Academic Staff Working Research Articles

The role of informal conversations in developing university teaching?

ABSTRACTWithin workplace contexts, professionals learn from colleagues by engaging in informal conversations, yet little is known about the contribution these types of conversations make to how academics develop as teachers. Taking a socio-cultural perspective, this article reports on the experience of mid-career academics in conversations about teaching within their departmental contexts. This study drew on semi-structured interviews with 24 academic staff working in different departments at an Australian research-intensive university. The transcripts were analysed using Glaser and Strauss’ [1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine] constant comparative method for developing grounded theory. The analysis reveals that the nature of conversations between colleagues has a distinct role in supporting academics to learn how to manage and improve their teaching practice in several unique ways, for example, through collaboration following a venting incident. Informal conversations about teaching are revealed as an avenue for continuing professional development for mid-career academics, and a productive area for future higher education research.

There's Work to be Done: Exploring Library–Vendor Relations

Academic library and vendor professionals were surveyed to determine strengths and weaknesses of these relationships—revealing, in some cases, conflicting priorities. The two groups offered perspectives on communication preferences, organizational strategies, priorities, and local challenges. Trends emerging from the survey results highlight a need to explore the library–vendor relationship further. This article will be of interest to academic librarians and staff working regularly with vendors in acquisitions or collection management.

The use of critical thinking in higher education in relation to the international student: Shifting policy and practice

Academic staff working within Western higher education institutions (HEIs), have a responsibility to encourage the continuous critique of knowledge and values, expressed both within the curriculum that they deliver and within society more widely. Critical thinking is often regarded as the hallmark of a good education. Atkinson however raised concerns, that such practices may possess an exclusive (and reductive) character, fraught with cultural issues. Consequently, international students may be at a disadvantage in understanding the underpinning principles of critical thinking. This article draws upon data from a small case‐study sample of international Masters level students, as a means to examine and refine notions of critical thinking in relation to practices within one United Kingdom university. We suggest that these data indicate that it is time to re‐evaluate and reconsider the ways in which we understand and promote critical thinking within academic work.

For All You Do, This Article is For You: Thoughts on Optimizing and Evolving Treatment Evaluation

This preliminary research focuses on the perceptions of academic staff working in residential settings with youth who have experienced psychological trauma. The article provides the psychometric properties of three instruments that assess academic staff perceptions of student behavior (TPSB), awareness of trauma (TTS), and responses to student behavior (TRSB). These measures can be used to assess academic staff readiness in working with traumatized students. Measurement validity/reliability were established using a sample of 26 academic staff whose school was affiliated with a publically funded residential treatment center. Factor analyses indicated that scales were comprised of questions that were adequately correlated; each scale reliably measured its own individual construct (i.e., staff perceptions, awareness, responses). Cronbach’s alpha internal consistency coefficient demonstrated that scales were reliable for measuring each construct, where the TPSB resulted in α= 0.83 for its “acting out” and “shutting down” subscales, the TTS had α = 0.91, the TRSB resulted in α = 0.79 for the “acting out” subscale, and α = 0.81 for the “shutting down” subscale. These instruments may be useful for teachers and academic staff working with traumatized students, particularly in residential treatment settings.

Occupational stress in female academic staff working in private and public universities

The present study was aimed to compare occupational stress between female academic staff working in private and public universities. The sampling frame for the study comprised 1523 full-time female academic staff working at both public and private universities at Khartoum State. Gumaa Said Yousif (2004) was used to measure occupational stress. There is no significant difference in occupational stress between female academic staff who works in private or public university. There is a significant difference between female academic staff working in public and private universities. It has been concluded that female academic staff working in private universities are vulnerable to burnout in the emotional exhaustion dimension.

The Measurement of the Effectiveness of Leadership Styles for Organizational Commitment in Pakistan

This paper examines the relationship between transformational and transactional leadership and organizational commitment. Survey method was used for the purpose of collecting data from academic staff working in public sector Tertiary Institutions in Pakistan. Total 200 questionnaires were collected. After the process of data analysis, the results revealed both transformational leadership styles and transactional leadership style have significant effect on organizational commitment. However, PLS modelling outcome showed that the transformational leadership style was more influencing factor on organizational commitment than transactional leadership. Besides that, conclusions were drawn and recommendations were highlighted.

Psikolojik Sözleşme İhlal Algısının Devlet ve Vakıf Üniversitelerinde Görev Yapan Akademisyenler Kapsamında Karşılaştırmalı Analizi

The purpose of this study is to determine whether the degree of psychological contract breach of the academic staff working in state and foundation universities in Turkey differentiate in terms of demographic variables. Data for the sample was collected from 570 academicians from a variety of universities in Turkey. T-test and ANOVA analyses were conducted to test the hypotheses. The results show demographic variables such as gender, marital status, age, position, university and tenure have a differentiating effect on relational and transactional aspects of the psychological contract

Psychometric Analysis of Role Conflict and Ambiguity Scales in Academia

A comprehensive Psychometric Analysis of Rizzo et al.’s (1970) Role Conflict & Ambiguity (RCA) scales were performed after its distribution among 600 academic staff working in six universities of Pakistan. The reliability analysis includes calculation of Cronbach Alpha Coefficients and Inter-Items statistics, whereas validity was determined by running Exploratory and Confirmatory Factor Analyses. The reliability analysis revealed that RCA scales possessed sufficient internal consistencies, i.e. (??= 0.85 & r= 0.61). On the other side, Factor Analysis revealed that mean factor loadings for all items ranged up to 0.85, which resulted in three-factor model fit for role conflict and two-factor model fit for role ambiguity. The overall results confirm that RCA scales possess good psychometric properties, thus it could used for assessment of role conflict and ambiguity among academic staff in Pakistan.

Effects of Social Support on Faculty Workload and Performance

The current study has examined the interaction between social support and workload for predicting the work related performance of academic staff in Pakistan. A self administered questionnaire was distributed among a sample of 400 academic staff working in the six universities of Pakistan. Data was analyzed through multivariate statistics like Factor Analysis and Multiple Regression Analysis. The results of current study showed that workload was negatively related with the work performance, where social support significantly moderated the negative relationship between workload and performance. The findings of this study have provided new insights on interaction between workload, social support and performance in academia of Pakistan through empirically testing the JD-R theory. This study recommends the proper utilization of personal resources at individual and organizational levels for managing workload and performance related problems in academia of Pakistan.

Research and scholarship in a ‘HE in FE’ environment

Academic staff working in higher education environments perform a wide variety of roles which are each integral to their professional identity. A fundamental constituent of this identity is the relative place and value of research and scholarship. The way in which such an identity transpires in a ‘HE in FE’ context is less understood, particularly in cases where academic responsibilities differ from the HE norm. This paper presents a study that details the perceptions and experiences of academic staff in a ‘HE in FE’ context in regards to their engagement in scholarly activity. Forty-four questionnaire respondents detailed both personal and institutional factors that contribute to the practical and philosophical challenges relating to the conduct of research. The value which is placed upon opportunities to engage in scholarly work often appeared unfulfilled; a range of barriers were described which ranged from workload related issues, issues of self-confidence and a perceived lack of institutional support. This study further emphasises the need to facilitate opportunities for research and scholarly activities within a growing segment of the HE marketplace.

Job satisfaction of the academic staff of the vocational schools of the foundation and public universities

Purpose – This study aims to highlight the differences between the public and foundation universities determining the level of job satisfaction of academic personnel working at vocational schools within the body of public and foundation universities in Turkey. Design/methodology/approach – In the present study, the questionnaire developed by Ardic and Bas and used in a similar study is taken as the basis for this study. Some amendments have been made to the instrument. The reliability of the questionnaire was evaluated using the Cronbach alpha coefficient and some statistical methods such as independent samples t test and chi-square test depending on the data. Differences of opinion based on demographic characteristics are presented giving the frequencies and percentages of demographic characteristics of the data. Findings – Three questions were focused on in the present study: the first is to present the most important factor affecting the job satisfaction or dissatisfaction of the academic personnel working at the public and foundation universities; the second is to determine whether there is a difference between public and foundation universities and the third is to set forth the reasons of these differences, if any. Research limitations/implications – The current study selected 12,160 academic personnel throughout Turkey and the questionnaire was used as a data collection instrument. The instrument could not be delivered to all the personnel. This is because it was not possible to have access to the e-mail addresses of some of the academic personnel, some of the e-mail addresses were not in use or out of date while some personnel do not use the internet. Originality/value – The aim of this study is to determine job satisfaction level of academic personnel working in vocational high schools operating under the umbrella of state and foundation universities, which offer educational services in Turkey. Since no study is encountered as a result of the literature survey made, that addressed especially the level of the job satisfaction of the academic staff working in the vocational schools in Turkey in a way to cover all public and foundation universities, such a study was made for the purpose of removing the deficiency in this subject.

Expatriate academic staff in the United Arab Emirates: the nature of their work experiences in higher education institutions

As many countries expand their higher education systems, they must attract, support, and retain qualified academic staff. This paper focuses on the United Arab Emirates (UAE) as a case study of a nation drawing on large numbers of mostly expatriate faculty working in short-term academic appointments. The paper begins by considering the national context within which expatriate faculty work in the UAE. Then, using a published conceptual framework highlighting key elements of academic work, the paper examines defining aspects of the work experience of expatriate faculty in the UAE, including work expectations (teaching, research, and service); equity (compensation, incentives, and benefits); autonomy, academic freedom, and flexibility; collegiality and institutional involvement; and professional growth. The discussion considers the implications of these elements of academic work for the satisfaction, motivation, and institutional commitment of the expatriate faculty members. The sample of 29 expatriate faculty studied is drawn from the population of full-time instructors at three public and three semi-public institutions in the UAE who teach in education or media, humanities and social sciences, science or engineering, and business or economics. The discussion of findings highlights satisfactions and concerns, as well as the relationship of work experiences with organizational commitment. The nature of academic work in many countries is shifting toward temporary and short-term contract-based appointments. Thus, analysis of the experiences of expatriate academic staff working within the UAE, where the majority of faculty members are in short-term positions, raises issues relevant to those in other countries where the non-permanent academic workforce is increasing. Additionally, issues considered are of interest to those who study the academic career and the factors shaping it.

Measuring the beginning: a quantitative study of the transition to higher education

This quantitative study measures change in certain factors known to influence success of first-year students during the transition to higher education: self-efficacy, autonomous learning and social integration. A social integration scale was developed with three subscales: ‘sense of belonging’, ‘relationship with staff’ and ‘old friends’. Students responded to this and existing scales measuring self-efficacy and autonomous learning, before and after participating in transition activities including a group-work poster project. The authors discuss positive outcomes regarding a sense of belonging and how the authors' expectations in other areas such as self-efficacy were not met. The importance of early contact with academic staff and small-group work is confirmed. Tinto's assertions on pre-existing relationships are challenged. The authors suggest that further investigation might prevent a ‘scattergun’ approach to transition based upon superficial understanding of outcomes. They discuss potential models for transition design and support a ‘longer’ process with several opportunities for student engagement in success factor development.

An investigation of co-created curricula within higher education in the UK, Ireland and the USA

This paper presents findings from research that investigated students and academic staff working in partnership to co-create curricula. Using case study methodology, the study investigated three examples within higher education in the UK, Ireland and the USA, where academic staff and students co-designed curricula. Findings focus on the approach to co-created curricula described by academic staff within each setting, followed by presentation of cross-case themes and outcomes from the three examples. The discussion focuses on drawing out key messages from the study results including the importance of students’ views being taken seriously and a range of early design decisions that are taken by academic staff and which are useful to those considering co-creating curricula.

Paradigm Shift in Knowledge Creation through Higher Education

Higher education systems have changed all over the world, but not all have changed in the similar ways. Even though system expansion and massification have been universal themes, there have been systemspecific changes as well. It is these changes that have an important impact on academic work and on the opinions of the staff that work as higher educators. The academic profession has a key role to play in producing the next generations of knowledge workers, and this task will be more readily achieved by a relaxed academic staff working within well-resourced teaching and research institutions. Teachers are human soul, emotionally concerned with several personal and family oriented requirements to be met. Unable to complete those requirements may result in frustration, isolated behavior, and finally they get dismayed. Unluckily, in the present situation, the teacher is especially a fatality of such malicious circumstances. The rationale of the study is to ascertain the relationship between challenges of higher education and satisfaction of their teachers. Academically the study will provide obligatory knowledge for the future researchers to base on as means of reference.

Level of Job Satisfaction and its Relation with Administrative Creativity of the Academic Staff Working in Faculties and Departments Physical Education in Yemen

This study aimed at identifying the level of jobSatisfaction and the administrative creativity of academic staff working in various Facilities of physical education and departments in Yemen. Besides, it identifies the relationship between job satisfaction and administrative creativity. The researcher used the descriptive methodology. The questionnaire was divided into to parts; the first measures job satisfactions while the other measures administrative creativity. The overall population of this study was composed of (41) of the teachers working in various Sports Facilities and departments in Yemeni Universities. The resulting data of this study was statistically analyzed using means, Pearson correlation coefficient, and percentage. The results showed a correlation level of job satisfaction. Consequently, the resulting fields were classified from colleagues relationship and training to salary and incentives. It also showed that teachers own a great deal of administrative creativity. Besides, there is a positively direct relation between job satisfaction and administrative creativity. The study recommends encouraging their administrative creativity by achieving their job satisfaction.

Academic Workload and Working Time: Retrospective Perceptions Versus Time‐Series Data

AbstractThe purpose of this article is to examine the validity of perceptions by academic staff about their past and present workload and working hours. Retrospective assessments are compared with time‐series data. The data are drawn from four mail surveys among academic staff in Norwegian universities undertaken in the period 1982–2008. The findings show that many academic staff retrospectively perceive that expectations of their work and task performance have increased and hence that they now work longer hours. In contrast, when time‐ series data are used to measure changes in time use (on an aggregate level) no empirical evidence is found in support of this claim; instead, a slight decline in the average number of weekly working hours can be observed. Two possible reasons for this disparity are discussed. First, that heavier workloads do not necessarily imply that academic staff work longer hours. Second, that younger generations of academic staff may report fewer work hours than previous counterparts.

Elektronik Kütüphane Hizmetlerinin Öğretim Elemanları Tarafından Benimsenmesinde Etkili Olan Faktörler: Anadolu Üniversitesi Öğretim Elemanları Üzerinde Bir Araştırma

Bilgi ve iletişim teknolojilerinde yaşanan değişim ve dönüşüm, her örgüt gibi kütüphane/ bilgi-belge merkezleri üzerinde de önemli etkiler yaratmıştır. Kütüphanelerin sundukları bilgi hizmetlerinde, kâğıda dayalı sistemlerden elektronik sistemlere doğru bir geçiş yaşanmaktadır. Yapılan büyük yatırımlar karşısında, bu sistemlerin öğretim elemanlarınca benimsenmesi ve kullanımı giderek daha önemli bir hal almaktadır. Bu çalışmada elektronik kütüphane hizmetlerinin öğretim elemanları tarafından benimsenmesini etkileyen faktörlerin belirlenmesi amaçlanmaktadır. Anılan amaca ulaşabilmek için, Teknolojinin Kabulü Modeli, kuramsal bir çerçeve olarak kullanılmış ve modelin genişletilmiş biçimlerinde bulunan bazı kişisel özellikler de dikkate alınmıştır. Çalışmada Teknolojinin Kabulü Modeli kapsamında yenilikçilik, algılanan özyeterlilik ve bilgisayar endişesi gibi kişisel faktörler incelenmiştir. Çalışma Anadolu Üniversitesi’nde çalışan 426 öğretim elemanı ile gerçekleştirilmiştir. Benimseme sürecini açıklamada Yapısal Eşitlik Modellemesi (YEM) kullanılmıştır. Çalışma bulguları Teknolojinin Kabulü Modeli’nin elektronik kütüphane hizmetlerinin benimsenmesini anlamak açısından yararlı bir kuram olduğunu ve kişisel farklılıkların (yenilikçilik, algılanan özyeterlilik ve bilgisayar endişesi) algılanan kullanım kolaylığı ve kullanışlılık aracılığıyla kullanma niyeti üzerinde etkili olduğunu göstermiştir. Tüm kişisel farklılıkların algılanan kullanım kolaylığı üzerinde bir etkisi bulunmaktadır. Buna ek olarak, yenilikçilik kullanıma yönelik tutum ve kullanma niyeti üzerinde doğrudan etkiye sahip çok daha kapsamlı bir kavramdır. Ortaya konan model ile öğretim elemanlarının elektronik kütüphane hizmetlerini benimsemesi (kullanımı) %47 oranında açıklanmaktadır.

Model of work-related ill health of academic staff in a South African Higher education institution

The objective of this study is to investigate the relationships between burnout, ill health, job demands and resources, and dispositional optimism in a higher education institution in South Africa. A survey design was used. The study population (N = 279) consisted of academic staff working in a higher education institution. The Maslach Burnout Inventory – General Survey, The Life Orientation Test – Revised, Job Demands-Resources Scale and the Health subscale of the ASSET were used as measuring instruments. A good fit was found for a model in which burnout (exhaustion and cynicism) mediated the relationship between perceived high job demands and low availability of job resources, and ill health. Dispositional optimism had direct effects on burnout and ill health. During the past two decades, higher education institutions from all over the globe have been confronted with a series of complex changes, challenging their mandates, traditional practices, authority and organisational structures (Doyle and Hind 1998; Hugo 1998; Nixon, Marks, Rowland and Walker 2001). In particular, higher education institutions in South Africa are currently undergoing a process of transformation in an attempt to move away from the ethos and struggles inherited from the apartheid educational era towards a democratic society (Dlamini 1995; Hugo 1998). At the same

Turkish academic staffs' perception of organic foods

PurposeThis study was planned and carried out among the academic staff working in Ankara (Turkey) in order to determine their perception of organic foods.Design/methodology/approachA total of 240 academicians from three institutes at the Ankara University were selected to participate in the research. Data were collected through a survey questionnaire, in which a Likert type scale was used to determine the perception of organic foods. The institutes where the academic staff work are considered as the variables in the study (science, health sciences, and social sciences).FindingsThe research results indicated that there was a significant correlation between the institutes and academicians agreement with 12 statements in the survey questionnaire. Considering the institute variable, no significant difference was found in the organic foods perceptions of individuals from different institutes.Originality/valueOrganic products are widely on the market today. Consumer demand for organic foods has been steadily rising worldwide. Organic food consumption has slightly increased in Turkey in recent years, too. Still, many Turkish consumers do not have enough knowledge about organic foods yet. This study is valuable in that it explores at least some of the Turkish consumers' perception of organic foods whose consumption in the world is increasing fast.