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Implementing effective strategies for the management of online faculty contributes to the experience of online students by ensuring that faculty are prepared to facilitate courses in a manner in which students are engaged and learning outcomes are attained. Additionally, faculty management impacts the experience of online faculty by reducing isolation; providing direction, feedback, and development; and implementing rewards and recognition to increase satisfaction and engagement. Further, best practices for online faculty management impact administrators by improving the learning outcomes of programs and departments, increasing student retention, reducing faculty attrition rates, and building institutional community. Employing best practices for the management of online faculty serves to create efficiencies and improve operations. This chapter will present best practices for faculty recruitment that aim to reduce the potential for bias and increase collaborative decision making. Additionally, key aspects of effective online faculty training will be discussed, in the context of relevant literature. Further, guidelines for the delivery of engaging professional development in the virtual space will be provided. Best practices for supervision and evaluation will be explored, including expectation setting, regular feedback, and formal assessment procedures. The aforementioned facets of online faculty management will be examined through an analysis of six case studies, based on initiatives that were implemented for the online campus of a small university.

The purpose of this study is to examine whether implicit bias exists within the graduate admissions process at a large public research university in the Southeast United States. Additionally, this research sought to identify the type of strategies graduate faculty in the USA use to assess their implicit bias and the support they may need to better recognize and gauge implicit bias during the graduate application review process.

This study used the use of a qualitative, phenomenological research design by conducting individual interviews with graduate faculty members that serve on admissions committees.

The findings revealed six themes in relation to the purpose of the study – bias recognition, faculty perceptions of their own bias, faculty perceptions on the bias of others, strategies for the application review process, admission committee safeguards and the need for implicit bias training.

The study outcomes are discussed in relation to the prior research and literature on this phenomenon. Additionally, the study presents research and practical implications, including actionable strategies for how its results can be practically applied.

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 study identifies (1) differences that exist between junior and senior faculty in their beliefs about the impact of mentoring; (2) interest among tenured and tenure-track faculty in participating in a mentoring relationship and (3) the extent to which faculty perceive mentoring as a critical component of the track to tenure.

Across a multicampus system of higher education, 1,017 faculty responded to an anonymous online survey that included both quantitative and open-ended items (response rate 51%).

Although all faculty perceive mentoring as valuable, there are significant differences among junior and senior faculty in their beliefs and perceptions about mentoring, as well as their participation in mentoring relationships.

All five participating campuses operate in the same state under the same governing board, so the findings are not necessarily generalizable to other institutions or populations of faculty.

To support effective mentoring, it is necessary that higher education organizations institutionalize mentoring and develop a purposeful program in which they train/support mentors and allow for flexibility; it is also critical to solicit input from the faculty at various stages.

This study considered multiple aspects of tenure from multiple institution types within a system of higher education. Furthermore, this study compares junior and senior faculty perceptions and outcomes, which few previous studies have done.

This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education.

This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula.

The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT.

This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

In November 1998, the new Fondren Library Center (FLC) was dedicated at Southern Methodist University (SMU) in Dallas, Texas. This building, connecting the main Fondren Library with the Science and Engineering Library (SEL), was the first building to be completed in SMU’s five year capital campaign “The campaign for SMU: a time to lead”, 1997‐2002. Was this seminal event a reflection of the university’s commitment to its library system; a tribute to donor generosity; the result of intense lobbying on the part of faculty and library staff; a happy accident; or some combination of all of the above? The article hopes to show that, like much fund‐raising, the latter was the case.

The purpose of this paper is to evaluate the performance of select technical higher education institutes of national importance in India. This helps to judge the efficiency and effectiveness of an institute to provide valuable insights on performance measurement and effectiveness not only to the respective institute but also to governmental agencies and policymakers.

The paper makes a comparative analysis across various educational institutes of repute. This paper looks at the performance of four technical higher education institutes of India. An integrated data envelopment analysis–analytic hierarchy processing (DEA–AHP) approach has been used to compare and evaluate the relative efficiencies in terms of input provided to the institute to produce outputs.

The results depict the performances of the four institutes over the period of five years and, in turn, help assess the increase or decrease in the performance of a particular institute in comparative assessment. The paper also helps identify the most efficient institute among the four institutes that have been compared, in terms of academic efficiency, research efficiency, teaching efficiency and consulting efficiency.

A study like this would furnish an insight into the performance of the select higher educational institutes. The findings can be useful for policymakers, educational planners and administrators in designing a system based on various criteria that can help improve the overall efficiency and decide about benchmarking and funding strategies.

This paper is an attempt toward defining, conceptualizing and measuring performance effectiveness of institutes of higher education in the Indian context. The effort at the integration of the methodologies (through comparison and DEA–AHP) has helped to provide insights that could not have been obtained through the use of the methods or techniques alone. The paper has helped identify critical strategic issues and parameters which when implemented would be useful for policymakers, educational planners and administrators in designing a system based on various criteria that can help improve the overall efficiency of educational institutes in higher education.

This study aims to analyse the impacts of an institutional change process on a specific higher education institution in Europe and the trade-offs between the faculty perceptions of success and the organization image during this process, in light of the identity institutional theory.

The impacts of this institutional change are analysed and discussed based on in-depth interviews conducted with faculty members of the accounting department in which they reflected upon academic success vis-a-vis the career assessment system adopted, followed up by those faculty members’ answering an electronic questionnaire about organizational identity and image perception (Gioia et al., 2000).

Considering the individual perspectives, faculty are concerned about their vocations and aspirations, with feelings of apprehension and insecurity, perceiving the institutional goals as too high and potentially unattainable. By shifting the priority towards research, costs in terms of losing the institutional excellence in teaching might arise, which has been traditionally keen to the institute’s organizational identity and consistent with faculty’s perceptions of academic success.

As in any research endeavour, some limitations might emerge. First, the authors addressed the context of a specific business school, in a European country. It is certainly true that culture plays a role in terms of both organizational and national levels. The authors acknowledge this as a limitation. Nevertheless, this research takes a “local” stance, the logic of academic evaluation and its impacts on institutional and individual identity formation processes is a worldwide phenomenon. Second, in defining the authors’ selection criteria, the authors excluded the possibility of other voices to be heard, both in the department itself and in the business school. Regarding the department, the authors argue that those are the ones who could influence future decisions, considering that they are the only ones eligible for the governing bodies under the institute’s regulations. Regarding the business school, adding other department(s) means adding other discipline(s) to the authors’ analysis with specific and different dynamics of researching, publishing and teaching, which also impacts the expectations regarding career and academic success.

First, before beginning an institutional change process, it is necessary to assess the vocations and aspirations of its members. The solution requires to reanalyse academic career premises and to reconsider the weights given to each academic activity, or furthermore, to offer more than one career path, so as to make it flexible for each faculty to follow their vocations and aspirations or to adapt to life demands. Second, in terms of organizational identity and image, the challenge is to minimize the gap between the construed external image and the internal identity, striving to achieve a balance between teaching, research, outreach and service.

Because of the nature of the academic work, the authors propose that the application of the theory should be preceded by a careful consideration of what is academic success. The misalignments studied and reported here reveal a multilevel phenomenon, wherein individual academic identities are often in conflict with the institutional image. The authors’ study entails a contribution to the application of the identity institutional theory to academic institutions.

The purpose of this paper is to explore and encapsulate the enablers that can facilitate agility in faculty members of engineering institutions. The paper also aims to conduct a prelim qualitative validation of the enablers and analyze the interplay between them using the total interpretive structural modeling (TISM) approach.

The study adopted the TISM approach to comprehend the interactions and transitivity between the enablers. Cross-impact multiplication matrix (MICMAC) analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers.

Extensive literature review and expert opinion helped identify 16 enablers that can promote workforce agility. The results indicate “management support” as the most crucial enabler. Rewards and recognition and employee empowerment were among the other enablers that have a high driving force. New capabilities, learning and innovation and the expanding role of faculty members were found to have high dependence power, which makes the enablers dependent on other enablers for activation.

The results of this study would assist the management of engineering colleges and universities to design, adopt and implement policies and practices that would facilitate agility in faculty members. Faculty members shoulder the responsibility of molding the future generation, and hence, it is important that they are competent enough to impart quality education. The policymakers should focus on policies and practices that leverage human resource potential and support an innovative climate that nurtures entrepreneurial activities in engineering institutions.

So far research on workforce agility has predominantly focused on the manufacturing sector. Despite the workforce (refers to faculty members here) being crucial in contributing to the progress of universities and colleges, very little work is done on how faculty members can be made agile. Application of the TISM method in identifying the variables that can facilitate faculty members' agility in engineering institutions in India is a new and original contribution to the literature on workforce agility.

The purpose of this paper is to provide an explanation for the way the reality in the world of finance comes to be formed, among other things, by the theory of finance. It is based on the idea that financial behavior is not independent of the theory of finance. The paper, therefore, examines certain aspects of the academic field of finance. That is, it examines theories, PhD programs, journals, and conferences in academic finance. It notes that they adhere, almost exclusively, to a certain worldview, called the functionalist paradigm. Then, the paper discusses the role of finance graduates as employees of universities, corporations, and financial institutions in the practice of finance. In this way, the paper provides an explanation for the social construction of the world of finance.