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This study focuses on work from home (WFH) issues faced by faculty members of higher education institutes in India during the coronavirus infection (COVID-19) pandemic. The study aims to understand the impact of these issues on faculty productivity. The study also analyzes the moderating effect of information technology (IT) training on the relationship between work- from-home issues and faculty productivity.

This study is quantitative. Data were collected from 215 faculty members working in higher education institutes in India. Correlation and hierarchical regression analysis have been used to analyze the data.

The analysis revealed that online teaching, lack of technology acceptance, poor working environment and work–life conflict negatively impacts faculty productivity. Thus, IT training work as a moderator plays an important role in reducing the WFH issues mainly Online Teaching, Lack of Technology acceptance & Poor Working Enviornment by increasing faculty productivity. IT training work does not moderate the relationship between work–life conflict and faculty productivity.

This research is limited to the higher education sector; the research limits the generalization of the higher education sector's finding to other sectors.

The findings would help policymakers and educational institutes to explore the use of digital technology to break boundaries of workplace and education institutes to disseminate knowledge to a global level. The findings also help to understand how the workplace is essential for the smooth functioning of tasks of the institute.

The study will also help management, institute, organization, society and individuals to change their mindset that education can be imparted through online mode in a better way with the help of digital technology.

There is a scarcity of research work examining WFH issues in conducting mandatory online classes due to COVID-19 pandemic and COVID-19's relation to faculty productivity in the higher education sector. This study contributes to the knowledge regarding the impact of COVID-19 on faculty productivity in the education sector.

This interventional study aims to test the effectiveness of thek training approach for higher education faculty members to facilitate students with disabilities (SwD) to promote inclusion in higher education by operationalising approaches on the basis of the social action model. It presents an evidence-based training model created on recognised theories and strategies in the field of disability.

The study follows a single-case pre/post-test intervention design in which data were analysed quantitatively, followed by a thematic analysis of participants' feedback and trainer's reflections. Training sessions were aligned to the social action model, the perspective of reasonable accommodations and introduction to technological support for teaching-learning and policy issues. Eighty faculty members from different schools of a multi-disciplinary Pakistani university participated in these sessions. Data from only 63 faculty members were available for analyses.

Teacher Perceptions of Facilitating Students with Disabilities (TP-FSD) scale served as a pre- and post-test measure. The quantitative assessment revealed knowledge and attitudinal gains after brief trainings. However, when findings were interpreted considering effect sizes and supported by qualitative findings, moderate effectiveness level was evident. Effectiveness can be interpreted by the internal and external validity checks and findings of multiple assessments.

This study can be replicated by adapting the training approach and by considering its strengths and shortcomings mentioned in detail in the discussion section.

The study tested the effectiveness of brief faculty training to support SwD in a multi-disciplinary university having faculty with varied education and training experience.

This research paper aims to explore blended learning implementation in universities that are on a low budget, essentially determining the more important steps to invest during the initial stage of implementation and investing in costly IT infrastructure or training faculty for student-centred learning and relevant pedagogies.

A survey of 254 students at the University of Jordan (UJ) has been administered. Student satisfaction with blended learning is related to the two main variables of IT infrastructure and teacher training for blended learning strategies.

The results indicate that faculty training has a significantly higher impact on predictability of satisfaction than IT infrastructure. Therefore, low-budget institutions should focus first on helping instructors shift to student-centred styles of pedagogies before making large investments in IT infrastructure.

Because of the fact that the chosen setting did not completely lack IT infrastructure, the results may need to be retested with at least two individual institutions, one where advanced IT infrastructure is available and one where it is completely lacking. More can also be done to vary the limited location of the study.

This paper suggests that making costly investments into technology is not a necessary first step during the initial stages of blended learning adoption in developing countries.

This paper addresses the need for more research on blended learning adoption in developing countries with scarce finances and lack of resources sufficient to achieve faculty training and IT infrastructure improvement together. Several universities make costly investments only to lack sufficient blended learning pedagogies which often results in failed blended learning implementation.

The purpose of this study is to explore ways to establish an effective coordinative mechanism to ensure the effective practice of career coaching in innovativeness and creativity training programs in higher education.

This study aims to explore a successful case – that of Wenzhou University College – to elucidate how to establish an effective coordinative mechanism. The Delphi method is an interview approach for obtaining and analyzing case data.

According to research results, first, the causes of conflict were found and an attempt was made to solve these by using a personal system and training program structure revision; the main reasons for the conflicts are an overemphasis on “experts’ experience leading” and a “cognitive gap” between experts as coaches and teaching faculties; second, to decrease conflict, a revision of the training program structure will aid the improvement in the specialization for experts and teaching faculties; and third, revision of one’s personal system requires the teaching faculties to be from within the industries or companies facilitating the process of these faculties gaining practical experience; moreover, it will be easier if experts are the ones who are communicating how to re-design training programs and cooperative modes.

This study provides a coordinative mechanism for the effective practice of innovativeness and creativity training in higher education institutions. On the basis of research results, higher education institutions can effectively develop a training program of innovativeness and creativity based on the concept of career coaching.

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.

While postdoctoral research (postdoc) training is a common step toward academic careers in science, technology, engineering and mathematics (STEM) fields, the role of postdoc training in social sciences is less clear. An increasing number of social science PhDs are pursuing postdocs. This paper aims to identify factors associated with participation in postdoc training and examines the relationship between postdoc training and subsequent career outcomes, including attainment of tenure-track faculty positions and early career salaries.

Using data from the National Science Foundation Survey of Earned Doctorates and Survey of Doctorate Recipients, this study applies propensity score matching, regression and decomposition analyses to identify the role of postdoc training on the employment outcomes of PhDs in the social science and STEM fields.

Results from the regression analyses indicate that participation in postdoc training is associated with greater PhD research experience, higher departmental research ranking and departmental job placement norms. When the postdocs and non-postdocs groups are balanced on observable characteristics, postdoc training is associated with a higher likelihood of attaining tenure-track faculty positions 7 to 9 years after PhD completion. The salaries of social science tenure-track faculty with postdoc experience eventually surpass the salaries of non-postdoc PhDs, primarily via placement at institutions that offer relatively higher salaries. This pattern, however, does not apply to STEM PhDs.

This study leverages comprehensive, nationally representative data to investigate the role of postdoc training in the career outcomes of social sciences PhDs, in comparison to STEM PhDs. Research findings suggest that for social sciences PhDs interested in academic careers, postdoc training can contribute to the attainment of tenure-track faculty positions and toward earning relatively higher salaries over time. Research findings provide prospective and current PhDs with information helpful in career planning and decision-making. Academic institutions, administrators, faculty and stakeholders can apply these research findings toward developing programs and interventions to provide doctoral students with career guidance and greater career transparency.

This study was conducted to examine how proficiencies, motivation, and training impact the success of faculty development for web‐based instruction (WBI) at historically Black colleges and universities (HBCUs) in the USA.

Data in this mixed‐design exploratory study came from responses to an online questionnaire and follow‐up interviews. Seven four‐year public HBCUs that offered online curricula and provided faculty development opportunities in various forms such as workshops and seminars were examined.

The results of the study indicated that faculty were proficient in basic technologies, but less proficient in more demanding technologies; provision of incentives such as time off to attend training was motivating for WBI participation; and faculty preferred individualized training and workshops.

Successful faculty development is as a complex process that involves several integrated components which should be viewed as an intentional, ongoing, and systemic process. Nonetheless, it plays an important role, particularly if programs are available to help faculty link effective delivery in their own teaching and research areas.

Meaningful faculty development should be extendable to all instruction, whether in‐class, web‐based, or web‐enhanced. Faculty development opportunities extending beyond the basic uses of technology and seeking connections between curriculum, pedagogy, technology, and administration to technology success is paramount.

Feedback from this study can serve as a resource for decision‐making about WBI projects. The results of the study should provide data and information that supports the technological mission of institutions.

Training in both employability and discipline‐specific skills has been provided and expanded over a number of years for post‐graduate research students, (PGRs) in the Faculty of Physical Sciences administered by the Physical Sciences Graduate School (PSGS) at the University of Glasgow. This project explored the training provided in 2005/06 with a view to further developing a programme that students and faculty alike consider appropriate, timely and developmental for the needs of research students. The training provided by the PSGS had grown over a number of years in response to suggestions from academic staff in the Faculty of Physical Sciences. Data were collected from Postgraduate Research students (PGRs) from all the stages of the 3 year PhD process to enable a complete map of views to emerge. In particular, the way PGR students perceive the training they undergo in relation to their core PhD research and career progression was examined. The students in our study also identified clearly where they perceived they were developing such transferable skills, and training sessions are not seen as the sole or even major source; the research group itself would appear to play a major role. The authors believe the finding could inform the provision of PGR training in other UK institutions.

This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.

A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.

A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.

Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.

The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.

This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.

This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.

The purpose of this study is to examine the mediating effect of motivation to transfer training in between five dimensions of organizational culture and training transfer.

This paper followed a positivist epistemology to understand the factors associated with training transfer. The descriptive and causal research design was used for data analysis. A proportionate stratified random sample of 150 faculties responded to a self-administered questionnaire. Hierarchical regression analyses were performed to examine the hypotheses.

The results show that motivation to transfer training partially mediates the relationship between the four dimensions of organizational culture (i.e. job challenge, communication, innovation and social cohesion) and training transfer. Further, the results also show the relation between trust and training transfer is fully mediated by the motivation to transfer training.

For better training transfer higher education sector ought to consider organizational related factors such as organizational culture, rather than only focusing on individual-related factors. The education sector would have strengthened each dimension of organizational culture to motivate the faculties for training transfer.

Organizational culture dimensions (job challenge, communication, trust, innovation and social cohesion) are the essential dimensions for training transfer which are less prioritized despite their importance.