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Depending on their institutional context, for new faculty members to successfully manage their transition from doctoral studies to early career, they must show potential as researchers. The purpose of this study was to learn about supports and barriers to researcher development in new faculty members.

The investigators solicited open-ended responses from early career faculty members (N = 49) in an online survey. Content analysis was used to provide an initial categorization of supports and barriers identified by the participants.

Ten barrier categories (e.g. lack of resources, previous training, lack of mentoring, workload) and eight support categories (e.g. effective research collaborations, supportive university environment, funding) were identified.

Findings were framed with a social cognitive conceptual model, which parallels previous studies in doctoral research training environments and research productivity and builds on our knowledge of early career faculty development. The study was limited in terms of number of participants and online response format.

Practical implications to minimize barriers and enhance supports for new faculty researcher development were identified (also drawing from the conceptual model, SCCT).

Thus, the study has value for university policymakers, administrators, faculty peers, research mentors and assistant professors or doctoral students seeking to develop as researchers.

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.

As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources.

The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools.

Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics.

As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes.

Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

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 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.