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Multiple-choice questions (MCQs) and essays and short answer questions are the most common assessment protocols instructors use in their classrooms. However, the reliability and validity of these assessment protocols are controversial. The current study employed a survey research design using Qualtrics to determine the faculty and student perspective on using MCQs and essay and short answer questions in their courses as well as their rationale for the preference.

Eighty-five students and 67 faculty within the social sciences discipline participated in the study.

65% of the students strongly preferred MCQs over essays and short answer questions. However, faculty did not show a strong preference for one or the other form of assessment (52.30% selected essays and short answer questions, and 47.69% preferred MCQs) in their courses. The study also explores why the students and faculty prefer one form of assessment over the other.

The findings of this study helped to understand the current assessment practices in a classroom from a faculty and student perspective.

This is one of few studies that evaluated the faculty as well as student perspective on the use of MCQs and essays and short answer questions in the curriculum across the social science discipline.

The purpose of this paper is to provide insight into institutions of higher education (IHE) on how to support faculty in the integration of digital technologies. The research explores faculty interest in types of digital technology information and training, and the types of support faculty are likely to participate in related to digital technology integration. The association of demographic factors of primary teaching method, and experience teaching online or hybrid is provided.

A sample of 247 faculty from 53 institutions in the USA completed an online survey related to information, training and support for digital technology integration. The analysis included exploring the descriptive ratings overall and by demographic variable and conducting the one-way multivariate analysis of variance (MANOVA) with reported effect sizes and Scheffe post-hoc tests.

From a list of digital technologies that included the LMS, Collaboration Tools (social media and online meeting tools), Audio-Visual Tools (video creation and podcasts), and Technology Trends (mobile learning, games and adaptive learning), faculty ranked LMS highest in interest for training and information. Faculty who have taught hybrid are most interested in collaboration tools and trend tools. For support type, faculty ranked web resources slightly higher than other types of support.

IHE units involved in faculty development can use the findings to plan faculty support initiatives for future institutional needs.

This paper gathers insight from faculty on their preferences for information, training, and support for integrating digital technologies.

The purpose of this paper is to first identify the work‐ and non‐work‐related criteria US‐based management doctoral students consider important in selecting an initial academic appointment, and second, to explore whether gender and race/ethnicity are associated with the importance attached to these criteria.

To address these objectives, the authors developed a 125‐item survey of work‐ and non‐work‐related criteria that management PhD students about to enter the academic labor market for the first time may wish to consider in weighing prospective job opportunities.

Job and professional considerations were dominant in assessing an initial employment opportunity. Female doctoral students differed from their male counterparts in attaching greater importance to four major themes: family friendliness, research support, clarity of performance and reward criteria, and university and community diversity. Race/ethnicity differences were also found, with Asian doctoral students valuing considerations related to academic prestige and research support more than their White counterparts.

Respondents indicated their race/ethnicity, but not their nationality, or whether they were immigrants or US citizens and, thus, may have confounded the results to some degree.

The authors' results carry important implications for departmental administrators seeking to fill open positions with first‐time faculty candidates, as well as management PhD students interested in whether a department can meet their expectations regarding academic and financial resources necessary for academic success.

In that detailed information about what PhD students in general and management doctoral students in particular want in an initial academic appointment is limited, the paper fills a longstanding gap in the research literature.

The main purpose of this study was to examine which job resources are most valuable for research productivity, depending on varying teaching demands.

Data was collected from 324 management faculty at research, balanced and teaching (i.e. respectively low-, moderate- and high-teaching demands) public universities in the United States.

Results showed that no single job resource predicted research productivity across all three types of schools. At research schools (i.e. low-teaching demands), productivity was positively associated with job resources including summer compensation, level of protection for untenured faculty and number of research assistant hours, while negatively associated with travel funding. At balanced schools (i.e. moderate-teaching demands), research output was positively associated with time allocated to research, grant money, travel funding and conference attendance, while negatively associated with amount of consulting hours. At teaching schools (i.e. high-teaching demands), the only significant resource was time allocated to research.

This paper can help management faculty and business school leaders understand what resources are most appropriate given the teaching demands associated with the specific institution, and by further helping these institutions attract and retain the best possible faculty.

This study extends prior work on academic research performance by identifying resources that can help faculty publish given different levels of teaching demands. This is important as teaching demands tend to be relatively stable within an institution, while they can vary greatly across types of institutions.

The purpose of this study is to examine whether implicit bias exists within the graduate admissions process at a large public research university in the Southeast United States. Additionally, this research sought to identify the type of strategies graduate faculty in the USA use to assess their implicit bias and the support they may need to better recognize and gauge implicit bias during the graduate application review process.

This study used the use of a qualitative, phenomenological research design by conducting individual interviews with graduate faculty members that serve on admissions committees.

The findings revealed six themes in relation to the purpose of the study – bias recognition, faculty perceptions of their own bias, faculty perceptions on the bias of others, strategies for the application review process, admission committee safeguards and the need for implicit bias training.

The study outcomes are discussed in relation to the prior research and literature on this phenomenon. Additionally, the study presents research and practical implications, including actionable strategies for how its results can be practically applied.

While library acquisition models are moving steadily away from ownership to access only, film vendors are following suit, but some streaming video purchase models become so expensive over time that one questions the motivation behind this choice. The following study was done to explore the motivations behind this choice, through a survey of academic librarians. The results showed that academic librarians are purchasing or subscribing to something that they perceive to be the preferred format for faculty and students. At the same time, respondents acknowledge the problems with streaming video purchase models, but this choice is being made despite attitudes that streaming video purchasing models are unsustainable.

The purpose of this study is to compare and contrast four academic liaison programs.

Areas addressed include liaison subject specialization, communication methods, duties, and program evaluation.

This paper found similarities in areas of orientation meetings, library guides, and information literacy classes. Unique concepts among the four libraries studied include physical classroom embedment, use of specialized class web pages, faculty literacy classes, and concentrated faculty information literacy assistance.

The results presented provide insight into current academic library liaison practices and the faculty‐liaison relationship.

The purpose of this paper is to investigate the use of electronic information sources (EIS) and the need for end‐user training in the Fisheries Sciences institutions of South India.

This paper was conducted using a questionnaire‐based survey method along with the observations and informal interviews among the users of the seven Fisheries Sciences institutions of South India. The response rate received was 79 per cent. The sample respondents chosen for the study consists of 183 teachers/scientists, 71 research scholars and 81 postgraduate students. The data collected were tabulated and analyzed by using SPSS statistical software. The analysis of data covers the computer literacy level, use of different electronic sources, and frequency of its use, and the areas of training needed by the users of Fisheries Sciences institutions.

It is observed that the respondent's perceived ability to use the computer is quite high and that there is significant use of EIS mainly for research purposes. Though the majority felt that their level of computer literacy was average or above average, they expressed a need for training in the use of the EIS. The respondents preferred workshops, hands‐on training, on‐screen presentations and the need‐based support to self‐help guides/hand‐outs and training by central/state government.

The findings of the paper have provided useful insights for the library management to take appropriate steps and plan strategies in a systematic manner so as to enable the users to achieve a higher skill which in turn would facilitate the better provision and utilization of the EIS. The paper can also be of use for other subject areas.

The purpose of this study was to determine faculty preferences and attitudes regarding reference management software (RMS) to improve the library’s support and training programs.

A short, online survey was emailed to approximately 272 faculty.

Survey results indicated that multiple RMS were in use, with faculty preferring Zotero over the library-supported RefWorks. More than 40 per cent did not use any RMS.

The relatively short length of the survey precluded a more detailed investigation of faculty attitudes. The 20 per cent response rate, although typical of surveys of this type, may over-represent those faculty who have strong attitudes toward RMS. These findings support the necessity of doing more research to establish the parameters of the RMS environment among faculty, with implications for support, instruction and outreach at the institutional level.

Surveys should be conducted to establish local faculty RMS usage and preferences, as they may differ from both published findings and local expectations. Because it is unlikely that faculty will overwhelmingly use one RMS, libraries should plan to support multiple RMS.

This study is among the first to investigate the issue of RMS faculty preferences in a liberal arts setting.

This study investigates the relationship among preference for full-time employment, primacy of part-time employment, and work-related outcomes in a nationally representative sample of part-time college instructors. Results based on multilevel cross-classified random effects models indicate that part-time faculty who prefer full-time positions report working on average more hours per week and express greater work-related dissatisfaction than those who choose reduced work hours. Individuals whose part-time jobs are their primary jobs have less job satisfaction but work longer hours than those who treat part-time work as secondary. Finally, those who prefer full-time employment report more negative job satisfaction when the primacy of their part-time jobs is high.