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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.

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.

The purpose of this article is to build a framework for thinking about radical program redesign as a broad, forward‐looking, sustainable institutional change process rather than a traditionally narrow, periodic “project” aimed primarily at comparisons with past performance. The paper seeks to examine the transformational journey of a US public research university's AACSB‐accredited business school during its efforts to reinvent itself for the long term after decades of unsatisfactory continuous improvement initiatives. The key success factor is developing more of a learning‐oriented culture to enable ongoing performance monitoring and corresponding variations in strategies, structure, and action.

The paper takes the form of a qualitative case study.

Initiating radical change in educational institutions requires some type of crisis without which there is a remarkable deficiency in faculty members' motivation to learn. Once awakened by compelling data that disconfirm their illusions of effectiveness, a critical mass of faculty members can readily lead cultural and structural changes that enable ongoing advances in their programs and colleges. Sustainable planned change depends on a culture of disciplined commitment to data, information, and knowledge that are effectively communicated by the principal change agent and swiftly translated into new, appropriate action.

This is a single case study of a US business school whose cultural and political nuances may differ from non‐US educational institutions, thereby limiting the value of the learning process and outcomes that are reported. In addition, the paper describes and explains a relatively short‐term four‐year change process whose assessment would no doubt benefit from a seven to eight‐year retrospective analysis.

The paper illuminates many of the commonly observed cultural and political dynamics in educational institutions that both promoted and inhibited the faculty's progress during the redesign, and considers the faculty's future path based on perceptions about the challenges that emerged from its recent transformation. Other business school faculty can distil insight from the report to guide their own journeying.

This is one of a very small number of theoretically grounded reports of a graduate faculty's efforts to redesign its MBA program for a creative, good fit with twenty‐first century global economic realities. More and more business schools are starting to move in a similar direction to this and their faculties could gain a great deal from the experience reported here.

From a traditional institutional perspective, the ultimate customer of the university is the student and perhaps his/her parents. From the perspective of a business school, however, the ultimate customer is the employer. Thus, a school’s goal, in particular a CIBER school, should be to develop and provide international programs that deliver expertise and experience to meet the needs of firms, not students. The students are the products, and the study abroad program is the means by which this product is developed and improved. Faculty are key players in the development and quality control of the student product.

The Open for Antiracism program supports faculty to change their teaching practices to be antiracist through the affordances of open educational resources (OER) and open pedagogy. This study aims to raise questions about how professional development impacts student outcomes, and how faculty perceive the utility of OER and open pedagogy to support antiracist teaching and learning.

An evaluation plan examined how faculty participants perceived the effectiveness of OER and open pedagogy to make their classes antiracist. Students compared their experiences in treated classes with those in other classes. Participating faculty completed pre- and post-surveys and a subset sat for interviews.

Faculty participants felt prepared to implement antiracist practices using OER and open pedagogy. Eighty-seven percent reported they were highly likely to recommend the program and 80% plan to continue using open pedagogy. Eighty percent of students reported they were more active or engaged than in other classes and that they examined biases of the discipline.

This study raises the question of how antiracist teaching approaches impact student outcomes over a longer term. Further, how can changes to teaching strategies impact institutions? Do teams of instructors offer support in ways that lead to a greater voice within an institution?

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.

There is a growing need to train and support educators to introduce or enhance aspects of sustainability into post-secondary curriculum. The authors provide an overview of integration of curricular sustainability development and education as well as related institutional leadership at the post-secondary level. Turning to educational development for sustainability education, the authors share tools and resources to support educators from any discipline, to introduce, integrate, and/or enhance sustainability in their course, program, or initiative. The authors found very few examples of workshops to post-secondary teachers. For one such example, the Sustainability Education Intensive, a three-day workshop that the authors designed and led at the University of British Columbia. The authors summarize the workshop aspects that two years of participants found helpful, and how workshop involvement affected them as sustainability educators. The authors encourage post-secondary institutions to provide support in the form of workshops, resources, and funding to help educators introduce or enhance aspects of sustainability into their courses and programs. Students are asking for this, and, as they are future leaders, it is important that educators address the numerous environmental, social and economic issues that demand attention.

The purpose of this conceptual paper is to present the existing research on already effective programmatic efforts designed to increase diversity in STEM fields and to subsequently encourage researchers and practitioners to more intentionally build upon and design effective interventions around this issue.

Previous research findings accredit this success to various forms of support, such as mentors, study groups, student programs and student organizations (Hurtado et al., 2012; Maton et al., 2000; May and Chubin, 2003).

Higher education professionals have experienced a rise in concern regarding the alarming disparities of minority students pursuing STEM (science, technology, engineering and mathematics) majors and careers. Because of this, researchers are interested in exploring and addressing some of the reasons.

Through the discussion of ideas for action and the proposing of a theoretical foundation from the field of student development, the authors offer recommendations for future research and strategies to further improve recruitment, retention and performance for minority students in STEM fields.

This chapter focuses on successful strategies for increasing the number of males who enter and succeed in science at the college level. These strategies reflect lessons we have learned over the years from the Meyerhoff Scholars Program, launched in 1989, for high-achieving African American students in science and engineering at the University of Maryland, Baltimore County (UMBC).

The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic faculty). Faculty engagement with teaching issues and innovations remains a concern for the higher education sector. The academic population contains large numbers of “hard to get at” people, struggling with workload and access issues.

An additional online resource for academic development, called In a nutshell, has been developed and trialed for three years in a variety of contexts. These resources incorporate voices into concise online presentations with links to further resources. Academic viewers can, in private, participate and make informed decisions about whether they need to learn more about a topic, or not.

A measurable improvement in faculty engagement with teaching issues and innovations has been detected that can be directly and indirectly attributed to this change in academic development approach. Usage data and user feedback supports the hypothesis that In a nutshells have had an impact on adult learners. Requests by faculty to collaborate on the production of new In a nutshells also indicate engagement. Positive changes in teaching and learning performance indicators are supportive.

The study provides evidence to support the use of concise, flexible and asynchronous online approaches as components of a structured academic development program that provides mandated and non‐mandated learning opportunities for university faculty. The addition of this approach can increase the reach of academic development to include those who can be traditionally hard to reach such as sessional faculty, workplace supervisors and time‐poor, full‐time academics. The concept has recently been extended to create concise learning support that engages and empowers new students to develop new skills.

A streaming server and software is required. Multiple versions of the material are created to ensure accessibility. The time commitment required to invest in initial production of high‐quality product is high; however, this is counter‐balanced by the re‐usability and outreach of the approach.

Partial alignment of learning design and user feedback to an inclusive adult motivation framework indicates that although In a nutshells do meet most requirements of the framework, complementary activities that build the competence of faculty are needed to be linked to In a nutshells to ensure that all targeted adults are motivated to learn.