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1 – 10 of over 41000
Article
Publication date: 29 August 2023

James Robert Blair, Lisa Jones, Marie Manning, Joanne McGlown, Curtis Streetman and Carolin Walz

Higher education has experienced some significant changes over the past few years including a highly competitive landscape, use of new technology, managing COVID protocols and…

Abstract

Purpose

Higher education has experienced some significant changes over the past few years including a highly competitive landscape, use of new technology, managing COVID protocols and guiding students to resources that ensure their success. With prior research highlighting the changes in the workforce and poor working conditions of part-time faculty, this study aims to explore full-time perceptions of several employment-related variables to determine how these significant workplace changes have impacted them.

Design/methodology/approach

A mixed-methods approach is used. This includes a questionnaire being sent out via e-mail to faculty at a medium-sized, public, regional university located in the USA. This was sent through two separate listservs: full-time faculty listserv and part-time faculty listserv. The questionnaire included quantitative and qualitative questions. A one-way ANOVA was used to detect significant differences between the two groups of interest for the quantitative components. The qualitative portions of the questionnaire provided deeper insights into employee perceptions of their workplace.

Findings

This research uncovers some alarming trends for full-time faculty within higher education. Across several different employment variables, full-time faculty perceptions are significantly worse than part-time faculty. This includes work–family conflict, pay perceptions, compensation opportunities, online teaching experiences, overwhelming work activities, technology provided, travel funding provided, perceived satisfaction of a faculty advocate and perceived benefits of a faculty advocate. Qualitative and quantitative results support these findings and provide additional clarification as to why they have these negative workplace perceptions.

Research limitations/implications

A convenience sample was used, where data was only gathered from one university. Future research could replicate finding with more universities varying in their make-up and location to determine if these results hold across the USA and internationally. Some measures did not use established scales in the literature, and some were single-item measures. Future research could replicate findings using established scales with multi-item measures to provide more confidence the results produced that are reliable and valid.

Practical implications

These results suggest alarming concerns for higher education institutions regarding their full-time faculty. Human resource managers and administrators at universities should respond to “the alarm” from this research and internal employee satisfaction surveys they have conducted with their employees. Changes should be made at higher education institutions to improve employee workplace perceptions in hopes of retaining valuable employees and improving worker morale to increase productivity. The recent workplace changes and challenges for full-time faculty are negatively impacting their workplace perceptions.

Social implications

As a result of full-time faculty having significantly worse perceptions across all measured employment variables than their part-time colleagues, who already had poor perceptions, the authors may see more “good” employees leaving the industry for other more lucrative options. Others may become “dead wood” in the university and engage in “quite quitting” resulting in less productivity. With the tenure process protecting professors, this may result in universities being “stuck” with many unmotivated professors and hurt the quality of educational services provided. Some professors may even act out negatively toward the university. This could damage the quality of education provided at universities and perceptions of higher education by society.

Originality/value

To the best of the authors’ knowledge, this is the first study comparing full-time and part-time faculty workplace perceptions across several variables. After previous study has highlighted the poor work conditions and perceptions of part-time faculty, this study adds to the discussion showing that significant changes in the workplace have resulted in full-time faculty now perceiving their employment to be significantly worse than their part-time colleagues. This can have significant short-term and long-term ramifications for the industry that will make it more difficult for universities to attract talented individuals to choose a career in education and retaining their best workers based on current employment perceptions.

Details

Journal of Business & Industrial Marketing, vol. 39 no. 1
Type: Research Article
ISSN: 0885-8624

Keywords

Article
Publication date: 27 May 2014

Fatih Oguz and Shimelis Assefa

– The study aimed to investigate the perceptions of faculty members at a medium-sized university towards self-archiving and participation in institutional repositories (IRs).

1044

Abstract

Purpose

The study aimed to investigate the perceptions of faculty members at a medium-sized university towards self-archiving and participation in institutional repositories (IRs).

Design/methodology/approach

The research participants were from a medium-sized university. An online survey was distributed and a total of 217 responses were received which yielded a 40 per cent overall response rate. Faculty perceptions of the IR were measured through nine dimensions, the results of which were later summarised using principal component factor analysis.

Findings

Faculty members’ perception of IRs and willingness to contribute to the IRs were closely associated with scholarly productivity rather than prior knowledge of and experience with IRs. Those who possessed scholarly materials were significantly more likely to have a positive perception of IRs and, therefore, were more likely to contribute to IRs than those who did not. Seniority in faculty rank contributed negatively to faculty members’ perception of the repository.

Research limitations/implications

The study used a non-probability sampling technique to collect data about the faculty’s perception of IRs at a single institution of higher education. Variables for faculty background were limited to rank and academic discipline.

Originality/value

In three ways: First, the study contributed to research on faculty perception of IRs in academia and approached the issue from the perspective of a teaching-oriented institution. Second, the relationship between faculty's willingness to participate in and their perception of IRs was measured. Third, a binary logistic regression model was used to estimate factors that influence faculty's perception of the institution's IRs.

Details

Library Review, vol. 63 no. 3
Type: Research Article
ISSN: 0024-2535

Keywords

Article
Publication date: 12 January 2015

Abdoulaye Kaba and Raed Said

The purpose of this paper is to report the findings of a survey undertaken at Al Ain University of Science and Technology (AAU) to investigate and understand faculty awareness…

1315

Abstract

Purpose

The purpose of this paper is to report the findings of a survey undertaken at Al Ain University of Science and Technology (AAU) to investigate and understand faculty awareness, use and perception of Open Access (OA) resources.

Design/methodology/approach

Using a Web-based survey questionnaire, data were collected from full-time faculty members teaching at AAU, United Arab Emirates (UAE).

Findings

The study found that faculty members possess a good knowledge and a positive perception of OA resources. They frequently use OA resources for teaching, learning and research activities. However, the findings indicate that female faculty members are more likely to use OA resources than male faculty members. Faculty members with a high level of awareness or use are found to have a highly positive perception of OA resources. Presenting research reports at conferences and seminars or publishing research papers is weakly associated with the level of awareness and use of OA resources. The study revealed no association between the faculty member and their use of OA resources.

Research limitations/implications

It is essential for scientific communities to understand the importance of OA resources and how to use them effectively in teaching, learning and research activities.

Originality/value

This kind of research is new to the Gulf Cooperation Council countries in general and the UAE in particular. The findings of the study may help to improve the awareness and the use of OA resources among scientific communities not only in the Arab countries but also around the world.

Details

New Library World, vol. 116 no. 1/2
Type: Research Article
ISSN: 0307-4803

Keywords

Article
Publication date: 7 August 2017

Deniz Gevrek, Marilyn Spencer, David Hudgins and Valrie Chambers

The purpose of this paper is to explore the role of salary raises and employees’ perception of these salary raises on their intended retention and turnover. By using a survey data…

3216

Abstract

Purpose

The purpose of this paper is to explore the role of salary raises and employees’ perception of these salary raises on their intended retention and turnover. By using a survey data set from a representative American public university, this study investigates a novel hypothesis that faculty perceptions of salary raises, relative to their perceptions of other faculty members’ assessments of the raises, influence their intended labor supply.

Design/methodology/approach

Using both ordered probit and OLS modeling frameworks, the authors focus on the impact of salary raises and the relative perception of these raises on intended labor supply behavior. They explore a hypothesis that a mismatch between one’s ranking of the salary raise and the perception of others’ rankings causes dissatisfaction.

Findings

The results provide evidence that salary raises themselves are effective monetary tools to reduce intended turnover; however, the results also suggest that relative deprivation as a comparison of one’s own perceptions of a salary raise with others affects employee intended retention. The authors find that employees who have less favorable perceptions of salary adjustments, compared to what they believe their colleagues think, are more likely to consider another employer, holding their own perception of raises constant. Conversely, more favorable views of salary raises, compared to how faculty members think other’s perceived the salary raises, does not have a statistically significant impact on intended retention.

Originality/value

This is the first study that explores an employee’s satisfaction with salary raises relative to perceptions of other employees’ satisfaction with their own salary raises, and the resulting intended labor supply in an American university. The results indicate that monetary rewards in the form of salary raises do impact faculty intended retention; however, perception of fairness of these salary raises is more important than the actual raises. Given the high cost of job turnover, these findings suggest that employers may benefit from devoting resources toward ensuring that salary- and raise-determining procedures are generally perceived by the vast majority of employees as being fair.

Details

Personnel Review, vol. 46 no. 5
Type: Research Article
ISSN: 0048-3486

Keywords

Article
Publication date: 13 April 2015

Angela A. Walters and Melissa J. Hunsicker-Walburn

The purpose of this paper is to explore faculty and students’ perceptions on the issue of technology-facilitated academic misconduct contemporaneously; to gain insight as to how…

Abstract

Purpose

The purpose of this paper is to explore faculty and students’ perceptions on the issue of technology-facilitated academic misconduct contemporaneously; to gain insight as to how current technologies contribute to academic misconduct, and how perceptions influence policy and practice.

Design/methodology/approach

An interpretive qualitative approach was used to explore participants’ perceptions. Data were collected through observations, interviews, and document analysis.

Findings

Results suggest that while faculty restrict technology in order to decrease opportunity for students to engage in academic misconduct, such technology restrictions may contribute to an increase in student rationalization. Faculty perceive that the restrictions reduce the instances of academic misconduct by reducing the opportunity technology affords. Student perceptions reflect an increase in rationalization that may result in an increase in academic misconduct that seems to be a student response to restrictive policies. Efforts to reduce academic misconduct may need to focus more on positive and proactive approaches to integrating technology rather than restricting or policing technology.

Originality/value

Few studies have explored both faculty and student perceptions about the role of technology and its impact on academic misconduct contemporaneously, and few attempts have been made to qualitatively assess these issues. Findings may help guide the development of innovative teaching practices that embrace technology and provide incentives for faculty to adapt their instructional methods.

Details

Journal of Applied Research in Higher Education, vol. 7 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 9 January 2017

Mark Pruett and Harun Şeşen

In what may be the first study of its kind in business and entrepreneurship, the purpose of this paper is to compare faculty and student perceptions and beliefs about…

1186

Abstract

Purpose

In what may be the first study of its kind in business and entrepreneurship, the purpose of this paper is to compare faculty and student perceptions and beliefs about entrepreneurship motives and barriers and student aspirations in order to explore implications for entrepreneurship education (EE).

Design/methodology/approach

The authors survey 3,037 students and faculty in the USA, China, India, Turkey, Belgium, and Spain, focusing on perceptions of entrepreneurship motives and barriers. Factor analysis organizes data for comparisons and regressions.

Findings

The authors find significant faculty-student differences in views of entrepreneurship motives and barriers, university environments, and student aspirations. An especially important finding is that, across six countries with widely varying cultures, economies, and entrepreneurial environments, students consistently see themselves as more entrepreneurial than the faculty perceive.

Research limitations/implications

Limitations include sample size and self-reporting. The authors also have focused on the significance of differences in perceptions, not on whether faculty or student perceptions are correct. A major implication of the study is that EE curricula need to be assessed in terms of their impact on the self-confidence, risk aversion, and entrepreneurial disposition of students.

Originality/value

The authors shine light on an overlooked topic – faculty-student perceptual alignment – to stimulate research and strengthen EE, especially regarding students’ self-confidence and views of failure and risk.

Details

Education + Training, vol. 59 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 1 October 2003

Donald Ace Morgan, John Sneed and Laurie Swinney

This article examines the perceptions of both administrators and faculty relating to the validity of student evaluations and the existence of possible biasing factors. The results…

863

Abstract

This article examines the perceptions of both administrators and faculty relating to the validity of student evaluations and the existence of possible biasing factors. The results indicate that administrators believe student evaluations measure teaching effectiveness to a greater degree than faculty, while faculty members believe their personality is the primary determinant of ratings on student evaluations. Faculty also believe that the type of course, the work load of a course, and the grade distribution of a course have a larger impact on student evaluations when compared with administrators’ beliefs.

Details

Management Research News, vol. 26 no. 7
Type: Research Article
ISSN: 0140-9174

Keywords

Article
Publication date: 12 April 2013

Danuta A. Nitecki and Eileen G. Abels

The purpose of this paper is to validate a proposed framework of library value as the relationships between diverse stakeholders’ perceptions of valued effect of a library and of…

2082

Abstract

Purpose

The purpose of this paper is to validate a proposed framework of library value as the relationships between diverse stakeholders’ perceptions of valued effect of a library and of causes for the effect. It does so through adaptation of the “five whys” inquiry, a tool for uncovering root causes used extensively for process improvement. A “library value wheel” graphically illustrates a diverse set of stakeholders (i.e. faculty, students, university administrators, librarians, donors, and library employees) and their perceptions of the most valued effects of the library. To begin this exploration the researchers have selected faculty as the initial stakeholder to study because of their important influence in the academy. The following research questions guide the study: What effects of the library do faculty most value? What are perceived causes of these valued effects? What effects of the library do faculty perceive other stakeholders [e.g. students and administrators] most value? What variations among the causes faculty identify for valued effects emerge from use of the five why inquiry?

Design/methodology/approach

This qualitative study consists of a series of individual and group interviews with faculty members representing different academic disciplines and rank at one US university. Adapting the “five whys” inquiry, the researchers conducted sufficient individual interviews to reach data saturation (typically 15 to 30 interviews) to identify root causes that address perceptions about value the academic library provides to faculty. The interviews were audio taped and transcribed for data analysis; the results were sent to the interviewees for a member check. In addition, the results of the analysis were validated in a focus group session with faculty members of the library advisory group. Lastly, the identified valued library effects and their causes were compared to elements of value identified in the literature.

Findings

Several root causes of perceived value were identified, with caution to generalize; among these are: increase my productivity; expand student ability; do my job; save money; indulge intellectual curiosity; not feel frustrated; meet accreditation criteria; and change the University.

Originality/value

The study emphasizes that value involves the stakeholders in the identification of the valued effect of the library. The “five whys” inquiry delves deeply and arrives at a root cause of value that will allow librarians to take steps to maximize an institutional perception that of the value the library provides its community. It is often difficult for stakeholders to articulate why the library is or is not of value and this approach will help them do so. In addition to eliciting the perceived value of the library to the faculty, the study also gathered faculty perceptions of causes of valued library effect on students and administrators. The study also introduced the “library value wheel” which broadly defines the causes of valued effects on stakeholders of libraries. The study's empirical data will be integrated into this framework in subsequent studies. Since value is a political tool, involving the faculty and focusing on their perceptions will be important for advocating library support. This study will communicate to librarians reasons faculty perceive the library to be of value. In essence, this approach partners influential stakeholders with librarians to develop strategies for maximizing the value of the library.

Details

Performance Measurement and Metrics, vol. 14 no. 1
Type: Research Article
ISSN: 1467-8047

Keywords

Article
Publication date: 13 April 2022

Ahmed Elhakim and Mohamed Alhosani

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…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

International Journal of Educational Management, vol. 36 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 28 February 2024

Mihyun Kang, Katherine Cholakis-Kolysko and Negar Dehghan

The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Abstract

Purpose

The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Design/methodology/approach

Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.

Findings

Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.

Research limitations/implications

This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.

Practical implications

The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.

Social implications

Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.

Originality/value

This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

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