University Academic Staff Research Articles

Physical activity level and quality of life of university employees

The study aims to evaluate the physical activity and quality of life levels of university academic and administrative staff. The universe of the study consisted of 912 personnel, 577 academic and 335 administrative, working at Alanya Alaaddin Keykubat University. The study was planned with the general screening method, and the International Physical Activity Assessment Questionnaire (IPAQ) was used to determine the physical activity levels of university personnel and the short forms of the quality of life assessment questionnaire (SF-36) were used to determine their quality of life. The surveys were applied online, and SPSS 25.0 statistical program was used in the statistical analysis of the obtained data. Percentage, frequency, chi-square, ANOVA, MANOVA, and post hoc tests were used in the analysis of the data and the significance level was taken as (p<.05). It was observed that 73% of the university academic and administrative staff had postgraduate education, 72% were married and 74% had a nuclear family structure. It was determined that the physical activity levels of academic and administrative staff were not good, and they were not active. However, it was determined that men were more active than women and singles were more active than married. It was observed that only 47 (15%) of the academic and administrative staff had sufficient activity levels and there was no statistically significant difference between the genders (p>0.05). In the comparisons between the groups, a significant difference was observed in the social and mental dimensions in favor of the academic staff (p<0.05). On the other hand, no significant difference was observed in the physical, general health, social, and mental dimensions (p>0.05). It was determined that the physical activity levels of the academic and administrative staff were not good, men were more active than women and the quality of life of the academic staff was better.

Measures to support students’ research activities and scientific mentoring in Russian universities

The present paper is devoted to the search for successful experience and analysis of the problems of supporting students’ research work (R&D) and scientific mentoring in Russian universities. The relevance of the topic is due to the need to evaluate approaches to stimulating not only research and development, but also the activities of scientific mentors in terms of the sustainability and effectiveness of the impact of existing support measures on student involvement in science andteachers’ motivation to mentoring activities. Since the interaction of students and scientific mentors, implemented in the unique organizational conditions of each particular university, and a typical all-Russian context, forms an ecosystem, the article focuses on considering measures to support research and scientific mentoring in interrelation. The purpose of the article is to consider measures to support research and scientific mentoring in Russian universities. The results of an empirical study conducted in 2024 using the methods of traditional analysis of documents (normative legal acts on measures to support research and development at the federal, regional and local levels) and a semi-structured interview with scientific mentors from among academic staff of universities (n = 30) are presented. Main results: generalization of measures to support research and development at three levels (federal, regional and local) of higher education management. It is shown that, at the federal level, they are worded extremely broadly, allowing the regions and universities to specify and refine them.The uneven distribution of support measures by region and their emphasis on financial incentives are revealed. It is concluded that each university has a limited number of documents regulating the support of research and mentoring. The contradictions in the attitude of the academic staff to the measures of support for research and scientific mentoring were disclosed. The prospects for the development of a research programme to support research and scientific mentoring in universities are considered.

Supporting students’ transition from college to university: Staff perspectives on developing a coherent tertiary system in Scotland

Scottish policy, funding, and quality systems have been tasked to provide “a more coherent and streamlined tertiary education system from the student perspective that delivers the best learning experience for students” (Scottish Funding Council, n.d.). This paper helps to inform this process, by presenting the findings from the second stage of Quality Assurance Agency Enhancement Theme project: Mind the Gap? College Students’ Experience of University. This stage investigated the perspectives of staff who support students making the transition from college to university. While there is a relatively broad literature covering the student perspective of this transition, the staff perspective is less well understood. This paper uses the themes developed from the first stage of the project – a qualitative research synthesis on the lived experiences of students (Robertson & Cunningham, 2023) – to investigate staff perceptions of this transition. These themes considered are: (1) the responsibility for enabling effective transition; (2) the extent to which alignment between colleges and universities is achievable or, indeed, desirable; and (3) the extent to which college to university transitions genuinely widen participation. This paper reports the findings from a series of focus groups with university academic staff, university student support staff, and college academic staff from three institutions (two universities and one college). Using theoretical thematic analysis, the paper considers how sectoral, academic, identity and social, and logistical factors affect, or are identified in, the practice of the participants and what this means for the development of policy and practice around a ‘coherent tertiary model’.

Imagining alternative climate futures in higher education

AbstractAcross the globe, interdisciplinary and creative approaches to climate change education are crucial at all levels, particularly in higher education. In this article, I draw from insights working with a class at New Mexico State University in the United States. The aim was to examine approaches to understanding, communicating, and representing climate change. Each student was asked to compose a narrative in which they imagined the year 2100 as a time when we have adequately mitigated and/or adapted to the climate crisis. The assignment set the tone for collective action and foregrounded the importance of story and imagination in building just and sustainable futures. The class complemented a public climate change speaker series and, as a second assignment, students suggested which speakers to invite to shape the series in the future. The two assignments opened new spaces to empower, learn with and from, and build connections between university students and academic staff to shape climate discourse and action in communities. Reflecting on what was learned, sharing an example of a climate futures assignment, and presenting views on a collaborative approach to climate change education all add, I hope, to the literature on imagining futures, empowerment, and authentic learning in climate change education.

Perceptions of Workplace Ethics Among Academic Staff in South Eastern Nigerian Universities

Higher education institutions are expected by society to produce knowledgeable graduates who will contribute responsibly to their communities and the country as a whole. If concerns about workplace ethics are to be discussed and addressed with meaningful outcomes, a detailed analysis of academics’ perceptions is essential, as they have a significant influence in defining appropriate professional behavior for students. The general objective of the study is to determine workplace ethics: perceptions of academic staff in universities in South Eastern Nigeria. In this study, thirty academic staff members from selected universities in South Eastern Nigeria were surveyed, and their responses were analyzed using qualitative methodologies. Ten items on an in-depth interview form were used. The findings were examined using themes that accurately depicted the respondents’ perceptions. The results indicate that academic staff members view professional ethics as the objective means of achieving the university’s goals. The findings also show that university lecturers view workplace ethics as a tool for controlling faculty members’ attitudes regarding behavior at work. Academic staff members are seen as individuals who play essential roles in organizations, often involved in learning and aiding others in achieving personal growth. The study’s recommendations include the following: raising awareness of unethical behavior should be treated seriously so that no one can claim ignorance. Administrators should engage in intensive awareness creation to help curb unethical issues in learning institutions in order to raise staff ethical sensitivity in universities.

Linking HEXACO Personality Traits to Affective Commitment and Knowledge Sharing Behaviour in Higher Education Institutions

This study aimed to assess the connection between HEXACO personality traits (i.e. honesty–humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience) and knowledge sharing behaviour (KSB) of university academic staff. Moreover, based on the theory of planned behaviour (TPB), this study aimed to examine the underlying process through which HEXACO personality traits contribute to academics’ KSB by examining mediating role of affective commitment. With a structured questionnaire survey, the data was conveniently collected from 234 full-time university faculty members employed in 20 private universities located in Bangladesh. Structural equation modelling partial least square (SEM-PLS) was utilised to analyse the research model. The results revealed that, with the exception of emotionality, all HEXACO personality traits (i.e. honesty–humility, extraversion, agreeableness, conscientiousness, and openness to experience) have positive direct effects on academics’ KSB. The study further showed that the effects of honesty–humility, extraversion, agreeableness and conscientiousness on KSB were significantly mediated by affective commitment. Thus, universities should focus on academics’ personality profiles to improve knowledge sharing practices within the institutions. In particular, personality test should be introduced in the selection process of university teachers to identify the candidates with desirable personality traits. The findings offer a new understanding of how HEXACO personality traits result in academics’ KSB directly as well as via affective commitment.

Financing Higher Education in Kenya, 1960-2012

In the last two decades or so Kenya has witnessed increased demand for university education. This has forced education planners to experiment with a number of strategies to admit these increased numbers of qualified students to existing public universities. These strategies have seen remarkable flexibility in public university programs and admission requirements. Some of these strategies include: evening programs, weekend programs, holiday programs, and open and distance learning programs. But one which has raised enough public attention is the variedly labeled parallel, module two or self- sponsored students programs. Although this program has substantially increased access to public university education in Kenya, it has equally been criticized particularly on its ability to deliver quality university education. The argument has been that the programs were primarily tasked with the purpose of raising income and ensuring institutional survival in the prevailing harsh economic conditions. What is however unknown is the extent to which the program has promoted quality training for students and improved skills for public university academic staff. The brief paper seeks to address this gap. The paper is extensive review of secondary data and personal observations. The paper concludes that the introduction of cost sharing and the increasing need for the universities to fundraise to effectively meet the budgetary deficits has negatively affected the quality of public university education in Kenya

Interrogating the Academy: Higher Education Transformation for the Public Good beyond Diversity in Race and Gender

This article draws on findings from a qualitative study of academics’ role in higher education’s contribution to the public good based on 15 interviews with academics from two universities in South Africa. I argue that if higher education in South Africa is to transform for the public good, the transformation of the university academic staff needs to be taken seriously and move beyond diversity of race and gender. The findings of the study that underpins this article suggest that the attributes of academics must be considered in initiatives that seek to transform the academy. This has implications for meaningful transformation because diversity, in terms of race and gender, does not necessarily translate to transformation in practice. Based on these findings, I suggest what these attributes may be through the concept of “public good academics,” which the academics I interviewed associated with being progressive, reflexive, critically conscious, and socially competent. I conclude that public good academics are aptly positioned to engage in transformational practices. Therefore, the personal attributes of academics do matter and should not be ignored in our thinking and conversations about transformational practices in higher education, especially in South Africa—a country with a history of colonialism and apartheid that has shaped the higher education landscape.

The Impact of Work Motivation, Training, and Career Development on University Academic Staff Performance

This study examines how educational staff performance at a private university in Surabaya is affected by work motivation, career development, and training. Universities, as establishments of higher learning, rely heavily on the performance of their human resources, particularly their faculty. This study is pertinent in light of the critical role that instructional personnel play in facilitating the learning process. Workplace motivation, professional development, training, and instructional staff effectiveness are among the factors under investigation. It is intended that by analyzing the data, we will be able to determine the degree to which these factors affect educational staff performance directly or indirectly. It is intended that this research's findings would aid in creating regulations pertaining to higher education's use of human resources, particularly regarding raising the calibre of teaching personnel. In addition, the findings of this study can serve as a guide for future investigations into the variables influencing individual performance in companies.

Politics and Education in Nigeria: Issues and Consequences

This study examined Politics and Education in Nigeria: Issues and Consequences. Three research questions guided the study; descriptive survey research design was adopted for the study. The population of the study was 73,400 academic staff of the public universities in South-East Nigeria. The sample comprised 1,040 academic staff of the universities. Purposive sampling technique was used to obtain Professors and Readers given that the record number of lecturers that participate in politics and management of elections. Then proportionate sampling technique was used to obtain 10% of Professors and Readers to give rise to 700 Professors and 340 Readers. Data collected were analyzed using mean. Findings of the study showed that the importance of education for those participating in Nigerian politics includes; it Increases political participation, Increases political awareness ; some of the major issues in Nigerian politics includes ; Ethnic bigotry, Religious bigotry, Corrupt Leaders and the consequences of the major issues in politics in Nigeria are failure in governance, poor economic indices, multi-dimensional poverty, insecurity, poor education outcome, unemployment and other vices. The study recommended that government should address different issues that have to do with education sector as a means of building its capacity in order to ameliorate the issue of politics in Nigeria through the means of human capacity building, widening, deepening knowledge on different political issues confronting the nation and government at all level should eschew politics in governance and face governance properly in other to salvage what is left of the nation from the major issues that has to do with politics in the country.

Development and Evaluation of a Surgical Simulator and Assessment Rubric for Standing Castration of the Horse.

In veterinary education, simulators are models or devices that can imitate a real patient or scenario and allow students to practice skills without the need for live patients. Castration is a common surgical procedure in all species, and the standing, open technique is frequently performed in horses. Although a simulator has been developed for equine closed castration, a simulator for standing castration in the horse has not yet been described. This two-part study focused on the design, creation, and evaluation of a simulator for teaching standing castration in the horse. A low-technology simulator was created using molded silicone testicles, cohesive bandage, stockings, and socks. A rubric was created for assessing performance using the simulator. Participants were recruited from three groups: university academic staff members (n = 12, majority equine veterinarians), equine veterinarians working in private practice (n = 9), and final-year veterinary students (n = 28). Each group tested the simulator while being graded using the developed rubric, and participants completed an anonymous online feedback questionnaire. Feedback was positive overall, with 98% of respondents (n = 48/49) stating that the model would be a useful addition to the veterinary curriculum. Furthermore, 100% of students reported that using the simulator increased their confidence in performing standing castration in horses. Evaluation of the model included assessment of responses from veterinarians and students regarding realism and usefulness of the simulator, comparison of rubric scores between veterinarians and students, and assessment of the reliability of the rubric. Median student rubric score was significantly lower than qualified veterinarians (p < .001), and Cronbach's alpha demonstrated that there was adequate internal reliability in rubric scoring (α = .85). It was determined that the simulator is effective for teaching the steps of the surgical procedure and for increasing student confidence.

Burnout and Migration of Ukrainian University Academic Staff During the War

This study examines the impact of migration processes on burnout among Ukrainian university academic staff during the full-scale war. A survey involving 836 participants from 164 higher education institutions revealed that 37% of respondents became forced migrants, either internally (24%) or externally (13%). Significant connections were found between forced migration and burnout among academic staff, with noticeable distinctions between external migrants, internal migrants, and non-migrants. Academic staff who were forced to migrate displayed higher levels of emotional exhaustion compared to non-migrant counterparts. External migrants experienced energy depletion, while internal migrants reported reduced professional accomplishment. Inadequate pay, social security instability, increased professional activity, insufficient state support, anxiety, constant stress, and concern for their country, city, and university were common factors contributing to burnout among all groups. External migrants faced challenges with social protection, team relations, and workload. Internal migrants encountered difficulties in rebuilding professional activities and experienced a heightened sense of danger, particularly for those living in temporarily occupied territories. The findings highlight the necessity for targeted support strategies to address the unique needs of academic staff during conflict and migration, promoting their mental health and resilience at the policymaker and university administrator levels during times of crisis by implementing support strategies and programs to help them cope with the challenges of migration and promote overall job satisfaction for quality education of the next generation of citizens.

Shaping Teacher Morale: Personal and Institutional Dynamics Influencing Libya’s EFL University Academic Staff

The study explores the factors shaping the morale of university-level EFL teachers in Libya, employing a mixed-methods approach to provide a comprehensive analysis of both personal motivations and external influences. Results indicate that while teachers demonstrate high intrinsic motivation and confidence in their professional abilities, external challenges—such as inadequate compensation, limited institutional support, and low levels of student engagement—significantly erode morale. Teacher-student dynamics emerge as a crucial factor, with teacher morale notably higher when students are engaged and responsive. Based on these findings, the study offers recommendations for policymakers and educational leaders, including the need to improve teacher compensation, strengthen institutional support, expand professional development opportunities, and actively promote student engagement. These targeted interventions are essential not only for sustaining teacher morale but also for enhancing the overall quality of education within Libya’s EFL context.

Problems and Challenges of Digitalization for University Staff. The Case of the University of Tirana

During this dynamic period, digital technology is being rapidly applied in education, enabling innovative methods for the development of the university institution, teaching, knowledge assessment, institutional communication, and communication between educators, administrative staff, and students, as well as serving as an international ranking standard. In this regard, the University of Tirana has initiated the digital transformation process, which was deeply understood and significantly accelerated during the COVID-19 pandemic. It is going on in conformity with the growth and increase of investments closely connected with continuous technological developments side by side with the investments for the qualification of human resources, which serve and benefit this professional community as well as the improvement in the fields of Law and Administration based on the standards of digital ethics. Being the biggest university community in Albania, it has become a necessity to build a survival, friendly welcoming, just safe, and life-sustaining digital community. This is the key to solving the educational and administrative problems facing students, and academic and administrative staff. Besides being a vision for the University's development, it is an ethical vision as well. Moreover, it stands as an ethical challenge. This work based on the data from the study “Digital Ethics, Humane and Institutional Agora and the University of Tirana” aims at exploring the impact of age on digital ethics, both for the academic and support staff at the University of Tirana, with a special focus on staff aged 45 and above. Data from a survey conducted in the November-December 2022 period have been used, involving 315 educators out of a total of 746 and 214 support staff out of 334 to achieve at least 95% reliability. The data was based on half-structured interviews focusing on groups composed of university academic and administrative staff. Descriptive and inferential analyses using the chi-square test for independence have been used to determine whether age influences the following, for academic and administrative staff: 1. accurate knowledge of digital ethics, 2. responsible use of digital tools, 3. trust in UT in using and preserving information for students and academic staff, 4. security issues, and 5. efforts to enhance awareness of keeping pace with the time in the university environment. This work aims to address the issues that have arisen to take specific measures by the responsible authorities to increase knowledge about digital ethics at all levels, actors, and factors, within UT.

The Role of Academic Ethics in the Professional Relationships of University Academic Staff

The subject of the research in the paper is academic ethics in the professional relationships of university teachers. The final results are presented on the basis of in-depth interviews with representatives of the academic staff of Russian universities (N=35). The purpose of the paper is to show how academic ethics as a value-normative phenomenon supports the professional relationships of academic staff at the university and forms certain values that ensure the effectiveness of the scientific and educational process. In this interpretation, the emphasis is placed on identifying the creative potential of academic ethics, its impact on the scientific and educational process at the university in terms of professional interaction of its main subjects. An assessment of the structure and content of academic ethics is given. It is established that academic ethics, being an element of academism in the higher education system, influences the formation of value-normative attitudes of respect and recognition. In addition, the importance of this phenomenon for the strategic development of the university and at the same time the preservation of academic traditions is revealed. The article also summarizes the assessments of the state of academic ethics at universities formulated by informants. In such assessments, value-semantic reflection prevails, which makes it possible to identify academic ethics as a factor of effective professional interaction between subjects of the educational process in order to achieve joint goals for the formation of their value world and professional knowledge and skills.

The effect of human resource development practice on employee performance with the mediating role of job satisfaction among Mizan Tepi University's academic staff in Southwestern Ethiopia

PurposeThis study examined the effect of human resource development practices on employee performance, with job satisfaction as a mediating variable among academic staff at Mizan Tepi University. MethodsA standardized Likert-scale questionnaire was administered to academic staff members selected through stratified random sampling from eight colleges at Mizan Tepi University. Descriptive and inferential statistics, including a structural equation model and t-tests, were used for data analysis. ResultsThe study found a significant positive correlation between human resource development practices and employee performance. Job satisfaction was identified as a mediator between HRM practices and employee performance. Specific dimensions of human resource development practices, such as training and development, academic career development, teamwork spirit, and counseling, had significant effects on employee performance, with both positive and negative impacts observed. Additionally, academic career development, succession planning, and counseling were found to have a statistically significant positive effect on the academic staff at Mizan Tepi University. ConclusionsThis study found that training and development, academic career development, teamwork, counseling, and job satisfaction significantly impact employee performance. The results of the regression analysis using the SEM model revealed that job satisfaction, training and development, and teamwork positively affect academic staff performance while negatively affecting academic career development and counseling. Academic career development, teamwork, counseling, and succession planning were found to have a positive effect on job satisfaction. The mediation analysis indicated that academic career development and counseling partially mediate employee performance, while succession planning fully mediates it. Therefore, focusing on training and development, performance appraisal, rewards, teamwork, academic career development, succession planning, and counseling is essential to enhancing job satisfaction among academic staff at Mizan Tepi University.

Managing and Incentivising Research Impact: Evidence from Australia

AbstractViews on the impact of academic research are divided, with some voices advocating for more impact and others calling attention to pathologies of the “impact agenda”. One point of interest to most observers is the degree of alignment between academics, who do the research, and university leaders, who control rules and resources relating to research. Using a survey of academics and interviews with university leaders at a large, representative, research-focused university in Australia, this article contributes to the scholarship on research impact by investigating and analysing perceptions of what impact is and how it can be achieved. The study finds that in this case, there was significant disagreement between academics and university leaders on the meaning of impact and how it should be incentivised. These disagreements present a serious obstacle for universities advancing impact strategies and create vulnerabilities for conflict between university management and academic staff as envisioned by critics of the impact agenda.

Linking Employee Engagement To Employee Value Proposition: Insight From Faculty Of Administrative Science Universitas Indonesia

This study is aims to examine the role of employee value proposition towards employee engagement at faculty administrative science Universitas Indonesia. Lecturers and academic staff are human resources who play an important role in improving student education and achievement and are also one of the key components of the education system in higher education. The object of research is private university lecturers and academic staff. By distributing questionnaires as research for data collection. This research used 117 respondents from lectures and academic staff. The sampling technique was purposive sampling. The analysis tool used is the descriptive and inferential with SPSS 23. The research results show that employee value proposition have positive and significance effect towards employee engangement. Fulfillment of the employee value proposition results in stable and group employee engagement dedicated employees, as well as an environment with an innovative mindset and performance improvement can also be influenced by a committed workforce.

Relationship Between Mental Workload and Cognitive Function in the Academic Staff of Shahid Sadoughi University of Medical Sciences, Yazd, Iran, 2022

Background: Academic staff have different roles which may impose a high mental workolad on them and affect their cognitive function. This study was designed to assess different subscales of mental worklaod and cognitive function in university academic staff. Methods: This was a cross-sectional study on 86 faculty members of Shahid Sadoughi University of Medical Sciences. Stratified sampling was used to select participants from different schools. The participants were divided into basic sciences and clinical faculty members. Mental workload was assessed by National Aeronautics and Space Administration-Task Load Index (NASA-TLX). Cognitive function was assessed by Stroop test. Data were analyzed by SPSS 26 using Shapiro-Wilks test, Student’s T-test, Mann Whitney U test, univariate ANOVA, and Kruskal-Wallis test. The level of significance was 0.05. Results: Mean age and work history of the participants was 43.6±8.6 yr. and 11.7±9.1 yr., respectively. Mental workload, especially two aspects of mental demand and performance, was high and it was significantly higher in the participants from school of medicine and among those with executive/administrative responsibilities. From subscales of mental workload, physical demand was significantly higher among clinical than basic sciences faculty members (p&lt;0.05). Among different aspects of cognitive function, only numbers of congruent errors were significantly higher among clinical faculties. Mental workload and cognitive function were not significantly correlated. Conclusion: This study showed a high level of mental workload in university academic staff, especially in clinical faculty members, but this high mental workload did not affect their cognitive function.

Workplace cyberbullying and social capital among Jordanian university academic staff: a cross-sectional study

Workplace cyberbullying has harmful psychological, social, and behavioral consequences for employees and employers. This study investigates workplace cyberbullying among academic staff of both sexes at Jordanian universities, to explore their exposure to workplace cyberbullying by colleagues and employers and its correlation with social capital and self-esteem. Data were collected through an anonymous online survey involving Jordanian academic staff. The findings revealed that workplace cyberbullying reduces with increasing social capital. No relationship was detected between workplace cyberbullying and self-esteem. A positive correlation was found between self-esteem and structural social capital. Age, sex, and university sector do not predict academic workplace cyberbullying levels. The results indicate that administrators and policymakers in the Jordanian higher education sector should improve social capital among academics, given its positive implications for self-esteem, organizational life, and the prevention of distress. This strategy is appropriate in the turbulent conditions confronting academics working in a context with an increasingly dominant digital culture.