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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.

The purpose of this paper is to provide an overview of some health‐related effects of creative and expressive writing.

Reviews some of the main research studies exploring links between expressive writing and aspects of health, including two new experimental studies showing effects of poetry on mood and immune system indices.

Research studies have involved standard writing tasks and have shown a good range of physiological and behavioural benefits. Example findings include improvements in health and well‐being and enhanced levels of host defences in immune system functioning. Other notable findings include reduced severity of symptoms in arthritis and asthma sufferers. However, writing disclosure may also have negative effects on clients with post‐traumatic stress disorder (PTSD). The cognitive‐behavioural bases of “writing therapy” include the informative function of emotions, self‐regulation, re‐framing, and dealing more effectively with negative feelings.

Provides health professionals with an overview of research into health‐related effects of creative and expressive writing, and may encourage sensitive approaches which include writing therapy. The studies of poetry and immune function report some of the first empirical biological evidence for the poetry‐health link.

This study aims to examine the writing outcomes of 6th-grade students learning English as a second language.

In all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention.

Results revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions.

The present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model.

Classroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.

Describes work at the University of Tennessee, Knoxville, USA, in developing information across the curriculum. Similar to writing competency programs, this approach will require students to take a number of information‐intensive courses and necessitate a close partnership between librarians and teaching faculty in establishing requirements, integrating information skills into the curriculum, and evaluating outcomes.

This paper places Knowledge Management in an historical perspective, frames some of the key questions and challenges which must be addressed as it rides the waves of management acceptance, and highlights some of the new opportunities within Knowledge Management, as well as covering some of the traditions upon which it rests.

The purpose of this paper is to examine the mechanisms that explain the complexities Indonesian higher education (HE) academic leaders (ALs) experience in performing leadership roles. The research addresses the questions: How do Indonesian ALs perceive their roles in HE? What are the challenges facing Indonesian ALs in their roles in the Indonesian HE context? To what extent does gender impact how ALs act and are perceived?

In sum, 35 ALs from six Indonesian universities representing top executive positions were interviewed. Data were analysed thematically using a retroductive process followed by a series of on-site member-checking activities to establish credibility and authenticity of the findings.

The religious principles of amanah (the “altruistic calling” of their functions needing dedication, commitment, and passion) unique to the Indonesian cultural experience influence ALs views of leadership. ALs face role constraints due to resource limitations, experiencing a double bind, while harmonising differences due to ascribed social status and position.

Supportive structures effective for academic leadership practice must be created, further studies on male ALs’ roles in promoting the leadership ascent of female ALs and promoting work-life balance will improve ALs’ visibility and salience in steering institutional growth.

This is the first study to focus a critical lens on the complexities of context-based leadership practice as it is influenced by amanah. Layers of constraints confronting female ALs were documented due to exigencies of gender role expectations and resource limitations, yet they exhibited paternal navigational skills beyond the maternal and pastoral calling of their roles.

If integrating technology means nothing more than enhancing the traditional delivery system of social studies content, where laptops replace notebooks, where PowerPoint slides replace handwritten overheads, where e-textbooks replace hard copy textbooks, then we will be no closer to the NCSS vision of transformative, powerful social studies instruction. (Doolittle & Hicks, 2003, p.75)

The purpose of this study is to examine the uptake of peer vs. instructor feedback provided on written essays by undergraduates in a writing course at a public university in Saudi Arabia.

This was a classroom intervention exploratory study with 16 pairs of students attending a writing class over a period of 14 weeks.

Analysis of feedback and uptake indicated that the students incorporated a high rate (85.21%) of feedback in revising their essays. The results also showed that the quantity of students’ uptake of instructor feedback (88.77%) was higher than that of peer feedback (82.17%). In terms of the rate of uptake of global feedback focusing on content and organization vs. local feedback focusing on language and formatting, the rate of uptake of local feedback (85.34%) was slightly higher than the uptake of global feedback (84.90%). The current results also showed that the quality of feedback (peer vs. instructor feedback and global vs. local feedback) also varied. Students’ perspectives on feedback underlined their perceived value of feedback on writing, their preference for instructor feedback and the perceived benefits of providing and receiving feedback.

This study investigated an area that has been under-researched in the Saudi higher education context and it has direct implications for the provision of feedback in writing classes.

The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small group writing activities compared with individual flipped instruction model through WhatsApp with individual writing activities.

A quasi-experimental study with a nonequivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The small group was treated using small group flipped instruction model through WhatsApp with small group writing activities, and an individual class was exposed to individual group flipped instruction model through WhatsApp with individual writing activities as well. The instrument of this study was a writing test.

The findings revealed that the mean score from the small group flipped instruction model through WhatsApp with small group writing activities at 66.17 was higher than the mean score individual flipped model via WhatsApp with individual writing activities at50.19 with a level of significance < 0.05. He meant that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. The results suggested small group flipped teaching–learning cohesion with WhatsApp in writing served as one of the alternatives flipped group discussion to improve learners’ cohesion in writing.

Flipped classroom innovation has attracted English language teaching researchers’ attention to scrutinize its effectiveness. This inquiry, therefore, elaborated the effect off-lipping individual and small group classroom instruction with WhatsApp on EFL learners’ cohesion as part of EFL writing skills.