quantitative study was to examine the efforts of one large university in the Eastern Province of Saudi Arabia to develop and approve a graduate attributes (GA) framework. The large-scale initiative drew on faculty members and students' perceptions of graduate attributes that can bridge the gap between college and career readiness at Imam Abdulrahman bin Faisal University (IAU). The study's methodology employed a web-based questionnaire administered to the institutional community of faculty members and students. Descriptive and inferential statistics were conducted and analyzed to refine the final attributes. The results indicated the following five core GAs based on 1,826 participant responses: 1) knowledge application and lifelong learning; 2) problem-solving and decision-making abilities; 3) information technology skills; 4) an active personality and 5) a commitment to values, ethics and responsibility. This inaugural study's results can contribute to the growing interest in creating GA frameworks for Saudi universities and their graduates. The absence of GA frameworks in the Saudi context should be considered in future updates. Recommendations further suggest secondary analyses to provide more meaningful insights into the IAU's GA framework and its relevance to Saudi Arabia's higher education sector in general. [ABSTRACT FROM AUTHOR]

Higher education is grappling with challenges from globalization. The competition between worldwide universities depends not only on the availability of infrastructure and faculty members' teaching quality but also on their research performance. The research produced by faculty members has a significant impact on a university's standing, ability to acquire funds, and ability to enroll both domestic and international students. The objective of this paper is to identify factors affecting scientific research productivity in selected higher educational institutes. The paper reports the views of academic staff from different educational institutes on such issues as the determinants of research performance. A quantitative analysis approach, including correlation and regression, in addition to deep learning, was utilized to achieve the aim of the paper. The findings of this research demonstrate that the support of academic institutes for enhancing research and providing facilities and funds for such purpose has a great impact on research performance. The allocation of hours of scientific research to the faculty member also had a positive impact on the improvement of scientific research. Linking career promotion and scientific research encourages faculty members to publish more papers. Moreover, the level of qualification for faculty members has a great impact on their rate of publishing papers. [ABSTRACT FROM AUTHOR]

This study aims to identify the level of attitudes of faculty members in Palestinian universities regarding the opportunities and challenges of employing artificial intelligence applications in higher education. The researchers used a descriptive approach, and the study's sample consisted of (130) faculty members at An-Najah National University. Data was collected using two specific questionnaires, one focused on opportunities and the other on challenges. Data analysis was conducted using statistical tests, specifically calculating means and standard deviations, Independent Samples Test, Mann-Whitney test, One Way ANOVA, and Kruskal-Walli's test. The study's results indicated that the average level of attitudes among faculty members regarding the opportunities and challenges of employing artificial intelligence applications in higher education was high. Furthermore, the results revealed no statistically significant differences in all areas of opportunities and challenges related to gender, except in "supporting learning and teaching processes," which favored males. The results indicated no statistically significant differences in all areas of opportunities and challenges related to the educational qualifications, except for the "Benefits of AI applications in teaching and education," in favor of an associate professor. The results also indicated no statistically significant differences in the opportunities and challenges of employing artificial intelligence applications attributed to variables of years of experience and the college. Based on this, the study recommends the necessity of implementing intensive training programs for university faculty members to enhance their skills in using artificial intelligence applications in higher education, as well as addressing the concerns and risks that hinder the adoption of these applications. Additionally, conducting experimental research to explore the integration of artificial intelligence applications in education and evaluate their effectiveness is essential. [ABSTRACT FROM AUTHOR]

There is a significant change in operational approaches, especially in business intelligence solutions, due to the application of modern technologies at Jordan's universities. However, further research is required. Faculty and staff are often reluctant to accept these technologies, as they are used to traditional teaching approaches. This highlights the importance of examining these change dynamics. To gain more insight into this issue, a questionnaire was created based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model and distributed to 587 participants in 12 prominent Jordan universities. Structural equation modeling was deployed to assess the fit of the model to the data and determine whether the hypothesized relationships are supported. The findings indicated that there was a strong behavioral intention among staff and faculty members to embrace business intelligence solutions in their professional roles. This study discusses the positive and negative factors that affect the adoption of business intelligence in Jordanian higher education institutions. It is widely believed that these variables are critical in university management as they help relevant individuals make informed decisions about future investments and implement new technologies into institutional practices. [ABSTRACT FROM AUTHOR]

This study investigated the perception of role model attributes of women and men sport professors, how these attributes influence the choice of academic role models, and how such role models affect career objectives. The study draws on social cognitive (career) theory. Data were collected with a quantitative online survey (N = 792) targeted at major students (under- and postgraduate [n = 515], doctoral [n = 122]), and faculty members (postdoc researchers [n = 43] and professors [n = 112]), in sport management/economics/sociology or a general sports-science program in different countries. Data were analyzed by mean comparisons and regression analyses. The results suggest that women perceive women professors as more competent and as better teachers. Women perceive more similarity with women professors, and the intention to imitate the role model seems to influence both women and men in their role model choice. Women's interest in an academic career is positively impacted by women and men role models, while men's career objectives are only influenced by men professors. Implications of the study are that the applied theoretical framework is appropriate for investigating both women's and men's role models and career objectives. Furthermore, the study helps academic policymakers and sport faculty members to understand the importance of professors as role models. [ABSTRACT FROM AUTHOR]

This study aims to understand university professors' perspectives on the learning assessment process, including its importance during teaching and learning, their conceptualization, and their considerations in their practices. The research used a grounded theory approach to recognize evaluation as a dialogical and intersubjective space. The methodology consisted of an open survey and a semi-structured interview with faculty professors from a university in northern Mexico. The findings highlighted the importance of educational institutions, emphasizing that faculties prioritize evaluating quality based on relevance, alignment with learning objectives, continuity throughout the process, and feedback. These aspects align with recent approaches that consider evaluation as a process that promotes learning, as evidenced by the high saturation rate in the theoretical sampling. Furthermore, the study revealed that the institution's educational model, curricular design, and evaluation policies significantly influence the faculty members' perspective. As a result, educational institutions must consider these factors when formulating an evaluation model, thereby making the research directly applicable to the work of educational policymakers and university professors. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: This study investigates the digital citizenship behavior (DCB) and behavioral intention (BI) of faculty members at the Public Authority for Applied Education and Training (PAAET) colleges in Kuwait. The research aims to evaluate the effectiveness of technology in teaching and provide a case study of higher educational institutions in Kuwait. The study's theoretical framework focuses on four key factors: performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC), examining their impact on faculty readiness (RED) through the mediation of both BI and DCB. A total of 28 hypotheses were tested, exploring direct and indirect relationships among these variables. Methods: A survey was conducted among 122 faculty members from PAAET colleges in Kuwait. The questionnaire measured the participants' perceptions of PE, EE, SI, and FC, along with their BI and DCB. The study employed statistical methods to analyze the data and test the 28 hypotheses, aiming to identify significant paths of relationships that contribute to faculty readiness for technology use in education. Results: The findings confirmed eight significant paths of relationships, highlighting the importance of inputs such as effort and social influence and their impact on performance as an output in determining faculty readiness. However, the study raised empirical doubts about the remaining 20 hypotheses, providing new evidence that challenges the currently established relationships between technology acceptance and digital citizenship. Discussion: The study offers valuable insights into the factors influencing the effective use of technology in higher education institutions in Kuwait. It suggests that while some pathways, such as effort and social influence, significantly contribute to faculty readiness, other expected relationships may not hold as previously thought. This new evidence calls for a reevaluation of the existing models of technology acceptance and digital citizenship. The results have important implications for policy and practice, offering guidance on enhancing technology use among faculty members in educational settings. The study contributes to the broader discussion on digital transformation in education, providing a comprehensive understanding of the key factors that affect faculty readiness for adopting new technologies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the effectiveness of Faculty Development Programs (FDPs) in promoting professional growth among educators, utilizing the Kirkpatrick Model as a framework for evaluation. Specifically, the research aims to determine the contributions that professional development programs make in three areas: first, the amount of knowledge and skills gained, second, confidence in use of the newly acquired knowledge and skills, and third, organizational impact over time. The study has learning outcomes assessment of faculty members attending FDPs by means of a structured questionnaire. It also assesses the ability of the participants to report levels of confidence regarding the use of knowledge and skills gained in the NFTs in practice. It also looks into the wider organizational benefits arising from the effective utilization of skills obtained through the FDPs. The present research evaluates the implications of the provided information in more than one dimension, therefore bringing the contribution to educational institutions and policy makers. These results are also important for the professional development discussions in higher education and serve as a foundation for the improvement of design and implementation of FDPs in order to enhance the effectiveness of faculty members and the other organizations' results. [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]

BACKGROUND: The digital competency of health professional educators is crucial for institutions to develop digital skill policies and initiatives, plan professional development, and integrate technology into teaching practices. However, the development of policies, initiatives, and professional development programs related to digital skills is limited in low and middle-income countries due to a lack of empirical evidence. This study seeks to evaluate the digital competency of health professional educators in Ethiopian medical education. METHODS: A survey was conducted at public Higher Education Institutions that provide health training programs in Ethiopia from April to September 2023 using the digital competency level assessment tool. Descriptive statistics were used to summarize the skill levels, and a chi-square test analysed the relationship between digital skills and various factors. RESULTS: This study involved 498 health professional educators from 16 institutions. Most were male and taught clinical science. Over half worked in research institutions and held academic positions as assistant professors or above. About 10% were beginners in digital skills, with over half at an explorer level. Only a small percentage were experts. The majority had low digital skill competency, with only 7.2% showing high competency. There was no significant association between digital skill competency and factors like the type of institutions, program, course type or academic rank CONCLUSIONS: There is a notable lack of digital skill competency among faculty members, with the majority lacking expertise in this area. Educators require guidance, collaborative encouragement, and knowledge exchange to enhance their digital competencies and effectively harness technology in their teaching [ABSTRACT FROM AUTHOR]

The purpose of this research was to assess the quality of training offered to lecturers at Sudanese private universities. The study's central issue was the difficulty many universities, particularly private ones, have in offering enough professional development opportunities for their teaching staff. An analytical-descriptive methodology was used for the research. College professors made up the bulk of the study's sample group. A large-scale survey was used as a sampling strategy since the research population was quite small. The researchers devised a questionnaire to serve as a means of data collection. A total of 166 questionnaires were analyzed, and 113 (or 68%) were deemed suitable for inclusion in the research. SPSS was used to do some statistical analyses on the data for the purpose of testing the hypothesis. The purpose of this study is to test the following hypotheses: Professional development plans for teachers are planned and prepared in advance. Faculty members may further their careers in a wide variety of topics and specializations. Faculty members face challenges that prevent them from participating in professional development opportunities. The study's final results are as follows. Plans and materials for faculty professional development are prepared well in advance. Faculty members face challenges that prevent them from participating in professional development opportunities. Here are some suggestions from the research: Companies should pick the most qualified instructors to lead their training programs. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) seek innovative approaches to attract students. Since the COVID-19 pandemic, many HEIs have considered diversification through digitalization. From the initial urgency to implement technology at the start of the pandemic to a gradual acceptance over time, HEIs witnessed a shift in perceptions. This paper aims to explore the evolution of the use of technology in HEI classrooms from pre- to post-Covid-19 as seen through the eyes of students and faculty members. Design/methodology/approach: Seven surveys were conducted from March 2020 to January 2023 with faculty members and students at one business HEI in Switzerland. This longitudinal study analyzed the perceptions of faculty and students regarding technology in the ever-changing HEI environments. These results have been used to make practical recommendations for future HEI classroom settings. Findings: The findings reveal that the social aspect must be considered when implementing technology into HEIs. Faculty members and students need appropriate training and adequate resources to engage with the technology in and outside the classroom. The results suggest that one result of the pandemic was a greater acceptance of blended learning practices in traditional business education. Originality/value: The pandemic has left long-lasting effects on teaching and learning. While many HEIs revert to traditional ways, the authors suggest the need to embrace technology that encourages engagement and authentic teaching and learning. HEIs must listen to their faculty members and students, to create more innovative learning environments. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the current epoch of economic globalization, the globalization of higher education has spurred an increasing interest in comprehending global competence. A systematic literature review was conducted, analyzing a wide range of studies from 2013 to 2023 using the Web of Science and Scopus databases. The review aimed to present an updated overview of research on global competence, covering various aspects such as its definition, assessment dimensions, research objectives, methodologies, results, and limitations. Most publications define global competence using knowledge, attitudes, and skills as crucial dimensions, drawing from international organizational documents and research findings. However, the review also emphasizes the need for future research to adopt a longitudinal approach and develop global competence verification tools to measure global competence among university students and faculty. By providing a comprehensive analysis of current research, this review highlights the importance of understanding global competence in higher education and its potential impact on students and faculty in an increasingly interconnected world. [ABSTRACT FROM AUTHOR]

Interprofessional Education (IPE) enhances collaboration among health professionals and improves patient care. Despite its benefits, university implementation of IPE is limited due to various barriers perceived by faculty members. Identifying these barriers is crucial for developing strategies to integrate IPE into higher education curricula. This scoping review protocol outlines a study to map and synthesize literature on barriers perceived by university faculty in implementing IPE, aiming to inform future interventions and research. Following the Joanna Briggs Institute methodology and adhering to PRISMA-ScR guidelines, a comprehensive search will be conducted across databases including PubMed, Embase, CINAHL, Scopus, Web of Science, and Google Scholar without time restrictions. All types of publications focusing on faculty-perceived barriers to IPE will be included. Data extraction and analysis will involve thematic synthesis and advanced topic modeling using the OCTIS framework to identify key themes and patterns. The review will provide an overview of the types of barriers faced by faculty, their causes, and proposed strategies to overcome them, offering valuable insights for enhancing IPE integration in university settings. • The scoping review will map existing literature on faculty-perceived barriers to implementing Interprofessional Education. • Advanced topic modeling with the OCTIS framework will be utilized to analyze and synthesize findings. • The outcomes aim to inform strategies for effective IPE integration in higher education curricula.

Purpose: Scholars, including those in physical education, have investigated the socialization of higher education faculty members. Informed by self-study of teacher education practices and occupational socialization theory, we aimed to understand Kevin's experiences during a transition from one institution to another with the help of his critical friend, Jim. Methodology/Methods: Data were collected through prolonged journaling and critical friend discussions. Resulting text files were analyzed thematically with a focus on identifying turning points. Findings: Themes developed through qualitative analysis included: (a) readjusting scholarly targets and embracing grantspersonship, (b) giving up control and facilitating research, and (c) balancing being a team player with self-advocacy. Discussion/Conclusions: Kevin's transition was supported by recognizing shifting norms of his new faculty role and influence of self-study of teacher education practices for ongoing, career professional development. Prior and current socialization influences framed this development. [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]

This phenomenological study explored lived experiences of student-faculty interactions of undergraduate international students in Korea, in a higher education context where direct contacts between professors and students are infrequent. Guided by Astin's theory of student involvement, the study investigated students' experiences of direct interaction with faculty members, inside and outside the classroom. Seventeen foreign students participated in semi-structured interviews, during which they shared experiences, recollections, and perceptions of direct interactions with professors. Participants explained how certain factors, such as professor demographics, language proficiency or means of instruction, influenced the quality and frequency of interactions. They also expressed a clear desire to reduce the distance with faculty and connect beyond course-related content. Through the lens of Astin's I-E-O model, findings reveal how the Korean higher education environment, including professor demographics, means of instruction, language, and power dynamics, have the most impact on student-faculty interaction experiences for international students. Such results address a gap in the literature and may inform administrators and faculty efforts towards genuine internationalization of Korean higher education, of which international student recruitment is a crucial element. [ABSTRACT FROM AUTHOR]

Today's post-information world dictates the necessity of investigating the limits and objectives of compulsory teacher education. This study aims to evaluate the effectiveness of digital competency formation in teachers with different pedagogical experience through critical thinking skill assessment. The investigation relied on the TRACK-21 self-assessment tool and Watson-Glaser Critical Thinking Appraisal (W-GCTA). The tests were administered to fifth-year pedagogy students and teachers with various years of experience (five, 10 and 15 years). The survey was conducted in three higher education institutions in the People's Republic of China: Sichuan University of Arts and Sciences (Dazhou, China), Sichuan University (SCU), and Chengdu University of Technology. Time frame: September 2021. The study group included 103 students and 302 faculty members (401 people). The analysis of respondents' techno-pedagogical content knowledge (TPACK-21) showed the strong leading position of fifth-year students (Group A) in digital competence distribution among all the respondents. Teachers with 15 years of professional experience (Group D) generally demonstrated lower digital competence. This study can be useful for specialists and managers of higher pedagogical institutions, graduate students, teachers and centres of professional development. The paper describes the distribution of critical thinking skills between teachers with different years of experience by assessing their digital skills. [ABSTRACT FROM AUTHOR]

Occupational burnout, which is a situation frequently experienced by individuals working in the service sector, can occur as a state of exhaustion with symptoms such as failure, constant fatigue, lack of energy and loss of strength, decrease in work efficiency, loss of motivation, and wear and tear. The aim of this study is to reveal the relationship between the professional burnout levels of the instructors working in education faculties and career barriers with some variables. The sample of the research in the relational survey model consists of 306 faculty members. While determining the sample, criterion sampling technique was used. The participants of the research are faculty members working in the education faculties of various state universities in Turkey. The data of the research were collected with Maslach Burnout Scale and Career Barriers Scale through the google form sent online. As a result of the research, a moderately significant relationship was found between the occupational burnout levels of faculty members and career barriers. The findings show female faculty members’ burnout levels and career barriers were higher than males and there was a significant difference between gender groups. It was concluded that the academic titles of the faculty members also caused a significant difference between the groups. [ABSTRACT FROM AUTHOR]

Sustainable education and teaching excellence in Egypt remain significant challenges due to the persistent reliance on conventional and theoretical curricula, highlighting the dire importance of innovative practices for educators. Specific education should be encouraged at higher education levels, particularly in educational media. However, its adoption remains challenging due to unclear objectives and ineffective practices. High-impact educational practices (HIEPs) would provide an incentive for improved learning among the students. Thus, the current study focuses on the high impact of educational practices in exploring the importance of HIEPs in higher education in general and the educational media for specific education at Mansoura University in particular. Fifty faculty members in the field of educational media from specific educational colleges across various Egyptian universities participated in the survey. The study identifies the government's focus on quantity over quality, poor teaching standards, and social inequalities as critical factors necessitating the implementation of HIEPs. In turn, all these practices add to deriving improved engagement, delivery of transferable and elementary skills, or synthesizing learning from related courses. The study concluded that it is important for the Department of Educational Media and its sub-specialties, including Drama, Educational Theatre, Radio, Television, and Educational Journalism, to integrate HIEPs and foster innovative practices in theatre education, in light of the 21st-century skills, skills gaps, ICT implementation, and support of teachers to increase the sustainability, particularly in educational media. [ABSTRACT FROM AUTHOR]

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In any higher education institution, the discussions on admission-related stress have always focused on the interviewee. There are limited studies examining stress experienced by the academician while conducting the admission process. This study addresses this gap in the literature by examining various aspects of stress and coping mechanisms adopted by faculty. An interpretive phenomenological analysis is chosen to understand the meaning ascribed by the faculty to their experience of stress. A total of 22 participants were interviewed for the study. In-depth interviews were conducted with the faculty using a semi-structured questionnaire; addressing the cause of stress, the consequence of stress, and coping mechanisms adopted by faculty to tackle stress. The study highlighted factors such as perceived competency, interpersonal dynamics, time management and brand management, which stressed academicians and caused physical and psychological discomfort. To deal with stress, faculty adopted measures ranging from seeking social support and creating mental boundaries. Findings from the study can be leveraged by higher education institutions to design measures to tackle the occupational stress of faculty arising out of non-academic activities. [ABSTRACT FROM AUTHOR]

Objective: The purpose of the present study was to validate the applicability of the Connected Curriculum Questionnaire (Fung, 2017) across three fields: basic sciences, engineering, humanities, and social sciences at the University of Kurdistan. Methods: To achieve this objective, the main questionnaire in English was translated by two experts in the field of translation, and it was subsequently evaluated by two experts in the field of education. Then, a consensus was reached on the final version. The research method employed in this study was survey research. The statistical population comprised all 483 faculty members from three faculties of science, engineering, and humanities and social sciences. A stratified sample of 112 faculty members was selected. To analyze the data, SPSS 26 was employed, and to fit the measurement model, the SmartPLS 3 was utilized. Results: The results indicated that the Connected Curriculum Framework, with its seven dimensions, is robust, appropriate, and highly effective when assessing the measurement model, as evidenced by Cronbach's alpha, composite reliability, convergent and divergent validity indices. Moreover, the measurement model demonstrates a robust structure, as indicated by the Z, R2, and Q2 indices. Conclusion: It can be inferred that the Connected Curriculum Questionnaire serves as a valuable tool for research in the Iranian higher education context. [ABSTRACT FROM AUTHOR]

University faculties are duty-bound to shoulder the functions of both teaching and doing scientific research, but they have been repeatedly criticized for emphasizing research over teaching. The current study analyzes the imbalance between teaching and scientific research in faculty evaluation system from three aspects through both quality study and quantity study: the evaluation subject, the weights difference in promotion, and the prediction of salary. Based on that, the influential effects of unbalanced evaluation system on long-term development of education has been explored. The current study also puts forward the moderating effect of the sense of belonging to colleges and universities. The result shows organizational belonging can significantly weaken the negative effects of the unbalanced evaluation system on education. Based on this, this paper makes further suggestions on the construction of university faculties' evaluation system and the promotion of their sense of belonging. [ABSTRACT FROM AUTHOR]

Several leadership studies have linked e-leadership behaviours to individual, team, and organizational outcomes, but the magnitude of the link across settings and levels of analysis is still unclear. This association may be affected by various causes and mechanisms. Therefore, additional research is needed to determine how e-leadership behaviours are more effective. This study explored how e-leadership affects faculty members' organizational citizenship behaviour (OCB). Information and communication technology (ICT) was proposed as a developmental mechanism to mediate the link between e-leadership and OCB. This study used quantitative methods. Researchers obtain data using basic random sampling. Google Forms were used to distribute the questionnaires. The proposed model was evaluated with 355 respondents from 11 Palestinian universities. This study employed the structural equation model partial least squares (SEM-PLS) technique utilizing SmartPLS 4 software. This study used validity, reliability, and hypothesis tests. This study has one second-order construct and all reflective variables. Thus, the three latent variables affect the indicators. The results showed that e-leadership is linked to high faculty OCB and that ICT usage mediates this relationship. Additionally, this study examined the theoretical and practical consequences, limitations, and future research areas and suggestions. [ABSTRACT FROM AUTHOR]

English-medium instruction (EMI) has been implemented in higher-education institutions around the world. This study examines the states of EMI-related professional development (PD) for Korean science and engineering professors and their perceptions of such programs. Faculty members at the three major science and engineering schools in Korea participated in a questionnaire survey and the follow-up interviews. The results show that the vast majority of them had not participated in pre- or in-service PD programs and had negative attitudes towards certified EMI-related PD programs mainly due to their institution's strong emphasis on their research performance rather than the quality of their teaching. The study offers suggestions for future directions of EMI-related PD at institutions with a similar tendency. [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]

Academic engagement (AE) is an educational concern, and universities seek to increase its level by identifying the factors affecting it. Self-determination theory (SDT) and self-efficacy (SE) have been assumed to affect academic engagement directly or indirectly. Recognizing the significance of investigating AE and the factors influencing it, a notable research gap is spotted in the exploration of the mediating influence of SE in the relationship between SDT and AE. The current study tried to fill this gap and aimed to reveal the levels of self-determination, self-efficacy, and academic engagement of undergraduate students as well as the mediating role of self-efficacy in the relationship between the self-determination motive and academic engagement. After applying the relevant measures to a sample of 240 undergraduate students, the results showed that self-efficacy and autonomy as a dimension of self-determination had a medium level, while the level of relatedness was high; moreover, the level of academic engagement was high and self-efficacy was low. Autonomy and competence as components of self-determination were also revealed to directly and indirectly affect academic engagement. The results also demonstrated the mediating role of self-efficacy in the relationship between self-determination motive and academic engagement. In light of the previous findings, there are some important implications, through which the teachers and faculty members can identify the factors affecting AE to help students increase their participation in educational activities. Psychological Counsellors can also use the findings to help students in coping with academic life challenges and positively interacting with their educational environment. [ABSTRACT FROM AUTHOR]

The evaluation and ranking of educational institutions are of paramount importance to a wide range of stakeholders, including students, faculty members, funding organizations, and the institutions themselves. Traditional ranking systems, such as those provided by QS, ARWU, and THE, have offered valuable insights into university performance by employing a variety of indicators to reflect institutional excellence across research, teaching, international outlook, and more. However, these linear rankings may not fully capture the multifaceted nature of university performance. This study introduces a novel clustering analysis that complements existing rankings by grouping universities with similar characteristics, providing a multidimensional perspective on global higher education landscapes. Utilizing a range of clustering algorithms—K-Means, GMM, Agglomerative, and Fuzzy C-Means—and incorporating both traditional and unique indicators, our approach seeks to highlight the commonalities and shared strengths within clusters of universities. This analysis does not aim to supplant existing ranking systems but to augment them by offering stakeholders an alternative lens through which to view and assess university performance. By focusing on group similarities rather than ordinal positions, our method encourages a more nuanced understanding of institutional excellence and facilitates peer learning among universities with similar profiles. While acknowledging the limitations inherent in any methodological approach, including the selection of indicators and clustering algorithms, this study underscores the value of complementary analyses in enriching our understanding of higher educational institutions' performance. [ABSTRACT FROM AUTHOR]

Purpose: Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members' continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms. Design/methodology/approach: Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM). Findings: The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS. Research limitations/implications: The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members' intention to continue using online teaching platforms. Originality/value: This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members' motivational perspectives in online teaching, while the literature mainly focuses on students' perspectives. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the views of academics related to transformational leadership and resilience attitudes in terms of various variables and the relationship between transformational leadership and resilience in higher education setting. This quantitative correlational study was carried out with 390 academics in the state universities in Ankara. Data of the study was collected with the "Resiliency Scale" which was developed by the researcher and the "Multifactor Leadership Questionnaire" developed by Bass and Avolio. Descriptive statistics and regression analysis were utilized. According to the results the resilience and leadership perceptions of the participants do not show a significant difference according to their academic positions and that the positivity and empathy dimensions of resilience are predictors of leadership. The findings that are expected to contribute to the literature were discussed, and based on the results of the research, suggestions were made to strengthen the resilience perceptions of the faculty members and to develop their leadership skills. [ABSTRACT FROM AUTHOR]

This study examines the current state of environmental, social, and governance (ESG) accounting education in university settings. We survey 452 accounting faculty to better understand how, when, and where ESG components are being integrated into the accounting curriculum, the current state of ESG integration, and implementation challenges. We find that few accounting departments have formally integrated ESG components into the accounting curriculum, although numerous faculty members have taught ESG topics through their own initiative. Results show that many accounting educators recognize the need for ESG instruction but lack the necessary resources and support. Survey findings reveal faculty perspectives regarding where and how ESG should be taught, implementation strategies, possible challenges, and resources needed. We provide an overview of the current ESG reporting environment, the position of the Association to Advance Collegiate Schools of Business, the status of the Uniform CPA Exam, and current ESG instructional resources. [ABSTRACT FROM AUTHOR]