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The purpose of this paper is to share the authors' experience gained while implementing a systematic knowledge‐centred support approach to providing both support and service innovation within an organization whose mission is the offering of instructional design, learning technologies integration, multimedia production, and faculty development to faculty members. As it proposes a knowledge‐centred support (KCS) framework for faculty support and service innovation, this paper aims to help other faculty support organizations to improve their current knowledge management and support practices.

This paper shares the authors' practical experience in implementing a knowledge‐centred support approach for both faculty support and service innovation. The paper uses the authors' experience to introduce the proposed framework.

This paper develops a KCS framework for faculty support and service innovation. Practical concerns and insights are provided to help other faculty support organizations adopt and implement the framework. It is hoped that this sharing of best practices can increase discussion about using knowledge management approaches to improve service quality and innovation among other faculty support organizations.

Because the framework has been developed based on the authors' organizational environment, the framework may lack generalizability. However, other faculty support organizations are encouraged to revise or to adapt this framework to suit their specific organizations' cultures and goals.

Increasing service quality and innovation are major concerns for many faculty support organizations. Many faculty support organizations are exploring ways to provide a better service experience to faculty. This paper shares the authors' experience in this area and has the potential to inspire other faculty support organizations to examine, rethink, and improve their current practices, using a knowledge management perspective.

Few articles discuss how faculty support organizations can use knowledge management approaches to increase service quality and innovation. This paper identifies such a shortage in the literature and can be used as a starting point to motivate other faculty support organizations to share their knowledge management experience for improving service quality and innovation.

This study investigated how behavioral and emotional forms of engagement are associated with faculty support and student-faculty interactions among engineering students.

Quantitative research methods were used to analyze survey data from 781 undergraduates in seven large undergraduate engineering courses. Linear hierarchical regression models were used to evaluate the relationships between demographics (gender, race/ethnicity, family education, US status and transfer status) and student engagement and between faculty behaviors and engagement.

Faculty support was consistently, significantly and positively linked to all forms of student engagement, while student-faculty interactions were significantly and positively linked to effort and positive emotional engagement and negatively linked to attention and (an absence of) negative emotional engagement. Gender, race/ethnicity, international student status and transfer status significantly predicted at least one form of engagement.

Although this was a single institution study and cross-sectional, the findings suggest that faculty support and student-faculty interactions, while important for engagement, have different effects on different types of students. Faculty and teacher professional development efforts should raise awareness of these differences in order to enhance diversity and inclusion in engineering courses and curricula at all levels.

The analysis of behavioral and emotional forms of engagement represents more of a motivational lens on engagement in contrast to the traditional focus on time-on-task or time spent in fruitful educational practices, as is the norm with much of the engagement literature in higher education.

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.

Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities also signal what is to come. In this case study, authors representing diverse disciplines examine what faculty development programs reveal about the future of academic research. The authors offer an analysis of faculty support programs across the country as a foundation, and then provide an examination of initiatives in place at their four-year regional comprehensive institution in the United States. The authors then report on the outcomes of these programs for research productivity, with a focus on opportunities that were available to all faculty across the university. Finally, the authors offer perspective on the future of academic research based on findings from examining these programs. The authors suggest that the future of research will focus on (1) collaborative design(s) of research-related support, (2) support structures and programs that encourage and facilitate cross-campus and interdisciplinary research collaborations and sharing, (3) incentive for integrating areas of research with teaching and service, and relatedly (4) programs that encourage faculty to span academic research with industry or community partnerships and collaborations, especially ones that can generate revenue or produce future research, development, or funding streams.

The purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.

This qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.

Faculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.

The model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.

This peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

The purpose of this paper is to understand demographic group (race, first-generation college graduate, gender, age) differences among perceived family and faculty social and family financial support within the US graduate school admissions pipeline in the social sciences.

Using data from a cross-sectional convenience sample survey (N = 99), this paper looks at ordinal social support variables (faculty member support, family social support and family financial support) by demographic groups. This paper uses a Mann–Whitney U test to compare first-generation status, race and gender and a Kruskal–Wallis H test to compare age groups.

This paper finds that applicants over 27 years old had significantly less faculty support in the graduate admissions pipeline compared to other age groups; differences in faculty support across race were marginally significant (p = 0.057). Regarding family social support, this paper finds first-generation applicants, male applicants and applicants over 27 years old report lower levels of support. Finally, this paper finds first-generation applicants and applicants over 27 years old report lower levels of familial financial support.

Previous literature on graduate admissions – published in this journal (Pieper and Krsmanovic, 2022) and others – does not consider experiences up to and before applicants hit the “submit” button on graduate applicants, which the authors term the graduate admissions pipeline. Instead, most previous literatures focus on faculty committees and validity of required application materials. Thus, this study begins to answer Posselt and Grodsky’s (2017) call to develop an understanding of applicant experiences and support within the graduate admissions pipeline.

The relationships between support variables (work significance, collegial support and chairperson′s support) and indicators of faculty burn‐out (emotional exhaustion and feeling of personal accomplishment) are examined. In addition, the relationships between the syndrome of faculty burnout and its potential consequences (organisational commitment and recent research performance) are explored. The study is conducted using a sample of faculty members from 40 research university departments, ten each in physics, sociology, electrical engineering, and education. The major findings are: support indicators are the most influential determinants of emotional exhaustion in physics and the least influential in sociology and education; the same support indicators have the maximal explanatory power with regard to personal accomplishment in physics, and the minimal explanatory power in education; emotional exhaustion is related strongly to commitment and recent published articles in hard sciences, whereas the same relationships are quite weak for the soft sciences; and personal accomplishment is positively related to commitment in all fields while it is related strongly to recent published articles in hard sciences. The implications of this study are discussed.

The purpose of this paper is to describe programs that support open educational resources (OER) publishing in academic libraries. Insights, opportunities and challenges are shared in relation to the broader open education movement.

This paper provides two case studies describing the development of OER publishing programs at large, public research universities – the University of Houston and the University of Washington. Each program takes an Author DIY approach to publishing support and is in the early years of supporting OER adoption and creation.

These case studies demonstrate the need for a greater focus on decision-making and workflows. They illuminate challenges and opportunities for librarians supporting OER initiatives, including adapting existing models of OER publishing, navigating institutional culture, moving OER programs beyond affordability and how to sustain and scale OER programs with shifting institutional support.

OER is an emerging program area within academic libraries, and much of the focus has been on outreach and advocacy around affordable alternatives to commercial textbooks. Little has been written about programmatic initiatives to support OER publishing. This paper adds unique examples to the OER literature and raises new questions around support for OER publishing.

The purpose of this paper is to examine the relationships between quality education and human resource management practices of faculty supervisor’s support, job autonomy and working condition in the private universities. Specifically, how does the working atmosphere in the private universities in Bangladesh play a mediating role in the links between faculty supervisory support and job autonomy toward excelling quality education?

To answer this question, a theoretical framework using the strategic contingency theory as its basis was established. Data (n = 515) were analyzed using structural equation modeling.

The findings of the study indicate that faculty supervisor’s support and working condition have significant positive relations with quality education and the working condition has an important mediating role in the links between supervisor’s support, job autonomy and quality education in the private universities in Bangladesh.

First, the study used faculty as respondents from only 19 private universities in Bangladesh where more than 100 universities are in active operation at present. Second, the study included only top-ranking private universities and ignored other low-grade local private universities ranked by the university grant commission and they should be included in the study. Third, this study did not include public universities in the survey. Fourth, only two antecedents to the working environment toward quality education were included. Finally, this study collected data only from the faculty of the school of business and economics for examining their opinion.

From an academic and practical perspective, as a cumulative body of study on the relationship between different HRM practices and quality education, this paper will be better able to advise concerned authorities of higher education intuitions on the elements they need to address to ensure quality teaching and learning in their institutes.

Several factors that directly and indirectly influence quality education through pleasant working environments appear to the surface. Thus, to create a vital working condition in private universities, academic leaders or authorities should be aware to make some improvements.

The study reveals a paramount finding that can help academicians and authorities of private higher education institutes.

Numerous studies on Western samples exist on work–family conflict (WFC) and work–family enrichment (WFE). Generalizing such results to other cultures may lead to erroneous interpretations of results. The present study emphasizes the role of different types of support on both work–family conflict and enrichment among university faculty in India.

An online survey was administered to university faculty in India. Hierarchical regression analyses were used to test the hypotheses.

Results based on a sample of 199 university faculty in India indicated that supervisor and coworker support did not significantly reduce work–family conflict but increased work–family enrichment. The type of family support (instrumental versus emotional) had an impact, particularly on work-family enrichment.

Research on work–family dynamics in India is still in its nascent stage. This study attempted to address this gap by studying both conflict and enrichment dynamics in the family and work lives of university faculty in India.