Attitudes Of Faculty Members Research Articles

Authorship Improprieties: Analyzing the Practice of Including Advisers as Co-Authors in Students’ Research

Purpose. This research aims to investigate the prevalent practice of including advisers as co-authors in students' research works, with a specific focus on understanding the attitudes of the academic community, particularly students and educators. The study seeks to explore. Students' and educators' perceptions, beliefs, and/or opinions regarding the practice raise concerns in higher education institutions worldwide. Methodology. Through a descriptive-correlational research design following a quantitative research approach, the researcher gathered data on the attitudes of 200 students and 200 educators of 4 Higher Education Institutions in Region IV-A, Philippines, towards the inclusion of advisers as co-authors in students' theses, particularly when presented in conferences and published in journals. The collected data is analyzed to identify prevailing opinions and perspectives within the academic community. This analysis takes into account factors such as mentorship, intellectual contribution, and ethical considerations related to authorship attribution. By weighing these factors, the researcher forms a stance on the practice and offers recommendations for its ethical implementation. Results revealed differing opinions between students and educators. Moreover, significant differences in the attitudes of faculty members towards the practice when grouped based on their highest educational attainment, academic rank, and tenure were established, as well as the significant relationship between the research engagement and productivity of faculty members, and their attitude towards the matter. Although the inclusion of advisers in students’ theses was found acceptable within the academic community, the authorship guidelines set by the Committee on Publication Ethics, also known as COPE, suggest otherwise. Conclusion. These findings contribute to the existing literature on academic authorship improprieties and provide insights into the attitudes and opinions of the academic community. They are expected to stimulate discussions, fostering a better understanding of the implications of including advisers as co-authors in students' research works. The paper also offers practical recommendations to promote transparency, fairness, and integrity in authorship practices, ensuring that credit is appropriately attributed to all contributors in academic publications.

Attitudes of faculty members in Palestinian universities toward employing artificial intelligence applications in higher education: opportunities and challenges

This study aims to identify the level of attitudes of faculty members in Palestinian universities regarding the opportunities and challenges of employing artificial intelligence applications in higher education. The researchers used a descriptive approach, and the study’s sample consisted of (130) faculty members at An-Najah National University. Data was collected using two specific questionnaires, one focused on opportunities and the other on challenges. Data analysis was conducted using statistical tests, specifically calculating means and standard deviations, Independent Samples Test, Mann–Whitney test, One Way ANOVA, and Kruskal-Walli’s test. The study’s results indicated that the average level of attitudes among faculty members regarding the opportunities and challenges of employing artificial intelligence applications in higher education was high. Furthermore, the results revealed no statistically significant differences in all areas of opportunities and challenges related to gender, except in “supporting learning and teaching processes,” which favored males. The results indicated no statistically significant differences in all areas of opportunities and challenges related to the educational qualifications, except for the “Benefits of AI applications in teaching and education,” in favor of an associate professor. The results also indicated no statistically significant differences in the opportunities and challenges of employing artificial intelligence applications attributed to variables of years of experience and the college. Based on this, the study recommends the necessity of implementing intensive training programs for university faculty members to enhance their skills in using artificial intelligence applications in higher education, as well as addressing the concerns and risks that hinder the adoption of these applications. Additionally, conducting experimental research to explore the integration of artificial intelligence applications in education and evaluate their effectiveness is essential.

Identifying factors influencing faculty attitude towards digital technology in higher education and its impact on faculty engagement and work performance: a mediating analysis

Background This study investigated the influence of various factors on Faculty Attitude, Faculty Engagement, and Work Performance in higher education. The study specifically examined the impact of faculty attitudes towards digital technology on their level of involvement and effectiveness in the classroom. Furthermore, it investigated how the utilization of digital technology by faculty members influences the connection between their attitudes and job performance. Methods The study utilized a mixed-methods approach, combining quantitative and qualitative methodologies to collect thorough data to explore the factors influencing faculty attitude. A survey was performed among 438 faculty members from higher educational institutions in the Delhi and NCR region. Results The results indicated a strong positive relationship of perceived usefulness, mutual learning, institutional support, collaborativeness, creativity, critical thinking, and faculty attitude towards digital technology adoption in academic setting. Nevertheless, External Pressure did not exhibit a significant relationship. The study revealed that the attitude of faculty members has a significant impact on both their work performance and engagement. Additionally, faculty engagement was found to have a positive impact on work performance. The mediation Analysis revealed that Faculty Engagement served as a partial mediator in the association between Faculty Attitude and Work Performance. Conclusions The study’s implications underscore the urgent need of fostering positive attitudes and engagement among faculty members for enhancing their performance in academic settings. Some of the limitations and implication of the study and future direction of the research directions are suggested.

Faculty Development Program and the Outcome of Academic Development

Background: Faculty Development Programs (FDPs) aim to improve the academic careers of faculty members. This study was designed to assess the attitudes of faculty members and the impact of FDP on their academic improvement. Methods: 12 faculty members took part in the research from 2016 to 2019. Using a Delphi method, an open secure questionnaire was provided to 12 junior faculty members in the Department of Anesthesia, Critical Care (DACC), Shahid Beheshti University of Medical Sciences (SBMU), Tehran, Iran. Then, the keywords of the latter were analyzed, leading to a 32-item closed-answer questionnaire, filled out by the same participants. Also, the impact of the study was assessed using bibliometric improvement indices. Results: Both the response rate and participation rate were 100%. Approximately all the participants considered FDP an advantageous and promising academic program. 65 percent of the participants had academic improvement, from “Assistant Professor” to “Associate Professor” rank. Besides, the cumulative number of citations to the participants had a 16.2 times improvement. Both latter results were significantly higher than the mean improvement of the cohort faculty members in the DACC, SBMU. Conclusion: Faculty members of DACC, SBMU had positive attitudes towards FDP and described it as “a well-designed multilateral academic teamwork, thriving ethical, educational, managerial and research-related capacities”. Also, objective improvement in some academic indices was observed. In many academic environments including developing countries, FDPs are effective scientific investment methods.

Practices of active learning in public universities in Ethiopia: student and faculty perceptions

ABSTRACT As it encourages students to solve problems on their own and guides them throughout the process, the importance of active learning has gained popularity in a growing body of scholarly literature. However, there is a paucity of research on the practice and challenges of active learning in public universities in Ethiopia. This study seeks to examine the attitudes of faculty members and students toward the practices of active learning. Data for the study were collected from randomly selected 1597 participants (404 faculty members and 1193 undergraduate students) in eight public universities. The findings revealed that most of the respondents perceived active learning positively. However, the practice of active learning was found to be low where lecture was the most frequently reported method of instruction. Faculty participants have identified factors that hinder their use of active learning methods. The study has practical implications and contributes to the literature on practices and challenges of active learning strategies in public universities.

‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices

Inclusive education at the university requires a commitment from staff and faculty to guide higher education towards equality and equity. The scientific literature suggests that the success of students with disability depends, to a large extent, on the attitude of faculty members and their willingness to make adjustments. Faculty who carry out inclusive practices are characterised by being accessible, making adjustments and adaptations and providing adapted materials and flexible assessment. Therefore, the learning context is basic to the educational inclusion of these students and depends largely on the role played by the faculty. The aim of this study was to provide recommendations made by 42 inclusive Education Science faculty members to other faculty members who have students with disability in their classrooms for the first time. A qualitative methodology was followed. Specifically, the biographical-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The faculty recommended their colleagues to interact constantly with their students, adjust their teaching to respond to their needs, be interested in training, gather information about disability issues and learn about certain characteristics related to the teaching role that favour the educational and social inclusion of students with disability. This study allowed identifying several keys related to inclusive teaching practices in higher education.

The plight of COVID-19 Pandemic Effect on Educational Abilities and Attitude of Faculty Members

The plight of COVID-19 Pandemic Effect on Educational Abilities and Attitude of Faculty Members

The attitudes of faculty members and students at King Saud University towards the use of micro learning

هدفت هذه الدراسة إلى التعرف على اتجاهات أعضاء هيئة التدريس والطلبة بجامعة الملك سعود نحو استخدام التعلم المصغر. ضمت عينة المبحوثين (190) عضو هيئة تدريس، و (414) من طلبة جامعة الملك سعود، حيث تم استخدام منهج المسحي الوصفي لتحقيق أهداف الدراسة والإجابة على أسئلتها باستخدام استبانة مخصصة. وأسفرت النتائج عن توجهات إيجابية لدى أعضاء هيئة التدريس وطلاب جامعة الملك سعود نحو أهمية استخدام التعلم المصغر في العملية التعليمية، ووجود اتجاهات محايدة بين أعضاء هيئة التدريس والطلاب بجامعة الملك سعود نحو مدى ملاءمة الدراسة باستخدام التعلم المصغر في العملية التعليمية.

Explanation of the views and opinions regarding the education strategies for using 3D hologram technology as an educational media

ABSTRACT This article seeks the opinions, perceptions, and attitudes of faculty members about the strategies for using hologram technology in the learning environment. The research method was qualitative and based on this, 17 faculty members from Farhangian University Centers (CFU) and public universities in Iran were interviewed. The data obtained were analyzed using the content analysis method. The results, while providing valuable strategies in this field, show that the major strategies for using hologram technology in the learning environment included are “Promoting the efficiency of the curriculum in order to take advantage of hologram technology,” “Sharing international experiences through hologram technology in the field of education” “Social, cultural and professional context building for the use of hologram technology” “Creating strategic planning in the field of hologram technology in education” and “Changing traditional approaches and adopting correct management actions in order to make optimal use of hologram technology”. The results, show that this technology can definitely be improved and according to the trend it has adopted, it will be one of the main technologies in the field of education. This paper, provides the necessary strategies for the government and the private sector to use this technology in the school curriculum.

اتجاهات أعضاء هيئة التدريس نحو تطبيق التعليم الإلكتروني في الكليات التطبيقية بدولة الكويت في ضوء جائحة كوفيد -19 من وجهة نظرهم

Objectives: This study aimed to identify the attitude of faculty members at the PAAET Colleges toward e-learning and to reveal the technical and educational challenges as well as the requirements that must be met according to the professors' point of view. Method: This study was based on an interpretive worldview. The research strategy is a large-scale survey based on a mixed methods approach, questionnaires and semi-structured interviews. Out of the 137 faculty members who participated in completing the questionnaire, 18 faculty members were interviewed. Results: The study found that the professors hold neutral views and at the same time acknowledge the existence of great educational and technical difficulties and challenges; they also emphasized the need to provide the necessary requirements for the educational and technical level. The educational challenges that emerged included classroom management, class size, unethical behaviors, interaction, and mental and social presence. The technical challenges were internet coverage, server stress, technical support, training, and user interface. Conclusion: Recommendations were raised after discussing the results of the study considering previous studies and reviewing the relevant literature.

Students’ Perception of Declining Learner’s Enrollment in Mathematics : A Context of Universities in Nepal

The students' perception of declining learner enrollment at higher levels of mathematics is one of the significant factors to deal with them successfully. Therefore, this study aims to investigate the bachelor second-year students' perception of difficulty in subject matters, the attitude of teachers, the efficiency of subject matters and teaching methodology, the application of mathematics, and existing exam patterns. This investigation is based on the survey research design consisting of 198 respondents of mathematics of second-year students that includes 108 male and 90 female students from different colleges in Pokhara valley. A five-point Likert- scale survey questionnaire, related to independent variables was prepared with 22 structured questions and administered by the researcher to the students. This study used a descriptive research design, where the data were collected and analyzed. The finding of this study concludes that declining student enrollment in higher levels in mathematics was significantly positively correlated with the difficulty in subject matters, attitude of faculty members, efficiency in subject matters, application of mathematics, and existing exam patterns. The study also revealed that most learners positively believe that mathematics was relevant to further studies as it supported to the development of the creative, imaginative, logical, and constructive skills of learners. However, most of the respondents realized that mathematics educators did not support the weakness of learners' problems properly, and most teachers had insufficient skills to connect mathematics knowledge to learners' real lives.

Impact of the COVID-19 Pandemic on Chemistry Student and Staff Perceptions of their Learning/Teaching Experience.

In response to the COVID-19 pandemic, the University of Leicester introduced a blended teaching model to continue delivery of their undergraduate Chemistry courses in 2020/21. The transition from in-person to blended provided a good opportunity to investigate student engagement in the blended environment, along with the attitudes of faculty members adapting to this mode of delivery. Data from 94 undergraduate students and 13 staff members was collected using surveys, focus groups, and interviews and analyzed using the community of inquiry framework. Analysis of the collected data found that, while some students felt unable to always engage and focus with the remote material, they were pleased with the University's response to the pandemic. Staff members commented on the challenges of gauging student engagement and understanding in synchronous contact sessions because students did not make use of cameras or microphones but praised the array of digital tools available that helped to facilitate some degree of student interaction. This study suggests there is scope for continuation and wider implementation of blended learning environments to provide additional contingency for further disruption to on-campus teaching and to provide new teaching opportunities, and it also presents recommendations as to how to reinforce the community of inquiry presences in blended learning.

Attitudes Of Faculty Members Towards Applying E-Learning In The Applied Colleges In Kuwait

Attitudes Of Faculty Members Towards Applying E-Learning In The Applied Colleges In Kuwait

EXPLORING TEACHERS’ ATTITUDES TOWARDS USING CHATGPT

ChatGPT has the potential to revolutionize education. By allowing machine learning and natural language processing (NLP) algorithms to interact with students in real-time, ChatGPT can provide students with personalized and interactive learning experiences that are tailored specifically for their individual needs. This study uses Technology Acceptance Model to explore the attitudes of faculty members towards using ChatGPT. Semi-structured interviews with 20 faculty members of a private university in Pakistan were conducted. The responses from the interviews indicate that university faculty are generally cautious in their approach to using ChatGPT. The faculty members had a negative perception and attitude towards using ChatGPT. Potential risks such as cheating and plagiarism were cited as major concerns, while potential benefits such as ease in lesson planning and assessment were also noted. The results of this study suggest that university faculty need more information and education about ChatGPT in order to make informed decisions about its use. Additionally, future research should focus on student perceptions and the use of quantitative methods to gain further insight into how university faculty are using ChatGPT for teaching and learning purposes.

BENEFICIOS DE LA ACREDITACIÓN AACSB COMO PREDICTOR DE LA ACTITUD DE LOS DOCENTES HACIA EL PROCESO DE ACREDITACIÓN: UN ESTUDIO EXPLORATORIO

The purpose of the study is to investigate the attitude of faculty members of the College of Business Administration at Kuwait University (CBA-KU) toward the AACSB accreditation system and the way they perceive the benefits of accreditation. The level of association and the causal effect of perceived benefits on shaping faculty attitude are also addressed. A questionnaire was administered to all faculty members at CBA-KU resulting in a final response of 43 observations. While the one-sample t-test and Pearson correlation were used to investigate faculty attitude and perceived benefits and their level of association, Regression analysis was utilized in testing the effect of perceived benefits on faculty attitudes. Findings revealed a relatively high positive attitude toward AACSB accreditation and a significant above-average level of agreement with all addressed benefit statements. Significant positive correlation between benefits and attitudes and a significant effect of academic benefits on faculty attitude were also confirmed. The study is the first AACSB accreditation survey in Kuwait which enriches the understanding of the value of earning the accreditation and highlights some factors that enhance faculty positive attitude toward AACSB accrediting.

Dental education during the COVID-19 pandemic in Germany - cross-sectional lecturer-side evaluation for the application of digital teaching concepts.

Background: The COVID-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. We hypothesized that on the lecturer side there is no difference between the various digital teaching concepts in terms of workload and effort and that there is no increase in workload and effort when switching to digital teaching concepts. Methods: All German dental faculties were invited to the online survey by an anonymous voluntary questionnaire from January to April 2021. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers, or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05). Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic 100% of the dental teaching was initially held online. More than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format. The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.

Dental education during the pandemic – cross-sectional lecturer-side evaluation for the use of digital teaching concepts

Background: The COVID-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. We hypothesized that on the lecturer side there is no difference between the various digital teaching concepts in terms of workload and effort and that there is no increase in workload and effort when switching to digital teaching concepts. Methods: All German dental faculties were invited to the online survey by an anonymous voluntary questionnaire from January to April 2021. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers, or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05). Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic 100% of the dental teaching was initially held online. More than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format. The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.

Dental education during the pandemic - cross-sectional lecturer-side evaluation for the use of digital teaching concepts.

Background: The COVID-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. We hypothesized that on the lecturer side there is no difference between the various digital teaching concepts in terms of workload and effort and that there is no increase in workload and effort when switching to digital teaching concepts. Methods: All German dental faculties were invited to the online survey by an anonymous voluntary questionnaire from January to April 2021. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers, or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05). Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic 100% of the dental teaching was initially held online. More than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format. The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.

Professional development in English-medium instruction: faculty attitudes in South Korea and Japan

ABSTRACT The need to support those teaching in English-medium instruction (EMI) classrooms is becoming increasingly acknowledged, and faculty professional development (PD) is recognised as an important element of that support. This study, a replication and localisation of an international study by Macaro et al. (2020. “English Medium Instruction in Higher Education: Teacher Perspectives on Professional Development and Certification.” International Journal of Applied Linguistics 30 (1): 144–157), investigates the experiences and attitudes of faculty members teaching in EMI programmes in South Korea and Japan towards EMI related PD and certification. Survey findings (South Korea n = 234, Japan n = 92) indicate that few faculty members have experience with pre-service PD, and that EMI-related in-service PD is rare in South Korea but on the rise in Japan. Preferences for PD and attitudes towards certification differed between the two populations sampled, and there are indications that the disciplinary and language backgrounds of the professors may influence this. This highlights the need for local, context-appropriate approaches to supporting faculty in EMI programmes.

Assessment of the knowledge and attitudes of the Iranian medical faculty toward plagiarism

ABSTRACT This study is among the few investigations that assesses knowledge and attitudes of faculty members of medical sciences universities regarding plagiarism. This investigation focused on the relationship between personal factors and knowledge and attitudes toward plagiarism among Iranian faculty members of medical sciences affiliated with the Ministry of Health. This descriptive cross-sectional study was performed on 247 participants using demographic questionnaires that collected data on attitudes toward plagiarism and knowledge of plagiarism. The questionnaires were uploaded on Porsline. The subjects were provided with the purpose of the study, informed consent, and the link to the questionnaire through WhatsApp. The mean scores of knowledge variables and different domains of attitude were calculated, and then, the obtained averages were compared in terms of age, gender, and participation in ethics workshop using univariate tests. Finally, the MANCOVA was used considering five dimensions of the questionnaire to assess attitude, as multiple response variables, and independent variables, including gender and participation in the ethics workshop and control of knowledge and age. The mean age of the subjects in this study was 38.9 ± 8.4. 79.4% of the participants were women. Overall, 79.8% of people participated in ethics workshops, of whom 78% were women, and 86.5% were men. The mean score of knowledge in men and women was 1.35 ± 0.19 and 1.56. ± 0.24, respectively, which was higher in women than men (PV <0.001). The mean score of total attitudes was 3.19 ± 0.46. There was a high level of knowledge of plagiarism and positive attitudes toward plagiarism avoidance or prevention among participants in this study, which may spread to students, and help to promote integrity in the educational and clinical environment in Iran.