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Book part
Publication date: 16 August 2010

Stephen Wheeler, Kay C. Carnes and Cynthia Firey Eakin

This chapter examines staffing trends for Beta Alpha Psi (BAP) advisors over the past 20 years to document the degree of tenure- versus nontenure-track faculty involvement. We…

Abstract

This chapter examines staffing trends for Beta Alpha Psi (BAP) advisors over the past 20 years to document the degree of tenure- versus nontenure-track faculty involvement. We surveyed faculty advisors to determine how they are compensated for their BAP service. Our findings show a significant increase in the percentage of nontenure-track faculty filling the role of BAP advisor. Additionally, few advisors appear to receive pecuniary benefits for their service, and nearly one-third receive no reimbursement from their institutions for BAP-related expenses that they incur. We discuss the implications of these findings and their potential for limiting BAP's ability to execute future strategic initiatives.

Details

Advances in Accounting Education
Type: Book
ISBN: 978-0-85724-292-1

Article
Publication date: 12 March 2024

Arash Kamali, Seyyed Babak Alavi and Mohammad Reza Arasti

Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms…

Abstract

Purpose

Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.

Design/methodology/approach

Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).

Findings

The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.

Research limitations/implications

The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.

Originality/value

This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 21 February 2024

Kim Brooks and Thomas Nichini

This paper aims to use the origin story of Dalhousie’s Faculty of Management as a foil for unpacking the tensions between deep disciplinary specialization and liberal education in…

Abstract

Purpose

This paper aims to use the origin story of Dalhousie’s Faculty of Management as a foil for unpacking the tensions between deep disciplinary specialization and liberal education in business schools in Canada and the USA. Ultimately, the paper reveals that those tensions are not irreconcilable, and that through the fortunes of historical contingencies and deliberate decision-taking, a faculty can embrace the benefits of both breadth and depth.

Design/methodology/approach

The paper proposes a critical organizational history of management education through a case study. By drawing on secondary literature and archival sources, the authors focus on moments in business education, such as the founding of the Wharton School of Business, the release of the Carnegie and Ford Reports and the trend towards increased specialization to situate a case study of Dalhousie University’s Faculty of Management.

Findings

The authors find that the evolution of business education in North America from its broad, liberal origins towards narrow, specialization has come at a cost to some of the benefits of business and management education. An alternative approach, one reflected in the design of Dalhousie’s Faculty of Management, its programme offerings and its interconnection with other disciplines, enables the advantages of deep disciplinarity to co-exist (and cross-inform) with the advantages of liberal approach to knowledges.

Originality/value

The Dalhousie model offers business schools an example of a faculty that balances the rich insights of liberal interdisciplinarity with the need for sophisticated approaches to more granular, often disciplinary, topics. In addition, the paper offers the story of a multidisciplinary management faculty, some explanation for how that faculty was maintained despite pressures towards specialization; and in doing so, contributes to the limited historical research of management education, particularly in Canada, post-2000.

Details

Journal of Management History, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1751-1348

Keywords

Article
Publication date: 28 February 2024

Mihyun Kang, Katherine Cholakis-Kolysko and Negar Dehghan

The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Abstract

Purpose

The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Design/methodology/approach

Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.

Findings

Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.

Research limitations/implications

This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.

Practical implications

The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.

Social implications

Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.

Originality/value

This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 28 February 2024

Kaleb L. Briscoe and Veronica A. Jones

Legislators continue to label Critical Race Theory (CRT) and other race-based concepts as divisive. Nevertheless, CRT, at its core, is committed to radical transformation and…

Abstract

Purpose

Legislators continue to label Critical Race Theory (CRT) and other race-based concepts as divisive. Nevertheless, CRT, at its core, is committed to radical transformation and addressing issues of race and racism to understand how People of Color are oppressed. Through rhetoric and legislative bans, this current anti-CRT movement uses race-neutral policies and practices to limit and eliminate CRT scholars, especially faculty members, from teaching and researching critical pedagogies and other race-based topics.

Design/methodology/approach

Through semi-structured interviews using Critical Race Methodology (CRM), the authors sought to understand how 40 faculty members challenged the dominant narratives presented by administrators through their responses to CRT bans. Additionally, this work aimed to examine how administrators’ responses complicate how faculty make sense of CRT bans.

Findings

Findings describe three major themes: (1) how administrators failed to respond to CRT bans, which to faculty indicated their desire to present a neutral stance as the middle ground between faculty and legislators; (2) the type of rhetoric administrators engaged in exemplified authoritarian approaches that upheld status quo narratives about diversity, exposing their inability to stand against oppressive dominant narratives; and (3) institutional leaders’ refusal to address the true threats that faculty members faced reinforced the racialized harm that individuals engaging in CRT work must navigate individually.

Originality/value

This study is one of the few that provide empirical data on this current anti-CRT movement, including problematizing the CRT bans, and how it affects campus constituents such as faculty members.

Details

Equality, Diversity and Inclusion: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2040-7149

Keywords

Open Access
Article
Publication date: 2 January 2024

Asem Obied and Abdullah Alajmi

The study aimed at identifying the degree of professional competence of faculty members from the students’ perspective at Kuwait and Palestine Technical University Kadoorie, and…

Abstract

Purpose

The study aimed at identifying the degree of professional competence of faculty members from the students’ perspective at Kuwait and Palestine Technical University Kadoorie, and identifying the effect of the variables of gender and academic year.

Design/methodology/approach

The researchers developed a 24-item questionnaire and administered it to 115 students each from Kuwait (male: 57, female: 58) and Palestine Technical University Kadoorie (male: 21, female: 94). The study used a descriptive approach to analyze the collected data.

Findings

According to the students' perspective, the average professional competence of faculty members at Kuwait University is 2.74 for the teaching competencies, 2.29 for the technology competencies, 2.65 for the evaluation competencies and 2.71 for the human competencies. Similarly, at Palestine Technical University Kadoorie, the mean of the professional competencies of faculty members from the students' perspective is 2.31 for the teaching competencies, 1.96 for the technology competencies, 2.24 for the evaluation competencies and 2.34 for the human competencies. There were significant differences in the degree of professional competence at Kuwait and Palestine Technical University Kadoorie due to the gender of all domains in favor of females. There were significant differences in the degree of professional competence in Kuwait due to the academic year of the technology domain between the first year and second year, in favor of the second year. There were significant differences due to the variable of the academic year of the human domain between the first year and the third year, in favor of the third year. There were significant differences in the degree of professional competence at Palestine Technical University Kadoorie due to the academic year of the technology domain (second, third, fourth year and more) and second year, in favor of (the second year). There were significant differences due to the academic year of the human domain between the first and second year, in favor of second year.

Originality/value

The authors hope that their findings will inspire further research in this area and help universities to better support their faculty members and improve student outcomes.

Details

Arab Gulf Journal of Scientific Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1985-9899

Keywords

Article
Publication date: 23 September 2013

Sabrina Kramer and Spencer Benson

– The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.

Abstract

Purpose

The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.

Design/methodology/approach

The paper developed a program that combines a summer training institute and a yearlong faculty learning community. This program is supported by instructional technology and faculty development experts, and rewards the participants both with a stipend and with acknowledgement. To assess the effectiveness of this program, the paper used electronic anonymous surveys during the middle and end of the program.

Findings

Self-reported evaluations suggests that the alumni of the 2011-2012 cohort will continue to develop and adapt technologies in their course, and would encourage their colleagues to do the same. In addition, the majority report that the program has changed the way they see and use technology in the classroom. Additional observations about the program alumni's involvement in continuing efforts to improve teaching with technology indicate that this program may be having an effect beyond the individual participants.

Research limitations/implications

Assessment of the program was limited to only one year, and needs to continue to evaluate the program and the faculty after they leave the program.

Practical implications

This program provides a possible model to implement change at a university, on teaching with technology, or other teaching- and learning-related topics.

Originality/value

In a world where there are increasing expectations of technology in teaching, a successful model of faculty development which produces an increase in pedagogically sound faculty adoption of teaching technology is a valuable one to higher education.

Details

Journal of Applied Research in Higher Education, vol. 5 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 October 2005

Paul Verhaegen

To provide insight into the relevant factors for faculty recruitment and retention that can help leadership of business schools to design and implement a tailored policy to…

2756

Abstract

Purpose

To provide insight into the relevant factors for faculty recruitment and retention that can help leadership of business schools to design and implement a tailored policy to recruit and retain academic talent in a highly competitive and international market.

Design/methodology/approach

Two surveys were sent out in parallel to deans/directors and faculty of 181 European business schools. A total of 42 important factors were selected and ranked in order of importance for both recruitment and retention of academic talent. In addition the faculty were asked to indicate to what extent they are satisfied with each of the factors in their current situation. Deans/directors were asked to indicate to what extent they felt able to influence each of the factors.

Findings

Factors of crucial importance for recruitment and retention were identified, both from the deans and from the faculty perspective. Perception gaps occurred between deans and faculty, as well as satisfaction gaps on important factors: this led to the identification of interesting policy problems and opportunities. Segmentation of the sample facilitated the demonstration of differences in perception between groups of faculty according to gender, age and rank, and between groups of schools according to legal structure, orientation, enrolment, and accreditation status.

Research limitations/implications

Deans/directors of 69 European schools and 350 faculty members in 12 countries completed the survey. The database could be further enlarged to make more detailed analysis possible. Expanding the research to include schools of other continents would enable one to analyse cross‐continent differences between business schools.

Practical implications

The developed framework and the data provide an excellent opportunity for business schools' leadership to analyze the effectiveness of its policy and benchmark the school against a selected peer group.

Originality/value

The survey and the developed framework for analysis are unique and, in this form, have never been done before. The value of the paper is that it presents unique evidence on important factors crucial to faculty management.

Details

Journal of Management Development, vol. 24 no. 9
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 30 May 2022

Mark E. Haskins

This article highlights and discusses numerous, specific leadership attributes that contribute greatly to enabling a university faculty member to be an effective leader of a group…

158

Abstract

Purpose

This article highlights and discusses numerous, specific leadership attributes that contribute greatly to enabling a university faculty member to be an effective leader of a group of their peers. As such, this article provides additional insights into the important construct of “transcollegial leadership” (Burns and Mooney, 2018).

Design/methodology/approach

The personal “reflections on practice” (Schon, 1983) presented here are based on 40+ years of observing and experiencing university faculty leading groups of peers as well as numerous personal experiences of serving in such a leadership role.

Findings

This article presents a robust array of specific, real-world-based insights that can contribute to enhancing the effectiveness of a leader of peers in a higher education institutional setting. Moreover, the ideas presented are offered to leaders of academic institutions as foci for potential faculty development initiatives and discussions. The ideas presented are clustered into six categories – process, resolve, integrity, mindset, excitement/energy, and respect.

Practical implications

The actions and ideas presented pertaining to a university faculty member's capability to effectively lead a group of peers are widely and immediately actionable. The insights presented are also amenable to ongoing faculty development activities and discussions.

Originality/value

This article addresses the common challenge of effectively leading a group of one's faculty peers in an academic setting. As such, the article extends and embellishes the conceptual, institutional-level perspective presented by Burns and Mooney (2018) in this journal.

Details

International Journal of Educational Management, vol. 36 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 13 November 2017

Nicholas Lonergan

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.

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Originality/value

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

Details

Reference Services Review, vol. 45 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

1 – 10 of over 81000