Faculty Characteristics Research Articles

Chinese Faculty Members at Japanese Universities: Who Are They and Why Do They Work in Japan?

Purpose: The purpose of this study is to identify the key aspects of the demographic characteristics and motivations of Chinese faculty at Japanese universities. Design/Approach/Methods: Main methods include an analysis of relevant data from a national survey of full-time international faculty in Japan in 2017 and results from semi-structured interviews with several full-time Chinese faculty hired in different Japanese universities. Findings: This study suggests that, compared to the average level of international faculty, there are larger numbers of female Chinese faculty, greater numbers of Chinese professors, Chinese doctoral degree holders, Chinese faculty in engineering, and larger numbers of them being engaged in research rather than teaching. Further, this study argues that the most important reasons for Chinese faculty to work in Japanese universities are academic or professional reasons, followed by their fondness for Japanese life and culture and their agreement with better living conditions in Japan than in China. Originality/Value: It is the first time that the key characteristics of full-time Chinese faculty at Japanese universities and their motivations to come to Japan are investigated and discussed based on both quantitative and qualitative methods.

Narrative Review of Clinical Productivity and Teaching in Emergency Medicine.

Emergency medicine educators are subject to external pressures to increase clinical productivity while maintaining quality teaching. Strategies to mitigate this perceived conflict include alterations in staffing and incentive compensation with educational value units. There is a paucity of information describing the effect of clinical demands on teaching metrics in emergency medicine. We performed a narrative review of the literature describing the relationship between clinical productivity and teaching evaluations of emergency medicine faculty and residents. We searched PubMed and Google Scholar for peer-reviewed articles describing emergency medicine clinical productivity metrics, teaching metrics, and the relationship between them. Seven articles met inclusion criteria. While most articles utilized relative value units (RVUs) per hour, other outcomes metrics were heterogeneous. Almost all studies utilized retrospective data and took place at academic teaching hospitals. Despite variability in statistical analysis, no studies found a relationship between clinical productivity and teaching metrics. Multiple articles identified characteristics of faculty that were associated with improved teaching metrics independent of clinical demands. The available literature does not support the concept that increased clinical productivity conflicts with quality teaching. A subset of faculty was identified who excelled at both. Next research steps should include developing shared standards for assessment of clinical productivity and educational quality that can be used to collect data at multiple sites at academic and community clinical settings; a secondary outcome includes measuring the effects of additional teaching attendings and educational value units.

Faculty Characteristics

Faculty Characteristics

 Ethics Education in Human Services: Curriculum Approach, Faculty Characteristics, and Evaluation of Students

This article discusses three aspects of the context of ethics education, which are external to course content but affect the development of the ethical student and, later, the ethical professional. This article presents the available perspectives for the following: one course versus whole curriculum delivery of ethics education, the influence of faculty and supervisors, and the assessment of student ethical thinking and behavior. Professional literature is used to support consideration of each perspective in the ethics education of human services students.

Faculty Characteristics

Faculty Characteristics

Faculty Characteristics

Higher Education AbstractsVolume 55, Issue 4 p. 363-364 FACULTY CHARACTERISTICS Faculty Characteristics First published: 22 November 2020 https://doi.org/10.1111/hea.16_12158Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume55, Issue4October 2020Pages 363-364 RelatedInformation

Foot and Ankle Fellowship Faculty Research Productivity

Category:OtherIntroduction/Purpose:Academic productivity within orthopaedic subspecialties is important in developing generalizable knowledge, challenging biases, and evolving practice management. Productivity is linked to academic status and can affect compensation. This study evaluated the research activity of faculty at foot and ankle surgery fellowship programs in the United States and associated Canadian programs. The primary objective was to describe the publishing productivity of American Orthopaedic Foot & Ankle Society (AOFAS) fellowship faculty.Methods:Program characteristics from orthopaedic foot and ankle fellowship programs across the United States and Canada were collected from AOFAS and each program’s respective websites. The studied faculty characteristics consisted of years in practice, academic rank, extent of training, and gender. Specific program characteristics were recorded, including Accreditation Council for Graduate Medical Education approval, academic affiliation, fellow research requirement, number of fellows, number of associated faculty members. Data analysis of faculty productivity (Publications, number of publications in specific journals, number of citations, and Hirsch index [h index]) was gathered using the Scopus database.Results:A total of 48 AOFAS foot and ankle surgery fellowship programs were identified with an associated 185 faculty members. The mean number of publications per faculty member was 44.9 (sd 53.0; range 0-323) with a mean h-index of 11.9 (sd 10.6; range 0-54). One-hundred and forty-four (77.8%) academic-affiliated faculty had a significantly greater number of publications (p<0.01), total citations (p<0.05), and publications in FAI (p<0.05), JBJS (p<0.05), CORR (p<0.05), and JAAOS (p<0.05) compared to the 41 (22.2%) nonacademic faculty. Nonacademic faculty maintained a h-index of 9.5 (95% CI 7-12), while academic faculty had a h-index of 12.6 (95% CI 11-14), which did not meet statistical significance (p=0.062). There were no significant differences between measures of publication productivity in male and female faculty, except for maximum citations in a single paper (67.1 vs 142.3; p<0.05)Conclusion:Academic-affiliated foot and ankle fellowship faculty have higher research productivity than non-academic surgeons. The mean h-index of foot and ankle fellowship faculty was 11.9, which is lower than that reported in sports, joints, and spine fellowship faculty but higher than that reported for hand fellowship faculty. The analyses presented can aid foot and ankle surgeons in assessing their academic productivity.

Characteristics of the Most Productive U.S. Sociology Faculty and Departments: Institution Type, Gender, and Journal Concentration

ABSTRACT Using data for a sample of 2,132 individuals, we examine the characteristics of the sociology faculty and departments that ranked highest on any of four measures of publishing productivity over the 2013–2017 period. While the most productive men tend to work at the top research universities, women with comparable publishing records are especially likely to be found among the most productive faculty at other types of institutions. This suggests that “striving institutions” – those that have faced the greatest competition to improve their standing relative to their peers – have benefited by hiring and retaining highly productive faculty without regard to their gender. Our results further reveal that prolific faculty are similar to other faculty in their publication outlets, although they do exhibit high levels of journal concentration. That is, they tend to publish in the same journals in which they previously published.

Characteristics of Professional Physical Therapist Faculty and Doctor of Physical Therapy Programs, 2008-2017: Influences on Graduation Rates and First-Time National Physical Therapy Examination Pass Rates.

Graduation rates and first-time National Physical Therapy Examination (NPTE) pass rates among Doctor of Physical Therapy (DPT) programs have ranged from 30% to 100% and 0% to 100% between 2008 and 2017, respectively. Prior studies on predictors of graduation rates and NPTE pass rates from DPT programs have used cross-sectional data and have not studied faculty data. This study sought to understand how trends in DPT faculty and program characteristics correlated with graduation rates and first-time NPTE pass rates. This study was a retrospective panel analysis of yearly data from 231 programs between 2008 and 2017. Random effects models estimated the correlations between faculty and program characteristics regarding graduation rates and first-time NPTE pass rates. Graduation rates peaked when programs devoted 25% of faculty time, on average, to scholarship. The number of peer-reviewed publications was positively correlated with graduation rates; however, the trend was logarithmic, indicating a diminishing rise in graduation rates as the number of publications exceeded 1 per faculty full-time equivalent. Tenure-track status, faculty of color, and part-time faculty were all negatively correlated with first-time NPTE pass rates. However, these 3 trends are likely not meaningful, because the predicted rates of decline in pass rates were minimal. Faculty engagement in scholarly activities can positively influence graduation rates, but only up to a certain level of faculty time devoted to scholarship. This is the first study to provide data on the influence of faculty on DPT student outcomes and will help education programs develop strategies to improve those outcomes.

Predictors of research productivity among physical therapy programs in the United States: an observational study

BackgroundThis study targeted the association of program characteristics of 203 Doctor of Physical Therapy (DPT) programs in the United States (US) reported by the Commission on Accreditation in Physical Therapy Education (CAPTE) in their 2017 Annual Accreditation Report (AAR) with measures of core faculty research volume. The association of institutional, program, and faculty characteristics of an institution with core faculty research volume was investigated.MethodsThis observational study analyzed data provided in the AAR about program research volume. Predictor variables included institutional, program and faculty characteristics. Research volume was measured as a ratio of 1) number of peer-reviewed publications, 2) National Institutes of Health (NIH) funding, and 3) faculty with grants, per number of core faculty. Research volume was stratified by quartiles and analyzed using logistic regression analyses. The highest 25% were analyzed against the lowest 75%.ResultsIn the multivariate logistic regression analyses, research Carnegie classification was positively associated with NIH funding (OR = 4.04; 95% CI = 1.92, 8.48) and number of peer reviewed publications (OR = 7.63; 95% CI = 3.39, 17.14). Square footage of research space was positively associated with number of peer reviewed publications (OR = 4.58; 95% CI = 2.08, 10.11). Private status was negatively associated with NIH funding (OR = 0.37; 95% CI = 0.17, 0.83) and faculty holding grants (OR = 0.38; 95% CI = 0.19, 0.76).ConclusionsThere is strong evidence that research culture (e.g., research Carnegie status and dedicated research space) is related to research productivity in DPT programs in the US. Private status was indicative of a non-research intensive environment, which may be reflective of a current trend of small, non-research based private institutions initiating DPT programs.

Faculty Characteristics

Higher Education AbstractsVolume 55, Issue 3 p. 254-254 FACULTY CHARACTERISTICS Faculty Characteristics First published: 30 July 2020 https://doi.org/10.1111/hea.15_12154Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume55, Issue3July 2020Pages 254-254 RelatedInformation

Nurse Faculty Workload Characteristics: A State-Level Survey

Introduction National data and research on faculty characteristics, including workload, satisfaction, and mentoring, are available; however, state-level data to inform regional efforts are limited. A state-level survey identifying faculty job characteristics and faculty mentoring practices can assist nursing programs with the development of recruitment and retention initiatives to influence regional shortages. Aims The aim of this study is to report the characteristics of New Hampshire (NH) nurse faculty to inform regional initiatives to support recruitment, role transition, and retention of nurse faculty. Methods An online survey was sent to 211 NH nurse faculty to determine job satisfaction, workload, intent to leave, and presence and characteristics of mentoring programs. Results Seventy-eight surveys (37%) were completed. More than 65% of respondents (n = 49) were older than 50 years. Respondents were most satisfied with professional autonomy and least satisfied with salary. More than 60% indicated their institution provided formal mentorship support; however, less than 40% reported participating. Conclusions NH nurse faculty concerns mirror national concerns, including an aging workforce and salary dissatisfaction. Recommendations to address NH nurse faculty workforce needs include formal mentorship programs and workload flexibility initiatives.

Faculty and programmatic influences on the percentage of graduates of color from professional physical therapy programs in the United States.

The physical therapy profession in the United States suffers from a shortage of providers of color. This is unlikely to change with newly graduating students, as 2.6% of 2017 graduates were African American and 5.7% were Hispanic or Latino. Faculty mentorship has a more profound influence on the retention of underrepresented minority students as compared with students from privileged backgrounds, according to undergraduate literature. The influences of faculty characteristics on physical therapy graduates of color are unknown. The purpose of this study was to determine faculty and programmatic characteristics that could influence the percentage of physical therapy graduates of color. This study implemented the theory of academic capitalism to inform the results of a retrospective panel analysis, which used accreditation data from 2008 to 2017. Data from 231 programs was used to create fixed effects and random effects models to estimate the effects that faculty and program characteristics had on the percentage of graduates of color that a program produced. There was a statistically significant positive relationship between faculty of color and graduates of color (p < 0.001), but faculty must be sufficiently diverse before a program can expect a meaningful change in their percentage of graduates of color. Academic capitalist principles suggest that competition between programs for resources could negatively influence the proportion of graduates of color. Cause and effect associations between variables cannot be established.The authors concluded that professional physical therapy programs appeared to have increases in the percentages of graduates of color when they had more core faculty members of color.

Association of financial conflicts of interest with academic success among junior faculty in hematology and oncology.

2080 Background: Financial conflict of interest (COI) represents a complex issue in hematology and oncology. Little is known about when COIs develop during a career and if these correlate with early career success. We evaluated self-reported COIs for junior faculty members at 10 academic cancer centers and examined if these financial relationships with industry correlated with measures of academic career success. Methods: The study evaluated 229 assistant professors from the top 10 cancer centers based on the 2018 US News Cancer rankings. Faculty characteristics were determined from hospital websites including the number of years since completing fellowship. Data regarding National Institute of Health (NIH) funding were obtained. Industry funds (Sunshine Act funds; SAF) were identified from the Centers for Medicare &amp; Medicaid Services (CMS) Open Payments database from 2013-2017. Self-reported COIs were obtained from the American Society of Clinical Oncology (ASCO) or American Society of Hematology (ASH) disclosures databases, and through review of disclosures from recent publications. Measures of academic success included h-index and number of publications. We assessed the influence of number of COIs and SAF received on measures of academic success. Results: Of the 229 included faculty, 45% were female, 39% graduated fellowship in 2015 or later, 35% were double-boarded, 40% had dual degrees and 15% received NIH funding. Approximately 46% of faculty had at least 1 COI. COIs (ASCO/ASH) were positively correlated with COIs self-reported in publications and total SAF (Spearman correlations 0.57 and 0.54, both P &lt; 0.01). The development of COIs and the number of SAF increased with years in practice (Spearman correlations 0.37 and 0.28, both P &lt; 0.01). COIs and SAF correlated with h-index (Spearman correlation 0.40 and 0.41, both P &lt; 0.01). After adjusting for years since fellowship, linear regression demonstrated that log-transformed h-index and number of publications were associated with SAF (P &lt; 0.01) and COIs (ASCO/ASH) (P = 0.01). Conclusions: Financial COIs were present in nearly half of the faculty and increased with more time since completing fellowship. Measures of academic success were positively correlated with COIs (ASCO/ASH) and SAF. These data suggest that cultivating industry relationships may aid faculty in establishing early academic success.

Relationship Between Faculty Characteristics and Emotional Exhaustion in a Large Academic Medical Center.

We evaluated associations between emotional exhaustion (EE), a measure of burnout, among medical school faculty and: demographic and professional characteristics, workplace stressors, coping skills, resilience, sufficient personal time, and depressive symptoms. Respondents completed surveys in November 2017. We conducted bivariate and multivariable logistic regression and recycled predictions models to estimate associations between characteristics and probability of EE. Of 1401 respondents, 42% endorsed EE. Faculty with more clinical effort, more workplace stress, less resilience, less personal time, and more depressive symptoms reported statistically significantly higher probabilities of EE compared with their counterparts. Female sex, mid-career stage, and coping skills were no longer associated with EE, after accounting for stress, resilience, personal time, and depressive symptoms. Coping skills may not mitigate physician EE when coupled with substantial time and mental health burdens.

Doctoral nursing education in east and Southeast Asia: characteristics of the programs and students\u2019 experiences of and satisfaction with their studies

BackgroundThe characteristics of nursing doctoral programs and the doctoral students’ experience have not been thoroughly investigated. Hence, this study aimed to describe the characteristics of nursing doctoral programs in East and South East Asian (ESEA) countries and regions from the views of doctoral program coordinators, and to explore the students’ experiences of and satisfaction with their doctoral nursing program.MethodsA cross-sectional survey was conducted using two self-designed questionnaires, one focusing on PhD program coordinators and the other on doctoral students. Characteristics of the nursing doctoral programs focused on program characteristics, faculty characteristics, career pathways for graduates, and challenges for nursing doctoral education. Doctoral students’ assessment of study experiences included quality of supervision, doctoral training programs, intellectual/cultural climate of institutions, general facilities/support, and the overall study experience and satisfaction.ResultsIn the PhD coordinators survey, 46 institutions across nine ESEA countries and regions participated. More than half of nursing departments had academic members from other health science disciplines to supervise doctoral nursing students. The majority of graduates were holding academic or research positions in higher education institutions. Faculty shortages, delays in the completion of the program and inadequate financial support were commonly reported challenges for doctoral nursing education. In the students’ survey, 193 doctoral students participated. 88.3% of the students were satisfied with the supervision they received from their supervisors; however, 79% reported that their supervisors ‘pushed’ them to publish research papers. For doctoral training programs, 75.5% were satisfied with their curriculum; but around half reported that the teaching training components (55.9%) and mobility opportunities (54.2%) were not included in their programs. For overall satisfaction with the intellectual and cultural climate, the percentages were 76.1 and 68.1%, respectively. Only 66.7% of the students felt satisfied with the facilities provided by their universities and nursing institutions.ConclusionDoctoral nursing programs in most of the ESEA countries value the importance of both research and coursework. Doctoral nursing students generally hold positive experiences of their study. However, incorporating more teaching training components, providing more opportunities for international mobility, and making more effort to improve research-related facilities may further enhance the student experience. There is also a need to have international guidelines and standards for quality indicators of doctoral programs to maintain quality and find solutions to global challenges in nursing doctoral education.

Faculty Characteristics

Faculty Characteristics

Emergency medicine registrar training in Africa: overview of programmes, faculty and sustainability

BackgroundThe specialty of emergency medicine (EM) is new in most African countries, where emergency medicine registrar (residency) programmes (EMRPs) are at different stages of evolution and little is known about...

Characteristics of Faculty at Risk of Leaving Their Medical Schools: An Analysis of the StandPoint™ Faculty Engagement Survey.

PurposeThis study seeks to identify the characteristics and attitudes of faculty in US medical colleges who are at risk of leaving their institution.MethodsThis research leverages data from the AAMC StandPoint Faculty Engagement Survey administered to 37,779 faculty representing 36 institutions participating during 2013–2016. Univariate and multivariable robust logistic regression models were used to assess predictors of the intent to leave based on the question: “Do you plan to leave this medical school in the next 1–2 years?”.ResultsThirty percent (n=5559/18,475) of faculty responded that they were considering leaving their institution. Thirty-one percent of female faculty vs 29% of male faculty expressed an intent to leave. At-risk faculty were likely to be at junior faculty rank and at their institutions for 6–15 years vs other time periods (OR=1.16; p≤0.001). Having an administrative title (OR=0.72; p≤0.001) and receiving formal mentorship (OR=0.65; p≤0.001) were protective. Finally, faculty answering “disagree” or “strongly disagree” to any one of these StandPoint Survey questions were at > 6 fold risk of expressing an intent to leave: 1) I am satisfied with my opportunities for professional development, 2) I feel appreciated by my supervisor, 3) My day-to-day activities give me a sense of accomplishment.ConclusionFaculty expressing an intent to leave their institution have an identifiable profile. Top concerns of at-risk faculty relate to supervisory relationships and growth opportunities rather than compensation or governance. Institutional leaders should consider these factors in the development of a proactive strategy to retain talented faculty.

Faculty Characteristics

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