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This paper aims at assessing faculty members' information searching patterns and the process of determining their information sources' quality and credibility.

This study administered an online survey through email invitation to secure data from 987 (55%) faculty members of both public and private universities of Bangladesh. The data were analysed using various descriptive statistics, and parametric and non-parametric tests such as Mann–Whitney, Kruskal–Wallis, and one-way ANOVA tests, to see the significant differences according to demographic characteristics at a 0.05 level of significance.

This study's outcomes affirm that most participants use Google Scholar and ResearchGate when searching/seeking information. Furthermore, for authenticating the credibility and quality of information, most faculty members tried to identify the information source and applied personal knowledge regarding information authentication. The statistical test results also found significant differences among faculty members' demographic characteristics (gender, age, experience and area of specialization) using the various source types. No significant differences were observed for determining information credibility in terms of faculty members’ demographic characteristics.

As a limitation, this study only includes public and private universities in Bangladesh. This research could be more comprehensive if faculty members from other countries had participated in the survey.

To the best of the authors’ knowledge, this study is the first to approach this significant but less addressed area to understand faculty member's behaviour in terms of determining the quality and credibility of information resources in Bangladesh.

The purpose of this study is to examine faculty perceptions of the aim/structure of the United Arab Emirate's Qualifications Framework (QF Emirates) and its impact on academic practices in order to support policymakers on how to better implement the framework.

The study applied a mixed-methods approach to obtain quantitative and qualitative feedback from faculty members from two of the largest higher education institutions in the United Arab Emirates (UAE), namely the UAE University (UAEU) and the Higher Colleges of Technology (HCT). A questionnaire was used to capture broad insight from a sample of 788 faculty members from both institutions. In addition, semistructured interviews were conducted with 20 faculty members to offer more in-depth analysis of how to improve QF Emirates strategies in light of the current challenges and future aspirations.

The study revealed that faculty members have an overall “average” to “high” perceptions of the general aim/structure of the QF Emirates and its impact on teaching, learning and assessment. Moreover, the study revealed that faculty from the HCT have a significantly higher perception of the QF Emirates implementation compared to faculty from the UAEU. The study concluded with proposing a number of solutions to support in improving the QF Emirates implementation, including raising awareness across stakeholders, identifying and communicating faculty roles in the process, and developing polices, guidelines and systems to support consistent integration of QF Emirates into academic practices.

The outcomes of this study would add to the existing body of knowledge pertaining to the role of stakeholders (e.g. faculty members) in the implementation of the national qualifications framework. It addition, it can drive future professional development activities and add to the discourse around the conceptual framework of NQFs. Outcomes of the study could also provide additional information on the use of the QF Emirates as a supporting instrument. Last but not least, this work could provide insight to policymakers in regard to institutional support that would promote effective adoption of the QF Emirates.

The purpose of this paper is to review the purpose, methods, and selected results of a study of faculty work practices, especially as they bear on the creation, location, and use of grey literature and the design and use of institutional repositories.

Based on a work‐practice study of faculty members and researchers at the University of Rochester. The methodology used videotaped interviews to record and analyze how participants accomplish such tasks as using web‐based research and writing tools, organizing books and papers, and staying current.

Reviews six key research findings related to the understandings and attitudes faculty members hold regarding institutional repositories and the role of librarians in developing institutional repository collections. Explains why librarians have found it difficult to attract faculty participation from the perspective of user needs and work practices.

The study is based on field research with a small number of participants in six departments across the sciences, social sciences, and humanities. Access to faculty participants was limited.

Recommends new strategies for institutional repository design, recruitment of content, and outreach by librarians based on the six key research findings. Proposes an expanded role for librarians as liaisons to faculty who wish to share their work using the library's repository system.

The paper presents original research that addresses a current problem in the area of institutional repositories: why faculty members have not taken full advantage of new technologies that help them share their work. It lists the practical steps that librarians can take to improve faculty participation in repository projects and to increase access to grey literature for all scholars.

In the spring of 2016, the University of Kansas Libraries piloted Research Sprints: One Week, One Project, a program aimed at cultivating relationships with faculty through deep project-based engagement.

Three faculty members, matched with a team of library experts, worked intensively to complete a research or pedagogic project for one week in May. Critical to the program’s success was the use of project management methodologies and tools. These tools were essential to identifying task dependencies, developing workflows, and documenting work processes.

The overall success of the Sprints demonstrated to faculty that library staff can be more than one-shot consultants; faculty collaborators learned first hand that the library can be a true partner throughout the scholarly process. As an approach to user engagement, Sprints pose some considerations for library management, including the need for robust staff training in project management and teambuilding, internal resistance to utilizing project management tools, difficulty finding staff time and resources to commit for a short but high-concentrated period, and the need to align projects with staff expertise and availability.

This chapter provides an assessment of the Sprints pilot, addressing some of the implications, potential benefits, and challenges of adopting and adapting Research Sprints to support library work. It will be of interest to project managers and library staff who are considering integrating project management methods into their outreach and services, and provides examples of how project management can inform library efforts to more deeply collaborate in advancing the scholarly work of local research and teaching communities.

The right of individuals to particular privileges or benefits is a natural expectation in any workplace. Yet, the concept and practice of “entitlement” is especially crucial in faculties of education where preservice teachers are being prepared to be fully-fledged teachers. In this context, academic administrators shoulder the responsibility of supporting the “well-being” of faculty members. The purpose of this study is to investigate faculty members' experiences of being exposed to excessive entitlement through the faculty well-being lens. The study group is composed of seven faculty members working in faculties of education at foundation universities (universities funded by philanthropies) in Turkey. Faculty members' narrative accounts related to their exposure to excessive entitlement were analyzed within the framework of three dimensions of faculty wellness: (1) thriving, (2) struggling and (3) suffering. The stories shared in this chapter provide unique insights for faculty members and academic administrators about work–life balance, which contributes to a culture of well-being among student teachers and faculty members.

This case about the Core Business School enunciates the development of a performance appraisal criterion for the faculty members. The case highlights the situation when despite the administration of an appraisal process for the academic year 2012-2013, there was a uniform increment announced which was lower than the previous year’s increment on the pretext that the admission numbers for the next academic session were much low. The faculty and staff were in a dilemma of whether to continue in such an organization where the absence of a formal appraisal system would hamper their career progression or wait for another year for things to change.

This case is developed after an in-depth interview with the dean academics and the HR faculty of the Core Business School who headed the designing of the performance appraisal system and thereafter its implementation.

This case can be used for the elective course on performance management or human resource management course in MBA program.

While interest in and demand for entrepreneurial universities has gained prominence in recent years (e.g. Clark, 1998; Etzkowitz, 2008; Thorp and Goldstein, 2010), there is minimal research on the learning experiences and career-making events that transform traditional faculty members into faculty entrepreneurs who are able to successfully apply their research knowledge toward endeavors that intersect with the private market. As a result, the purpose of this paper is to understand, from the perspective of faculty entrepreneurs, the lived learning experiences that contributed to their development from traditional faculty member to faculty entrepreneur. Specifically, this study explored the question on how faculty members who were founders or co-founders of a business learned “to work in entrepreneurial ways” (Rae and Carswell, 2000, p. 220). In general, individuals who are interested in pursuing a career as a professor are not generally socialized during graduate school to engage in technology transfer activities or encouraged to start businesses (Bercovitz and Feldman, 2008). This study also sought to understand how faculty entrepreneurs learn to persist in an organizational culture that does not always support entrepreneurial endeavors outside the scope of researching, teaching, and service.

A phenomenological qualitative research design was employed using in-depth, semi-structured interview questions. Entrepreneurial learning was the theoretical framework that grounded this study.

The data analysis process revealed six themes which offer insights on the learning experiences, contextual factors, and patterns of behavior that helped the participants to develop and to persist as faculty entrepreneurs.

First, the data were dependent upon the learning experiences identified and articulated by the faculty entrepreneurs. There is a possibility that significant learning or career-making experiences were omitted or unintentionally not reported by the participants. Second, the author used a broad net when searching and recruiting for faculty entrepreneurs. Any faculty member who was in a tenure-track position and who had founded or co-founded an organization was eligible to participate in this study. However, the data analysis process may have yielded different results if the author had elected to study faculty entrepreneurs from a specific academic discipline or if the author had chosen to only interview faculty entrepreneurs who had founded a specific type of business. Third, this study focussed only on tenured faculty members who are currently involved with the businesses that they founded or co-founded. Subsequently, this study did not include any faculty members whose entrepreneurial pursuits were unsuccessful (i.e. closing the business). There is the possibility that former faculty entrepreneurs may have had similar learning experiences as the individuals who were interviewed for this study.

The findings may be instructive for traditional faculty members who are interested in applying their research findings and expertise with an entrepreneurial endeavor such as starting a business. In addition, these findings may be useful for higher education administrators who seek to cultivate an entrepreneurial learning environment in their institutions and for future researchers who want to expand the study of faculty entrepreneurs.

There is a gap in the literature on how traditional faculty members learn to couple their research knowledge and expertise with an entrepreneurial endeavor such as starting a small business. In addition, there has been minimal research that delineates how the faculty entrepreneur comes into existence at the individual level (Clarysse et al., 2011; Pilegaard et al., 2010). Subsequently, this is one of the first phenomenological qualitative research studies to examine the lived learning experiences of faculty entrepreneurs.

This study examines and describes the experiences and perceptions of women and men associate professors from various academic disciplines as they chart and navigate their academic career trajectories.

Using a case study approach, we interviewed 11 purposively selected mid-career faculty members and five department heads.

Through the Social Cognitive Career Theory (SCCT), we identified issues of clarity, climate, self-efficacy, and gender disparity as major concerns for mid-career faculty.

This research is limited to a research-intensive university in the southeastern United States. The small study population and unique context limit the generalizability of the study.

Findings of the study provide a lens for university and college administrators, human resources professionals, and other institutional leaders to view professional development programs for mid-career faculty members at their own institutions. The findings also suggest a need for improvements to current family-friendly policies to reduce gender bias and retain women faculty members.

This paper offers practical recommendations to higher education administrators and human resources professionals on how to positively cultivate a better work climate and culture for mid-career faculty members. It also offers suggestions on how to be sensitive to and improve gender equity among mid-career faculty in higher education.

This study aimed to examine the antecedents, correlates, and consequences of burnout among higher education faculty in Saudi Arabia using the theoretical framework of the job demands-resources model.

Using a quantitative research design, a cross-sectional survey was employed to collect data from faculty members across multiple Saudi universities. The constructs were measured using validated scales, and data analysis included exploratory factor analysis, Pearson correlation analysis, factorial ANOVA, and multiple regression.

The study identified moderate levels of burnout, confirming a significant positive relationship with role conflict and a negative relationship with internal locus of control. Burnout significantly contributed to depression, insomnia, and turnover intentions. However, no significant relationship was found between burnout and workplace conflict when controlling for other variables.

The study's findings can inform policymakers and academic administrators about measures to alleviate faculty burnout, thus contributing to healthier academic work environments aligned with Saudi Arabia's Vision 2030 goals.

This research extends the job demands-resources model within the context of higher education institutions in Saudi Arabia, offering nuanced insights into burnout dynamics among university faculty in this region. Despite the model's robustness, the absence of a significant relationship between burnout and workplace conflict signals the need for a more intricate understanding of burnout's antecedents and consequences.

This paper aims to examine the role of responsible leadership in faculty readiness for online crisis teaching (FROCT) in higher education institutions (HEIs). Additionally, the paper investigates the mediating effect of teaching satisfaction on the relationship between responsible leadership and FROCT.

An online survey was conducted to collect responses from 437 faculty members from Bangladeshi HEIs. A partial least square structural equation model was employed to examine the research hypotheses.

Responsible leadership has no direct relationship with FROCT; however, responsible leadership increases teaching satisfaction. Teaching satisfaction acts as a significant mediator between responsible leadership and FROCT. A symbiotic relationship between responsible leadership and teaching satisfaction is essential for improving FROCT. The findings of this study, in general, emphasise the importance of teaching satisfaction in facilitating the implementation of the responsible leadership model in HEIs.

Despite numerous studies on faculty online teaching, extant literature lacks empirical evidence on the relationship between responsible leadership, teaching satisfaction, and FROCT in HEI settings. This study provides evidence for implementing the responsible leadership model in developing countries' HEIs.