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This study aims to investigate research scholars’ and faculty members’ perception, participation in collection development, satisfaction with the adequacy of the library collection and challenges faced during the recommendation of resources in selected university libraries of Northern India.

The data was collected with the help of a structured questionnaire from the research scholars and faculty members from all disciplines of five universities of Northern India. The comparison between the researchers and faculty members was carried out within the university, as well as across the universities. A total of 652 questionnaires were distributed, out of which 465 filled questionnaires were finally selected for data analysis. The collected data was analyzed with the help of SPSS and the hypotheses were tested using Chi-square (χ²) test.

The survey results found significant differences in awareness of collection development policy (CDP), as well as the recommendation of resources (i.e. textbooks, reference books, journals and magazines and non-book materials) between the research scholars and faculty members across the libraries. However, no significant difference was found between the opinion of the research scholars and faculty members on the adequacy of library collection across the libraries.

The study was limited to five university libraries of North India which included Maharishi Dayanand University (Rohtak) and Kurukshetra University (Kurukshetra) from the State of Haryana Panjab University from Union Territory of Chandigarh and Punjabi University (Patiala) and Guru Nanak Dev University (Amritsar) from the state of Punjab.

The outcomes of this study will undoubtedly help the library authorities and management to understand the awareness of users (i.e. research scholars and faculty members) about the collection development process such as CDP of the library, kind of resources recommend, their assessment on adequacy of different kind of resources and their ultimate satisfaction from it.

The study is an extensive survey about the perception and participation of research scholars and faculty members in the collection development process of their respective libraries and indicates their satisfaction from the library collection.

This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.

This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.

Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.

Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.

This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

This comparative study explored differences in perceptions between Canadian and US post secondary faculty in the fields of adult education (AdEd) and human resource development (HRD) on program development issues in the emerging field of “workplace learning”. In fall of 2001, The Adult Education and Human Resource Development Faculty Survey was electronically disseminated to a selected sample of Canadian and US faculty across both countries. The authors examine respondents' perceptions of: their program's curricular focus on the individual students' learning needs compared to the organization development goals of their current or potential employers; the importance of specific skills to the role of “workplace learning practitioner” compared to skill building opportunities present in the program; and the degree of cooperation between their academic programs and businesses that employs, or potentially employs, graduates from these programs. The findings reveal differences in the manner in which Canadian and US faculties develop and teach in these programs that the authors believe have important implications for the continuing development of this field of inquiry and practice in both countries. Overall, the study argues for closer and more purposeful collaboration between AdEd and HRD faculties who develop and teach in workplace learning programs in both countries, and highlights the importance of alliance building on several fronts in order for this newly emerging field of practice and inquiry to flourish.

This study aims to explore the need for space (demand) and the provision thereof (supply) in the Faculty of Architecture building at Thammasat University Rangsit campus using variables from the designing an accommodation strategy (DAS) framework; these variables are incorporated to test and improve the framework. Another purpose is to examine the planning and development of the faculty building to understand its strategy, which serves as a means to contribute to the planning and development theory.

A case study of the Faculty of Architecture building was conducted at Thammasat University in Thailand. The DAS framework was used to reconstruct and examine the development process of the building to determine the gaps between supply and demand in terms of building space, to reflect on the building plan and process and to make suggestions as to how the DAS framework might be improved. Research methods included interviews and document analysis concerning space requirements and provision in the Faculty of Architecture building.

The gaps between supply and demand in terms of the faculty building space are affected by the condition of the building (i.e. building obsolescence), the number of building users and the changing environmental context. This study shows that both pre-design and post-occupancy evaluation are essential to collect data concerning the match or mismatch between supply and demand of space and to assess users’ needs and preferences concerning the faculty building. Regarding the building development process, factors impacting the step-by-step planning of the real estate interventions include the organisational context (public/private sector) and the management of the construction project (time, cost, quality). The DAS framework is found to be useful for structuring the information-generating processes necessary to determine gaps between demand and supply in terms of space and for making decisions regarding real estate interventions.

Additional case studies in different environmental and organisational contexts are required to test the DAS framework and improve data validity. This study was conducted during the COVID-19 pandemic period, which affected data accessibility.

The results provide insight into the influence of various factors on the decision of corporate real estate. The DAS framework can be used to explore the range of demand for and supply of space and to find an optimal match.

This paper shows valuable steps in planning and development of educational real estate and a first application of the DAS framework in Thailand. The findings confirm the importance of the physical learning environment of architecture schools, particularly the studio spaces required in architecture education.

In an environment of constrained resources and related quality assurance efforts, a growing number of American institutions are tapping collaborative relationships to develop creative ways to advance institutional outcomes. The Southeastern Pennsylvania Consortium for Higher Education (SEPCHE), a non-profit organization incorporated in 1993, is a collaborative of eight private colleges and universities located in the Greater Philadelphia region. SEPCHE’s institutions are small to mid-sized colleges and universities, and like other institutions of higher education, they are increasingly challenged by several environmental factors including diminished growth in enrollment; reduced family financial capacity; limitations in availability and types of funding; and greater demand for accountability.

This chapter highlights the challenges faced by faculty to ensure that students are learning at the highest levels while balancing teaching, research and institutional responsibilities, and the role that collaborative professional development can play in helping faculty attend to these challenges. Several examples illustrate how faculty-led professional development efforts have expanded professional and research capacity efforts across institutions.

The chapter includes faculty perspectives on what has helped and hindered adoption of these efforts within and across institutions. It assesses institutional conditions and supports for sustained collaborations. These efforts are part of an initiative examining faculty work and student learning in the 21st century funded by the Teagle Foundation.

The purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.

The authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.

Through this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.

Developing coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.

This is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.

The purpose of this paper is to develop a process model, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to Participants area, for implementation in a business school setting.

The paper presents an articulated procedure for the development of the process model. The study adopted a three-step approach for developing the process model.

The process model has provided a systemic approach to process design and implementation of AACSB accreditation standards related to Participants area in a business school environment. The process model was developed and applied over the course of systematic reviews in a business school setting.

The present study has developed the process model catering to the requirements of the AACSB standards related to Participants area only. In the near future, the authors intend to develop processes for the remaining areas of AACSB standards.

The present work attempts to develop a process model to meet the requirements of the standards related to Participants area. Academic institutions can benefit from the process model whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.

The advancement of equity, diversity and inclusion in higher education is dependent on institutional culture changes in academia. Faculty equity, diversity and inclusion efforts must engage departmental leadership. The purpose of this paper is to describe the growth and expansion of the ADVANCE leadership program at the University of Washington (UW) for department chairs that was designed to provide department chairs the skills, community and information needed to be agents of change within the academy.

The paper chronicles the program’s growth from a campus-based workshop program to national workshops (LEAD) to a web-based toolkit (LiY!) to support institutions in running their own UW ADVANCE-inspired leadership workshops.

The paper demonstrates the success of each growth stage and the expansion of program impact.

The paper offers recommendations for growing a model from a local to national scale and adapting the described leadership development model at other institutions.

The paper shares a successful model for equipping department chairs to be advocates of gender equity, diversity and inclusion in STEM and to be change agents in higher education.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

This article aims to present an examination of the first six months of a national college-level iPad implementation project involving 14,000 new students based on faculty shift from substituting their teaching methods with mobile technology to augmentation of teaching methods with new affordances of mobile technology.

A χ2 analysis of descriptions of teaching practices at a baseline sharing event among teachers (called iCelebrate) and a second similar event (iCelebrate2) was used to compare the abstracts for the events using an alpha of 0.05. The parameters examined were five indicators from the technological pedagogical and content knowledge (TPACK) model including the substitution, augmentation, modification and redefinition (SAMR) levels of technology integration.

No significant difference (p=0.069) was found in the technology focus of abstracts, although there was a significant (p=0.0015) difference in the content focus. There was no significant difference (p=0.129) for the pedagogical focus. For technology integration into content teaching, there was no significant difference (p=0.379) in level of substitution versus other levels (augmentation, modification or redefinition), although substitution increased to higher levels; with a corresponding decrease in abstracts that focused merely on substitution. For the level of technology adoption, there was a significant difference (p=0.0083) in levels, with a shift to higher levels of integration.

A limitation of the study is that it relies on volunteer faculty who were motivated to adopt the mobile learning tools and to share their approaches with colleagues. Thus, the findings show the development and potential of this self-selected group and may not generalize to non-volunteers. Indeed, the findings may generalize in very specific ways at different campuses. In seeking to understand why these faculty volunteered and why specific campuses were represented differently from others, the paper refers to the varying influences of the school context proposed by Clarke and Hollingsworth. The campus context may support or impede professional growth by influencing a faculty member's access to professional development opportunities, by offering incentives to participation, by creating a culture that values experimentation, and by providing supports for applying learning in the classroom. More data are needed in order to document linkages among campus factors and faculty TPACK.

This study is entirely original and has not been published elsewhere in whole or in part. Its intent is to guide education organizations in planning faculty development for mobile education programs.