Recruitment Of Academic Staff Research Articles

Collaboration in a Liminal Space: Pracademia

In the context of contemporary policy development in higher education, which focusses on student outcomes as a central measure of success, the recruitment of academic staff has diversified in response. The authors explore the insights, experience, knowledge, and skills that academics with either former or current practitioner experience (‘pracademics’ or second-career academics) can bring to this setting that can complement those of existing faculty. Drawing on findings from empirical, theoretical, and reflexive research, and experiences of developing associated research-informed communities of practice, the authors consider increasing debates around pracademia, the value of labels, the liminal spaces that pracademics occupy, and the potential roles of this group within wider policy agendas. In doing so, we outline the next stages for this research programme.

Do personal values influence research self-efficacy among academics in public universities in Tanzania?

PurposeThe study aims to investigate how personal values (PVS) influence research self-efficacy (RSE) among academics in public universities in Tanzania.Design/methodology/approachA cross-sectional design was utilized by the study to gather data once through structured questionnaires administered to 247 academic staff from four public universities in Tanzania.FindingsGenerally, the results show that PVS positively and significantly influence RSE in universities. Specifically, OPC has β value of 0.284 and p < 0.001, SEFN has β = 0.352 and p < 0.001 and CONS has a β = 0.198 and p = 0.003.Practical implicationsUniversity management should include PVS as among the criteria for recruitment of academic staff, as it determines their confidence in engaging in research.Originality/valueThe findings of this study broaden the applicability of Schwartz human values theory in Tanzania’s universities. Moreover, by carrying out empirical research on the influence of PVS on RSE in developing context such as Tanzania, the study contributes to the body of literature on PVS and RSE.

Use of Communication Strategies in Oral Interactions: (In)effectiveness of CLT Approach in L2 Teaching

Communication strategies (CS) have been generally used to overcome oral communication problems in delivering the intended messages. While studies on CS mostly involved simulated communication contexts, the current study deviates from the past studies on CS by identifying the types of CS employed by candidates of real job interviews and examining the effectiveness of Communicative Language Teaching (CLT) approach adopted in Malaysian schools in English language teaching. The data were collected from observations made on oral interactions between candidates and the panelists of academic staff recruitment interviews at one public university in the east coast of Malaysia. The recorded oral data were imported into NVivo software (version 12) before the use of CS by the candidates were categorised based on CS taxonomies proposed by Dörnyei and Scott, and Clennell. The results revealed that the candidates employed various types of CS with fillers and self-repetitions being the most frequently employed strategies while the two least employed strategies were asking for clarification and guessing. While the results showed extensive use of CS in the interactions, the high frequency use of fillers as a time-gaining strategy might reflect that the speakers lacked competency in conveying their messages. Additionally, too much use of fillers might not be favoured by the interlocutors since the strategy could occur unpredictably. The findings indicate that CLT approach has not been effective in enhancing English language competency among L2 learners. Considering this, intervention measures to improve the current situation by looking at the root problems in the implementation of CLT are needed if the government decides to retain this teaching approach in Malaysian schools.

Gender Imbalance in Science Disciplines at Kyambogo University of Uganda and Development Implications

Kyambogo University (KyU) is one of Uganda’s nine public universities. Like any other University, KyU is experiencing gender imbalance in science disciplines. This comes with glaring development implications in a country of 34.6 million people, women being the majority. This paper presents results from the study that focused on the nature of gender imbalance in science disciplines at KyU; its causes, development implications, and possible remedies. The study followed a mixed methods approach that combined desk review and in-depth interviews. Documents reviewed produced quantitative data using the checklist while in-depth interviews generated qualitative data that was collected through face-to-face interaction with 42 respondents. Quantitative data was analysed using descriptive statistics while qualitative data was analysed through content analysis. Findings indicate that the nature of gender imbalance in science disciplines is reflected in the admissions and completion; while causes are patriarchy, gender stereotypes, and limited mentorship. The development implications on women and society are in terms of low enrolments, self-esteem, academic staff recruitment, and education returns. The study concludes that gender imbalance in science disciplines at KyU is a reality, socially constructed, and can be deconstructed. In order to enhance gender balance in science disciplines, this study recommends creating science awareness in primary and secondary schools, providing scholarships for females to offer sciences at university, affirmative action through STEM Programme, empower the people at KyU to explore the Gender policy and strengthening the Gender Mainstreaming Directorate while ensuring appropriate gender monitoring and evaluation processes.

Fillers as Communication Strategies Among English Second Language Speakers in Job Interviews

Good mastery of English in job interviews does not only give an added value to the second language (L2) interview candidates but also increases the chances to be employed. However, not all English as Second Language (ESL) speakers are competent in using the language. In this regard, communication strategies (CS) are useful for L2 speakers in overcoming the difficulties in communicating their intended messages. The objective of this study is to examine the use of fillers as CS by interviewing candidates of academic staff recruitment at Universiti Teknologi MARA Machang, Kelantan, in Malaysia. The data of this qualitative study were obtained from observations through video-recorded oral interactions between candidates and panellists during interview sessions. The NVivo software (version 12) was used to help the researcher in analysing the oral data. The results revealed that the use of fillers stipulated in Dörnyei and Scott’s (1997) taxonomy of CS was extensively used by ESL speakers in real job interviews as a processing time pressure-related strategy when the speaker was trying to fill in the gaps between their limited resources and message conveyance in L2. In conclusion, fillers are useful to L2 speakers by helping them to maintain conversations and prevent communication breakdown.

Recruitment of academic staff: An institutional logics perspective

AbstractRecently, a number of inbreeding cases have surfaced that have fuelled public criticism of recruitment practices and the lack of mobility in the Swedish higher education sector. This study focuses on recruitment practices at Swedish universities, particularly the divergence between what seems to be a practice of hiring internal candidates and a policy aiming at increasing mobility. The empirical material comprises 14 interviews with heads of departments at a selection of Swedish universities. Institutional logics are used as an analytical framework. It is found that academic recruitment is situated in a tangle of different practices and ideals comprising six logics: state, academic, managerial, market, community and family. Heads of departments show that recruitment practices are the result of several considerations where, for example, meritocracy, bureaucracy and loyalty do not always pull in the same direction.

Educational activity of the Irkutsk branch of Krasnoyarsk Special Secondary School of Militia of the Ministry of Internal Affairs of the USSR: historical-pedagogical aspect

The subject of this research is the process of establishment and development of the Irkutsk branch of Krasnoyarsk Special Secondary School of Militia of the Ministry of Internal Affairs of the USSR from 1989 to 1991 and its subsequent professional pedagogical transformation. Detailed analysis is conducted on the historical-pedagogical peculiarities of the recruitment of academic staff of the branch at the initial stage. The author examines the question of professional characteristics in implementation of educational, line training, service and combat activity of nonpermanent and permanent staff of the school. Research methodology leans on the specific historical approach (M. V. Astakhov, I. D. Kovalchenko, V. F. Kolomiytsev, A. P. Pronstein, etc.), as well as generalization, comparison, synthesis, classification, concretization; analysis of archival documents, legislation and scientific literature; retrospective analysis; and method of historical analogies. In the course of research, the author determines and analyzes the factors that affected the establishment and development of the Irkutsk branch of Krasnoyarsk Special Secondary School of Militia of the Ministry of Internal Affairs of the USSR during the transformation of the political system in Russia. The peculiarities of implementation of pedagogical activity at the initial stage of educational institution are analyzed. The article provides the examples of interaction between the cadets and staff members of the branch with practical divisions. This topic draws the attention of wide audience due to the fact that in the XX century, the establishment and development of departmental education of system of the Ministry of Internal Affairs of the USSR in the territory of Baikal region has become a seminal event for the educational system of the entire Siberian region.

Brain Drain in Africa: Issues and Challenges in the Context of Higher Learning in Cameroon

The so-called brain drain is a topical issue globally, and especially in Africa, where the phenomenon is multifaceted. Inspired by similar trends reported for Africa, this conceptual paper highlights the case of Cameroon by exploring the structure of academic staff recruitment by state universities, which is managed through a highly centralised bureaucratic public service system. The tendency to appoint people to key university positions, such as vice rectors, deans, and heads of departments, by presidential decree exacerbates the situation. In addition, the limitation of 45 years as the maximum entry age into the public service deprives universities of highly skilled professionals, who seek employment elsewhere although they have the potential to contribute to the development of the economy through involvement in the local higher education system. To mitigate this situation, it is imperative for governments to separate state universities from the broader public service system, and grant the universities autonomy to manage their own affairs, including recruitment based on their peculiar realities. Giving universities the authority to manage their own recruitment and promotion processes will encourage competition, boost output and reputation, and curb brain drain

The recruitment of academic staff in higher educational institutions of Azerbaijan

The recruitment of academic staff in higher educational institutions of Azerbaijan

Pelaksanaan Kepemimpinan Sekolah Tinggi Ilmu Sosial dan Ilmu Politik (STISIPOL) Imam Bonjol Padang

On the basis of preliminery field observatioan, the researcher noticed that the head of STISIPOL Imam Bonjol Padang was neither administrativel not academically capable to manage the institution. This condition may not continue should the STISIPOLwant to change institution to a better and modern academic human resource. The researce put its focus on how the head of STISIPOL behaved in the process of decision - making, one of the key aspect of management. The specific research question read follow, a). how the head of STISIPOL Imam Bonjol Padang behavedin decision making, b). what types of reactions of response were given by the academic and administrative staff toward leadership behaviour, c). what problems or handicaps were faced by the head of STISIPOL. This research was conducted by applying qualitative approach. In conclusion the research dare to say that it will be very hard to for STISIPOL Imam Bonjol Padang to change and improve unless the inner structure of personnel is revitalized including the change in the policy of academic staff recruitment.

Job embeddedness, organisational commitment and voluntary turnover of academic staff at a higher education institution in South Africa

Academic staff recruitment and retention remain a challenge in South Africa and internationally. Most academics at South African universities are ageing, with fewer younger people entering academia. The objectives of the study were to determine empirically whether job embeddedness and organisational commitment significantly predict voluntary turnover and whether people from different gender, race and age groups differ significantly in terms of these three variables. The measuring instruments used were the Job Embeddedness Scale (JES), the Organisational Commitment Scale (OCS) and the Voluntary Turnover Scale (VTS). A cross-sectional quantitative survey design was used to collect data from a random sample of (N=102) full-time academic staff at a South African higher education institution in Gauteng. The findings showed that organisational fit, community links and normative commitment significantly and positively predicted the participants’ intention to stay at the institution. Female participants showed higher levels of organisational fit and sacrifice, hence a stronger intention to stay. White participants had stronger community links and fit, and the African participants had higher levels of normative commitment than the other race groups. The current study adds to the knowledge base on the turnover intentions of academic staff and makes recommendations for retention practices and possible future research.

Job embeddedness, organisational commitment and voluntary turnover of academic staff at a higher education institution in South Africa

Academic staff recruitment and retention remain a challenge in South Africa and internationally. Most academics at South African universities are ageing, with fewer younger people entering academia. The objectives of the study were to determine empirically whether job embeddedness and organisational commitment significantly predict voluntary turnover and whether people from different gender, race and age groups differ significantly in terms of these three variables. The measuring instruments used were the Job Embeddedness Scale (JES), the Organisational Commitment Scale (OCS) and the Voluntary Turnover Scale (VTS). A cross-sectional quantitative survey design was used to collect data from a random sample of (N=102) full-time academic staff at a South African higher education institution in Gauteng. The findings showed that organisational fit, community links and normative commitment significantly and positively predicted the participants’ intention to stay at the institution. Female participants showed higher levels of organisational fit and sacrifice, hence a stronger intention to stay. White participants had stronger community links and fit, and the African participants had higher levels of normative commitment than the other race groups. The current study adds to the knowledge base on the turnover intentions of academic staff and makes recommendations for retention practices and possible future research.

Availability of cookies during an academic course session affects evaluation of teaching

Results from end-of-course student evaluations of teaching (SETs) are taken seriously by faculties and form part of a decision base for the recruitment of academic staff, the distribution of funds and changes to curricula. However, there is some doubt as to whether these evaluation instruments accurately measure the quality of course content, teaching and knowledge transfer. We investigated whether the provision of chocolate cookies as a content-unrelated intervention influences SET results. We performed a randomised controlled trial in the setting of a curricular emergency medicine course. Participants were 118 third-year medical students. Participants were randomly allocated into 20 groups, 10 of which had free access to 500 g of chocolate cookies during an emergency medicine course session (cookie group) and 10 of which did not (control group). All groups were taught by the same teachers. Educational content and course material were the same for both groups. After the course, all students were asked to complete a 38-question evaluation form. A total of 112 students completed the evaluation form. The cookie group evaluated teachers significantly better than the control group (113.4 ± 4.9 versus 109.2 ± 7.3; p = 0.001, effect size 0.68). Course material was considered better (10.1 ± 2.3 versus 8.4 ± 2.8; p = 0.001, effect size 0.66) and summation scores evaluating the course overall were significantly higher (224.5 ± 12.5 versus 217.2 ± 16.1; p = 0.008, effect size 0.51) in the cookie group. The provision of chocolate cookies had a significant effect on course evaluation. These findings question the validity of SETs and their use in making widespread decisions within a faculty.

Proactive strategic recruitment in research groups

Higher education is facing increasing expectations on accountability, better quality, outcomes and social relevance. Recruitment of academic staff is often considered the single most important comp...

Academic staff recruitment and retention challenges at the University of Botswana medical school.

Sub-Saharan Africa has a greater share of the global burden of disease, poverty, and inadequate human resources for healthcompared with other regions of the world. Botswana, as other regional countries, is failing to successfully recruit and retain academics atits medical school. To document the medical school's staff recruitment and retention trends and challenges, and to propose possible solutions. This was a descriptive research study involving review and analysis of the University of Botswana medical school's staff numbertargets, actual numbers on post, and other relevant publicly available university documents. The numbers and country of origin of staffrecruited from 2008 to 2013 were recorded. Net staff gain or loss per year was then calculated. Student numbers were analysed and relatedto staff availability. As there was a multilevel change in university management in 2011, the periods and events before and after April 2011were analysed. Publicly available University of Botswana documents about the university's organisational structure, policies, and processeswere reviewed. Over a 5-year period, the school recruited 74 academics worldwide; 30 of them left the school. Retention was a greater challengethan recruitment. The school had difficulty recruiting locals and senior academics, regardless of specialty. It appears that staff loss occurredregardless of country of origin. The authors suggest that multilevel change in management was one of the most likely contributors to the school's recruitmentand retention challenges. The University of Botswana must comprehensively address these.

Gestión académica de los ciclos clínicos: relaciones y tensiones entre la universidad y el hospital

IntroductionThe relation between the schools of medicine that depend on the universities and the hospitals where undergraduate students carry out their clinical practice link educational institutions with the healthcare centers that are part of the National System of Health. ObjectiveAnalyze the joints and tensions in relations between the clinical education positioned subjects following the changes introduced by the Curriculum 2010 of the Faculty of Medicine at the Universidad Nacional Autonoma de Mexico. MethodInterpretive qualitative study where the sample recovers the experience narrated by students and teachers relative to the academic management and the interinstitutional relation between the Faculty of Medicine at the Universidad Nacional Autonoma de Mexico and the hospitals. Thirty-nine focus groups participated with 321 people (180 students and 141 teachers) between October 2013 and March 2014. ResultsThree relevant issues present in academic management interinstitutional relations were identified: 1) implementation of the Curriculum 2010, structured in intensive courses by specialty; 2) new criteria for the recruitment of academic staff and the recount of working hours of teachers per subject in the clinic; and 3) changes in the power relations between the pedagogical subject. ConclusionsThe implementation of the Curriculum 2010 structured in intensive courses by specialty, the new criteria for the hiring of the teaching staff and the redistribution of working hours of the teachers per subject in the clinic altered the dynamics of the relations between the pedagogic subjects, as well as their distribution of power.

Teaching matters-academic professional development in the early 21st century.

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages.

Enhancing Human Capital Development and Service Delivery in Nigerian Tertiary Institutions through Effective Academic Staff

Within the framework of bureaucratic and human capital theories, an eclectic approach, the study examines the nexus between academic staff recruitment in Nigerian tertiary institutions and human capital development as well as service delivery with specific reference to universities. It is generally agreed that higher education is a sine-qua-non for human capital development and efficient service delivery. Higher education is a prerequisite for the production of highly competent experts, which in turn, contributes to the development of organizations and the economy at large. For these to be achieved, the right content and academic staff must be in place to perform this varied function. However, over the years the quality of human capital coming out of Nigerian universities and its impact on service delivery has become a source of concern to employers of labour and all stakeholders. Inferential opinions have traced the problem to the recruitment of incompetent academic staff. To investigate the issues raised, the study relied heavily on primary and secondary data and multi stage sampling was used to select the sample population. The data collected was presented in pie chart and simple percentage. Similarly, in order to test the hypotheses and establish the degree of dependence or independence of the variables under investigation, the chi-square statistical technique was used. The findings of the study revealed among others, that Nigerian universities do not employ merit, qualification and competency in the academic staff recruitment. It also established that there is a significant relationship between merit, qualification and competency based academic staff recruitment and human capital development and service delivery. To enhance human capital development and service delivery in Nigerian universities, the study recommends among others, that an independent body like the National University Commission (NUC) should be given the responsibility of academic staff recruitment and promotion for all universities in the country.

The Effect of the Employment Equity Act on Academic Staff Recruitment in a South African University

The main objective of this study was to investigate the effect of the Employment Equity Act (EEA) on academic staff recruitment at a South African university. Data was collected through the use of self-administered questionnaire in a survey of 19 respondents. The research findings indicated that the EEA has an adverse effect on the recruitment of academics staff. Recommendations to improve the adverse impact of EEA on staff recruitment are suggested.

Academic Systems and Professional Conditions in Five European Countries

Despite the tendency to create a European Higher Education and Research area, academic systems are still quite different across Europe. We selected five countries (Finland, Germany, Italy, Norway and the UK) to investigate how the differences have an impact on a number of aspects of the working conditions of academic staff. One crucial aspect is the growing diversification of professional activity: reduction of tenured and tenure tracked position, the growing number of fixed-term contracts for both teaching and research, including the growing recruitment of academic staff from external professional fields. These changes are connected with the changing functions of higher education systems and signal the growing openness of higher education institutions to their outside social and economic environment. To understand these trends one has to take into consideration the different degree in which systems distinguish between teaching and research functions. A second aspect has to do with career paths, their regulation, their length and speed. Here, the history of recruitment and career mechanisms in different countries are of particular importance because the different systems went through different periods of change and stability. Also connected to career is the willingness and the opportunity to move from one position to another, both within and outside the academic world. A third aspect deserving attention that is connected to mobility is the professional satisfaction among academic staff in the five systems considered.