Faculty Members In Higher Education Institutions Research Articles

Appraisal System and Employee Performance: A Qualitative Study in The Education Sector

Higher education institutions offer the advanced training required for a wide range of professions, including educators, physicians, nurses, engineers, humanists, business owners, and social scientists. In addition, HEIs also provide the high-level skills required for every labor market. Faculty members in HEIs are the source of delivering better education. Hence, the study aims to increase faculty members' performance in HEIs. This study uses the qualitative research approach to investigate the relationship between performance appraisal and faculty members' performance in higher education institutions (HEIs). The research data is collected from the faculty members of the HEIs, and the content analysis of the interviews is utilized as the primary data analysis method. The study's findings indicate the positive effects of the performance appraisal system in universities on the performance of faculty members and universities. The research highlights the importance of implementing an effective performance appraisal system that promotes faculty members' professional growth and contributes to the institution's overall success.

Faculties Behavioural Intention Toward the Use of the Fourth Industrial Revolution Related-Technologies in Higher Education Institutions

The Fourth Industrial Revolution (4IR) has affected every aspect of our life, including education. Studies related to acceptance and adoption of 4IR related technologies in Higher education Institutions (HEIs) are limited. Therefore, this study aimed to investigate the acceptance of 4IR related-technologies by faculty members in HEIs. An online questionnaire was implemented based on the Unified Theory of Acceptance and Use of Technology (UTAUT) in a sample of 275 faculty members aged between 21 and 60 years old. The results showed that all the five constructs of the UTAUT model have significant impacts on the behavior intention with different degrees of influence: Performance Expectancy (43%), Facilitation Condition (27%), Effort Expectancy (21.5%), Social Influence, and Attitude toward using the technology are equally the same with (15.4%). Gender has only significant effects on Social Influence and Facilitation Condition, while age has only a significant impact on Social Influence. Furthermore, faculty members' acceptance of using 4IR technologies in teaching and learning is significantly higher among the younger group (less than 46 years old) than their counterparts (46 years old and above). However, there was no significant difference in the behavioral intention between male and female lecturers. The obtained results have added scientific evidence to the literature about faculty readiness to adopt IR-related technologies and lead to a better practical understanding of the factors that may incite or discourage them to use 4IR related-technologies in HEIs.

Flexibility in learning management and technologypreparedness among faculty members in higher educationinstitutions

Faculty members were challenged to continue teaching beyond the traditional mode during the COVID-19pandemic. Therefore, the research focused on the level of management functions and technological preparednessof the faculty members with permanent employment status under the business programs of higher educationinstitutions (HEIs) in Nueva Vizcaya. The idea behind the research was drawn from the theories of planning,organizing, leading, and controlling and technology preparedness in terms of technology access, technologyskills and literacy, and attitude toward technology. The study’s findings revealed that faculty members have ahigh level of management and technology preparedness. Moreover, the study revealed that the profile of thefaculty members had no relationship to their level of implementation of management strategies. On the otherhand, younger faculty members have greater technology access and literacy skills. Furthermore, profiles werenot a significant factor in their level of attitude toward technology. More results showed that when the level ofimplementation of management strategies is high, the result is also high in terms of technological preparedness.Based on the study’s findings, the researcher recommended an enhanced program for better implementation offlexible learning in HEIs.

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal–Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching–learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when “digital technologies” have become an inevitable and indispensable part of education and learning.

Level of Knowledge Management among Faculty Members in the Context of Nepali Higher Educational Institution

Knowledge management is taken as an integral component of any institution to enhance organizational effectiveness and productivity. Knowledge Management (KM) in academia is being prioritized these days to enhance academic activities and discourses. The knowledge management impacts to enhance the academic activities in academia, particularly for higher educational institutions (HEIs). Furthermore, the practices of KM enhance academic activities in higher educational institutions. Thus, the purpose of this research was to measure the level of KM among faculty members of HEIs. The quantitative method was used to conduct this research. The tools to measure knowledge management practices among faculty members of HEIs were developed by using Delphi methods. The 445 respondents were taken from the four universities of Nepal. Similarly, the data was taken from these universities as well. The factor analysis was used to identify the dimension of KM. The factor analysis identified seven dimensions of KM; knowledge utilization, acquisition, generation, dissemination, transfer, creation, and presentation. To analyze the level of the knowledge management, mean and standard deviation were used as the indicators or analysis tools for this research. The level of knowledge management was categorized into three groups viz. low, medium, and high. The study found that the overall pace of KM was high except for the knowledge generation process in the context of higher education. Due to individual differences and the organizational environment, culture, and technological infrastructure, it makes the level of knowledge generation differences comparing from other dimensions of knowledge management.