Academics In Higher Education Institutions Research Articles

Emotional labor in academe. Challenges faced

Interest in the study of emotions have always been present. Academic jobs are susceptible to multiple demands from various stakeholders. This paper presents the occasion to question whether academics are emotional laborers? The concept of emotional labor have been heavily investigated and researched in the customer service domain. Notably, emotional labor in higher education institutions is a relatively understudied research area. A theoretical framework of emotional labor is presented. It is essential to understand the demands that emotional labor places on academics and its impact on higher education institutions. Subsequently, the paper explores emotional labor among academic staff in higher education institutions, namely, the university system. The consequences and challenges of emotional labor are further evaluated. The paper is a meta-analysis and qualitative in nature. The study uses secondary data and reviews various literature on emotional labor, teaching and higher education institutions, and presents a conceptual paper. It considers the evaluation of academics in higher education institutions as emotional laborers. Literature was further probed to investigate academics as emotional laborers. Subsequently, the consequences and challenges were discussed. The paper further suggests that higher education intuitions need to be cognisant of the demands that emotional labor places on academic staff and the impact on their well-being. It is essential that the quality of work life of academics within higher education are addressed, as such studies are long overdue and under researched. Keywords: emotional labor, emotions, academics, university, teaching, higher education institution. JEL Classification: I23

Foremost causes of high academic turnover rate at some South African universities

The paper focuses on experiences of resigning academics in higher education institutions (HEIs) of South Africa. The concern was the huge monetary cost involved, and student delays due to these resignations. The networks of the researchers benefitted this study by being alerted to resignations of academics in HEIs and arranging some of the interviews that were held. In some cases, exit interviews were also used. The study shows that these HEIs are negligent by failing to develop the appropriate policies for the new dispensation, and the bad practices of appointing managers. In addition, the improperly appointed managers lack skill and knowledge in management. As a result they discriminate, victimize and make job unbearable for some employees. Some of these employees who end up rising. Moreover, the decisions taken by the improperly appointed managers are also not monitored. Hence,the poor decisions made are not being over-ruled. The recommendations are that policies should be designed to align with the laws stated, and suitably experienced and qualified officials be appointed to enforce the policies. Also, interventions are needed regarding the powers given to improperly appointed managers

The Lived Experience of Online Educators: Insights from Construction Management

Academics in higher education institutions often experience the conflicting demands of teaching, research and administration. With the growth of online education these staff are frequently required to design, develop, teach, facilitate and, in some cases, administer online courses. Cumulatively these additional tasks challenge academics, not only in terms of the personal professional development but also in accommodating the range of tasks expected of them. This paper reports the findings of a study which investigated the lived experience of construction management academics teaching at universities in Australia. The study adopted a lived experience research approach that enabled the lives of construction management academics to be investigated through the collection of a mixture of qualitative and quantitative data. The study provides empirical evidence of a range of challenges facing those delivering online courses. Recommendations for online teachers and online course designers emerged from this study with application to both faculty-based and institution-wide practices. The findings are relevant to those in the higher education sector who are involved in online teaching, course design for online delivery and professional development related to online initiatives.

Obstacles to Research and Publication in Zimbabwean Higher Education Institutions: A Case Study of the Research and Intellectual Expo

The study was aimed at exploring the quantum and quality of research in higher education institutions (HEIs) in light of the stringent requirements for staff appointment, tenure and promotion. The case study method which falls within the qualitative research paradigm was employed. Documentary analysis was used to determine the trends in the number of articles submitted to the Research and Intellectual Expo (RIE) and those that are eventually published in the Journal of Zimbabwe studies from 2011 to 2014. In addition, interviews with 111 respondents (25 peer reviewers, 11 members of the Journal’s editorial staff, 45 academics, 10 Research Directors and 20 members of the organising Committee) were performed for purposes of obtaining explanations and justifications for the trends obtained from the case study. Results indicate that although the number of articles submitted to the RIE had increased over the years (from 218 in 2011 to 498 in 2014), there are serious deficiencies in research and writing skills among academics in HEIs. However, variations in publication rates exist depending on academic field with those in the science-related disciplines producing better quality research articles than those in education, arts, humanities and social sciences. The major reasons for rejection of papers were poor research and writing skills as well as plagiarism. New forms of academic dishonesty namely: ‘ghost’ researches and unjustified multiple authorship were unearthed. The major challenge faced by the academics in conducting research was the pressure to publish in an environment characterised by high teaching loads and inadequate resources. The paper recommends collaboration by key stakeholders in imparting research and academic writing skills to and academics.

Plagiarism by Academics in Higher Education Institutions: A Case Study of the Journal of Zimbabwe Studies

The aim of the study was to explore the incidence and causes of plagiarism amongst academics from higher education institutions in Zimbabwe. A case study approach was used to examine 267 manuscripts submitted to the Journal of Zimbabwe Studies in 2014, by subjecting them to Ithenticate anti-plagiarism software. Interviews were carried out with 105 academics and two editorial staff members to obtain information on reasons for plagiarising. The results showed that 26% fell within the journal’s acceptable similarity index (0-10%), 20% had 11-15% whilst 54% had similarity indexes of 16-99%. The major reason for plagiarism was the pressure to satisfy the requirements tenure and promotion. Some academics took advantage of the non-electronic nature of the journal, which reduced the chances of detection. Others argued that the call for manuscripts had not indicated that they would be subjected to plagiarism detection software. Interestingly, when some authors were notified of their plagiarism offences, they indicated that the papers had already been published elsewhere showcasing yet another breach of publication ethics - multiple submission of articles to different journals. These findings raise alarm considering that academics are the torch bearers who ought to exude ethical and academic leadership. Higher education institutions should to take action on this severe violation of ethical, academic and professional standards, fuelled partly by the insistence on publications in a ‘publish or perish’ profession.

Accessing research literature: A mixed-method study of academics in Higher Education Institutions in Nepal

Background: Research in Higher Education (HE), particularly in health and medical sciences plays a crucial role, not only in enhancing knowledge and skills of students and academics, but also in helping to develop managers and policy makers who rely on evidence-based planning and programming. This paper reports university teacher’s knowledge and practices in accessing to electronic research-based evidences in health and medical sciences in Nepal. Material and Methods: This was mixed-methods study comprising a self-administered questionnaire completed by HE teachers and informant key interviews with authorities of HE institutions. A total of 15 out of the total 40 institutions offering HE above Bachelors level on health-related subjects were included for the study. Results: The response rate was 68%; 244 out of 360 HE teachers completed self-administered questionnaire. The respondents comprised nurses (36%), followed by doctors (23%), public health practitioners (18%), dentists (17%) and pharmacists (12%). Most of the HE teachers reported that they have computer skills and possess their own computer. Two-thirds (66%) of the HE teachers had work email and almost all (93%) have a personal email ID. All institutions had a computer lab and/or library. Almost all teachers had internet access at work but the internet was reportedly slow. Each institution had a librarian to support to the students and staff but only a third of teachers sought their help. Many do not know what kind of support librarians can provide. Less than half of the staff had accessed electronic research materials. This proportion varied between HE institutions ranging from 13 to 83%. HINARI and PubMed were the mostly used research databases. Less than half of respondents (48%) had published research papers in peer-reviewed journals, and only 19% published a paper based on a systematic review. Female HE teachers were less likely to publish (32%) than males (68%). More readers and professors had published (75%) than instructors/assistant lecturers (30%) and lecturers (45%). Conclusions: Accessing electronic research literature provides an opportunity to gathering up-to-date research-based information that should be core to all health curricula. We call upon curriculum developers and university authorities in Nepal to revise health curricula and help build electronic searching skills among staff and students. DOI: http://dx.doi.org/10.3126/nje.v4i4.11375 Nepal Journal of Epidemiology 2014; 4(4):405-14

Burnout and Work Engagement of Academics in Higher Education Institutions: Effects of Dispositional Optimism

The aim of this study was to investigate the relationships among dispositional optimism, job demands and resources, burnout, work engagement, ill health and organizational commitment of South African academic staff in higher education institutions. A cross-sectional survey design was used, with stratified random samples (N = 595) taken of academics in South African higher education institutions. The results confirmed that job demands and a lack of job resources contributed to burnout, whereas job resources contributed to work engagement. Dispositional optimism had a strong direct effect on perceptions of job resources as well as strong indirect effects (via job resources) on burnout, work engagement, ill health and organizational commitment. The results of this study extend the dual-process model of burnout and engagement by demonstrating the strong effects of dispositional optimism on the constructs in the model.

Making a case for the teaching of reading across the curriculum in higher education

Over the past two decades there has been much written in the literature about the importance of reading and the importance of teaching students reading strategies to improve their reading comprehension. Reading is one of the most important academic tasks encountered by students. In higher education, students are exposed to a number of texts and textbooks that require independent reading. At this level they are expected to comprehend what they read so that they can analyse, critique, evaluate and synthesize information from various sources. Many students entering higher education are not adequately prepared to meet these challenges. This article highlights the literacy situation in South Africa with a particular focus on reading both in school and in higher education. In addition, the article highlights the importance of teaching students reading strategies across the curriculum in order to improve their reading comprehension, thereby enhancing their chances of academic success. The implications of this research for policy makers and academics in higher education institutions are outlined and some suggestions are made.

Retaining Generation X Academics in Higher Education Institutions

Retaining Generation X Academics in Higher Education Institutions

Vulnerability to Brain-Drain among Academics in Institutions of Higher Learning in Ethiopia

This study investigated the extent, causes, and correlates of vulnerability to brain-drain among Ethiopian academics in higher education institutions (HEIs). The sample constituted a total of 103 faculty members (Females 9.3% and Males 90.7%) drawn from three colleges and four faculties affiliated to the Debub University. Data were collected through self-reported measures assessing vulnerability to brain-drain (external brain-drain conceptualized as intention to remain in a western country given that they would have opportunities for further study or research; and internal brain drain defined as a brain circulation within the country), affective job characteristics (job satisfaction and organizational commitment), and work environment factors. The results show that affective job characteristics and work environment variables significantly predicted vulnerability to internal brain-drain. While external brain drain is associated with vulnerability to internal brain drain and organizational citizenship behavior (OCB). A closer investigation into the prominence of the pull and push factors further disclosed that working condition and the salary are the outstanding ones. Implications of the findings for policy making are also discussed.

E-learning in engineering education: a theoretical and empirical study of the Algerian higher education institution

Technology-mediated education or e-learning is growing globally both in scale and delivery capacity due to the large diffusion of the ubiquitous information and communication technologies (ICT) in general and the web technologies in particular. This statement has not yet been fully supported by research, especially in developing countries such as Algeria. The purpose of this paper was to identify directions for addressing the needs of academics in higher education institutions in Algeria in order to adopt the e-learning approach as a strategy to improve quality of education. The paper will report results of an empirical study that measures the readiness of the Algerian higher education institutions towards the implementation of ICT in the educational process and the attitudes of faculty members towards the application of the e-learning approach in engineering education. Three main objectives were targeted, namely: (a) to provide an initial evaluation of faculty members’ attitudes and perceptions towards web-based education; (b) reporting on their perceived requirements for implementing e-learning in university courses; (c) providing an initial input for a collaborative process of developing an institutional strategy for e-learning. Statistical analysis of the survey results indicates that the Algerian higher education institution, which adopted the Licence – Master and Doctorate educational system, is facing a big challenge to take advantage of emerging technological innovations and the advent of e-learning to further develop its teaching programmes and to enhance the quality of education in engineering fields. The successful implementation of this modern approach is shown to depend largely on a set of critical success factors that would include: 1. The extent to which the institution will adopt a formal and official e-learning strategy. 2. The extent to which faculty members will adhere and adopt this strategy and develop ownership of the various measures in the context of their teaching and research responsibilities. 3. The extent to which the university will offer adequate support in terms of training, software platform administration, online resource development and impact monitoring and assessment.

Burnout, work engagement and sense of coherence in female academics in higher-education institutions in South Africa

Orientation: Female academics in higher-education institutions face numerous challenges in the continuously changing landscape of South African higher education. Mergers, increasing job demands, ever-increasing class sizes and role conflict inherent in the female role contribute extensively to the manifestation of stress and burnout in this population group.Research purpose: This research was conducted from a salutogenic paradigm, seeking to find ways of avoiding the negative consequences of burnout and contributing towards the positive experience of work engagement for the female academic. The research also explored the effect of the individual academic’s sense of coherence (SOC) on her experience of burnout and work engagement.Research design, approach and method: The research was quantitative in nature. A psychometric instrument was sent to all the permanently employed female academics at Unisa and Tshwane University of Technology (TUT), measuring their levels of burnout, work engagement and SOC. The completed questionnaires were statistically analysed.Main findings: The findings included average levels of burnout, with definite signs that the experience of burnout is on the increase. The cynicism sub-dimension of burnout showed increased levels, work engagement scores were just above average and SOC scores were low.Practical/managerial implications: This article offers a psychological interpretation of the variables in the target group. The article contributes towards the body of research studies conducted from a positive psychological paradigm and, specifically, on the female gender.Contribution/value-add: The main recommendations are that university management needs to take cognisance of the alarming symptoms of burnout present in the population under discussion. Strategies are recommended to address these and to nurture work engagement.

Academic Freedom and Dual Career Academic Couples: The Complexities of Being a Woman Academic in the University Space

This study focuses on dual career women academics in a higher education (HE) institution in Nigeria. It explores the experiences of some of these women academics and exposes the internal dynamics that characterize intra-group interactions in the academe. It subsequently raises the issue of equitable participation of men and women academics in HE institutions in Africa. It attempts to understand how the constructed identities of dual career women academics intersect with their interactions in the university space, and im- pact on their career experiences. Paying attention to the marital institution also, this study explores how these women’s academic freedom can be un- dermined by the power play in this arena, bearing in mind their categoriza- tion. The study thus identifies the areas in which the autonomy and aca- demic freedom of women academics in dual career marriages are possibly undermined. Ethnographic methods provided data for this study. The article concludes that the challenge of academic freedom demands more inward examination of the ‘micro politics within’ in order to incorporate the interests of all stakeholders within the intellectual community in the struggle for aca- demic freedom and academic democracy in the continent of Africa.

Occupational Stress of Academic Staff in South African Higher Education Institutions

The objectives in this study were to identify the indicators of occupational stress for academic staff in South African higher education institutions, to analyse the differences between the occupational stress of different demographic groups, and to investigate whether occupational stressors predict ill health and a lack of organisational commitment of academics in higher education institutions. A cross-sectional survey design was used ( N = 595). An Organisational Stress Screening Tool (ASSET) and a biographical questionnaire were administered. Compared to the normative data, academics reported higher levels of stress relating to pay and benefits, overload and work-life balance. Analysis of variance revealed differences between the levels of occupational stress and ill health of demographic groups. Two stressors, namely, overload and work-life balance contributed significantly to ill health of academics. Four occupational stressors, overload, job control, resources and communication, and job characteristics contributed significantly to the commitment of academics to their institutions.

Teaching engineering/engineering teaching: interdisciplinary collaboration and the construction of academic identities

Academics in higher education institutions are members of disciplinary communities by virtue of their qualifications and research activities, and as teachers of particular disciplines (or professions) they are (or need to become) members of a community of educational practitioners. In this paper, I analyse the ways in which a small group of lecturers in a professional engineering discipline negotiated their academic identities in the process of attaining a Masters degree in Engineering Education. A series of narrative interviews was used to track shifts in the lecturers’ identity trajectories during the Masters programme. The findings indicate that academic identities, even within a single engineering discipline, are flexible, multi-layered, and susceptible to different degrees of change. Despite these differences, all participants experienced similar stages in the process of shifting from engineering to engineering educator identities.

The academic's role: a response to Karlsson

The role of the academic continues to generate debate (recent examples in this journal include McLean and Barker 2004; Young 2006). Yet the discussion remains focused on the teaching-research nexus, with the service dimension frequently neglected or even ignored completely. As Macfarlane (2005) argues, the impression this gives is ‘that ‘‘teaching’’ and ‘‘research’’ are the only two roles which academic staff perform’ (171). My own contribution was an article that appeared in the ‘Points for Debate’ section of Teaching in Higher Education (Greenbank 2006). This paper drew on the work of Boyer (1990) to argue for ‘a broader definition of research, a greater recognition of the role of service and the integration of teaching, research and service as interconnected scholarly activities’ (Greenbank 2006, 109). It also argued that student learning and therefore the role of teaching should be prioritised by academics in higher education institutions (HEIs). This article provoked a response from Karlsson (2007). He was generally supportive of the arguments put forward in the paper, but felt insufficient attention was given to the concept of ‘service’ or the confusion that exists over its definition. Karlsson also believed that the word ‘service’ has hierarchical connotations and the type of activities involved could more appropriately be referred to as ‘collaboration’. Finally, he disagrees with my view that teaching should be prioritised by academics. Karlsson (2007) argues for ‘a more holistic view of the scholarly activities of teaching, research and service, where none is emphasised more than the other, and where all are seen as an ‘‘integrated whole’’’ (283). I think Karlsson is correct to point out that my original article did not discuss the concept of service as comprehensively as teaching and research. As such, Karlsson’s paper together with the work of Macfarlane (2005, 2006) provides a valuable contribution to our understanding of what is meant by service. I am, however, less convinced of the need to replace the word ‘service’ with ‘collaboration’ or the suggestion that a ‘holistic’ approach to teaching, research and service should be adopted so that no aspect of these three elements of academic life are prioritised. My response to these points is discussed below.

Challenges to ‘academic immunity’—the beginning of a new era?

Whilst the term 'academic immunity' is not one usually used, in practice academics in higher education institutions (HEIs) have been immune from legal challenges to their key professional activities. The historical position in the UK has seen both university visitors and the courts consistently refusing to interfere with decisions described as having the nature of academic judgment. HEIs may have contractual obligations to students for the provision of the agreed syllabus with sufficient numbers of skilled staff, but they and the academics who work for them retain very significant freedom in terms of the detailed provision of the academic 'product.' In this article I consider the prospect of 'academic immunity' surviving recent changes in other areas of law, notably the introductions of the Human Rights Act 1998, the abolition of the immunity advocates enjoyed against claims in negligence and the coming into force of key aspects of the Special Educational Needs and Disability Act. I conclude that a continued refusal by the courts to look behind the academic decision making process is untenable. This in turn has significant implications for quality control within HEIs and for the future development of academics as a profession.

The Survival of the Democratic Intellect: Academic Values in Scotland and England

AbstractUsing the results of a sample survey of academics in higher education institutions in Scotland and England, the paper assesses attitudes to the civic role of higher education. It places these in the context of debates about core academic values, about the public accountability of higher education institutions, and about the devolution of political power in the United Kingdom. It finds that there is widespread attachment to a civic role for higher education, alongside strong attachment to traditional academic values. These values are not significantly influenced by individual academics’ gender, age or social class of origin, and differences by academic discipline are not as strong as might be expected. Academics in Scotland tend to hold a somewhat more civic view than academics in England. This national difference seems to be a product of distinctive national systems, since academics of English origin in Scotland share in the majority Scottish views.

Responses of academe to quality reforms in higher education: A comparative study of england and Sweden

Background The study to be presented is part of a research programme, InternationaI Stu~ of Higber Education Refirms, being conducted through collaboration between an Eniglish, a Swedish and a Norwegian research team. The aim of the total research programme is to study the changing role of government in the three countries in the creation and execution of higher education policy from the 1970s to the present time; to examine how higher education reforms have been received and implemented or counteracted by academic faculty and academic leaders; and to analyze how reform policies and structural changes have affected the working lives, values, identities and productivity of academics in higher education institutions. An overarching aim is to compare the three countries in these dimensions. An attempt will be made to construct a general comparative framework, using common organizing themes and enlisting salient theories in the descriptive analysis and comparison ofkey political and academic phenomena (Kogan 1995). There exist both similarities in the recent higher education reforms in England and Sweden and important differences. Among the former are demands for increased effectiveness, imposition of systems for quality assurance and assessment and market orientation. The most conspicuous difference is the movement to devolve power to the higher education institutions in Sweden, while British universities have been subjected to more centralized control.