Search

The study examined faculty’s research productivity, their perceptions of influence of factors and policy directives on their research productivity. It also examined the correlation between faculty’s gender, level of education, years of teaching experience and their research productivity. A questionnaire was used to collect data from 162 faculty members at four public higher education institutions (HEIs). Descriptive and multiple regression analysis were used to analyze the data. The results showed that faculty’s research productivity was significantly low. For instance, 76% of the participants reported publishing 468 articles in national journals while 71% of them reported publishing 253 works in international journals since they started working as faculty. Around 82% of the participants did not publish any articles in international journals indexed in Web of Science, Scopus, or PubMed. Furthermore, 54% of the participants did not publish any articles in international journals over the one-year period (2022). The participants believed that various factors influenced their publications in international journals including lack of access to funding, journal articles and data analysis tools. Furthermore, Faculty perceived policy mandates to have varying degrees of influence on their decisions to publish their works on different venues including international and high-impact journals. The study revealed a significant correlation between participants’ characteristics, particularly their years of teaching experience and their research productivity, which highlights the significance of tailoring policies and interventions to diverse needs of various faculty groups to enhance their research productivity.

Incivility, a growing challenge in higher education institutions, interferes with and disrupts the learning process. This study examined faculty members' experiences of students' incivilities in institutions of higher education in Afghanistan. A survey questionnaire was used to collect data from 289 faculty members who were teaching in various higher education institutions across Afghanistan. Descriptive and inferential statistics and thematic analysis were used to analyze the data. The findings showed that faculty members experienced varying degrees of a wide range of incivilities in and outside the classroom, including conversing loudly in the class, interruption, and harassment. They also experienced a variety of incivilities related to assessment and grading. A small number of them experienced more serious forms of incivilities including beating, stabbing, and death threats. The findings also revealed that there were not significant differences between participants' experiences of student incivility by their gender, but there were significant differences between faculty members' experience by their level of education and years of teaching experience. The study recommends faculty members and higher education institutions take practical measures to address incivilities inside and outside the classroom in order to create a safe learning environment for faculty members and students.