Higher Education Faculty Research Articles

Investigating the Relationship Between Disaster Preparedness Knowledge, Disaster Related Stress, and Post-Disaster Depression Among Students and Faculty in Higher Education

ABSTRACT The worldwide prevalence of disasters exposes students, staff, and faculty at colleges and universities to multiple disasters, potentially impacting their mental health. This study investigates the influence of cumulative disaster-related stressors on depression among 1,497 higher education participants. Results from modified Poisson regression analyses reveal that individuals exposed to cumulative stressors (COVID-19 and Hurricane Sandy) have a higher prevalence of depression (PR 4.20; 95% CI: 1.45–6.12) compared to those without such exposure. The relationship was confounded when disaster preparedness knowledge factors (specifically, medication and grocery delivery knowledge) were added to the model (PR 3.75; 95% CI: 1.36–5.47). These results underscore the importance of integrating disaster preparedness knowledge into mental health interventions for the higher education community. Adapting interventions based on individual preparedness knowledge levels, especially for students and staff, can be a critical strategy in mitigating the impact of disasters on mental health in higher education settings.

The challenges of diversity in nursing faculty recruitment: the case of Finland

Diversity considerations in hiring faculty in higher education have garnered significant attention globally in recent years. However, analyses of faculty recruitment dynamics outside the United States, particularly in schools and colleges of nursing, have been limited. This paper explores how concepts related to racism apply to recruitment in nursing education, focusing on the specific context of Finland. Despite the increased admission of foreign students to English-language nursing programs, potential biases against the recruitment of nurse educators from foreign backgrounds persist in Finland. Local data, anecdotes, and an analysis of the broader literature suggest that robust diversity, equity, and inclusion (DEI) policies and guidelines are necessary to enhance the experiences of both instructors and students. Additionally, training and support mechanisms may be needed to enable nursing faculty members from foreign backgrounds to thrive and fully participate in shared governance within academic institutions. By examining the challenges and proposing strategies for increasing diversity in Finnish nursing education, this paper aims to contribute to the broader discourse on diversity in nursing as a profession.

"I Learned as I Went": an online distance education case study.

Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.

AI Policies, Equity, and Morality and the Implications for Faculty in Higher Education

Artificial intelligence (AI) is transforming higher education. While universities have generally touted technological advancements as part of the fabric of their learning environments, the challenges to equitable outcomes for faculty and students related to the use of AI are under-recognized. There is scant work on the equity and morality of university AI policies and the implications for faculty within higher education institutions. While significant attention has been paid to the effect of tools like ChatGPT on student writing and academic integrity, less attention has been paid to how rapidly emerging AI policies affect other aspects of faculty work, and in potentially inequitable ways. This article considers AI policies at three large state universities to examine what policies are provided to faculty and their impacts, including instructional support for students, faculty research, and patents. Findings suggest that institutions vary greatly in terms of faculty guidance and far more work is needed to provide clear policies and resources regarding ethical AI for faculty. We discuss the implications, including challenges and opportunities for higher education institutions, and provide recommendations for moving forward as new technology continues to evolve.

Instructional Method Shifts: Instructors’ Plans Post Emergency Remote Teaching

The coronavirus pandemic, beginning in 2020, caused significant disruption to higher education around the globe, forcing instructors into emergency remote teaching. This emergency response created unprecedented adaptation to online and distance education processes and activities. Yet, the ways in which those teaching changes influenced or continue to influence teaching in higher education are unknown. This study explores the changes to faculty teaching practices, and associated learning, as a result of emergency remote teaching and faculty plans to continue or discontinue those practices post-pandemic. Quantitative results indicated practices were largely intended to impact cognitive, emotional, behavioral, and social dimensions, social interactions, and learning activities. A significant majority of the practices achieved their intended results and almost two-thirds of the practices will be continued. Qualitative results illustrated a variety of benefits for both students and instructors. These shifts were largely student-centered with noted improvements in areas like flexibility, agency, access, inclusivity, engagement, and connection. Results apply to workplace training and professional development for faculty in higher education and beyond, including ways to engage faculty in valuable teaching practices and support student learning at a distance.

Publishing Preparation, Experiences, and Expectations of Music Education Faculty in Higher Education

The purpose of this study was to explore research and publishing preparation, experiences, and expectations of music education faculty members employed at higher education institutions. We developed the Publishing Preparation and Expectations Survey (PPES) to examine music education faculty members’ current areas of research, peer-reviewed journals they read and published in, and their experiences with peer reviewers. Utilizing the Directory of Music Faculties from the College Music Society, we distributed the PPES to 1,081 music education faculty members across 487 higher education institutions in the United States, resulting in 179 responses. The participants self-reported as predominantly White ( n = 157, 87.7%), female ( n = 101, 56.4%), and possessing a PhD ( n = 145, 81.0%). Additionally, 83 participants (46.4%) initially submitted a research article for publication in a peer-reviewed music education journal during their doctoral programs. Participants anticipated publishing an average of 11.44 articles ( SD = 8.89) for promotion to associate professor and had an average of 9.81 ( SD = 11.02) peer-reviewed research articles previously published. Finally, participants shared their experiences with peer reviewers using descriptors such as “discouraging,” “harsh,” and “cruel.”

Ethical Dilemmas: A Perspective from Pakistani Higher Education Institutions

Employees' deviant behavior has become a serious concern for employers as it puts organizational productivity at stake. The current study examined the existing unethical and immoral practices in the higher education faculty from the perspective of management. In order to achieve this goal, the study determined how faculty members' attitudes and perceptions towards moral standards and codes of conduct in Pakistan's higher education institutions manifest themselves in their actions while at work. Purposive sampling was used in combination with participant observation to conduct 19 interviews with the management of Pakistan's top universities, adhering to the qualitative tradition. As analytical techniques, pattern matching and cross-case analysis were applied. The findings revealed several intentional deviant behaviors that harm the work quality of academics. It is therefore important to address all such issues to preserve the quality of higher education.

Experiences of Disabled and Neurodivergent Faculty in Higher Education: A Systematic Literature Review

Abstract Internationally, disabled and neurodivergent faculty members’ experiences in higher education often differ from the experiences of neurotypical and nondisabled faculty. This literature review discusses key themes including the experiences of disabled faculty with inequity and stigma, and the various ways in which disabled and neurodivergent faculty respond to these barriers, including hiding, fighting, advocating, self-accommodating, and challenging norms. Further research is needed to bridge the gap between disabled and neurodivergent faculty members’ experiences and the changes that higher education institutions could make in order to improve inclusion of neurodivergent and disabled faculty.

Leveraging Artificial Intelligence to Enhance Implementation of Research-Based Practices for Teaching Students with Moderate to Severe Intellectual Disability

Artificial intelligence (AI) has transformative potential to support the education of students with moderate to severe intellectual disabilities (M/SID) and their teachers. Although research and evidence-based practices (EBPs) are integral to fostering positive student learning outcomes, educators face challenges in effectively implementing these strategies. In this article, we discuss how higher education faculty can prepare educators to harness the use of AI as a powerful tool to support the implementation of EBPs in the classroom, addressing teacher fluency and maintenance of application.

An interdisciplinary assessment of information literacy instruction

Information literacy is a crucial skill often overlooked by faculty in higher education, who expect incoming Gen Z students to have some ability to navigate the information landscape appropriately and efficiently either from prior high school instruction or simply by the ubiquity of information access. Assessments of college students' information literacy paints a different picture, indicating that information literacy instruction is required and that deliberate efforts should be made to aid students in proper evaluation and use of informational media. This study investigates the value of generalized information literacy instruction at a medium-sized, public 4-year university in a rural area. Student knowledge is assessed pre- and post-instruction to determine specific impacts of information literacy instruction on various facets of information literacy – source quality, relevance, and context. Specifically, the purpose of this research is to determine (1) whether information literacy varies across students in different fields/disciplines and (2) if so, whether generalized information literacy instruction tends to close those cross-disciplinary gaps or extend existing disparities. Data collected herein demonstrate that gains in information literacy vary substantially by academic discipline. For example, students in the College of Humanities and Fine Arts began with the second-highest average pre-instruction scores (75.00 %) and exhibited the largest gains between pre- and post-instruction assessments (+12.14 %). The results obtained in this study indicate that generalized instruction tends to inflate existing disparities in information literacy between disciplines. Based on these findings, there is ample evidence to suggest that discipline-specific information literacy instruction could provide students with larger individual gains and potentially allow information literacy to converge across fields.

The Potential Categories of Job Engagement Among Faculty of Higher Education in China and Their Relationship with Servant Leadership

The Potential Categories of Job Engagement Among Faculty of Higher Education in China and Their Relationship with Servant Leadership

Assessment of digital competencies in higher education faculty: a multimodal approach within the framework of artificial intelligence

Assessment of digital competencies in higher education faculty: a multimodal approach within the framework of artificial intelligence

Job Satisfaction and Teaching Effectiveness in Emergency Remote Teaching among Higher Education Faculty

In the rapidly evolving landscape of 21st century education, teacher preparation programs play a significant role in shaping the educators of tomorrow. This qualitative study aims to reveal both the opportunities and limitations of incorporating action research into experiential learning courses within teacher education programs. The researcher conducted a comprehensive thematic analysis to examine and categorize the participants' responses. Through in-depth interviews with 30 senior education students at Batangas State University, The National Engineering University, JPLPC Malvar, Batangas, Philippines, during the academic year 2021-2022, it was revealed that the opportunities arising from action research include enhanced teaching skills and pedagogy, problem-solving and reflective practice, collaborative learning and peer interaction, as well as professional growth and ethical awareness. Moreover, participants also encounter limitations, such as time constraints, resource accessibility, and ethical dilemmas. To address these challenges and capitalize on the opportunities, the study recommends strategies for improved time management, equitable resource access, and ethical training and support within teacher education programs. The study also suggests future research avenues, including longitudinal studies and comparative analyses, to further enhance action research's role in shaping the educators of the future.

Faculty’s Attitudes Towards Integrating Technology and innovation in Higher Education in Saudi Arabian Universities from Literature Review Perspective

To summarize, the majority of existing research on technology use in Saudi Arabian universities has framed faculty’s use of technology in the classroom positively. However, each study contains a group of faculties with persistently negative attitudes toward using technology regardless of the reasons or experiences that led them to this attitude Alenezi (2012), in example, observed in his study that certain faculty members who hold unfavorable opinions on e-learning believe that it prioritizes memorization over real-world learning. According to the study's staff, pupils' chances for creativity were diminished by the online learning environment (Alenezi, 2012). Alghamdi and Bayaga (2016) looked at faculty perceptions regarding the use of LMS in their instructional activities. According to the report, even though their universities offer LMS services, some faculty members choose not to use them. However, a lot of teachers are just unwilling to incorporate technology into their lessons, although there are a lot of other reasons for this. The group of faculties considered reluctant may include those who are technologically illiterate and those who believe that traditional teaching methods are preferable (Hagner & Schneebeck, 2001, p. 2-4). Carey and Dorn (1998) pinpoint a specific form of reluctancy as “technophobia,” which describes the fear of using technology for reasons such as a perception that it does not align with their teaching strategies, a lack of usefulness, and a lack of control (p. 71). However, the authors suggested that faculty can overcome technophobia by having greater self-efficacy to use technology and practice with technology so that it may become "familiar, useful, and controllable" Carey & Dorn, 1998, p. 71). Therefore, as Mishra et al. (2007) posit, there are critical issues that face faculty in higher education, such as lack of experience with teaching with technology, as they integrate technology into their teaching technique. Ultimately, the research described throughout this literature review supports the claim that the majority of university faculty in Saudi Arabia perceive technology-based teaching negatively.

Navigating Cross-Cultural Challenges: A Phenomenological Study on Strategies for International Faculty in Higher Education to Support Local Students

Dealing with local challenges and providing effective support for students as an international faculty member can be both challenging and rewarding. This phenomenological study delved into the intricate dynamics of cross-cultural encounters within higher education settings, focusing on the experiences of international faculty in supporting local students. Using semi-structured focus group meetings, the researchers explored how their lived experiences as full‐time international faculty working in institutions of higher learning in the United States could be applied in providing support for students. This process required intricate navigation to acquire some level of cultural understanding of the local culture and traditions and build relationships with native faculty, staff, and students. The study was based on firsthand experiences of how the authors, international scholars from various parts of the world, navigated through these hurdles to become effective educators. The researchers constructed generalizations, noting that the institutions whose policies include embracing cultural diversity, fostering inclusivity, and providing targeted support are better positioned to enable their international faculty members to address local challenges and empower students to succeed effectively.

ChatGPT Unveiled: Understanding Perceptions of Academic Integrity in Higher Education - A Qualitative Approach

AbstractThe purpose of this research is to gain a complete understanding of how students and faculty in higher education perceive the role of AI tools, their impact on academic integrity, and their potential benefits and threats in the educational milieu, while taking into account ways to help curb its disadvantages. Drawing upon a qualitative approach, this study conducted in-depth interviews with a diverse sample of faculty members and students in higher education, in universities across Lebanon. These interviews were analyzed and coded using NVivo software, allowing for the identification of recurring themes and the extraction of rich qualitative data. The findings of this study illuminated a spectrum of perceptions. While ChatGPT and AI tools are recognized for their potential in enhancing productivity, promoting interactive learning experiences, and providing tailored support, they also raise significant concerns regarding academic integrity. This research underscores the need for higher education institutions to carefully navigate the integration of AI tools like ChatGPT. It calls for the formulation of clear policies and guidelines for their ethical and responsible use, along with comprehensive support and training. This study contributes to the existing literature by presenting a comprehensive exploration of the perceptions of both students and faculty regarding AI tools in higher education, through a qualitative rich approach. By delving into the intricate dynamics of ChatGPT and academic integrity, this study offers fresh insights into the evolving educational landscape and the ongoing dialogue between technology and ethics.

Examining Professional Development for Special Education Teachers, General Education Teachers, and Paraeducators Who Support Autistic Elementary Students

ABSTRACT Background Autistic youth primarily receive services in public schools from educators who persistently report variable training and use of evidenced-based practices (EBPs). Educational achievement of individualized goals may be hindered by inconsistent implementation of EBPs. Objective To better understand EBP training practices, this study employs both quantitative and qualitative methods to examine EBP training experiences accessed by educators of different roles. Method Eighty-one participants (special education teachers, general education teachers, and paraeducators) serving autistic children in public schools completed an exhaustive survey on professional development, as well as a complementary semi-structured interview. Results Special education and general education teachers had similar patterns in terms of the types of training and providers they accessed. Compared to paraeducators, general and special educators were more likely to report accessing Teacher Preparation or Educator Certification Programs and School or District In-Service. The type of provider conducting the training also differed by role, with general educators being more likely to receive training from Higher Education Faculty, District Coaches, and Supervisors, and paraeducators more likely to receive training from Teachers. Special education teachers, general education teachers, and paraeducators also reported qualitative differences in their training experiences and needs. Conclusions This study provides valuable EBP training suggestions synthesized from the perspectives of educators working together to support autistic students. One recommendation is the facilitation of opportunities for educators to train and work together across roles, as well as the personalization of these trainings for educators of different roles, fostering a more comprehensive understanding of the needs of autistic students and promoting consistent EBP utilization.

The Role of Contextual Variables and Structural Diversity on College Students' Engineering Self-Efficacy.

Structural diversity is defined as the numerical representation of diverse racial/ethnic student groups on campus as one way of exposing students to diversity in higher education. The current study implemented the concept of structural diversity on faculty in higher education, given the significant and unique roles in STEM education. We integrated the proportion of URM faculty within the College of Engineering as a moderating variable in the social cognitive career theory (SCCT) model. With a sample of 254 diverse engineering students from six universities, the results indicated that both perceived engineering barriers and perceived engineering supports significantly related to perceived self-efficacy even after controlling for the effects of the other. Perceived engineering supports mediated the effects of engineering barriers on self-efficacy. Moreover, a moderated mediation effect by the proportion of URM faculty was observed, showing that when the proportion of URM faculty reached a certain level, high levels of perceived engineering barriers had no effect on increasing perceived engineering supports. Implications for fostering career development in engineering with a systematic-tailored approach are discussed.

Studying K-12 and post-secondary teachers’ reflections on the value of a citizen science project for fostering learning: The case of a winter stream project

Citizen science programs offer the public opportunities to be involved in hands-on scientific data collection and study. Despite a history of incorporating citizen science in the K-12 classroom, little research has focused on projects that are appealing to both K-12 instructors and higher education faculty. Our study investigates initial barriers and motivations for participation in citizen science at multiple education levels using a winter, stream ecology citizen science project. Our findings indicate a growing interest in citizen science programs in winter, as they provide opportunities for collaboration, encourage flexible data collection, and offer tangible results for participants to reflect on their local ecological habitats.

Workplace spirituality and critical thinking skills of faculty in higher education in Pakistan: the mediating role of knowledge management

PurposeThis study aims to investigate the relationship between workplace spirituality (WPS) and faculty critical thinking (CT) and the mediating effect of knowledge management (KM) among faculty at public universities.Design/methodology/approachThe study employed a quantitative, cross-sectional research design to attain the objective. Using simple random sampling, the data were collected from 295 faculty members working in public universities in Sindh, Pakistan. The hypothesized relationships were tested using structural equation modeling (SEM) based on covariance and mediation analysis was conducted using Preacher and Haye’s (2008) approach.FindingsFindings revealed a significant positive association between WPS, KM and faculty CT. In addition, the results indicated that KM played a partial mediating role in the relationship between WPS and CT.Practical implicationsEncouraging WPS can cultivate an environment of transparency, teamwork and knowledge exchange, promoting and enhancing faculty CT abilities.Originality/valueRare research exists regarding the connections between WPS, KM and CT in the Pakistani higher education system.