Academic Staff Research Articles

Fostering academic excellence: The synergy of self-leadership, knowledge exchange, and innovative practices in higher education

This concept paper presents a comprehensive systematic literature review examining the interconnected roles of self-leadership, knowledge exchange, and innovative practices in enhancing academic performance within higher education institutions. The review synthesizes existing research to identify key themes and relationships, proposing a conceptual framework that integrates these elements. Following a rigorous protocol, including a thorough search strategy and clear inclusion criteria, the review analyzes selected studies to reveal the pivotal role of self-leadership in boosting academic staff performance through enhanced self-motivation and self-regulation. Furthermore, knowledge exchange and innovative practices emerge as crucial mediators in the relationship between self-leadership and academic excellence. The resulting conceptual framework highlights the interplay between these variables, suggesting potential pathways for higher education institutions to cultivate a culture of continuous improvement and innovation. This paper concludes by discussing theoretical and practical implications, emphasizing the need for institutions to prioritize the development of self-leadership skills, create supportive environments for knowledge exchange, and encourage innovative practices to elevate academic performance. The systematic literature review and proposed framework provide a foundation for future empirical research and offer valuable insights for academic leaders and policymakers seeking to enhance institutional effectiveness in higher education

Reframing Unseen Exams in Post-Pandemic Pedagogy Based on Student Perceptions

The COVID-19 pandemic had unprecedented impacts, both directly and indirectly, on student populations across the UK. As teaching has returned to ‘normal’, in person exams have made a comeback and so has the debate about the value of unseen exams as a method of assessment. This research provides a comprehensive insight into student perception of exams in light of their COVID-19 educational experiences. This research combines student perspectives on unseen exams, considering this is a generation of students who have perhaps never sat a regular written exam before due to pandemic. Student perceptions are combined with academic staff experience on delivering unseen exams to identify their suitability within curriculums that promote authentic assessment and research-led teaching. The thematic analysis of results identifies that students feel strongly about the purpose, fairness, and authenticity of unseen exams, and the COVID-19 pandemic is likely to have lasting impacts on student perception of their university experience. The themes identify practical considerations for academic staff when considering the inclusion of unseen exams in their teaching, most notably with respect to accessibility, support needs, and assessment design.

Neo-Liberalism’s Shadows: Modern slavery in South African Higher Education

Neoliberal ideology globally prioritises competition and productivity over staff well-being in higher education, leading to exploitative practices and heightened stress among academic faculty, culminating in what can be termed modern academic slavery. This study investigates the contemporary impact of neoliberalism on South African universities, focussing on governance, funding and academic freedom, and how these factors contribute to deteriorating conditions for academic staff and toxic work environments. This research examines academic experiences in a South African urban higher education institution (HEI) utilizing a single-case study approach. It examines their context within institutional and societal trends. Using a single-case ideographic approach in a South African HEI, the study utilises detailed documentation, incident analysis and literature review to understand academic enslavement within the chosen HEI, contextualising the academic’s experiences within these broader institutional and societal trends. The findings reveal four key themes: moral disengagement, corporate malfeasance, exploitative labour practices, and labour coercion, illustrating the widespread exploitation of academic staff. The study advocates for urgent interventions to ensure respectful treatment, foster ethical work environments, and address disparities between administrators and faculty. It calls for autonomy, ethical leadership and a culture of inquiry in HEIs to combat modern academic slavery while acknowledging the need for further action and exploration.Contribution: This study underscores the current impact of neoliberalism on higher education in South Africa, exposing challenges for academic staff and advocating systemic reforms. It emphasises the necessity for future investigations into institutional accountability and strategies to enhance staff well-being in HEIs.

The Influence of Academic Staffing Practices on Quality Assurance Mechanisms in Selected Universities in Uganda

Quality assurance in universities has always been the professional duty of the faculty. In Africa quality assurance mechanisms (QAMs) were initiated as soon as universities were established in the continent. Although in Uganda the teaching staff are at the center of QAMs, inadequacies in academic staffing practices in the areas of remuneration, quality and quantity of the teaching staff have been some of the challenges experienced by universities in the country. This led to the establishment of the National Council for Higher Education to promote QAMs. This study established the extent to which academic staffing practices influenced QAMs in selected universities in Uganda. The study adopted the systems theory where the academic staffs are part of the inputs universities employ to offer services. The study is based on the pragmatic paradigm and cross-sectional survey design. By use of the disproportionate stratified random sampling 180 and 120 students and academic staff members respectively responded to questionnaires. In addition 47 students were conveniently sampled to participate in focus group discussions and 20 managers were purposefully sampled for individual interviews. Descriptive and inferential statistics were employed to analyze and interpret the quantitative data and corroborated with qualitative data. The results presented a mixed picture; chi-square test for the academic staff is not statistically significant and for students is statistically significant. The study concludes that there is moderate influence of academic staffing practices on QAMs in the selected universities in Uganda. In order to enhance QAMs, the study recommends the need to further improve levels of remuneration, quality and number of academic staff in the universities.

Gender equity in academic knowledge production: the influence of politics, power and precarity

This paper explores the issue of gender, intersecting with other aspects of identity, in relation to academic staff and academic knowledge production in higher education institutions across Europe. The paper argues for the need to go beyond the ‘topline’ figures regarding gender equity (and intersecting aspects of identity) when considering diversity of academic staff, to a focus on the degree to which academics can meaningfully contribute to knowledge production. Looking across Europe, the paper focuses on a number of factors that are frequently brought up, but not often together, when discussing equity in the academy: gendered discourses of the most valued and legitimate forms of knowledge and the knower; the increasing levels of precarity in the academic workforce; and the growing influence of far right political discourse in Europe and beyond. Drawing on poststructuralist theories of gender, knowledge and precarity, I will be discussing how such dynamics combine to exacerbate already existing inequalities regarding who and what are regarded as legitimate knowledge and legitimate ‘knowers’ in European academia.

The routes to intellectual authority in a prior colonial empire: continued racialised, geopolitical inequalities in the academic staff composition and employment conditions of UK universities

ABSTRACT Two problematics are exposed and explored within this paper which currently undermine the United Kingdom’s international commitments to address racial inequality and injustice: (1) the routes to national, regional, and international intellectual authority via the academic profession, particularly the assigned leadership position of full professor or ‘chair’; and (2) the effects of dysconscious data literacy, which is out of step with international mechanisms and agendas to combat racism and xenophobia. This is undertaken through a critical quantitative analysis of administrative data about the socio-demographic composition and employment conditions of academic staff in the devolved nations of England, Northern Ireland, Scotland, and Wales. Iniquitous employment conditions revealed how the social determinants of ‘race’, ‘sex’, ‘nationality’, and ‘religious belief impact academics’ access to employment and participation once employed; particularly in the discipline of Education. Shortcomings in categorisation and reporting of official data serve to obfuscate transparency and accountability about inequality.

European students and staff in higher education in the UK: Statistics, challenges and opportunities

The United Kingdom (UK) Higher Education (HE) community is remarkably international, with a remarkable contribution from citizens of the European Union (EU). Recent statistics indicate that 3.3 % of students (95,505) and 15.6 % of academic staff (37,585) in the UK HE are EU nationals. This article critically analyses current statistics on EU national students and staff in the UK HE system, revealing a diminished appeal for EU nationals. However, internationalisation in the UK HE continues to increase, driven by non-EU internationals. EU nationals face new challenges, such as VISA requirements for work and increased tuition fees for study, acting as barriers to accessing the UK HE system. In contrast, internationalisation opportunities like the Turing Scheme have emerged. Additionally, the data analysis seems to reveal the existence of challenges for EU staff in reaching senior positions compared to UK nationals are highlighted, despite opportunities for improved research impact through international collaborations and access to EU grants contributing to the research income.

Revisiting higher education: Identifying the support needs of fractional academic staff teaching online

Fractional, or part-time teachers, commonly referred to as 'tutors,' have long been integral to higher education worldwide. Today as more and more universities are switching their educational modes to online and hybrid teaching and learning, a consequence of post Covid-19, the necessity to hire more online fractional academic staff has become even greater. However, for decades their role is often neglected, and they frequently lack the support required to fulfil their teaching responsibilities effectively. In the context of Malaysia, to date very limited empirical finding is available that investigates the support needs of fractional academic staff teaching online. The study reported in this paper is part of a larger study on higher education professional development among adjunct faculty. Understanding the needs of one of the largest faculties can offer valuable insights for enhancing the quality of online education. The main purpose of the study was to explore the support needs of fractional academic staff teaching online as perceived by the tutors themselves. The study adopted a mixed-method research design, utilizing questionnaire for quantitative approach followed by focus-group discussion as the qualitative approach. To understand if tutors were significantly more interested in one form of support to another, a Kruskal-Wallis ANOVA analysis was used. As for data obtained through focus-group discussion, thematic analysis was applied to identify most important and least important topics. The findings of the study revealed that fractional staff teaching online required four support needs, namely, professional support which included continuous online training programmes and seminars, structured operations and organizations that provide well-defined job descriptions related to their teaching roles, better recognition for their valuable contributions as well as better facilities by providing equitable workspace facilities. This study has crucial implications that suggest a need for a more inclusive and supportive approach to managing and developing fractional academic staff, particularly those involved in online education.

Exploring the influence of Thai private universities human resource management practices on employee retention and performance

The article examines employees' perceptions regarding human resource management practices in Thai private universities. It also analyses the effects of these practices on employee job satisfaction, quality service performance and retention within the context of Thai private universities. The study employed a cross-sectional survey research approach to ensure the inclusion of a representative sample from small and medium sized private universities within the population under investigation. The study includes 12,318 employees of the 38 Thai private universities: 6,458 from small sized private universities and 5,860 from medium size private universities. 20 private universities comprised of 14 (70%) small sized and 6 (30%) will form the sample of the study. From this sample distribution, 91 (72.8) academic staff from 14 small sized private universities and 34 (27.2%) from medium sized private universities making 125 academic staff and 20 HR managers as the sample size of the investigation. The study utilized a maximum variation deliberate (MVD) sampling method for the selection of 125 academic staff and 20 HR managers. Closed-ended questionnaires and semi-structured questionnaires were employed for the purpose of data collection. The validity of the instrument was assessed by a panel of experts to establish content validity, utilizing Lawshe's template with a ratio of 0.99. Furthermore, the homogeneity of the instrument was determined using Cronbach Alpha resulting in a reliability index of .81. The data was collected primarily via an online survey. The data underwent analysis utilizing frequency counts and percentages, chi-square at a significance level of p.05. This was done to ascertain the statistical significance of HRMP on employee retention and performance. The findings demonstrate a conspicuous and uniform association between employee responses across the institutions under scrutiny, underscoring a statistically significant connection between human resource management practices and job satisfaction, quality service performance and retention of employees. Therefore, it is essential to acknowledge that the implementation of HRM practices holds significant importance for small and medium private universities. This is primarily due to its ability to effectively address the expenses incurred from employee turnover, which can arise because of insufficient job satisfaction leading to poor job performance and retention.

Exploring How Casualization Complicates Canadian Academics’ Information Practices

An increasing number of academics working in higher education in Canada work on short-term contracts. The casualization of university work and the insecure nature of these contracts increases the difficulty that contract academic staff (CAS) experience, including often not receiving the information they need to carry out their work. While research around CAS has identified areas of challenge, there is a lack of research examining the information practices and environments of Canadian CAS. This paper reports on the findings from in-depth, semi-structured interviews carried out with CAS, focusing on their information experiences and how precarious employment and ongoing uncertainty influences their information seeking, sharing, creating, and use.

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.

Using concept maps as an assessment task for international taught postgraduate students: Is it a ‘helpful bridge’ or ‘blunt instrument’?

Students on one-year full-time Master’s programmes, particularly those studying in English for the first time, or after a break from studies, can struggle with the demands of an academic essay. This study reports the evaluation of the introduction of the use of concept maps as a learning and assessment tool, designed to support students’ transition into postgraduate taught study at a UK university. The mixed methods case study draws on interviews with students (19), academic teaching staff (9) and secondary analysis of course assessment data from the previous five years. We found that while staff and students reported that concept maps supported learning and helped students overcome barriers, the quantitative analysis showed no significant change in students’ attainment. We discuss possible reasons for this, and ways in which the concept map as assessment task may be developed.

Academic Brain-Drain and its Effect on Sustainability of Higher Education: A Case Study of Selected Public Tertiary Institutions in Ogun State

Abstract: The study investigated the effect of Academic Brain-Drain on sustainability of higher education in Public Tertiary Institutions in Ogun State, Nigeria. The target population for the study was the entire academic staff members of the selected Public Tertiary Institutions from three (3) Senatorial Districts in the State which consisted of 2058 Academic Staff members. The study selected a sample of 450 Academic Staff members through the use of purposive sampling technique. Cross-sectional survey was employed for the study to retrieve the expected data through a structured questionnaire. Descriptive statistics with the aid of tables were utilised to summarize the data obtained while multiple regression analysis was adopted for inferential purpose using SPSS version 26. Component factor analysis and Cronbach Alpha statistics were used to examine the validity and reliability of the instruments which yielded 80% and .767 respectively. The study found that Academic Brain Drain has a positive significant effect on Sustainability of Higher Education as emphasized by the t-statistic {f (3/446), t = 389.344, P< 0.05}. According to the model summary, R2=.803 suggests that the three factors: Poor Working Condition, Poor Pay Package and Inadequate Research Facilities together accounted for more than 80% of the variance in Sustainability of Higher Education. The study concluded that sustainability of higher education and Academic Brain-Drain have a strong, favorable, and significant relationship. The study recommended that good working conditions and better pay package be provided in public institutions in order to motivate the Academic Staff members and discourage them from migrating to where greener pasture can be found.

A Study Examining the Customer Service Experience Using the Partial Least Square (PLS) Approach, with a Particular Focus on Personal Interaction Encounters and Customer Involvement

The relationship between academic achievement, student happiness, and the quality of academic services provided by university staff is a critical issue in Malaysian public higher education. This correlation highlights the importance of understanding the factors that influence the interactions between academic staff and students. Knowledge of the variables affecting how academic staff members and service encounters interact is quite important. This study aims to examine the influence of personal interaction encounters and customer involvement on the level of customer service experience provided by academic staff at Malaysian public universities. To gather data from 454 academic faculty members at Malaysian public universities, a self-administered questionnaire was developed. PLS 4.0 was used in this work and proportionate stratified random sampling was utilized. The results showed significant relationships between consumer involvement and personal interaction encounters with customer service experience. By acknowledging and addressing these variables, Malaysian public universities can foster more positive and productive interactions between staff and students or other stakeholders, ultimately improving the academic experience.

Using access to higher education to redress inequities: tensions between equity and excellence in the polytechnic universities in Mexico

ABSTRACT Despite the expansion of higher education and the growing number of students from disadvantaged socioeconomic background and/or from ethnic minorities who now access university places, inequalities in access to higher education based on social class and origin remain a challenge. This article analyses the Polytechnic Universities in Mexico, examining them as a public policy for democratising access to higher education. We conducted 15 semi-structured interviews with the rectors and heads of the academic administration staff of 12 Polytechnic Universities, aiming to identify the limits and potential of the various strategies that make the PU model a policy of equity. These strategies include (i) the geographical decentralisation of university campuses, (ii) the scholarships and financial aid programmes, and (iii) the recruitment campaigns to attract new students. The interviews enable us to uncover the trade-off between equity and excellence and to observe how the PU model addresses it. While some of the responses and effects have already been examined in the literature, others highlight some nuanced specificities in the context of PUs in Mexico. Our results provide evidence that suggests a need to reconsider the most effective equity PUs strategies for enhancing access to higher education for disadvantaged populations in Mexico.

External Recruitment and Staff Retention Dilemma at Dar es Salaam University College of Education, Tanzania

This paper describes the scenario of external recruitment and staff retention dilemma at Dar es Salaam University College of Education (DUCE) as experienced between 2021 and 2023. In a similar period, a newly appointed Principal of the College, immediately started to analyze the issue with intention to sort it out by conveying regular meetings with the Head of Departments and senior staff. The case investigated the root causes behind the increased turnover rates among academic staff at DUCE, specifically the case explored the effectiveness of the institution's recruitment policy, weighing the advantages and disadvantages of hiring from external sources versus promoting employees internally. Using the Resource-Based View (RBV) and Equity Theory as guiding frameworks, the study examined the implications of both recruitment strategies on employee morale, satisfaction, and the institution's overall credibility. The business case adopted analytical approach in order to present the event or situation of external recruitment and staff retention dilemma in the College as well as the actions and decisions which were implemented against the problem. The qualitative data were collected by this business case through discussion with the protagonists and analyzed using qualitative methods of explanation and discussions. The research employed a decision-making case design and qualitative approach, involving interviews with 5 key administrative members at DUCE, documentation was used in reviewing the secondary information such as turnover rates statistics and recruitment policy. Findings indicate that external recruitment, while beneficial for bringing in top talent and enhancing the institution's credibility, has demoralized internal staff, leading to higher turnover rates. Conversely, internal promotions enhance employee satisfaction and commitment but may not always meet the qualifications required for senior positions. The study concludes that a dual recruitment strategy, which balances internal promotions to boost morale and external hiring for specialized expertise, could be an effective solution to address the turnover dilemma. Recommendations include developing a robust internal control system, investing in staff capacity building, and aligning recruitment practices with government policies to ensure the institution's long-term sustainability and growth. In view of this, the business case proposes that the management need to strike the balance between the external recruitment objectives and the internal staff promotion procedures while keeping the employee retention system in place.

Interdisciplinary teaching squares enhance reflection and collegiality: A collaborative pedagogical approach

AimTo explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection. BackgroundOne approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed. DesignA qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities. MethodsThis study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically. ResultsTriangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value. ConclusionsThe study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.

Examining employee engagement and its importance at the selected South African university

An engaged workforce is vital for higher education institutions to contribute positively to the developing world. The purpose of this study is to examine employee engagement and its significance for academic and administrative employees at the Durban University of Technology in the Province of KwaZulu-Natal in South Africa. The study opted for a quantitative research design to explore the role and importance of employee engagement. The target population consisted of 1,861 university employees at the selected university in South Africa, and 320 employee from different university units and positions were selected using simple random sampling without replacement. The results revealed that 80% of respondents exert high levels of physical energy, concentration, and dedication toward achieving institutional objectives. Additionally, the results showed a significant difference in the support employees get, with administrative staff receiving more support than academic staff members. The study concluded that university employees exhibit high levels of physical energy at work. In addition, the study found a significant and positive relationship between employees exhibiting high levels of physical energy at work and employees who find their work meaningful and experience inspiration.

Emotional intelligence and organizational commitment: An affective association in the context of Lebanese universities

This paper aims to assess the influence of emotional intelligence on organizational commitment. A quantitative survey was conducted among the academic staff of Lebanese universities to reach this objective. This research paper is an explanatory, descriptive, and confirmatory study. This cross-sectional study is based on a quantitative method to examine the validity of the theory or model. This research favors the deductive approach. This approach enables the deduction of a general conclusion from hypotheses. The structured questionnaire is constructed on the theoretical constructs of the mixed approach of the Goleman model, evaluating the following six components: self-awareness, self-control, internal motivation, empathy, leadership skills, and interpersonal relationship management. Empirical testing incorporates the plurality of causes and effects of interaction in this explanatory, descriptive research. Universities confront a lack of employee commitment. Emotional appreciation drives commitment to the organization. E.I. denotes the aptitude to detect, categorize, and use feelings to smooth rational decisions. The study verified that E.I. components significantly and positively influence organizational commitment, with internal motivation having the highest influence in Lebanese universities. Soft skills are essential abilities. Decision-makers and managers of Lebanese universities, conscious and attentive to the influence of employees' emotions, should integrate emotional intelligence into their managerial practices. To build and maintain organizational commitment, displaying appropriate emotions, interpersonal relationships, and communication are compulsory.