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It has been acknowledged in the literature of library administration and book selection that in a college library, the faculty play an important role in the development of the book collection. Lyle, in discussing book selection within the larger context of the administration of a college library, notes that “close cooperation between the librarian and members of the faculty is vital in selecting books.” He goes on to state that “in lieu of its own specialist staff, the library leans heavily on the faculty,” and yet “there is very little factual information on the methods by which faculty go about choosing library materials.” Carter et al. spent six pages on the role of the faculty in selection. They theorized about the faculty's role from incidents that had been called to their attention. Broadus acknowledged the role of the faculty but offered no theory or conclusions on their role in the selection process.

There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.

This is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.

Findings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.

This study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.

The study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.

Midcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.

The job satisfaction of employees is just as important as customer satisfaction in terms of organizational performance. In this paper, employee satisfaction is evaluated in a unique service environment: higher education. This case study specifically focuses on how information regarding faculty workload, salary, and benefits can be used to improve academic quality. The preliminary research was conducted via a questionnaire distributed to 182 faculty members at a small private college. The response rate was 67 per cent. One major finding is that most of the faculty surveyed do not believe they are fairly compensated, nor do they feel they are getting institutional recognition for their contributions. As a result, half of the faculty in this survey sought professional income outside the college. Hence, the issue of their commitment to the university, and academic quality, arises.

The purpose of this paper is to investigate the research obstacles facing Zarqa University (ZU) faculty members, and the ways of overcoming them according to their points of view.

The study attempted to investigate the research obstacles facing ZU faculty members and how to overcome them according to the points of view among the staff. This was carried out through answering four key research questions: What are the research obstacles facing ZU faculty members according to their points of view?; Are there any statistical differences between the trends among ZU faculty members regarding research obstacles attributed to the type of faculty (scientific or humanity), gender and academic rank?; What are the ways of overcoming research obstacles facing ZU faculty members, from their points of view?; and Are there any statistical differences between the points of view among ZU faculty members regarding the ways of overcoming research obstacles attributed to the type of faculty (scientific or humanity), gender and academic ranks? The principal research tool used was a questionnaire, designed and developed by the researcher and based on his personal academic experience, intuitive hints gathered from discussions with ZU faculty members, related literature, and consultation with academic referees specialising in library and information science. The questionnaire was modified where necessary. The final version included a set of questions on the research obstacles facing ZU faculty members and the ways of overcoming research obstacles according to their points of view. In order to verify the reliability of the study, the initial questionnaire was reviewed by four referees to solicit their opinions on clarity and the extent to which each phrase met the study objectives: two university professors and two university associate professors. The researcher also applied Cronbach alpha (α) to the responses using a statistical package (SPSS), and the stability coefficient of the tool was 0.631, acceptable for the educational purposes of the study.

The study revealed that the means of the respondents' trends towards the ways of overcoming research obstacles were higher than the means of the trends towards research obstacles. The means of the responses towards the ways of overcoming research obstacles ranged from 2.91 to 4.49, while the means of the responses towards research obstacles ranged from 1.79 to 4.01. It also revealed that in spite of ZU faculty members having good motivation as well as research and statistical skills, as demonstrated in their responses, the financial and moral support required were the main problems. Furthermore, there were no significant differences between the trends among faculty members towards research obstacles and the ways of overcoming them attributed to dependent variables, such as type of faculty (scientific or humanity), academic ranks and gender.

The study limitation was the trends among ZU faculty members, who were in the first semester of the academic year 2008/2009.

The importance of the study comes from its results by finding out the trends among ZU faculty members towards the research obstacles at the university and ways of overcoming them. It is an important tool to inform ZU's administrators of the study results in order to try to avoid research obstacles and support the ways of overcoming them whilst encouraging faculty members to perform more research in different fields.

Faculty status for academic librarians is an issue that has been the subject of much debate in recent decades. The purpose of this paper is to examine the key points raised during this debate, in the hope of achieving a suitable resolution.

This paper begins with an overview of the issue of faculty status for academic librarians from an historical perspective and then continues with a review of literature from the past three decades. The pros and cons of granting faculty status are examined, as well as alternate models, followed by a proposed recommendation.

While there are a number of concerns regarding the value of faculty status for academic librarians, such as disagreement with the basic tenet that librarians are primarily teachers, the weight of the evidence seems to support the granting of faculty status to academic librarians. This status provides academic freedom, recognition of librarians in their role as educators, and financial benefits and job security and is supported by the Association of College and Research Libraries, the Association of American Colleges, and the American Association of University Professors.

While this paper is a review of selected relevant literature, only a small portion of the literature was of an empirical nature. There is a need for more studies which directly measure the impact of faculty status for academic librarians on the librarians themselves and the students, faculty, and institutions they serve.

The paper shows that with faculty status, academic librarians receive the same rights and privileges as other faculty and participate in college or university governance, thereby increasing the integration of the library with the institution.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

The purpose of this paper is to review the purpose, methods, and selected results of a study of faculty work practices, especially as they bear on the creation, location, and use of grey literature and the design and use of institutional repositories.

Based on a work‐practice study of faculty members and researchers at the University of Rochester. The methodology used videotaped interviews to record and analyze how participants accomplish such tasks as using web‐based research and writing tools, organizing books and papers, and staying current.

Reviews six key research findings related to the understandings and attitudes faculty members hold regarding institutional repositories and the role of librarians in developing institutional repository collections. Explains why librarians have found it difficult to attract faculty participation from the perspective of user needs and work practices.

The study is based on field research with a small number of participants in six departments across the sciences, social sciences, and humanities. Access to faculty participants was limited.

Recommends new strategies for institutional repository design, recruitment of content, and outreach by librarians based on the six key research findings. Proposes an expanded role for librarians as liaisons to faculty who wish to share their work using the library's repository system.

The paper presents original research that addresses a current problem in the area of institutional repositories: why faculty members have not taken full advantage of new technologies that help them share their work. It lists the practical steps that librarians can take to improve faculty participation in repository projects and to increase access to grey literature for all scholars.

A study of all faculty in the Louisiana State University College of Agriculture was undertaken in Fall 1999 to better understand their perceptions and use of technology in the classroom environment resulting in a 55 percent response rate. The study was a follow‐up to a 1998 study of students enrolled in all classes in the College. Like students, faculty were surveyed to discern awareness, expectations, and capabilities in using technology in the classroom. Faculty results and faculty/student comparisons were analyzed using frequency tabulations and paired t‐tests. The study was designed to collect baseline information that could be used for planning and funding allocations for equipment and development activities for faculty in the context of increasing technology capabilities and teaching effectiveness. Results indicated that faculty, like students, are generally computer literate with almost all owning a personal computer; strongly prefer a combination of traditional and computer‐supported teaching methods; and believe that computer‐based technology in the classroom is very important to students’ future competitiveness in the job market. However, faculty’s perceptions of their proficiency in using technologies were significantly higher than the students’ perceptions of these skills.

A law school dean must develop an awareness of himself before attempting to lead the school and demonstrate an awareness of his faculty to the importance of the law school. If his faculty perceives him to be competent as a leader he will be better able to administer the law school. Increasing the frequency and intimacy of contact with faculty members will bolster the perceptions among the faculty of his leader behaviour. A study of how differently law schools and their faculties perceive the leader behaviour of deans and to what degree social distance relates to law school deans' leader behaviour as perceived by themselves and their faculties shows a significant difference between the leader behaviour of law school deans as self‐perceived and perceived by their faculties. As deans inter‐related more frequently in a meaningful way the faculties tended to view their deans as exhibiting more leader behaviour. Eighty‐one deans and 1,001 faculty members from 81 law schools in 40 states and the District of Columbia participated in the study between 1981 and 1982.