Perceptions Of Academic Staff Research Articles

Academic staff's perceptions of characteristics of learning organization in a higher learning institution

PurposeThe main objective of this study was to examine academic staff's perceptions of the characteristics of a learning organization within higher education: in this instance, the International Islamic University Malaysia (IIUM). The study also examined the relationship between the characteristics of a learning organization and satisfaction with performance in teaching and research activities.Design/methodology/approachA survey method was used in a sample of 400 academicians with a return rate of 214 (53.5 per cent). Watkins and Marsick's and Marsick and Watkins's learning organization questionnaire was used to measure the characteristics of the learning organization and to collect data for the study.FindingsThe main results showed that the academic staff indicated moderate levels of the characteristics of a learning organization and satisfaction with performance. The results also showed that there were positive and significant relationships between dimensions of the learning organization and satisfaction with performance activities in teaching and research. Furthermore, dimensions of the learning organization accounted for small but significant variance of satisfaction with both teaching and research performance activities.Originality/valueThis study contributes empirical findings on learning organization in a higher learning institution, a research area in which there is a scarcity of empirical studies.

Evidence-based practice in speech-language pathology curricula: A scoping study

This scoping study investigated how evidence-based practice (EBP) principles are taught in Australian speech-language pathology (SLP) teaching and learning contexts. It explored how Australian SLP university programs: (1) facilitate student learning about the principles of EBP in academic and clinical settings, and (2) self-evaluate their curricula in relation to EBP. The research involved two surveys. Survey 1 respondents were 131 academic staff, program coordinators, and on-campus and off-campus clinical educators. This survey gathered information about EBP teaching and learning in SLP programs as well as future EBP curriculum plans. Survey 2 investigated how clinical educators incorporated EBP into the way they taught clinical decision-making to students. Surveys responses from 85 clinical educators were analysed using descriptive and non-parametric statistics and thematic grouping of open-ended qualitative responses. Both surveys revealed strengths and gaps in integrating EBP into Australian SLP curricula. Perceived strengths were that respondents were positive about EBP, most had EBP training and access to EBP resources. The perceived gaps included the academic staff's perceptions of students' understanding and application of EBP, respondents' understanding of research methodologies, communication and collaboration between academic staff and clinical educators, and a lack of explicit discussion by clinical educators and students of EBP in relation to clients.

Research cultures in English and Scottish university education departments: an exploratory study of academic staff perceptions

The paper reports the findings of a small-scale qualitative investigation into academic staff perceptions of research cultures across 10 English and Scottish university education departments. The study sheds light on four interrelated issues: the nature of research cultures, perceived facilitators, perceived constraints and the emotional landscape of working within a research environment. The findings indicate that perceptions vary according to staff academic and scientific capital, largely determined by career background and the type of university institution in which they work. While there is evidence of a culture of performativity and intensification, there is also evidence of widespread commitment to (and enjoyment of) educational research, especially where its value is broadly conceived to include outputs of applied research (including action research) as well as basic and strategic research. It is concluded that a broader policy conception of what constitutes value in research, coupled with a deeper...

Role of organizational justice in determining work outcomes of national and expatriate academic staff in Malaysia

PurposeThe study aims to analyze the differences between national and expatriate academic staff perception of organizational justice in Malaysian institutions of higher learning. It also explores the role of organizational justice in shaping teaching faculties' attitude (job satisfaction and commitment) and behavioral intention (turnover intention).Design/methodology/approachThe sample consisted of teaching staff belonging to several faculties drawn from four public universities in Malaysia. Sample was divided into two groups – Malaysian nationals with tenure appointments and expatriates with contractual appointments. Data were collected using standardized tools to measure the study variables.FindingsExcept for job satisfaction, where Malaysians recorded significantly higher endorsement compared to expatriates, no significant difference was found between the two groups on perception of distributive, procedural, and interactional aspects of organizational justice, as well as organizational commitment and turnover intention. However, Malaysians demonstrated significantly higher level of job satisfaction compared to expatriates. Different facets of organizational justice predicted work outcomes in the two groups. Whereas interactional and distributive justice promoted expatriates' organizational commitment and/or intention to stay with the organization, it was mainly procedural justice that contributed to local employees' job satisfaction, organizational commitment, and turnover intentions. Distributive justice also predicted turnover intentions of locals.Practical implicationsThe study should add to the literature on international human resource management. Organizations that employ expatriates and knowledge workers should benefit from the findings of this study.Originality/valueNot many empirical studies have been conducted on university academic staffs' perception of organizational justice in an Asian context, as well as how employment practices might influence justice perception and resultant work outcomes of national citizens vs expatriates. This study attempts to fulfill the gap.

Faculty perceptions of interprofessional education

Nurses and other health professionals are required to demonstrate broad levels of expertise and service to ensure quality patient-centred health care. Interprofessional practice aligned with interprofessional education (IPE) has been promoted as a vehicle to promote broad levels of expertise. However, challenges remain for universities and other higher education institutions to successfully provide IPE opportunities for students. This paper presents perceptions of academic staff towards IPE from one Australian multi-campus health faculty. Perceptions were collected using interviews and two workshops. Findings are themed under the categories of faculty barriers, industry challenges and future opportunities. The perceptions of one health faculty regarding the fundamental factors required for IPE success were executive leadership of IPE, a supportive funding framework and an IPE based curricula. Nursing education can play a key role in embracing and leading future IPE approaches given that nurses are the numerically dominant health professional group and work collaboratively with other professionals to deliver patient-centred care.

Academic Staff Perceptions of the Value of the Elements of an Online Learning Environment

Based on 276 responses from academic staff in an evaluation of an online learning environment (OLE), this paper identifies those elements of the OLE that were most used and valued by staff, those elements of the OLE that staff most wanted to see improved, and those factors that most contributed to staff perceptions that the use of the OLE enhanced their teaching. The most used and valued elements were core functions, including accessing unit information, accessing lecture/tutorial/lab notes, and reading online discussions. The elements identified as most needing attention related to online assessment: submitting assignments, managing assessment items, and receiving feedback on assignments. Staff felt that using the OLE enhanced their teaching when they were satisfied that their students were able to access and use their learning materials, and when they were satisfied with the professional development they received and were confident with their ability to teach with the OLE.

The Academic Staff's Perception of Their Role in Serving The Society at AL- Balqa Applied University in Jordan

This study aims at unfolding the academic staff's perception of their role in serving the society at al-balqa applied university in Jordan. The sample consists of 100 staff members at the university colleges: Ajloun, irbed .al- hoson. The researchers used the questionnaire of (ashoor, 2004), that include (69) parts, distripnted into six sections: cultural, social, economic, health, environmental, and educational. The study comes out to the conclusion and that the academic staff's perception of their role in serving the society was moderate and the six sections were ordered as follows : educational , social , cultural , economic , environmental and health also , the study affirms that there are no differences regarding the following factors : gender, experience and specialization.

Service quality and customer satisfaction in academic libraries

PurposeThe purpose of this paper is to describe the results of a study to examine the perception of academic staff on the quality of academic library services. It also attempts to assess the impact of library services on their work and their perceived level of satisfaction towards university library services.Design/methodology/approachThe study was carried out using a survey methodology. The survey instrument was a questionnaire adopted from a quality impact survey based on SERVQUAL dimensions.FindingsResults reveal that academic staff perceive the quality of library services to be just above average. Library staff are considered quite helpful and able to instill confidence in library users. Academic staff also believe that the library has a positive impact on their teaching, learning and research. The overall satisfaction with the library services received a satisfactory rating.Research limitations/implicationsThe study is limited to the University of Malaya Library and its branch libraries, thus generalization to other academic libraries is premature at this stage.Practical implicationsThis paper will be helpful to libraries to improve library services, especially in assisting academic staff in teaching and research. Though the quality of library service is perceived as just above average, academics will continue to use the library resources and be dependent on librarians for their information needs.Originality/valueMeasuring service quality is a marketing trend that is gradually proving its worth in library and information science. This study contributes to the growing body of knowledge on service quality measures in academic libraries.

Üniversitede Bilgi Kültürü -AİBÜ Eğitim Fakültesi Örneği-

The aim of the present study is to investigate the nature of the culture established in AIBU Education Faculty in relation to access, use, improve and share knowledge referring to the perceptions of the academic staff and their perceptions were examined whether a significant difference is observed or not with respect to certain variables related to the academic staff of the faculty. For the purpose of the present study, the “Organizational Knowledge Culture Inventory” was completed by (n=142) academic staff of the faculty during the 2007-2008 academic year. The results of the study indicated that the academic staff perceptions had the highest mean scores in the following items, as ; the academic staff had an opportunity to do research and to make publications in any topic area within the limits of ethical values, taking into account the ethical values in accessing knowledge and participating in scientific activities related to their subject areas as; seminars, symposiums and conferences and etc. However, the lowest mean scores were related to the items about an organizational culture that have a stimulating atmosphere to share knowledge and not sharing the knowledge with other individuals and groups in the faculty. Also no significant differences were found between the demographical characteristics of the academic staffs and their perceptions.

The Organizational Creativity Perceptions of Academic Staff

Bu araştırmanın amacı, Harran Üniversitesi öğretim elemanlarının; bireysel, yönetsel ve toplumsal boyutlardaki örgütsel yaratıcılık algılarını belirlemek; ayrıca öğretim elemanlarının örgütsel yaratıcılık algılarının; görev yaptıkları kuruma, akademik birime, görevlerine, unvanlarına ve cinsiyetlerine göre farklılık gösterip göstermediğini incelemektir. Araştırmada veri toplamak amacıyla Örgütsel Yaratıcılık Ölçeği geliştirilmiştir. Araştırmanın hedef evreni 789 kişiden oluşmaktadır. Araştırma, evrenden alınan ve 473 kişiden oluşan bir örneklem üzerinde gerçekleştirilmiştir. Sonuçlar, öğretim elemanlarının örgütsel yaratıcılık algılarının Bireysel Boyutta “yeterli düzeyde”; Yönetsel ve Toplumsal boyutlarda ise “orta düzeyde” gerçekleştiğini göstermiştir. Sonuçlara göre ayrıca, meslek yüksek okullarındaki öğretim elemanlarının, fakültelerdeki öğretim elemanlarından; yine meslek yüksek okullarındaki öğretim elemanlarının, Veteriner, Tıp ve Ziraat fakültelerindeki meslektaşlarından; yöneticilerin, öğretim elemanı olanlardan; Öğretim Görevlilerin, Araştırma Görevlisi Dr. olanlardan ve erkek öğretim elemanlarının, kadın meslektaşlarından anlamlı şekilde daha yüksek örgütsel yaratıcılık algılarına sahip oldukları bulunmuştur

'We Women Are No Good at It': Networking in Academia

In this article the author investigates networking in an academic milieu in Slovenia to obtain information on the academic staff's perceptions of how formal and informal connections in academia influence the success of a person's academic career. The analysis is based on ethnographic research and in-depth interviews with academics in the middle of their academic career. The results of the analysis reveal the existence of two kinds of social networks: one based on patron-client relations, and another based on equal and 'floating' partnership cooperation and autonomy. The article focuses on gendered dimensions of academic networking and criticises the existance and impact of a male network on male and female academic career progression.

Application of the Economic Value Added (EVA) Protocol in a University Setting as a Capital Budgeting Tool

This paper attempts to propose the uses of a capital budgeting tool, the Economic Value Added (EVA)for a university. Although there are reports of widespread use of the EVA in many for‐profit organisations, there is no evidence in literature that it has been adopted as a capital budgeting tool for a university. In this paper the application of the EVA for a university is proposed. It shows how the EVA can increase the awareness of the importance of asset utilisation in universities and guide universities to better resource management. EVA is proposed for use in a university setting in two different segments: for‐profit and non‐profit. The EVA has been adjusted with a new measure, Academic Value Added Ratio (AVAR) to reflect the university’s objective. The perception of academic staff in the case study university in Thailand with regards to the concept of applying the EVA to a university is further investigated. The results indicate that most members of management staff do not oppose this concept if it is implemented in a proper way.

Staff and student perceptions of an online learning environment: Difference and development

<span>Academic staff play a fundamental role in the use of online learning by students. Yet, compared to studies reporting student perspectives on online learning, studies investigating the perspectives of academic staff are much more limited. Perhaps the least common investigations are those that compare the perceptions of academic staff and students using the same online learning environment (OLE). Much research indicates, at least initially, academic staff most value OLE systems as a mechanism for efficient delivery of learning materials to students. Following the mainstreaming of an OLE at Deakin University in 2004, the data from a large, repeated, representative and quantitative survey were analysed to investigate comparative staff and student evaluations of an OLE, and to explore the evidence for development in the use of an OLE by academic staff. Generally, students were found to give higher importance and satisfaction ratings to elements of the OLE than staff. Students were also more likely than staff to agree that the OLE enhanced their learning. A comparison of the mean ratings recorded for staff in 2004 and 2005 showed that both importance and satisfaction ratings of elements of the OLE were almost universally higher after a year of use of the OLE.</span>

Academic Staff Perception on Effective Planning of Information and Communication Technology (ICT) in Distance Learning Programme

This study investigated the academic staff perception on effective planning of Information and Communication Technology (ICT) in distance learningprogramme. A research question and null hypothesis guided the conduct ofthe study. The survey design was adopted and a researcher - developedquestionnaire containing 18 items was used to collect data from 259academic staff in the tertiary institutions in Anambra State. Mean and t-test were used in answering the research question and null hypothesis.Prominent among the major findings of the study were the use of electronic mail (e-mail), electronic notice board, internet, video conferencing, facsimile machine (fax), disc player, satellite telecommunication, slide audio cassetteetc in distance learning programme. It was recommended that:Government/institutions should provide among other things, a website or beconnected to internet and procure up to date computers with genuine spareparts and competent computer operators. Again, government should liaisewith media houses, information and communication technology providersand other relevant bodies in enhancing distance learning.

Impact of school sense of community within a faith-based university: administrative and academic staff perceptions on institutional mission and values

Academic staff (n = 305) and administrative staff (n = 595) at a large urban, Catholic, and religious order teaching university completed on-line school sense of community, social desirability, and mission-identity plus mission-driven activity measures. Partial correlates (controlling for social desirability) indicated that for both faculty and staff a sense of community with co-workers and with administrators were significantly related to mission-identity characteristics of the university. Moreover, regression analyses found that for faculty and staff significant predictors of school sense of community variables were perceptions that the university was innovative and inclusive of pragmatic and risk-taking ideas. For staff but not for faculty, a feeling of Catholic pluralism on campus was a significant predictor of a sense of community with co-workers. These outcomes suggest that employees at faith-based universities may strengthen their school sense of community by institutional practices and programs that foster creating a setting for innovative, inclusive, pragmatic, and risk-taking policies, but not necessarily religious practices on campus.

The Career Perceptions of Academic Staff and Human Resource Discourses in English Higher Education

AbstractThis paper sets out findings from research that considered the interplay between English national policy developments in human resources management in higher education and the personal stories of academic staff as career participants. Academic careers are pursued in an institutional and national policy context but it was not clear that the formal management agenda coincided with the real concerns of the objects of these policy initiatives, academic staff themselves. Twenty‐one academic participants, across six case study sites, were interviewed. Significantly, the research found that the policy issues that dominate the national and institutional human resource management discourse such as pay and conditions of service, bargaining structures, tenure and competitiveness are not the same as those issues that academics raise. The research highlights a found disjuncture between the national human resources policy discourse and the social reality of academic staff as objects of that policy and suggests changes as a result.

Re-conceptualising the concept of a nexus? A survey of 12 Scottish IS/IM academics’ perceptions of a nexus between teaching, research, scholarship and consultancy

The discussion into nexes between teaching, research and scholarship continues to expand. Positivistic studies have attempted to ‘measure’ research output to evaluate teaching performance. Interpretive-based studies suggest staff perceive a nexus to exist. This paper investigates the perceptions of academic staff with regards the nexes between teaching, research, scholarship and consultancy when informing teaching. Qualitative data were obtained via 12 semi-structured interviews with Information Systems/Information Management academics from both a teaching and a research-led university in Scotland. This study suggests that a perceived nexus exists between research and consultancy and it is bi-directional. The area of scholarship was perceived to be problematic. Teaching practice was perceived to be informed by both the processes and products of research and consultancy, but research and consultancy practices were not thought to be informed by teaching. When conceptualising a nexus, a process view, rather than a substantive view, may be more productive.

Academic staff's perceptions on stressors originating from interpersonal relations at work setting: a case study

This study provides an analysis of academic staff's perceptions on stressors originating from colleague-colleague interpersonal relations in faculty setting. The objectives are to analyse what stressors originating from colleague-colleague interpersonal relations in academic setting are and what academic staffs’ perception on stress as a result of stressors originating from colleague-colleague interpersonal relations in academic setting – informal and formal relations with colleagues- are and what their views are in overcoming those kind of stress. The research sought to use qualitative methods to gather the relevant data via semi-structured interviews with academic staff – both in Sheffield Hallam University, UK and in Akdeniz University, TRworking in their present faculty for at least five school period years. The outcome of the research addresses important implications for the professional work life of academic staff in understanding how stress influences colleagues’ performance negatively and positively and identifying where unhealthy and healthy stress exist in academic setting.

The Challenges of Introducing New Technologies in Humanities: A Case Study of the Perceptions of Academic Staff of Classics

The Challenges of Introducing New Technologies in Humanities: A Case Study of the Perceptions of Academic Staff of Classics

On the same wavelength but tuned to different frequencies? Perceptions of academic and admissions staff in England and Wales on the articulation between 14–19 education and training and higher education

This paper examines the views of staff at higher education institutions on how well 14–19 education and training prepares young people for higher education (HE) study. It draws upon research involving focus groups with approximately 250 academic and admissions staff at 21 higher education institutions in England and Wales. The data collection was conducted between February and June 2005. The paper presents their perceptions of the articulation between 14–19 education and training and higher education. It examines their perceptions of the preparedness of young people to enter HE, and their preparedness to engage with HE. The evidence presented suggests an urgent need for more effective communication between the respective actors and institutions in 14–19 education and training and HE, particularly with regard to approaches to learning.