Search results

A law school dean must develop an awareness of himself before attempting to lead the school and demonstrate an awareness of his faculty to the importance of the law school. If his faculty perceives him to be competent as a leader he will be better able to administer the law school. Increasing the frequency and intimacy of contact with faculty members will bolster the perceptions among the faculty of his leader behaviour. A study of how differently law schools and their faculties perceive the leader behaviour of deans and to what degree social distance relates to law school deans' leader behaviour as perceived by themselves and their faculties shows a significant difference between the leader behaviour of law school deans as self‐perceived and perceived by their faculties. As deans inter‐related more frequently in a meaningful way the faculties tended to view their deans as exhibiting more leader behaviour. Eighty‐one deans and 1,001 faculty members from 81 law schools in 40 states and the District of Columbia participated in the study between 1981 and 1982.

Open access (OA) has emerged as a modern academic publishing paradigm that strives to provide all members of society with free access to scholarly knowledge. This study aims to assess the behavior of faculty members to publish in OA journals from the perspective of the decomposed theory of planned behavior (DTPB).

A quantitative survey research design based on a cross-sectional survey approach was applied to investigate the phenomenon. The data were collected through a structured questionnaire from 338 faculty members of two large universities in Pakistan.

The findings of the study indicate that behavioral intentions (β = 0.664, p < 0.01), subjective norms (β = 0.159, p < 0.01) and perceived behavioral control (β = 0.238, p < 0.01) positively while attitude toward behavior negatively affected the actual behavior of the university faculty members to publish in OA journals.

The study offers theoretical implications for researchers and practical implications for educational authorities, policymakers and funding agencies.

The study fills the literature gap and offers insight into the OA publishing behavior of academicians from the perspective of DTPB.

This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were also investigated.

A large sample of undergraduate students attending one of two diverse universities responded to an anonymous survey. Responses were analyzed using univariate and multivariate statistical methods.

Behaviors such as giving lower grades because of opposing opinions in the classroom and sharing an undergraduate student's private information with colleagues were rated the most harshly by student respondents. The 55 items that we used to measure professors' academic misconduct distilled into two basic dimensions: “inappropriate sexual situations” involving students and coworkers and “inappropriate familiarity with students.” Student sex and academic classification were related to one or both of these dimensions.

The study did not address whether faculty misconduct might be seen as incompetent by the students rather than unethical. The survey also did not ascertain if or how often the student respondents had observed the behaviors that they judged as unethical or ethical.

Faculty who wish to be more effective teachers and role models should realize their behaviors are being scrutinized and evaluated by students who make ethical judgments about teacher conduct.

The study makes an important contribution by distilling 55 established items on ethical behaviors into two durable ethics scales regarding faculty‐student relationships: “inappropriate sexual situations” and “inappropriate familiarity with students.” These scales can be applied in future research.

This paper seeks to disseminate knowledge regarding the experiences of a student team in implementing a campus‐level sustainability initiative, outlining the strategy to measure the potential impact of this initiative.

Project design is a case study. Via interviewing and surveys, the study observed student and faculty attitudes, information levels and behaviors regarding sustainability both before and after project implementation. Calculated sustainability scores were calculated for both faculty and students. Data were collected with the intention of understanding first, if any changes occurred in these campus community members, and second, if changes occurred, could the changes be linked to the project.

Faculty experienced a significant increase in sustainability scores over the course of the project. Faculty interviews were used to glean a rich understanding of attitudes, information and behaviors about sustainability. A building waste audit was conducted to substantiate any self‐reported changes in recycling behavior. In contrast, students experienced either a significant decrease in sustainability scores or an insignificant decrease in sustainability scores. Large‐scale, campus‐wide behavioral changes of individuals did not take place. Some community members showcase sustainable behaviors, but for reasons not definitively linked with this project and its outreach.

This project serves as a stepping stone for other student teams; an opportunity to learn from our successes and mistakes, improving design of similar projects. General information about this type of project was discovered namely faculty and student participants were cooperative and outreach was not as extensive as imagined. The study also suggest future research could benefit from analyzing barriers to sustainable behaviors, addressing these in outreach for a similar project. Evaluating future projects to understand their effectiveness produces increasingly informative research.

This paper looks beyond the initial enthusiasm for conducting campus sustainability projects, shedding light on the ways they may effect the campus community.

Sustainability has emerged as a key concept in 21st-century education. The purpose of this paper is to identify faculty’s behavior and barriers to incorporating sustainability in business school classrooms and suggest potential ways to tackle them.

This study uses focus groups and interviews with faculty at a European business school using the theory of planned behavior (TPB) to explore their beliefs and practices in incorporating sustainability in the classroom.

The results show that business school faculty have a strong awareness of sustainability and a desire to incorporate it into the classrooms. Recommendations for deans and curriculum creators are proposed to reduce obstacles to successful implementation.

The perceptions of faculty, a key agent of change in the incorporation of sustainability in the classroom, are analyzed, and practical steps to support them are suggested through the use of a TPB framework.

The purpose of this paper is to focus on the relationship between college and university faculty collegiality, conceptualized as a set of prosocial behaviors, and job satisfaction.

A multi-level structural equation model was developed to examine the relationship between faculty collegiality and job satisfaction at the individual and institutional levels, the effects of gender and race/ethnicity, the effect of institutional type (i.e. research universities vs non-research universities), and whether institutional-level perceptions of faculty collegiality and job satisfaction influence perceptions of faculty collegiality and job satisfaction at the individual level.

Faculty collegiality was highly and significantly related to job satisfaction at the individual level (0.86) and at the institutional level (0.93). At the individual level, pretenured women faculty and faculty of color indicated significantly lower levels of collegiality. At the institutional level, pretenured faculty interactions with tenured faculty colleagues were positively and significantly related to individual-level perceptions of faculty collegiality.

Study limitations include self-report data that were dependent upon accurate responses from faculty participants, and cross-sectional data. Future analyses could extend study findings by examining the influence of faculty collegiality upon such outcomes as faculty productivity and retention in future multi-level analyses.

It is recommended that interventions be undertaken to embed prosocial behaviors into faculty research, teaching, and service activities, and to foster relationships between pretenured and tenured faculty members.

This paper underscores the importance of collecting nationally representative faculty data and conducting rigorous multi-level analyses to inform higher education policy and practice.

The objective of this study is to get feedback on faculty perception of ethical issues related to teaching, scholarship and service at a relatively new American‐style university in the Middle‐East.

A questionnaire involving 21 scenarios with multiple choice answers was developed and distributed to all faculty at the institution to get their opinion on the issues. The effects of faculty background, gender, rank, and administrative responsibilities on the obtained responses at the institution were considered.

The findings include: about one‐third of the faculty participants were unaware of the university's code of ethics; several of the faculty surveyed stated that they would ignore violations of an ethical code of conduct committed by colleagues; and there was no definite trend observed between the responses of faculty based on their discipline.

The study is based on a questionnaire; this implies that the faculty responses are mainly related to the questions posed in the questionnaire.

The results of the study can be used by the higher administration at similar universities in the region in order to understand and assess faculty members' reaction to situations involving ethical behaviour.

This work is believed to be the first on faculty perception of ethical behaviour at an institution of higher education in the Middle‐East.

This chapter explores the ever-growing problem of uncivil electronic discourse directed by students at faculty in higher education. After providing a definition of uncivil discourse, the authors explore potential influences on the rapid increase in uncivil digital communication, among them the nature of technology, different definitions of politeness, and the nature of higher education. The chapter next surveys the various factors (e.g., age, familiarity with technology, gender, mental state, personality, and professorial teaching style) that add to the likelihood that students may engage in uncivil electronic discourse before detailing the many effects of such communication, including stress, cynicism, lower standards, student suffering, and physical violence. The chapter concludes with possible remedies: proactive problem-focused coping strategies for faculty and administrators (e.g., detailed syllabi, published campus standards for student and employee behavior, and training for faculty, students, and staff on issues of incivility); reactive problem-focused coping strategies for faculty; and emotion-based coping strategies for faculty.

This exploratory study aims, firstly, to analyse and categorise judgements on ethical behaviour and actual behaviour of university educators. Secondly, the study addresses the impact of demographic data, such as gender, age and role on these issues.

We utilised online survey data from academic employees of four leading universities in Russia, who are involved in teaching activities. In this study, we used correlation, regression and factor analyses.

Our results demonstrate that teaching, while too distressed to be effective, is a common experience among university educators. By contrast, the rarest categories include teaching under the influence of drugs or alcohol. In addition, there is a high congruence between beliefs and respective behaviours. Females are typically more ethical in both judgements and actual behaviour. Factor analysis of behaviours yielded 16 interpretable factors.

Firstly, the salary of the university educators should be adequate and competitive and match with their workload. Secondly, the work of the educators should be given recognition that may become their stimuli for improvement in university teaching. Thirdly, universities should develop ethics centres, which help faculty members and students to take the right decisions in situations involving questionable behaviour in the classroom. Lastly, the development of ethical codes, for faculty members and students, may become their guidance in situations with ethical dilemmas.

This study contributed to the very limited research on the ethical aspects of higher education in Russia.

The study aims to survey information-seeking behavior of the Iranian medical faculty members and to identify the reasons and obstacles of their usage via the internet, scientific databases and online social networks.

In this cross-sectional study, a structured questionnaire used to collect data. The research population includes faculty members of four faculties of Hamadan University of Medical Sciences in Iran, including health, nursing – midwifery, paramedicine and rehabilitation. SPSS software was used to analyze data in descriptive and analytical levels.

Low internet speed, network traffic and lack of time were the main barriers and difficulties. Gender was significantly related with familiarity with databases, problems and barriers to accessing information, barriers to using social network, as well as purpose and motivation of using social network. Search for educational and research resources and use of social network to increase their general information were the main goals of participants to using the internet and databases. A negative significant relationship was observed between usage of social network with age (r = −0.204, P = 0.047) and experience (r = −0.239, P = 0.019).

The usage of faculty members of various digital resources is growing ever more. This study examines the use of faculty members of the internet, scientific databases and online social networks simultaneously.